American Journal of Pharmaceutical Education最新文献

{"title":"PharmD Degree: A Case for STEM Designation","authors":"Chau Phan ,&nbsp;Diyaben Patel ,&nbsp;Kathryn F. Dilworth ,&nbsp;Catherine Golden ,&nbsp;Patricia L. Darbishire","doi":"10.1016/j.ajpe.2025.101920","DOIUrl":"10.1016/j.ajpe.2025.101920","url":null,"abstract":"<div><div>International students who pursue full-time academic studies in the United States require an F-1 visa. Students with F-1 visa status may apply for Optional Practical Training (OPT) up to 90 days prior to graduation. OPT is employment permission that allows graduates to gain temporary work experience in their field of study for 1 year postgraduation. Students graduating in a Science, Technology, Engineering, and Mathematics (STEM) field are eligible to extend the standard OPT for 2 years. The Department of Education categorizes academic programs and defines STEM fields, and the Department of Homeland Security uses these designations to determine qualification for OPT extensions. Although pharmaceutical sciences degree programs are categorized by the Department of Education as STEM, the Doctor of Pharmacy degree is not, resulting in negative implications for both domestic and international graduates. The purpose of this commentary is to underscore these issues, offer potential pathways for extending OPT for international students, and to spur academic leaders and pharmacy associations to ignite positive, disruptive change.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101920"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145752417","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 Qualitative Study on Student Pharmacists’ Motivation, Academic Performance, and Career Intentions Using Self-Determination Theory","authors":"Muna S. Murad,&nbsp;Zainab Alajmi","doi":"10.1016/j.ajpe.2025.101916","DOIUrl":"10.1016/j.ajpe.2025.101916","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to examine how student pharmacists at Kuwait University experience autonomy, competence, and relatedness, and to explore the internal and external factors influencing their academic motivation and their career intentions.</div></div><div><h3>Methods</h3><div>Data were collected through semistructured interviews with student pharmacists at Kuwait University. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis</div></div><div><h3>Results</h3><div>A total of 17 students participated in this study. Satisfaction of students’ autonomy, competence, and relatedness needs enhanced intrinsic motivation and academic engagement, whereas frustration led to reliance on extrinsic motivation and potential burnout. Key barriers included limited control over academic decisions, limited practical training, and feelings of isolation. In contrast, supportive peer relationships, mentorship, and opportunities for clinical practice were identified as key motivating factors that influenced academic performance and career choices.</div></div><div><h3>Conclusion</h3><div>Fulfilling student pharmacists’ basic psychological needs, including autonomy, competence, and relatedness, is essential for fostering intrinsic motivation and academic engagement. Addressing barriers such as limited academic autonomy, restricted practical training, and feelings of isolation can enhance motivation, reduce burnout, and support academic success. These findings highlight the importance of creating supportive, student-centered learning environments in pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101916"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745723","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":"Student Pharmacists’ Professional Identity Perceptions and Identification with the Pharmacy Profession: An Observational Cross-Sectional Study","authors":"Imad F. Btaiche,&nbsp;Roy Kanbar","doi":"10.1016/j.ajpe.2025.101907","DOIUrl":"10.1016/j.ajpe.2025.101907","url":null,"abstract":"<div><h3>Objective</h3><div>This study explored the identification of second-year professional student pharmacists with the pharmacy profession while enrolled in an elective course on career opportunities.</div></div><div><h3>Methods</h3><div>Two validated instruments were used: the professional identity (PI) constructs of pharmacists and the 9 items from the Macleod-Clark Professional Identity Scale (MCPIS-9). Students completed the questionnaire at the beginning and end of the course during the fall and spring semesters of the 2023–2024 academic year. Data regarding students' perceptions of PI and their identification with the pharmacy profession were analyzed and compared for the 2 cohorts combined between the start and end of the course.</div></div><div><h3>Results</h3><div>Student pharmacists selected multiple PIs. At the end of the course, students primarily identified with the PIs of entrepreneur (60%), business person (46%), medicines adviser (40%), and clinical practitioner (40%). By the end of the course, students felt more positive about their professional connections, sense of belonging, and identification with the profession than at the beginning. This was reflected in a significant increase in the overall MCPIS-9 score averages from 3.08 to 3.23 from the start to the end of the course.</div></div><div><h3>Conclusion</h3><div>An early elective course that guides student pharmacists in personal and professional development strengthens students’ identification with the pharmacy profession. Students identified with multiple PIs, and their predominant choices were primarily related to their familiarity with the pharmacists’ identities.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101907"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145642769","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 a Hypertension Therapeutics Board Game","authors":"Shelby Kelsh,&nbsp;Connor McWain,&nbsp;Qian Ding","doi":"10.1016/j.ajpe.2025.101909","DOIUrl":"10.1016/j.ajpe.2025.101909","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the overall benefits of incorporating a newly designed board game, <em>Under Pressure</em>, into a PharmD program’s curriculum. To specifically assess knowledge gained through gameplay and collect perceptions from students regarding their views on the board game as an educational tool.</div></div><div><h3>Methods</h3><div>Pharmacy and game design faculty created a new cooperative board game to review hypertension therapeutics. The game was used at a single institution as an active learning activity within the hypertension therapeutics sequence. A 13-item pre- and post-test was utilized to assess knowledge and was compared using McNemar’s test. Additional questions on the post-test collected students’ perceptions of the game.</div></div><div><h3>Results</h3><div>A single cohort of P2 students (99, 97%) participated in the evaluation of <em>Under Pressure.</em> The post-test results demonstrated significant improvement in knowledge of game-related content and no change in control questions. Most students agreed that <em>Under Pressure</em> was a valuable team activity, required effective verbal communication, and fostered critical thinking. Themes from the open-ended questions about the benefits of <em>Under Pressure</em> included a collaborative nature, realistic scenarios, and engagement.</div></div><div><h3>Conclusion</h3><div><em>Under Pressure</em> has been shown to be a promising approach to active learning in pharmacy education within the hypertension therapeutics sequence, interprofessional activities, and topic discussions for experiential rotations. It actively engages participants, reinforces knowledge, and promotes communication and clinical skills crucial for health care students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101909"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145642721","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":"Before the Waters Rise: Building the Levee for Competency-Based Pharmacy Education","authors":"Denise H. Rhoney ,&nbsp;Daniel J. Schumacher ,&nbsp;Aleda M.H. Chen ,&nbsp;Tina P. Brock ,&nbsp;Cindy D. Stowe","doi":"10.1016/j.ajpe.2025.101901","DOIUrl":"10.1016/j.ajpe.2025.101901","url":null,"abstract":"<div><div>Pharmacy education stands on unstable ground; overloaded curricula, eroding professional identity, and widening gaps between training and practice signal a system under pressure. Though other health professions are moving toward coordinated, competency-based transformation, pharmacy education risks falling behind. Drawing on recent stakeholder-informed studies and international precedents in medical and veterinary education, this commentary proposes Competency-Based Pharmacy Education (CBPE) not as reform but as essential infrastructure, a levee that must be constructed before pharmacy education is consumed by a flood of diminishing returns. Adapting the “escape fire” metaphor applied in medicine, we argue that pharmacy’s crisis is not a sudden blaze but rapidly rising waters. In response, CBPE must serve as the levee: a deliberate, system-level structure grounded in Van Melle’s core components framework. These 5 components (outcome competencies, sequenced progression, tailored experiences, competency-focused instruction, and programmatic assessment) form a resilient system that addresses pharmacy’s most urgent vulnerabilities. Though early adopter programs are piloting elements of CBPE, true transformation requires national coordination. Fragmented efforts will not withstand structural erosion. This commentary issues a collective call to action for national alignment, collective investment, and pharmacy professional organization leadership. The evidence is clear. The stakes are existential. Additionally, the blueprint is already in our hands. CBPE is not a theory; it is the structure pharmacy must build together now, before the waters rise further.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101901"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145582730","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 Accuracy of Large Language Models in Pharmaceutical Calculations: A Comparison of ChatGPT and MathGPT","authors":"Bernadette Cornelison,&nbsp;Christopher Edwards,&nbsp;Crystal Zhang,&nbsp;Janae Dean,&nbsp;Julia Halloran,&nbsp;Aaron Middleton,&nbsp;Brian Erstad","doi":"10.1016/j.ajpe.2025.101910","DOIUrl":"10.1016/j.ajpe.2025.101910","url":null,"abstract":"<div><h3>Objective</h3><div>Generative Artificial Intelligence is increasingly integrated into education, with large language models such as ChatGPT and MathGPT providing students with quick access to answers for pharmaceutical calculation problems. However, concerns persist regarding their accuracy for critical skills like pharmaceutical calculations. This study evaluates the accuracy of ChatGPT 3.5 and MathGPT Unlimited in solving pharmacy calculation problems relevant to student pharmacist curricula.</div></div><div><h3>Methods</h3><div>Fifty pharmaceutical calculation questions covering 9 North American Pharmacist Licensure Examination-aligned topic categories were selected from the University of Arizona R. Ken Coit College of Pharmacy curriculum. Responses generated by ChatGPT 3.5 (free version) and MathGPT Unlimited (data collection concluded July 2024) were compared against an instructor-validated answer key.</div></div><div><h3>Results</h3><div>Both ChatGPT and MathGPT correctly answered 35 of the 50 questions, with no significant difference between them. Accuracy varied across topics, with lower performance in sodium chloride Equivalence and Solutions. Logistic regression revealed no significant association between accuracy and question type or topic. Common errors included improper unit conversions, misapplication of calculation methods (eg, creatinine clearance with adjusted body weight), and variations in precision.</div></div><div><h3>Conclusion</h3><div>While demonstrating some capability, the 70% accuracy of ChatGPT 3.5 and MathGPT Unlimited, coupled with fundamental calculation errors, indicates they are insufficiently accurate for sole use in pharmaceutical calculations. These findings highlight the imperative for pharmacy educators to emphasize foundational skills and teach critical evaluation of artificial intelligence-generated responses.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101910"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145643269","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":"Assessing the Current State of Pharmacy Education: A Strengths-Weaknesses-Opportunities-Threats Analysis","authors":"Denise H. Rhoney ,&nbsp;Aleda M.H. Chen ,&nbsp;Krisy-Ann Thornby ,&nbsp;Kimberly K. Daugherty ,&nbsp;Mariann D. Churchwell ,&nbsp;Erika L. Kleppinger ,&nbsp;Nick R. Nelson ,&nbsp;Stephanie L. Sibicky ,&nbsp;Dennis Parker Jr ,&nbsp;Tina P. Brock ,&nbsp;Cindy D. Stowe","doi":"10.1016/j.ajpe.2025.101898","DOIUrl":"10.1016/j.ajpe.2025.101898","url":null,"abstract":"<div><h3>Objectives</h3><div>This narrative review applies a Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis to evaluate the current state of US pharmacy education, identifying critical areas for urgent reform to meet the demands of a rapidly evolving health care landscape.</div></div><div><h3>Findings</h3><div>A narrative review methodology was used to construct a comprehensive SWOT analysis of pharmacy education. Pharmacy education demonstrates notable strengths, including program diversity, strong accreditation standards, and expanding experiential learning opportunities. However, weaknesses in pharmacy education, such as inconsistent competency standards, fragmented professional identity, curricular overload, and slow responsiveness to technological advances, threaten the profession’s future. Opportunities exist to implement competency-based education, leverage digital innovation, strengthen interprofessional training, and reform professional identity development strategies. Yet external threats (including declining enrollments, perceived job market saturation, health care system disruption, and scope-of-practice variability) underscore the urgent need for coordinated action.</div></div><div><h3>Summary</h3><div>Pharmacy education stands at a tipping point. To secure its future relevance, this work suggests that the Academy embrace a national, competency-driven, lifelong learning model and intentionally reform professional identity development. Institutions must assess readiness for change, foster innovation, and rigorously evaluate new educational models. This SWOT analysis provides a roadmap for transformation, urging academic pharmacy to move beyond resistance and lead boldly into a health care future shaped by societal needs, digital health, and interprofessional collaboration.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101898"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145534225","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":"Battle of the (Chat)Bots: Comparative Evaluation of April 2025 AI Model Accuracy on Pharmacotherapeutic Cases","authors":"Bao Anh C. Tran,&nbsp;Gwendolyn A. Wantuch,&nbsp;Moses Mangasar,&nbsp;Aimon C. Miranda","doi":"10.1016/j.ajpe.2025.101922","DOIUrl":"10.1016/j.ajpe.2025.101922","url":null,"abstract":"<div><h3>Objective</h3><div>Generative artificial intelligence (AI) tools are increasingly utilized in health care education, offering potential learning benefits amid concerns about accuracy, reasoning, and ethical use. There is limited literature within pharmacy education, particularly quantitative studies, that explores their clinical application. This study sought to evaluate and compare the performance of 3 AI tools: ChatGPT (OpenAI), Copilot (Microsoft), and Claude AI (Anthropic), in responding to clinical patient minicases to assess their ability to apply therapeutic principles and clinical reasoning.</div></div><div><h3>Methods</h3><div>Six patient minicases of varying complexities were selected from 2 integrated pharmacotherapeutic courses. Each AI model received identical prompts requiring therapeutic categorization (optimal, suboptimal, harmful) and rationale, with responses graded using existing course rubrics. Statistical analyses were conducted to compare performance across chatbots and rubric domains.</div></div><div><h3>Results</h3><div>Claude AI achieved the highest average (94%, SD 9%) compared to ChatGPT (72%, SD 9.4%) and Copilot (53%, SD 18.3%), with a statistically significant difference in performance in 1 pharmacotherapeutics course. Claude AI consistently outperformed across rubric domains, whereas ChatGPT showed moderate accuracy but variable reasoning depth. Copilot had the lowest performance and highest variability. Reference quality, therapeutic plan accuracy, and defense of the therapeutic plan varied among platforms.</div></div><div><h3>Conclusion</h3><div>Claude AI demonstrated the strongest overall performance. However, all tools exhibited limitations, reinforcing the need for clinical expert oversight. Though AI chatbots may support pharmacy education, our findings suggest that their current ability to perform multistep analysis remains limited. They often lack the clinical judgment, experience, and context needed for nuanced decision-making.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101922"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145758505","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":"Preparing Future Pharmacists to Identify and Address Intimate Partner Violence (IPV) in Pharmacy Practice","authors":"Sarah Schneider ,&nbsp;Megan Wilson ,&nbsp;Kiran Barik ,&nbsp;Sharon Connor ,&nbsp;Jeffrey Bratberg ,&nbsp;Joni C. Carroll","doi":"10.1016/j.ajpe.2025.101908","DOIUrl":"10.1016/j.ajpe.2025.101908","url":null,"abstract":"<div><div>Intimate partner violence (IPV) is a widespread public health issue impacting almost half of individuals in the United States during their lifetime. Pharmacists’ accessibility in communities and expanding provision of comprehensive sexual and reproductive health services, including new over-the-counter contraception options, positions them to screen for IPV and connect patients to resources. The American College of Obstetricians and Gynecologists recommends regular screening for IPV and reproductive coercion, especially when engaging patients in sexual and reproductive health services, which are expanding within pharmacies. A review of statewide protocols for pharmacist-prescribed contraception and pharmacist-initiated HIV pre- and postexposure prophylaxis found growing inclusion of IPV considerations for pharmacists to follow. This signals a precedent for integrating screening and referral practices more broadly. Pharmacists, however, typically do not receive comprehensive education on recognizing IPV or supporting affected individuals. To address this gap, schools and colleges of pharmacy should embed IPV training into existing curricula. This includes recognizing signs of abuse, conducting routine screenings, and making informed referrals. Such education aligns with the Accreditation Council for Pharmacy Education 2025 Standards and supports the development of advocacy-oriented pharmacists.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101908"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145642757","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 a HBCU/PBI Pharmacy Collaborative as an Approach to Sharing Successful Practices and Resources","authors":"Tonya Jackson ,&nbsp;Miriam C. Purnell ,&nbsp;Ranti Akiyode ,&nbsp;Aisha Morris Moultry ,&nbsp;Timothy D. Gladwell ,&nbsp;Kristi Isaac Rapp ,&nbsp;Shanea D. Brown ,&nbsp;Nkem P. Nonyel ,&nbsp;Terri Moore ,&nbsp;Charisse L. Johnson ,&nbsp;Jeremy Hughes","doi":"10.1016/j.ajpe.2025.101903","DOIUrl":"10.1016/j.ajpe.2025.101903","url":null,"abstract":"<div><div>Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs) are distinct minority-serving institutions that share a mission of providing access to higher education for African Americans, while also being open to and supporting the learning of all students regardless of ethnicity or background. HBCUs and PBIs address the unique needs of their student populations and seek to address disparities in health care and education. Despite differing historical origins and designations, HBCUs and PBIs face similar challenges, including funding pressures and evolving accreditation mandates. To address these challenges and enhance outcomes, the HBCU/PBI Pharmacy Collaborative (the Collaborative) was established, providing a formalized network for shared learning, faculty development, and student success initiatives. Grounded in social learning theory and employing the Community of Practice model, the Collaborative leverages mentorship, shared resources, and strategic partnerships to foster organizational growth and innovation. Its early efforts included professional development workshops, licensure preparation programs, and networking events that have demonstrated measurable success in strengthening faculty capacity and improving student performance. These initiatives have created a robust framework to address student, faculty, staff, and program needs for HBCU/PBI pharmacy schools. The Collaborative aims to foster partnerships with other affinity groups, promote joint programming, and advance context-aware education. Focusing on shared challenges and opportunities, the Collaborative offers a scalable and impactful model for institutional collaboration within the Academy. This paper outlines the Collaborative’s foundational efforts, operational strategies, and future directions, underscoring opportunities to inspire broader partnerships and transformative outcomes in academic pharmacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101903"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145643239","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}