American Journal of Pharmaceutical Education最新文献

{"title":"Preceptor Perspectives Using Entrustable Professional Activity-Based Assessments During Advanced Pharmacy Practice Experiences","authors":"Abigail T. Elmes-Patel ,&nbsp;Sheila M. Allen ,&nbsp;Marlowe Djuric Kachlic ,&nbsp;Allison E. Schriever ,&nbsp;Tara P. Driscoll ,&nbsp;Ara Tekian ,&nbsp;Jeffrey J.H. Cheung ,&nbsp;Edward Podsiadlik ,&nbsp;Stuart T. Haines ,&nbsp;Alan Schwartz ,&nbsp;Jennie B. Jarrett","doi":"10.1016/j.ajpe.2024.101332","DOIUrl":"10.1016/j.ajpe.2024.101332","url":null,"abstract":"<div><h3>Objective</h3><div>To explore advanced pharmacy practice experience (APPE) preceptor perspectives including implementation recommendations, barriers, and facilitators to using entrustable professional activity (EPA) assessment in pharmacy experiential education.</div></div><div><h3>Methods</h3><div>Two 90-min virtual focus group sessions were conducted to elucidate preceptor perspectives on EPA integration into APPEs through semistructured discussion. Preceptors with experience utilizing entrustment-supervision scales with EPAs for assessments for at least 4 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.</div></div><div><h3>Results</h3><div>Eleven APPE preceptors representing 9 institutions participated. Commonly identified implementation recommendations were regular, repetitive preceptor education using case practice vignettes, 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 entrustment-supervision 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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101332"},"PeriodicalIF":3.8,"publicationDate":"2024-11-15","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":"Assessment of Postgraduate Year 1 Residency Program Director Preferences and Priorities in Evaluation of Pharmacy Residency Candidates","authors":"Micaela N. Warfield ,&nbsp;Scott D. Nei ,&nbsp;Kristin C. Cole ,&nbsp;Abby K. Krauter","doi":"10.1016/j.ajpe.2024.101323","DOIUrl":"10.1016/j.ajpe.2024.101323","url":null,"abstract":"<div><h3>Objective</h3><div>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 Pharmacy Residency Standards.</div></div><div><h3>Methods</h3><div>A Qualtrics survey was distributed to postgraduate year 1 RPDs across the United States. Programs were identified using the American College of Clinical Pharmacy and American Society of Health-System Pharmacists residency directory. Data were collected from October 23, 2023 to December 4, 2023, and priorities were captured using percentage weighting and rank order lists.</div></div><div><h3>Results</h3><div>Of the 1389 survey links disseminated, a total of 254 programs submitted responses for a 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. Within the CV, programs valued <em>work</em>, <em>leadership</em>, and <em>rotation experiences</em> most. <em>Ability to organize and manage time</em> was reported to be the most important characteristic within letters of recommendation.</div></div><div><h3>Conclusion</h3><div>Based on the results of this study, when reviewing pharmacy residency applications, postgraduate year 1 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.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101323"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","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 ,&nbsp;Aishwarya S. Rajan","doi":"10.1016/j.ajpe.2024.101333","DOIUrl":"10.1016/j.ajpe.2024.101333","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third-year Doctor of Pharmacy students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and analyze student engagement and perception of its educational value.</div></div><div><h3>Methods</h3><div>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 after-use questionnaire evaluated student uptake and experience, which included frequency of use, perceived value for learning and exam preparation, and overall satisfaction.</div></div><div><h3>Results</h3><div>The development of the virtual tutor required a total of 119 min, 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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101333"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","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":"Tools for Assessing Communication in Pharmacy Education: Review and Recommendations","authors":"Jacqueline E. McLaughlin ,&nbsp;Katherine Kelley ,&nbsp;Sophia M. Mortha ,&nbsp;Jane F. Bowen","doi":"10.1016/j.ajpe.2024.101328","DOIUrl":"10.1016/j.ajpe.2024.101328","url":null,"abstract":"<div><h3>Objectives</h3><div>Well-developed and finely tuned communication skills are foundational for pharmacists and should be at the core of Doctor of Pharmacy curricula. This narrative review aimed to identify and summarize useful instruments for pharmacy educators interested in assessing communication skills.</div></div><div><h3>Findings</h3><div>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 (<em>n</em> = 15), included pharmacy students as the communicators (<em>n</em> = 14), and utilized instructors as the assessors in the didactic, simulation, objective structured clinical examination, or experiential settings (<em>n</em> = 18). The communication tasks (eg, patient counseling; medication history taking; subjective, objective, assessment, plan notes), contexts (eg, community pharmacy), and scales of measurement varied for each instrument.</div></div><div><h3>Summary</h3><div>Although 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.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101328"},"PeriodicalIF":3.8,"publicationDate":"2024-11-13","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}

{"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":"Integrative Medicine Elective for the Well-being of Pharmacy Students","authors":"Lauren M. Hynicka,&nbsp;Hyunuk Seung","doi":"10.1016/j.ajpe.2024.101326","DOIUrl":"10.1016/j.ajpe.2024.101326","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the impact of an integrative medicine elective on the well-being of pharmacy students at the University of Maryland School of Pharmacy and examine the relationship between perceived stress and happiness.</div></div><div><h3>Methods</h3><div>Students completed the Perceived Stress Scale (PSS) and Subjective Happiness Scale (SHS) before and 3 months after taking the course. Our study compared the outcomes of each composite score from the PSS and SHS before and after course participation to detect any difference. The interpretation of single composite scores was analyzed similarly. The correlation of the PSS and SHS was checked to determine their relationships, and the correlation between the change in PSS and the time the students spent practicing their identified integrative modality were also analyzed to detect whether any association existed.</div></div><div><h3>Results</h3><div>A total of 49 students completed the prewellness and postwellness inventories over 3 offerings of the class (2020, 2022, and 2023). There was a decrease in PSS of.8 that was not statistically significant, with most students reporting moderate perceived stress on the pre-PSS and post-PSS. The average SHS was 4.7. There was a strong negative correlation between PSS and SHS. There was a moderate negative correlation between the time practicing the integrative medicine modality and postcourse PSS.</div></div><div><h3>Conclusion</h3><div>This practical, hands-on experience will add nonpharmacologic tools to the pharmacy student tool kit, which could be used in patient care and pharmacy student wellness.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101326"},"PeriodicalIF":3.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633047","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":"The Road Beyond Academic Pharmacy Leadership","authors":"Evan T. Robinson ,&nbsp;Gayle A. Brazeau","doi":"10.1016/j.ajpe.2024.101322","DOIUrl":"10.1016/j.ajpe.2024.101322","url":null,"abstract":"<div><div>Individuals in positions of leadership, of which there are a myriad of these positions in pharmacy education, will experience a transition from this position in most situations. This transition from a leadership position, be it voluntary or involuntary, can be challenging time. It can leave an individual wondering how to either channel their passion to new areas or recognize a new passion for future opportunities. The 2 questions this individual will need to answer is “what is next” and what is needed for them to feel valued and engaged in their future academic career or alternative career paths. The what is next challenge is not unique to pharmacy education. In reflecting on this question, the authors found examples of individuals who struggled with what is next after they left their leadership position. These individuals were 7 former presidents of the United States. As discussed in the book titled <em>Life After Power, Seven Presidents and their Search for Purpose Beyond the White House</em> by Jared Cohen, each of these presidents went through a unique journey of either rediscovery or self-discovery during their postpresidency years. Their stories offer important insights into answering the question what is next when an individual is considering opportunities after their leadership transition in our colleges or schools of pharmacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101322"},"PeriodicalIF":3.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633051","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":"A Blended Learning Approach to Teaching Medication Use and Perspectives on Spirituality in Pharmacy Practice","authors":"Yael Marks,&nbsp;Kalpesh Desai,&nbsp;Jaime Maerten-Rivera,&nbsp;Fred Doloresco,&nbsp;Gina M. Prescott","doi":"10.1016/j.ajpe.2024.101324","DOIUrl":"10.1016/j.ajpe.2024.101324","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to assess students’ proficiency and perspectives regarding the role of spirituality in pharmacy practice using a blended learning approach.</div></div><div><h3>Methods</h3><div>Students viewed online preclass videos on general spirituality and 5 major religions in the United States. Next, students attended an interactive lecture followed by a simulated counseling session. Lastly, students completed an anonymous, 38-question, electronic perspective survey. The items were grouped into scales, and the results were compared using paired-sample <em>t</em> tests. Effect sizes were measured by Cohen’s d. Additionally, students could opt to complete a reflection assignment on this activity as part of a concurrent course. A content analysis qualitative approach was utilized to assess these reflections.</div></div><div><h3>Results</h3><div>All students (<em>N</em> = 125) completed the counseling session, and 113 (90.4%) completed the survey. The mean score on the counseling session rubric was 94.8%, demonstrating students’ skills in recognizing spiritual concerns in simulated patient interactions. All perspective scale scores indicated a statistically significant change from pre to post, with the greatest change demonstrated in empathic perspective-taking (medium effect), followed by anxiety and lack of multicultural self-efficacy, religious/spiritual openness, and desire to learn (small effects). Students agreed that the instruction helped prepare them as a pharmacist (mean = 5.41) and that hearing from people with authentic experiences was valuable (mean = 5.40). Major learning themes included individualizing care, respect for beliefs, learning about diverse backgrounds, and prohibited medications.</div></div><div><h3>Conclusion</h3><div>Students performed well in counseling patients regarding medication-related spiritual needs using a blended learning approach. In addition, the students perceived an increase in empathy while addressing spiritual considerations in patient care.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101324"},"PeriodicalIF":3.8,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632988","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":"Pharmacogenomics Concierge Service as an Opportunity for Pharmacist Reimbursement and Practice-based Learning","authors":"Suzanne Lifer-Surowiec ,&nbsp;Jason W. Guy ,&nbsp;Julie H. Oestreich","doi":"10.1016/j.ajpe.2024.101319","DOIUrl":"10.1016/j.ajpe.2024.101319","url":null,"abstract":"<div><h3>Objective</h3><div>To assess the feasibility of a pilot pharmacogenomics concierge service that incorporates student practice-based learning opportunities and a survey to determine the patients’ interest and willingness to pay.</div></div><div><h3>Methods</h3><div>Participants in the pilot study (<em>n</em> = 34) completed a survey to determine their willingness to pay for concierge services. Six participants indicating the highest level of interest were selected to participate in the program free of charge. Students conducted preliminary genetic testing to assess the potential value of a pharmacogenomics service. For the subset of participants (<em>n</em> = 6) invited to the concierge service, confirmatory genetic testing was completed by a third-party laboratory. A layered learning model allowed senior students to mentor and train junior students in the area of pharmacogenomics.</div></div><div><h3>Results</h3><div>Six invited participants completed the concierge program and third-party pharmacogenomic testing, and the majority (83%) received pharmacogenomic consultation with the pharmacist. Completed surveys from participants in the pilot program (n = 34) indicated a willingness to pay $25 to $50 per month to have continued access to a pharmacist. Surveyed individuals rated their likelihood of utilizing the concierge service at a mean rating of 8.6 (SD 1.88) on a scale of 1 to 10, although this rating dropped significantly when insurance did not cover the cost. The pilot program offered opportunities for practice-based learning through a layered learning model.</div></div><div><h3>Conclusion</h3><div>This pilot concierge program presented several successes and challenges which may help others avoid common pitfalls and spur discussion on optimal ways to develop new pharmacy services and experiential opportunities for students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101319"},"PeriodicalIF":3.8,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570479","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":"Reconsidering and Rebalancing our Investment in Student Leader Development","authors":"Kristin K. Janke ,&nbsp;Kathryn J. Smith ,&nbsp;Kyle Turner","doi":"10.1016/j.ajpe.2024.101317","DOIUrl":"10.1016/j.ajpe.2024.101317","url":null,"abstract":"<div><h3>Objectives</h3><div>Since leadership development was first included in the 2013 Center for the Advancement of Pharmacy Education Educational Outcomes as a desired outcome of pharmacy curricula, pharmacy educators have embraced leadership development as a desired outcome of pharmacy professional programs. As we gain experience and as circumstances change, educators must consider whether our current strategies for preparing leaders will meet the needs of an ever-evolving and deeply complex practice environment. The aim of this review is to encourage educators to reconsider our investments in leadership development and leader development.</div></div><div><h3>Findings</h3><div>Using an analogy between carpentry and leader development, we argue for a rebalancing of our efforts. Leaning on Day, Harrison, and Halpin’s Integrative Theory of Leader Development, we summarize the expert performance and skill acquisition, identity and self-regulation, and adult development theories. Each of these 3 theories provides educators with variables to consider as we seek to design a system to support leader development. Our traditional practices of teaching leadership are challenged by this deeper understanding of how leaders develop.</div></div><div><h3>Summary</h3><div>Sustainable leader development requires a longitudinal perspective with a focus on individualized support and a growth orientation. Practical implications of committing to leader development include educators serving as coaches rather than content experts, creating space for intentional practice and critical reflection, and adapting traditional structures and resources for faculty involved in leader development initiatives. A deeper understanding of the process of leader development will set students on a lifelong trajectory of leading, which will benefit the profession for years to come.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101317"},"PeriodicalIF":3.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559559","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}