American Journal of Pharmaceutical Education最新文献

{"title":"Honoring the Editorial Legacy of Dr Gayle Brazeau","authors":"Kristin K. Janke , Frank Romanelli , Elizabeth Alida Stern","doi":"10.1016/j.ajpe.2026.101930","DOIUrl":"10.1016/j.ajpe.2026.101930","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 2","pages":"Article 101930"},"PeriodicalIF":3.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146088098","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":"Implementing Standards 2025: Recommendations to Prepare Graduates for Advancements in Practice and Enhance Program Quality","authors":"Michelle Z. Farland ,&nbsp;Kathryn J. Smith ,&nbsp;C. Les Ramos ,&nbsp;Zachary R. Noel ,&nbsp;Emmeline Tran ,&nbsp;Elizabeth Unni ,&nbsp;Rosalyn Padiyara Vellurattil ,&nbsp;Samuel O. Adeosun ,&nbsp;Elias B. Chahine ,&nbsp;Arindam Chatterjee ,&nbsp;Sharon Connor ,&nbsp;Sudip Das ,&nbsp;Melgardt de Villiers ,&nbsp;Radhika Devraj ,&nbsp;Steven Scott ,&nbsp;Jane Shtaynberg","doi":"10.1016/j.ajpe.2026.101927","DOIUrl":"10.1016/j.ajpe.2026.101927","url":null,"abstract":"<div><h3>Objective</h3><div>Summarize best practices identified related to (1) incorporating diagnosis and prescribing in the curriculum; (2) introductory pharmacy practice experience expectations and duration; (3) providing feedback on administrative leaders; and (4) programs and services to promote student, faculty, staff, and administrator well-being.</div></div><div><h3>Findings</h3><div>Colleges/schools of pharmacy should identify where diagnosis and prescribing skills are already embedded within curricula and strategically focus on diagnostic and prescribing responsibilities that entry-level pharmacists are uniquely qualified or positioned to perform. Introductory pharmacy practice experience activities should align with the pharmacists’ patient care process, and colleges/schools of pharmacy should explore nontraditional practice models for these experiences. Regular feedback should be provided on the effectiveness of administrators. In turn, administrators should be encouraged to share actions they will take as a result of the feedback provided. There is no one-size-fits-all approach to creating cultures of well-being, but both institutional and individual adjustments will be required.</div></div><div><h3>Summary</h3><div>The task force reviewed the Accreditation Council for Pharmacy Education Standards 2025, identified areas with broad impact across the Academy, and provided guidance to help institutions meet these standards while advancing education to address the evolving scope of pharmacy practice.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 2","pages":"Article 101927"},"PeriodicalIF":3.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145992025","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 Impact of Language Status on Pharmacy Admissions: A Comparative Study of English Language Learners and Native English Speaking Students","authors":"Jeremy Fox,&nbsp;Katelyn Sanders,&nbsp;Sean Hyungwoo Kim","doi":"10.1016/j.ajpe.2025.101904","DOIUrl":"10.1016/j.ajpe.2025.101904","url":null,"abstract":"<div><h3>Objective</h3><div>English language learner (ELL) students comprise an important demographic within health professions programs. Although ELL students in higher education have been studied, data describing ELL students who apply to the PharmD program are lacking. The objective of this study is to describe the ELL applicant population within pharmacy education from 2017 to 2023, and to compare them to native English speaking (NES) student applicants.</div></div><div><h3>Methods</h3><div>We conducted a descriptive cross-sectional study using national PharmD application data from Pharmacy College Application Service (PharmCAS) between 2017 and 2023.</div></div><div><h3>Results</h3><div>Out of the 83,446 applicants, 16.1% identified as ELL. Analysis demonstrated notable differences between ELL and NES students, including that ELL applicants were found to be older, more likely to be Asian or of multiple races, and more likely to come from disadvantaged backgrounds. ELL applicants were also less likely to matriculate into a PharmD program.</div></div><div><h3>Conclusion</h3><div>Significant differences between ELL and NES applicants to PharmD programs were identified. These differences set the stage for further study into recruitment strategies and support programs for ELL pharmacy applicants.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101904"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145598441","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":"From Strength to Struggle: Stakeholder Insights into the Readiness of Tomorrow’s Pharmacists","authors":"Denise H. Rhoney ,&nbsp;Kimberly K. Daugherty ,&nbsp;Aleda M.H. Chen ,&nbsp;Nicholas R. Nelson ,&nbsp;Krisy-Ann Thornby ,&nbsp;Erika L. Kleppinger ,&nbsp;Mariann D. Churchwell ,&nbsp;Stephanie L. Sibicky ,&nbsp;Dennis Parker Jr ,&nbsp;Kelly R. Ragucci ,&nbsp;Tina P. Brock ,&nbsp;Cindy D. Stowe","doi":"10.1016/j.ajpe.2025.101900","DOIUrl":"10.1016/j.ajpe.2025.101900","url":null,"abstract":"<div><h3>Objective</h3><div>The objectives of this study were to: (1) identify convergent and divergent themes across stakeholder groups regarding the perceived strengths and weaknesses of student pharmacists; and (2) evaluate the alignment of these perceptions with established national and international competency frameworks.</div></div><div><h3>Methods</h3><div>This study used a qualitative, multistakeholder research design informed by grounded theory and pragmatic epistemological foundations to identify convergent strengths and weaknesses along with gaps. Heatmap and sentiment analyses were also used to demonstrate the strengths of stakeholders’ perceptions of the strengths and weaknesses. Lastly, strengths and weaknesses were compared to national and international competency frameworks.</div></div><div><h3>Results</h3><div>Drawing from 27 focus groups with 139 participants across multiple stakeholder categories, the study identified convergent student pharmacist strengths (eg, clinical knowledge, patient-centered care, collaboration) and weaknesses (eg, critical thinking, systems awareness, professional assertiveness). A thematic analysis revealed strong alignment with foundational competencies but significant gaps in leadership, public health engagement, and real-world application of knowledge. Heatmap and sentiment analyses underscored the intensity of stakeholder concerns, particularly regarding students’ adaptability in complex clinical settings. A comparative gap analysis with national and international competency frameworks highlighted discrepancies between curricular intentions and experiential realities.</div></div><div><h3>Conclusion</h3><div>These findings signal a pressing need for curricular redesign that strengthens systems thinking, decision-making under uncertainty, and professional identity formation. The study offers actionable insights to align pharmacy education with the expectations of contemporary and future health care practice.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101900"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575085","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 Early-Learner Discoveries and Impacts Through Thematic Coding of Qualitative Reflections to Interprofessional Competencies","authors":"Susanne G. Barnett,&nbsp;Casey E. Gallimore","doi":"10.1016/j.ajpe.2025.101923","DOIUrl":"10.1016/j.ajpe.2025.101923","url":null,"abstract":"<div><h3>Objective</h3><div>Identify Interprofessional Education Collaborative (IPEC) core competencies and subcompetencies cultivated through first-year (P1) PharmD interprofessional education (IPE) experiences and those requiring greater emphasis later in the curriculum.</div></div><div><h3>Methods</h3><div>An IPE reflection containing 2 prompt domains (IPE Discoveries and Impacts and IPE Questions Remaining) was implemented after completion of 3 required IPE activities at the end of the P1 year. Qualitative thematic analysis was conducted, and student responses were coded according to the IPEC Core Competency framework. Descriptive statistics summarized thematic analysis results, with core competency and subcompetency codes reported as a percentage of total student responses. Identified subcompetency codes were mapped to completed IPE activity learning objectives.</div></div><div><h3>Results</h3><div>Analysis of the IPE Discoveries and Impacts domain revealed core competency themes in the Communication (27.4%), Values and Ethics (25.8%), Teams and Teamwork (TT; 23.4%), and Roles and Responsibilities (14.9%) domains. Four of the 5 subcompetencies (80%) identified in more than 5% of student responses mapped to a learning objective in a completed IPE activity. Thematic analysis of the IPE Questions Remaining domain revealed that the most common questions were in the TT domain (46.7%), with the most common subcompetency coded to team conflict management (18.5%).</div></div><div><h3>Conclusion</h3><div>An early-learner reflective writing assignment was implemented at the conclusion of P1 year. Coding of student responses to the IPEC Core Competencies and thematic analyses provided insights into IPE competency knowledge gained by students after completion of 3 required IPE activities and highlighted areas for future growth in collaborative practice.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101923"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145800877","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":"Identifying Influential Factors in Organizational Culture in a Multidisciplinary Academic Pharmacy Department","authors":"Federico Facciolo ,&nbsp;Kristin K. Janke ,&nbsp;Amy L. Pittenger","doi":"10.1016/j.ajpe.2025.101915","DOIUrl":"10.1016/j.ajpe.2025.101915","url":null,"abstract":"<div><h3>Objectives</h3><div>To measure organizational culture at an academic pharmacy department that employs many faculty types and areas of focus and to explore factors that influence organizational culture at the department.</div></div><div><h3>Methods</h3><div>Case study of 1 multidisciplinary department at an R1 university, comprising contract and tenure-track faculty, including nonpharmacists, clinical pharmacists, and nonclinical pharmacists with different effort allocations. An explanatory sequential mixed methods approach included a cross-sectional survey of the department faculty (<em>N</em> = 20), followed by focus groups to interpret survey results. The survey measured 36 items across 6 Dimensions of Culture. Survey data were analyzed with descriptive statistics to identify organizational culture areas rated high and low. Subsequent focus groups with 8 faculty explored factors influencing these areas. Focus groups transcripts were analyzed using thematic analysis to develop themes.</div></div><div><h3>Results</h3><div>The survey response rate was 75%. Highly rated items were reported in the Dimensions of Culture of Emphasis on Collegiate Support and Stability, whereas low-rated items were reported in Social Responsibility, Innovation, and Performance Orientation. Five themes emerged from the focus groups: Cycles of Action Support Reflection (Theme 1), Adding Supports and Addressing Challenges to Innovation (Theme 2), Fostering Departmental Identity (Theme 3), Contributions are Visible and Valued (Theme 4), and Stability Takes Consistent Effort (Theme 5).</div></div><div><h3>Conclusion</h3><div>Supporting innovation, fostering a departmental identity, and valuing faculty contributions can affect organizational culture and be leveraged by leaders to improve culture in academic pharmacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101915"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745716","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":"Evaluating the Feedback Literacy Behaviors of Pharmacy Learners: A Case Study from One UK University","authors":"Andrew Mawdsley,&nbsp;Samiha Islam,&nbsp;Ali Farooq,&nbsp;Ruth Ledder","doi":"10.1016/j.ajpe.2025.101911","DOIUrl":"10.1016/j.ajpe.2025.101911","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the feedback literacy behaviors of UK pharmacy learners studying a MPharm degree at 1 case study site. It sought to investigate feedback literacy to understand how pharmacy learners engage with feedback to contribute novel findings to the literature regarding the enhancement of feedback literacy.</div></div><div><h3>Methods</h3><div>A cross-sectional survey design was employed using the Feedback Literacy Behavior Scale (FLBS). The FLBS consists of 24 items across 5 categories (seeking, making sense, using, providing, managing affect) rated on a 6-point Likert scale. Demographic data (year of study, gender, ethnicity, language, home/international status) and free text comments on feedback improvement were also collected. Data from 231 responses were analyzed using descriptive and inferential statistics and content analysis.</div></div><div><h3>Results</h3><div>The overall mean FLBS score was 112.60 (SD = 14.20), suggesting learners have moderate to high feedback literacy. Participants scored highest in managing affect and lowest in providing feedback information. The lowest-scoring items related to offering or asking for peer feedback. Free text comments highlighted dissatisfaction with feedback being vague, untimely, and lacking personalization. No statistically significant difference was found by gender or year of study. Participants with English as a second language scored significantly higher, whereas the mixed ethnicity group scored significantly lower than others.</div></div><div><h3>Conclusion</h3><div>UK pharmacy learners are generally feedback literate, particularly receptive to receiving feedback, but less involved in providing peer feedback. Language and ethnicity influenced feedback literacy scores, unlike gender and year of study. Educators should facilitate peer-to-peer feedback and dialog to enhance feedback literacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101911"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710344","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":"Towards Better Engagement: Barriers and Solutions for Active Learning in an Online Postgraduate Program","authors":"Mohammed S. Salahudeen ,&nbsp;William Baker ,&nbsp;Tracy Douglas","doi":"10.1016/j.ajpe.2025.101912","DOIUrl":"10.1016/j.ajpe.2025.101912","url":null,"abstract":"<div><h3>Objective</h3><div>This study explored students’ experiences with active learning in an online postgraduate Clinical Pharmacy program, focusing on perceived barriers, effective strategies, areas for improvement, and satisfaction with learning resources.</div></div><div><h3>Methods</h3><div>A pragmatic, cross-sectional online survey was conducted between July and October 2024 among current students and recent graduates of the postgraduate Clinical Pharmacy program. Quantitative data were analyzed descriptively, whereas open-ended responses underwent reflexive thematic analysis to identify key patterns and insights. Internal consistency was assessed using Cronbach’s alpha. Associations between variables were tested using Kruskal–Wallis and Chi-square/Fisher's Exact tests.</div></div><div><h3>Results</h3><div>A total of 114 students participated, yielding a 52% response rate. Most respondents (81.6%) agreed that active learning approaches, such as short lectures, quizzes, and case-based learning, enhanced their understanding and engagement. Overall satisfaction with the program was high (80.7%), with the availability of course materials, instructor responsiveness, and access to library resources rated most positively. The main barriers were work-life balance (71.9%) and time constraints (64.9%), particularly among those balancing study with professional and family commitments. Qualitative findings emphasized the importance of regular, personalized feedback, flexible deadlines, real-time case discussions, and opportunities for peer interaction as key facilitators of active learning. Differences in experiences were noted across gender and study stage, highlighting the need for tailored support.</div></div><div><h3>Conclusions</h3><div>Active learning strategies are highly valued and effective in online postgraduate education, though improvements in support structures remain essential for optimizing student engagement and success. Findings highlight the need for flexible, feedback-rich online designs to support working professionals.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101912"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702830","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 Hidden Architecture of Inertia: Stakeholder Perspectives on the Most Pressing Challenges in Pharmacy Education","authors":"Denise H. Rhoney ,&nbsp;Kimberly K. Daugherty ,&nbsp;Aleda M.H. Chen ,&nbsp;Erika L. Kleppinger ,&nbsp;Mariann D. Churchwell ,&nbsp;Krisy-Ann Thornby ,&nbsp;Nicholas R. Nelson ,&nbsp;Stephanie L. Sibicky ,&nbsp;Dennis Parker Jr. ,&nbsp;Kelly R. Ragucci ,&nbsp;Tina P. Brock ,&nbsp;Cindy D. Stowe","doi":"10.1016/j.ajpe.2025.101899","DOIUrl":"10.1016/j.ajpe.2025.101899","url":null,"abstract":"<div><h3>Objective</h3><div>The objectives of this study were to (1) identify convergent/divergent challenges in pharmacy education, (2) develop a model to demonstrate how these challenges lead to stagnation in pharmacy education, (3) identify systemic drivers/restraining forces that influence change, and (4) explore perceived advantages/disadvantages of educational transformation.</div></div><div><h3>Methods</h3><div>This qualitative study used grounded theory and thematic analysis to analyze data from 27 focus groups comprising 8 stakeholder groups: students, faculty, preceptors, deans, health care professionals, payors, professional organization leaders, and practice transformation leaders. Discussions were transcribed, coded, and analyzed iteratively to identify themes, stakeholder convergence/divergence, and perceived trade-offs related to educational reform.</div></div><div><h3>Results</h3><div>Four interconnected themes were identified: a persistent competency-practice gap; a fragmented professional identity; rising resource and sustainability challenges; and strong resistance to change. These themes were mapped into 2 reinforcing cycles, the Educational Inertia Cycle and the Professional Identity Cycle, showing how outdated curricula, unclear role definitions, and institutional obstacles continue to create misalignment. Cross-stakeholder analysis revealed shared concerns but varied priorities, with students and preceptors emphasizing practice readiness, while faculty and deans highlighted burnout and resource constraints. A qualitative force field analysis identified key driving and restraining forces, while an advantage-disadvantage matrix outlined perceived trade-offs of proposed reforms, including competency-based education, experiential expansion, and curricular redesign.</div></div><div><h3>Conclusion</h3><div>Despite widespread recognition of necessary reforms, pharmacy education faces systemic inertia. Stakeholder insights affirm the urgent need for coordinated, strategic efforts to realign curricula, support faculty, foster identity formation, and modernize assessment. These findings offer a grounded framework for transforming pharmacy education to be more responsive today and ready for tomorrow.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101899"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145582745","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":"Balancing the Academic Pillars: Lessons Learned from and for Early-Career Faculty","authors":"Elizabeth S. Yett ,&nbsp;Priyanka Bhatt ,&nbsp;Natalie Gordon ,&nbsp;Faria Munir ,&nbsp;Ha Phan","doi":"10.1016/j.ajpe.2025.101913","DOIUrl":"10.1016/j.ajpe.2025.101913","url":null,"abstract":"<div><div>It is no secret that the success of an academician depends heavily on effective engagement across the 3 pillars: teaching, service, and research and scholarship; however, it can be difficult to navigate how to best manage these pillars. There is limited guidance on how to manage these 3 pillars together, which can contribute to the challenge of excelling across these areas. This commentary will provide lessons learned from early-career faculty to (re)assess and (re)engage with a professional “why” in relation to balancing workload, to ultimately align with one’s future roadmap, all while considering institutional needs. The authors aim to clarify the facets of an individual’s roles and responsibilities within academia, both personally and those set by the institution, by sharing a framework for how to balance the 3 pillars and convey personalizable strategies for career success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101913"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702828","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}