American Journal of Pharmaceutical Education最新文献

{"title":"Impact of Competency-Based Skills Assessments on Student Performance, Stress, and Preparedness in an Advanced Pharmacy Practice Experience (APPE) Readiness Course","authors":"Sarah Leupold,&nbsp;Kristy Jackson,&nbsp;Junan Li,&nbsp;David E. Matthews","doi":"10.1016/j.ajpe.2025.101401","DOIUrl":"10.1016/j.ajpe.2025.101401","url":null,"abstract":"<div><h3>Objective</h3><div>To determine the impact of competency-based sessions within a Doctor of Pharmacy curriculum by comparing student performance and perception of stress and preparedness during an Objective Structured Clinical Examination (OSCE).</div></div><div><h3>Methods</h3><div>In the spring of 2023, an educational intervention was implemented for third professional year students at the Ohio State University College of Pharmacy. Students had the opportunity to demonstrate competency through 4 skills-based preliminary sessions prior to a final OSCE within an Advanced Pharmacy Practice Experience readiness course. The difference in the average number of stations with satisfactory performance on the final OSCE was compared between cohorts before and after the intervention. For the postintervention cohort, student perceptions of stress and preparedness were assessed through course survey data.</div></div><div><h3>Results</h3><div>The study analyzed the results of 127 students in the preintervention cohort and 118 students in the postintervention cohort. Following the educational intervention, there was a nonstatistically significant decrease in the average number of final OSCE stations with satisfactory performance (mean [SD] 3.31 [0.78] vs 3.12 [0.94]). Three of the 4 stations showed similar or improved performance between cohorts, while 1 showed a decrease in performance. Most respondents reported an increase in perceived preparedness (<em>n</em> = 77, 93.9%) and a decrease in stress (<em>n</em> = 66, 80.5%).</div></div><div><h3>Conclusion</h3><div>Despite a nonsignificant decrease in the average number of final OSCE stations with satisfactory performance, students in the postintervention cohort performed similarly on 3 of the 4 stations and felt less stressed and more prepared.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101401"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796434","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":"Item Discrimination, Difficulty, and Response Time for 4-Option Multiple Choice Questions Versus 3-Option Multiple Choice Questions","authors":"Min Jiang,&nbsp;Jacqueline E. McLaughlin","doi":"10.1016/j.ajpe.2025.101408","DOIUrl":"10.1016/j.ajpe.2025.101408","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose of this study was to examine differences in item difficulty, discrimination, and response time for multiple-choice exam items with 3 answer options compared with items with 4 answer options.</div></div><div><h3>Methods</h3><div>Twenty items were administered on the Biostatistics final exam as a 4-option item from 2017 to 2020 and as a 3-option item from 2021 to 2024. The 3-option items were created by removing the least chosen distractors. Mean item difficulty, discrimination, and response time for each item were collected from aggregate exam performance data provided by Examsoft. Paired <em>t</em> tests were used to compare exam performance metrics between 4-option items and 3-option items.</div></div><div><h3>Results</h3><div>Item difficulty did not differ between 4-option items (89.75 ± 8.45%) and 3-option items (86.45 ± 15.98%, <em>p</em> =.08). However, item discrimination improved from 0.23 ± 0.11 for 4-option items to 0.29 ± 0.09 for 3-option items (<em>p</em> =.03), whereas response time per multiple choice question (MCQ) decreased from 42.50 ± 14.70 s for 4-option items to 38.10 ± 17.78 s for 3-option items (<em>p</em> =.02).</div></div><div><h3>Conclusion</h3><div>Three-option MCQs may offer advantages over 4-option MCQs in pharmacy education by reducing time spent per exam item and enhancing item discrimination without impacting item difficulty. Educators and scholars in pharmacy should further explore strategies for optimizing assessment efficiency and effectiveness without comprising psychometric quality.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101408"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143903709","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 Service Workload Among United States Pharmacy Faculty and Administrators: A Focus Group Study","authors":"Kelly C. Lee ,&nbsp;Sharon K. Park ,&nbsp;Daniel R. Malcom ,&nbsp;Yolanda M. Hardy ,&nbsp;Zhe (Amy) Wang ,&nbsp;Elizabeth Hall-Lipsy ,&nbsp;Surajit Dey","doi":"10.1016/j.ajpe.2025.101407","DOIUrl":"10.1016/j.ajpe.2025.101407","url":null,"abstract":"<div><h3>Objective</h3><div>To explore the perceptions of service workload among pharmacy faculty and administrators in the United States using a qualitative method.</div></div><div><h3>Methods</h3><div>A survey was distributed to solicit pharmacy faculty for 2 types of focus groups: administrative and nonadministrative faculty from accredited colleges and schools of pharmacy in the United States. Participants were selected to ensure institutional representation across demographic parameters, such as geographic location, funding status (public vs private), age of program (pre-1995 and post-1995), and program structure (3-year, 4-year, and 0–6). Based on the goal of balancing these parameters, participants were contacted to schedule their participation in semi structured interviews via focus groups. The interviews were transcribed and analyzed using an inductive thematic analysis approach.</div></div><div><h3>Results</h3><div>A total of 9 focus groups were conducted with 17 administrators and 10 non administrator faculty members. Five major themes emerged from both faculty and administrators: assignment and allocation of service, definition of service, equity in service, transparency, and value for promotion. An additional theme, motivation for service, emerged from the administrator group. Subthemes varied between the 2 groups, highlighting differing perspectives on issues, such as flexibility in service assignments, recognition of clinical service, and the role of seniority in service allocation.</div></div><div><h3>Conclusion</h3><div>This study revealed the complexities and challenges of pharmacy faculty service workload. The findings emphasize the need for clearer workload guidelines, equitable distribution of service assignments, transparency in workload assignment and allocation, and formal recognition of service in promotion and tenure decisions.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101407"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143922134","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":"Best Practices for Self-Awareness and Professionalism to Meet the Curriculum Outcomes and Entrustable Professional Activities","authors":"Samantha Odem ,&nbsp;Kristin Kellett ,&nbsp;Whitney Maxwell ,&nbsp;Karen Whalen","doi":"10.1016/j.ajpe.2025.101404","DOIUrl":"10.1016/j.ajpe.2025.101404","url":null,"abstract":"<div><h3>Objectives</h3><div>This article frames aspects of self-awareness and professionalism that should be included in pharmacy education and provides best practices for the assessment of these essential attitudes in student pharmacists.</div></div><div><h3>Findings</h3><div>The intrapersonal component makes this domain challenging to assess and to develop learning experiences that are meaningful to every student. Personalizing the student learning experience via reflective processes, mentorship, portfolios and documentation are useful strategies in addressing the intrapersonal aspects of this domain. A review of the literature identified common themes that assist in development and assessment of key areas in this domain. The themes can be envisioned as a 3-part model: valuing and internalizing, defining and modeling, and opportunities and practicing.</div></div><div><h3>Summary</h3><div>The development of self-awareness is the gateway to valuing and internalizing components of professionalism and professional identity formation. Students must continually be challenged in a manner that promotes self-development and encourages students to take responsibility for their professional growth. Activities that allow for feedback and continued assessment of improvement in self-awareness and professionalism should be incorporated into curricular and cocurricular activities. Colleges and schools of pharmacy must be intentional about developing a culture that embodies self-awareness and models professional behavior.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101404"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911557","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":"Building Interest in a PharmD Program Through Strategic Advertising and Outreach Efforts","authors":"Jeanne E. Frenzel,&nbsp;Brooke Suttles,&nbsp;Lisa M. Richter","doi":"10.1016/j.ajpe.2025.101409","DOIUrl":"10.1016/j.ajpe.2025.101409","url":null,"abstract":"<div><h3>Objective</h3><div>To design and assess a targeted recruitment and outreach initiative to increase interest in a doctor of pharmacy program among high school students, undergraduate students, and the general public.</div></div><div><h3>Methods</h3><div>A recruitment and outreach initiative was deployed in October 2023 and April 2024. The program had 2 research arms. Arm 1 targeted undergraduate students, and arm 2 targeted high school students and the general public. Both arms used print and digital advertisements to promote careers in pharmacy and a Doctor of Pharmacy program at a Midwest University. All advertisements used quick response codes to track engagement. In addition, hands-on workshops and information sessions were offered to undergraduate students to encourage interest in pharmacy.</div></div><div><h3>Results</h3><div>Independent <em>t</em> tests compared the number of views the School of Pharmacy landing page received each month before and after the October and April advertisement campaigns. A statistically significant difference in views was found between September and October, as well as between October and November. There was no statistically significant difference in views between March and April or between April and May. School of Pharmacy professional program admissions increased from 50 students in 2023–2024 to 55 students after the study period in 2024–2025.</div></div><div><h3>Conclusion</h3><div>A recruitment and outreach initiative increased website traffic. Digital advertisements produced more engagement and were less expensive than print advertisements. Multimodal strategies are necessary to recruit prospective pharmacy students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101409"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900051","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":"Canadian Pharmacy Educators’ Perspectives on Sustainable Health Care Topics in Pharmacy Curriculum","authors":"Karen Dahri ,&nbsp;Tawan (Anthony) Pookpun ,&nbsp;Robert Pammett","doi":"10.1016/j.ajpe.2025.101403","DOIUrl":"10.1016/j.ajpe.2025.101403","url":null,"abstract":"<div><h3>Objectives</h3><div>Climate change is a global phenomenon to which the health care sector contributes significantly. Pharmaceuticals contribute to greenhouse gas emissions through all stages of their lifecycle. Pharmacists are well situated to support sustainable practices in health care; however, it is unclear to what extent current pharmacy students receive education on this topic within their programs. The objective of this study was to gain insight into the extent to which topics related to sustainability and the environmental impact of medications are currently being included in Canadian undergraduate pharmacy education programs. The perspectives and attitudes of pharmacy educators toward including such topics were also explored.</div></div><div><h3>Methods</h3><div>The study surveyed pharmacy educators across Canada. Questions were categorized into current teaching practices related to the topic; motivators, barriers, enablers, and attitudes toward the topic area; and baseline demographics.</div></div><div><h3>Results</h3><div>A total of 37 responses were received with representation from all but one of the pharmacy schools in Canada. Overall, 32% of respondents currently include environmental sustainability-related material in their teaching with the most common delivery format being lecture-based. Respondents were overall supportive of the inclusion of such material but expressed concern over where to include such content within the current curriculum and indicated a lack of expertise and faculty support to create the content.</div></div><div><h3>Conclusion</h3><div>Currently, the inclusion of content related to pharmaceuticals and the environment is not widespread in Canadian undergraduate pharmacy education, but educators are supportive of the future inclusion of this material. Barriers identified need to be addressed to support this curricular transformation.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101403"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143890598","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":"Exploring Generative Artificial Intelligence to Enhance Reflective Writing in Pharmacy Education","authors":"Kaitlin M. Alexander ,&nbsp;Margeaux Johnson ,&nbsp;Michelle Z. Farland ,&nbsp;Amy Blue ,&nbsp;Emily K. Bald","doi":"10.1016/j.ajpe.2025.101416","DOIUrl":"10.1016/j.ajpe.2025.101416","url":null,"abstract":"<div><div>The integration of generative artificial intelligence (AI) holds the potential to impact teaching and learning. In this commentary, we explore the opportunity for AI to enhance reflective writing (RW) among student pharmacists. AI-guided RW has the potential to strengthen students’ reflective capacity, deepen their autobiographical memory, and develop their self-confidence. This commentary presents examples of how AI can be utilized to enrich RW and includes a sample prompt aimed at facilitating student self-reflection. We explore how integrating AI-facilitated RW assignments into the pharmacy curriculum can help students develop detailed examples for self-reflection and gain exposure to the potential uses of AI in their professional development and career advancement.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101416"},"PeriodicalIF":3.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040871","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":"Evaluation of Near-Peer Teacher Experience Within Pharmacy Skills Laboratories","authors":"Chelsea M. Baker ,&nbsp;Mark Joe Schopper ,&nbsp;Colleen A. Clark Dula ,&nbsp;Jamie L. Woodyard ,&nbsp;Deanna Tran ,&nbsp;Hyunuk Seung ,&nbsp;Jessica M. Bergsbaken ,&nbsp;Lucio R. Volino ,&nbsp;Sarah E. Vordenberg","doi":"10.1016/j.ajpe.2025.101413","DOIUrl":"10.1016/j.ajpe.2025.101413","url":null,"abstract":"<div><h3>Objective</h3><div>Near-peer education (NPE) describes senior trainees, or near-peer teachers (NPTs), educating junior trainees, or near-peer learners (NPLs). This study describes the roles and types of NPE activities that NPTs support in pharmacy skills labs and NPT perception of their role and participation in NPE activities.</div></div><div><h3>Methods</h3><div>A 19-item survey-based study was distributed to individuals who served as NPTs during Fall 2022 at 6 institutions in the Big Ten Academic Alliance. Survey responses were analyzed using descriptive statistics, and associations between variables were assessed with χ² and Fisher’s exact tests.</div></div><div><h3>Results</h3><div>In total, 98 of 237 NPTs (<em>n</em> = 54 students; <em>n</em> = 43 postgraduate trainees) were included in the final analysis. The most frequently reported instructional experience was answering questions (<em>n</em> = 91, 92.9%). Student pharmacist NPTs were more likely to report demonstrating skills. Postgraduate trainees were more likely to report facilitating labs as the main instructor and grading simulations, clinical documentation, participation, or practical examinations. Student pharmacists NPTs were more likely to agree that instructional videos were helpful for preparation for NPE, while postgraduate trainees more often agreed that specialized training (eg, teaching certificates) was helpful. The most commonly reported benefits of the NPT experience were improved teaching skills and development (97.9%) and opportunity for teaching experiences (96.9%); while the most frequently reported challenges included increased workload (55.7%) and time constraints (53.6%).</div></div><div><h3>Conclusion</h3><div>NPTs participate in a variety of instruction and assessment activities in skills labs. More studies are needed to further identify how to most appropriately incorporate NPTs into pharmacy skills lab settings to enhance their education and support class activities.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101413"},"PeriodicalIF":3.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144010643","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 Professional Identity Formation and Influencing Factors in Student Pharmacists","authors":"Koren M. Dunn ,&nbsp;Tyler J. Varisco ,&nbsp;Shane R. Tolleson ,&nbsp;Aayna Shamsi ,&nbsp;David A. Wallace ,&nbsp;Kimberly A. Nguyen ,&nbsp;Divya A. Varkey","doi":"10.1016/j.ajpe.2025.101415","DOIUrl":"10.1016/j.ajpe.2025.101415","url":null,"abstract":"<div><h3>Objective</h3><div>To assess professional identity (PI) in student pharmacists at a single pharmacy college in the United States and identify predictors of PI.</div></div><div><h3>Methods</h3><div>This pilot study administered a cross-sectional survey to all University of Houston College of Pharmacy students in January 2024. The survey instrument included items intended to measure participant demographics, pharmacy work experience, organizational involvement, leadership, mentorship, and research involvement. The nine-item Macleod Clark Professional Identity Scale (MCPIS-9) was used to measure PI. The MCPIS-9 uses a 5-point Likert scale, with potential scores ranging from 9 to 45. Given that MCPIS-9 scores were left-skewed, respondents were ranked into tertiles. The Kruskal-Wallis test assessed the association between MCPIS-9 scores and PI correlates, while ordinal logistic regression with stepwise selection estimated adjusted associations between participant characteristics and MCPIS-9 ranking.</div></div><div><h3>Results</h3><div>The instrument response rate was 55.1% (244/443). The median MCPIS-9 scores for first- through fourth-year students were 37, 36, 36, and 38, respectively, reflecting consistently high levels of PI among student pharmacists. Ordinal logistic regression demonstrated that students who were White, had attended a pharmacy conference, or had prematriculation pharmacy work experience had higher PI.</div></div><div><h3>Conclusion</h3><div>The overall level of PI among student pharmacists was high. White race, pharmacy conference experience, and prematriculation pharmacy work experience were significant predictors of PI. Promoting and creating equal accessibility for professional conferences and employment is likely to strengthen PI in student pharmacists. It is also important to consider how PI may differ for individuals with marginalized identities when evaluating PI.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101415"},"PeriodicalIF":3.8,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144034092","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 Call to Action for Examining Perimenopause and Menopause Education in Doctor of Pharmacy Curricula","authors":"Damianne Brand-Eubanks ,&nbsp;Abigail M. Winter ,&nbsp;Christina R. Buchman ,&nbsp;Jeremy A. Hughes","doi":"10.1016/j.ajpe.2025.101411","DOIUrl":"10.1016/j.ajpe.2025.101411","url":null,"abstract":"<div><div>Menopause is shifting from a rarely discussed topic to a socially acceptable one that patients and practitioners need to learn about. Instead of being discussed behind closed doors, there is growing recognition that half of the world’s population will experience menopause and its associated phases, including perimenopause. The symptoms associated with hormone fluctuations during perimenopause, premenopause, and menopause significantly impact patients’ quality of life, personal goals, and potentially their contributions to society. While many health care providers are trained to support aging populations, fewer receive specific training on managing the phases of menopause and on the role of hormone therapy, complementary therapies, and lifestyle changes in healthy postmenopausal lives (which can encompass over 40% of a patient’s lifetime). Though patient demand for health care across the lifespan is increasing, little has been added to the curricula of health care professionals, including PharmD programs. The Academy seeks to teach topics that impact underrepresented conditions and special populations; however, some institutions may still under-teach menopause-related issues. This commentary reflects on the need to better understand and improve the time, approaches, and priority given to perimenopause and menopause in PharmD curricula.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101411"},"PeriodicalIF":3.8,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144007551","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}