American Journal of Pharmaceutical Education最新文献

{"title":"A Multisite, Longitudinal Study Assessing Prevalence of Anxiety in Student Pharmacists.","authors":"Lindsey Dayer, Kathryn L MacCamy, Seth D Heldenbrand, Kimberly C McKeirnan, Jennifer D Robinson","doi":"10.1016/j.ajpe.2024.101334","DOIUrl":"10.1016/j.ajpe.2024.101334","url":null,"abstract":"<p><strong>Objective: </strong>Conduct a multisite, survey-based study assessing rates of self-reported anxiety symptoms among student pharmacists enrolled in the first three professional years (PY1-PY3) of a four-year Doctor of Pharmacy (PharmD) curricula.</p><p><strong>Methods: </strong>This study followed a cross-sectional observational design conducted at Washington State University, College of Pharmacy and Pharmaceutical Sciences (WSU) and the University of Arkansas for Medical Sciences, College of Pharmacy (UAMS). Student pharmacists in PY1-PY3 of the PharmD curricula were invited to voluntarily complete the Generalized Anxiety Disorder 7-item (GAD-7) scale in order to self-report measures of anxiety. The GAD-7 is a validated 7-item instrument using a 4-point Likert scale.</p><p><strong>Results: </strong>A total of 2022 surveys were evaluated from PY1-PY3 students at WSU and UAMS over a five-year period (2019-2023). Overall, 882 (43.6%) completed surveys indicated the presence of moderate to severe anxiety according to the GAD-7. When asked about the difficulty of doing work, taking care of things at home, or getting along with other people, 487 (24.1%) respondents indicated \"very\" or \"extremely\" difficult using a 4-point Likert scale.</p><p><strong>Conclusion: </strong>Behavioral and mental health support appear to be needed to support students living with symptoms of anxiety that are impacting life activities. Pharmacy educators should consider proactive approaches to improve mental wellbeing and support skill development related to anxiety management for student pharmacists. Future studies may include measuring change in student pharmacist anxiety over time with targeted interventions and studies to determine impact on reported levels of anxiety.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101334"},"PeriodicalIF":3.8,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142669883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association Of Emotional Intelligence With Pharmacy Students' Leadership And Academic Performance.","authors":"Aayna Shamsi, Tyler Varisco, Austin De La Cruz, Rania El-Desoky, Matthew Wanat, Elizabeth Coyle, Divya Varkey","doi":"10.1016/j.ajpe.2024.101335","DOIUrl":"10.1016/j.ajpe.2024.101335","url":null,"abstract":"<p><strong>Objective: </strong>To examine the association between emotional intelligence, leadership involvement, and academic performance among student pharmacists.</p><p><strong>Methods: </strong>This was a retrospective, observational study that included all second-year student pharmacists in the 2022-23 and 2023-24 academic years. Emotional intelligence was assessed using the Emotional Quotient Inventory, version 2.0 (EQ-i 2.0), with results reported for 15 skills of EQ. Leadership involvement was collected from student organizations as the number of officer positions held by each student throughout the PharmD curriculum. Academic performance was reported as the cumulative grade point average (GPA). The primary endpoint was the mean EQ-i 2.0 skill results compared between students with <2 and ≥2 leadership positions. The secondary endpoint was mean EQ-i 2.0 skill results of students with GPA<3.5 and GPA≥3.5. Bivariate logistic regression was used to analyze each outcome.</p><p><strong>Results: </strong>All 214 second-year students in both cohorts completed the assessment. Students who held ≥2 leadership positions on average had a higher social responsibility score than students with <2 positions. Students with GPA≥3.5 had an assertiveness score lower than students with GPA<3.5.</p><p><strong>Conclusion: </strong>The results indicated that students with higher social responsibility as an EQ skill were reported to have increased leadership involvement. Students with lower assertiveness as an EQ skill were reported to have GPA≥3.5. These findings demonstrate the importance of emphasizing social responsibility in the pharmacy curriculum.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101335"},"PeriodicalIF":3.8,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142669909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Allies: Preparing Pharmacy Students to Practice with Cultural and Structural Humility.","authors":"Jaime Maerten-Rivera, Malaika R Turner, Odinaka C Oranekwu, Margarita V DiVall","doi":"10.1016/j.ajpe.2024.101329","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101329","url":null,"abstract":"<p><strong>Objectives: </strong>The COEPA learning outcome of Cultural and Structural Humility (Ally) was updated causing programs to evaluate how this content is included. The authors reviewed relevant literature published within the past ten years (2014-2024) and provided a summary, and relevant recommendations, as well as resources.</p><p><strong>Findings: </strong>There were calls to action within the Academy for programs to develop a holistic programmatic approach to developing students' cultural and structural humility. Current shortcomings identified were that most programs: incorporated related competencies into their curriculum at the introduction level; lacked intentional development of related skills and behaviors, instead focusing on knowledge and attitudes; seldomly used validated, reliable, standardized assessments; and allowed this work to fall on a few \"experts\" rather than all faculty and preceptors.</p><p><strong>Summary: </strong>Programs should aim for a holistic approach to prepare graduates to practice with cultural and structural humility, which should begin with creating structures to support it, such as appointment of an administrator or a diversity, equity, and inclusion committee. Integration of ally content should be intentional, spiraled, with mapping of competencies across didactic, experiential, and co-curriculum and across all levels of learning to ensure development of knowledge, skills, attitudes, and behaviors. Students should have multiple assessment opportunities, including formative and summative, and programs should use standardized, valid and reliable assessment tools. Intentional development of all faculty, preceptors, and students is critical for success. Institutions are encouraged to share their initiatives with the Academy.</p><p><strong>Learning objectives: </strong>After reading the article, readers will be able to do the following as it relates to the Ally COEPA outcome.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101329"},"PeriodicalIF":3.8,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preceptor Perspectives Using Entrustable Professional Activity-Based Assessments During Advanced Pharmacy Practice Experiences.","authors":"Abigail T Elmes-Patel, Sheila M Allen, Marlowe Djuric Kachlic, Allison E Schriever, Tara P Driscoll, Ara Tekian, Jeffrey J H Cheung, Edward Podsiadlik, Stuart T Haines, Alan Schwartz, Jennie B Jarrett","doi":"10.1016/j.ajpe.2024.101332","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101332","url":null,"abstract":"<p><strong>Objective: </strong>To explore Advanced Pharmacy Practice Experience (APPE) preceptor perspectives including implemenation recommendations, barriers, and facilitators to using entrustable professional activity (EPA) assessment in pharmacy experiential education.</p><p><strong>Methods: </strong>Two 90-minute virtual focus group sessions were conducted to elucidate preceptor perspectives on EPA integration into APPEs through semi-structured discussion. Preceptors with experience utilizing entrustment-supervision (ES) scales with EPAs for assessments for at least four APPE learners in the last year were eligible. The primary outcome was a description of implementation guidance for assessing learners using an EPA framework. Secondary outcomes include descriptions of barriers and facilitators to using an EPA framework in APPE learner assessment. All sessions were recorded, transcribed, and analyzed using inductive thematic analysis.</p><p><strong>Results: </strong>Eleven APPE preceptors representing nine institutions participated. Commonly identified implementation recommendations were regular, repetitive preceptor education using case vpractice ignettes, student orientation to assessment expectations, clear delineation of minimum competency level, frequent discussions with preceptors, and use of institutional resources. Identified barriers were the abstractness of entrustability, subjectivity of the ES scale and preceptor assessments, unclear grading schemes, length and complexity of the assessments, and EPA applicability to the specific practice setting. Commonly identified facilitators were clearly defined scales and expectations, preceptor education, student education, pass/fail grading schemes, and shorter, more frequent assessments.</p><p><strong>Conclusion: </strong>EPA-based assessments can be used by preceptors for workplace-based assessments during APPEs. Faculty/preceptor development and student orientation with benchmarking and clear expectations are needed to support implementation.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101332"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of Pharmacy Faculty Regarding Factors Contributing to Declining First-Time NAPLEX Pass Rates.","authors":"Hope Brandon, Clark Kebodeaux, Sara Stallworth, Elizabeth Autry, Mandy Jones, Tyler Bosley, Aric Schadler, Frank Romanelli","doi":"10.1016/j.ajpe.2024.101336","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101336","url":null,"abstract":"<p><strong>Objective: </strong>Identify perceptions from pharmacy faculty across the Academy concerning factors that may be influencing NAPLEX first-time pass rates to highlight potential focused areas of further research based on common experiences.</p><p><strong>Methods: </strong>An anonymous 43-item Qualtrics™ questionnaire was distributed to faculty members from the American Association of Colleges of Pharmacy. Questions were predominantly 5-point Likert scale items (5=very large impact) and encompassed six domains: pharmacy school factors, COVID-19 educational modifications, testing factors, standardized testing, applicant preparedness, and student factors. Demographic data as well as perceptions were reported with means and standard deviations.</p><p><strong>Results: </strong>In total 600 responses were analyzed. Respondents were predominantly female (66%) and white (78%). Most had a Doctor of Pharmacy degree, residency training, and were practicing as a licensed pharmacist within the Southern and Midwestern US. Respondents indicated that the decline in NAPLEX first-time pass rates is a moderate to large problem (mean 3.64, standard deviation [SD] 0.891), and the top potential influencing factors include student quality (mean 3.99, SD 0.876), student's critical thinking (mean 3.90, SD 0.947), study habits (mean 3.74, SD 0.920), and admission standards (mean 3.67, SD 1.082).</p><p><strong>Conclusions: </strong>The top 4 factors indicated by respondents as impacting NAPLEX first-time pass rates were related to the student quality. This result highlights the importance of exploring issues related to pharmacy admissions and the need to implement effective strategies to support an increasing number of potentially less prepared pharmacy students.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101336"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determining ideal practices for student course evaluations using a modified Delphi approach.","authors":"Aleda M H Chen, Diana M Sobieraj, Robert D Beckett, Jill Augustine, Bupendra K Shah, Robert A Bechtol","doi":"10.1016/j.ajpe.2024.101330","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101330","url":null,"abstract":"<p><strong>Objective: </strong>While approaches for utilizing student course evaluations (SCEs) have been discussed in the literature, there remain opportunities to identify ideal practices for SCEs. Thus, the objective of this project was to generate consensus on best practices in creating, administering, and using SCEs.</p><p><strong>Methods: </strong>A modified Delphi approach was utilized to generate a set of items based on the literature and prior work. Experts were identified from different roles, institution types, and geographic regions to participate in the panel. Consensus-building rounds were performed until no new ideas were introduced using an electronic survey platform. Data were analyzed descriptively each round.</p><p><strong>Results: </strong>After the second round, 47 items met consensus. Key recommendations included enhanced training of students to provide feedback, transparency with students on how feedback is utilized, using SCEs as one element of data sources, and the importance of ensuring intentional approaches based on theoretical constructs used in the field of course evaluation.</p><p><strong>Conclusions: </strong>This Delphi study established consensus on approaches programs can use to optimize SCEs, according to experts from across the academy. Though some items are very specific, there are opportunities for individualization based on program priorities.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101330"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Postgraduate Year 1 Residency Program Director Preferences and Priorities in Evaluation of Pharmacy Residency Candidates.","authors":"Micaela Warfield, Scott D Nei, Kristin C Cole, Abby K Krauter","doi":"10.1016/j.ajpe.2024.101323","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101323","url":null,"abstract":"<p><strong>Objective: </strong>Limited and conflicting evidence exists evaluating how components of pharmacy residency applications are prioritized by residency program directors (RPDs). This study aims to identify what pharmacy residency programs prioritize when selecting candidates to interview given the incorporation of new American Society of Health-System Pharmacists (ASHP) Pharmacy Residency Standards.</p><p><strong>Methods: </strong>A Qualtrics survey was distributed to postgraduate year 1 (PGY1) RPDs across the United States. Programs were identified using the American College of Clinical Pharmacy and ASHP residency directory. Data was collected from October 23, 2023, to December 4, 2023, and priorities were captured using percentage weighting and rank order lists.</p><p><strong>Results: </strong>Of the 1389 survey links disseminated, a total of 254 programs submitted responses for a total response rate of 18.2%. According to RPDs the highest weighted section of a residency application was the curriculum vitae (CV) with an average weight of 51.7% followed by letters of recommendation, letter of intent, and supplemental application (if applicable) in descending order, respectively. Within the CV, programs valued work, leadership, and rotation experiences most. Ability to organize and manage time was reported to be the most important characteristic within letters of recommendation.</p><p><strong>Conclusion: </strong>Based on the results of this study, when reviewing pharmacy residency applications, PGY1 RPDs prioritize the CV, followed by letters of recommendation and letter of intent. These findings could be used by RPDs when assessing current scoring rubrics and may help to inform the efforts of students and letter of recommendation writers when preparing individual components of an application.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101323"},"PeriodicalIF":3.8,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142640396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proof of Concept of ChatGPT as a Virtual Tutor.","authors":"Jeff Cain, Aishwarya S Rajan","doi":"10.1016/j.ajpe.2024.101333","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101333","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third year PharmD students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and to analyze student engagement and perception of its educational value.</p><p><strong>Methods: </strong>The virtual tutor was developed by the instructor and consisted of custom ChatGPT prompts deployed via the course's learning management system. Development metrics were documented, including time invested and iterations needed for prompt refinement. A post-use questionnaire evaluated student uptake and experience, which included frequency of use, perceived value for learning and exam preparation, and overall satisfaction.</p><p><strong>Results: </strong>The development of the virtual tutor required a total of 119minutes, demonstrating a feasible time investment. Ninety-two of 130 students completed the questionnaire for a 70% response rate. Sixty-one students (66%) engaged with the tutor, with varying degrees of use. Most students (82%) reported increased confidence for exams, and 99% acknowledged enhanced understanding of the course material through the tutor.</p><p><strong>Conclusion: </strong>The virtual tutor proved to be a feasible educational tool with considerable student uptake and satisfaction. It offered a time-efficient alternative for educational support, potentially reducing the need for traditional face-to-face tutoring. The study highlights the effectiveness and practicality of ChatGPT as a virtual tutor in pharmacy education, but further research should explore its application across different content areas as well as potential unintended consequences.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101333"},"PeriodicalIF":3.8,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142640397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fourth-year student pharmacists’ perceptions of a required student-run free clinic experience","authors":"Garrett Shepard ,&nbsp;Amy N. Thompson ,&nbsp;Megan Eagle ,&nbsp;Kelly Shakoor ,&nbsp;Caitlin Ferguson ,&nbsp;Paul C. Walker ,&nbsp;Sarah E. Vordenberg","doi":"10.1016/j.ajpe.2024.101327","DOIUrl":"10.1016/j.ajpe.2024.101327","url":null,"abstract":"<div><h3>Objective</h3><div>The University of Michigan Student-Run Free Clinic (UMSRFC) provides quality preventive, acute, and chronic care free of charge to uninsured and underinsured community members. We sought to assess fourth-year student pharmacists’ (P4) attitudes toward providing care as part of a required experience at the UMSRFC during their Ambulatory Care Advanced Pharmacy Practice Experience.</div></div><div><h3>Methods</h3><div>All P4s in the 2023–2024 academic year completed an 8-hour experience at the UMSRFC. Preclinic and postclinic surveys were electronically administered, and items related to social determinants of health, patient-centered care, interprofessional teams, and interest in future opportunities were included. Data were analyzed using descriptive statistics and paired <em>t</em> tests.</div></div><div><h3>Results</h3><div>A total of 78 of 83 students (94.0%) participated in the research study. After the experience, students reported higher comfort with providing efficient, cost-effective pharmacy services, assessing patients’ health care status and needs, and advocating for and assisting patients in obtaining the resources and care they need. Students also reported a higher level of comfort collaborating as part of an interprofessional team after the experience. Most students (92.3%) recommended that the experience continue for future P4s.</div></div><div><h3>Conclusion</h3><div>A clinical experience at a student-run free clinic can allow P4s to practice multiple skills that align with the Curricular Outcomes and Entrustable Professional Activities. After this experience, P4s felt more comfortable working with underserved populations and collaborating on interprofessional teams and reported being more likely to volunteer at a free medical clinic. We encourage pharmacy programs affiliated with a student-run free clinic to consider implementing a required clinical experience for P4 students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101327"},"PeriodicalIF":3.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tools for Assessing Communication in Pharmacy Education: Review and Recommendations.","authors":"J E McLaughlin, K Kelley, S Mortha, J Bowen","doi":"10.1016/j.ajpe.2024.101328","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101328","url":null,"abstract":"<p><strong>Objectives: </strong>Well-developed and finely tuned communication skills are foundational for pharmacists and should be at the core of PharmD curricula. The objective of this narrative review was to identify and summarize useful instruments for pharmacy educators interested in assessing communication skills.</p><p><strong>Findings: </strong>Fifty-seven studies were evaluated. Eighteen studies with communication assessment instruments that were readily available and deemed useful by the research team were included for further review. Most focused on oral communication (n=15), included pharmacy students as the communicators (n=14), and utilized instructors as the assessors in the didactic, simulation, OSCE, or experiential settings (n=18). The communication tasks (e.g., patient counseling, medication history taking, SOAP notes), contexts (e.g., community pharmacy), and scales of measurement varied for each instrument.</p><p><strong>Summary: </strong>While communication is a critical skill for pharmacy students, its assessment is complicated by the potential need for various types of assessors, communication tasks, and contexts. This review describes a set of useful assessment instruments to aid pharmacy educators in selecting an appropriate tool, or adapting an existing one, to meet their course or program assessment needs.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101328"},"PeriodicalIF":3.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}