Advances in simulation (London, England)最新文献

{"title":"The surprising costs of on-site surgical team CRM training: a Dutch example analyzed.","authors":"Tessa L Verhoeff, Jeroen J H M Janssen, A Eveline Röell, Reinier G Hoff","doi":"10.1186/s41077-025-00367-x","DOIUrl":"10.1186/s41077-025-00367-x","url":null,"abstract":"<p><strong>Background: </strong>Interprofessional team training is increasingly implemented in healthcare, especially in the acute care domain. Research shows a positive effect of Crew Resource Management (CRM) training on teamwork and non-technical skills, and there are indications that it might improve patient care. However, CRM training requires a lot of resources, time, and energy. There is a paucity of data on the costs of these programs. The objective of this study was to evaluate and categorize costs related to an in-situ CRM training program for surgical teams in the Netherlands.</p><p><strong>Methods: </strong>An evaluation of costs was made for an in-situ CRM training program in the operating room (OR) in a tertiary academic center in the Netherlands. The program consisted of 20 half-day training sessions per year. Costs were evaluated for the year 2024. A distinction was made between costs and missed revenues due to not performing elective surgeries.</p><p><strong>Results: </strong>Total costs of one half-day session added up to roughly €11.700-€15.700,of which 68-76% was due to missed revenues. The other major costs concern salaries of the participants, which made up 12-16% of the total cost of a training session.</p><p><strong>Conclusions: </strong>In-situ CRM training in the OR is expensive, especially due to missed revenues. These costs need to be transparent to enable healthcare administrators to carefully allocate funds in their institutions. The costs of in-situ team training might balance against possible advantages in training quality due to the use of the actual clinical environment and to potential financial benefits through improved team performance. But this remains as yet unclear. (Quasi-)experimental studies are required to compare simulations on both patient or learner outcomes and financial aspects.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"37"},"PeriodicalIF":2.8,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12224696/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When teaching procedures in simulation, do simulation adjuncts translate to better performance?","authors":"Jennifer Yee, Kimberly Bambach, David P Way, Christopher E San Miguel, Cynthia G Leung, Scott Winfield, Rami A Ahmed","doi":"10.1186/s41077-025-00365-z","DOIUrl":"10.1186/s41077-025-00365-z","url":null,"abstract":"<p><strong>Background: </strong>Learners should ideally be taught low-frequency, high-acuity procedures in a simulated clinical environment to limit patient harm. Evidence supporting a simulation scenario with educational adjuncts to teach procedures versus a traditional procedure laboratory have not been previously demonstrated. To investigate the effects of simulation adjuncts on procedural skills attainment, we compared performances of learners who trained on a modified airway task trainer within the context of a simulation scenario with educational adjuncts for balloon tamponade placement to those who trained on the same task trainer in a typical procedure laboratory setting.</p><p><strong>Methods: </strong>Fifty learners completed the curriculum: 37 emergency medicine residents, 8 emergency medicine/internal medicine residents, and 5 gastroenterology fellows. Learners were randomized into a simulation scenario with adjuncts (SA) or a control group using a modified task trainer in a procedure laboratory (PL) setting. We conducted baseline, approximately 1-month, and 5-month post-training assessments of self-identified competence, knowledge of the procedure, and observed procedural skills.</p><p><strong>Results: </strong>Learners from both groups demonstrated significant improvement on all three assessments from baseline to the first post-training session. Between the first and second follow-ups, both groups significantly improved on self-assessed competence. At the second follow-up, the PL-trained group scored significantly higher than the SA group on the performance assessment.</p><p><strong>Conclusions: </strong>All learners demonstrated significant improvements in knowledge, skills performance, and feelings of competence. The PL group demonstrated significantly higher skills performance during the second follow-up after training. This finding suggests that structured practice alone is an effective learning strategy for balloon tamponade placement without needing the resources of accompanying adjuncts within a simulation scenario, and that education with additional adjuncts may contribute to skills decay over time.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"36"},"PeriodicalIF":2.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12219805/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144546357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Selected Abstracts from the Annual Meeting of SESAM - the Society for Simulation in Europe, 2025.","authors":"","doi":"10.1186/s41077-025-00360-4","DOIUrl":"10.1186/s41077-025-00360-4","url":null,"abstract":"","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 Suppl 1","pages":"35"},"PeriodicalIF":2.8,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12186338/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144478030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving pediatric trauma care at a level 1 pediatric trauma center through the multi-year implementation of a Pediatric Trauma Boot Camp curriculum.","authors":"Elizabeth M Brigham, Erica I Hodgman, Nicole A Shilkofski, Justin M Jeffers, Daniel An, Sean Tackett, Isam W Nasr, Amanda B Levin","doi":"10.1186/s41077-025-00363-1","DOIUrl":"10.1186/s41077-025-00363-1","url":null,"abstract":"<p><strong>Background: </strong>Traumatic injuries are a significant contributor to pediatric morbidity and mortality, and trauma care necessitates that providers from different specialties and backgrounds be prepared to work together in high acuity settings to provide optimal care. Simulation-based trauma education consistently demonstrates improved knowledge, skill acquisition, teamwork, and task performance among providers, but relatively few studies assess provider performance during real resuscitations. The objective of this study is to develop an interdisciplinary pediatric trauma curriculum to improve trauma bay teamwork and adherence to ATLS ideals in the clinical environment.</p><p><strong>Methods: </strong>We developed a simulation-based pediatric trauma curriculum (Pediatric Trauma Boot Camp) incorporating learners from multiple departments and divisions all of whom care for pediatric trauma patients at our institution. To determine the impact of the curriculum on trauma team clinical performance, videos of trauma activations throughout the multi-year implementation period were reviewed and data abstracted. Teamwork was assessed using the Trauma NOTECHS scale and ATLS compliance by the presence or omission of eight items of the primary and secondary survey. Eighty-six total trainees participated during 2 years of curriculum implementation with faculty from General Pediatric Surgery, Pediatric Emergency Medicine, and Pediatric Critical Care serving as facilitators.</p><p><strong>Results: </strong>Out of a maximum of 25, the mean total Trauma NOTECHS score for the pre-pilot videos (n = 29) was 14.0. Post-pilot (n = 26), the mean total score improved to 16.8 (p = 0.001). Mean secondary survey completion improved from 4.1/8 pre-pilot to 5.4/8 post-pilot (p = 0.039). No significant difference was observed in primary survey completion between the first two cohorts. Following the second year of curriculum implementation, primary survey completion improved to 6.1/8 in the third cohort (n = 27) from 5.5/8 (p = 0.079). Continued improvement in total Trauma NOTECHS scores was observed (mean = 17.7), and improvements demonstrated in secondary survey completion were preserved.</p><p><strong>Conclusion: </strong>An interdisciplinary simulation-based pediatric trauma curriculum incorporating learners across specialties has the ability to positively impact provider behavior and direct patient care at a level 1 pediatric trauma center as evidenced by improved teamwork scores and secondary survey completion on video review of live trauma activations.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"34"},"PeriodicalIF":2.8,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12175439/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Universal Design for Learning (UDL) in simulation-based health professions education.","authors":"Andrea J Doyle, Michelle O'Toole, Dara Cassidy, Claire M Condron","doi":"10.1186/s41077-025-00361-3","DOIUrl":"10.1186/s41077-025-00361-3","url":null,"abstract":"<p><strong>Background: </strong>Ensuring equitable access to education is a fundamental goal in health professions training, particularly in simulation-based learning, where realistic clinical scenarios prepare learners for real-world practice. Universal Design for Learning (UDL) offers a robust framework for creating instructional strategies, materials, and environments that are accessible and effective for all learners.</p><p><strong>Main body: </strong>In this article, we provide practical guidance and actionable strategies for incorporating UDL principles into simulation-based activities. Engaging in simulation-based education requires a leap of faith and a willingness to embrace vulnerability, as learners must immerse themselves in authentic scenarios. By integrating UDL principles, educators can create a supportive environment that reduces barriers, fosters psychological safety, and ensures that all participants feel empowered to take these risks and fully engage in the learning process. This framework supports opportunities for every learner to partake in meaningful and challenging experiential learning, ultimately preparing them for successful clinical practice.</p><p><strong>Conclusion: </strong>From scenario design to debriefing techniques, this article offers insights and recommendations grounded in evidence-based practices, thereby empowering educators to optimize the effectiveness and accessibility of their simulation programs. By embracing UDL principles, educators in health professions education can create simulation experiences that cater to the diverse needs of learners, ensuring that all participants have the opportunity to thrive and succeed in their learning journeys.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"33"},"PeriodicalIF":2.8,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12164066/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144287388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determining the severity and prevalence of cybersickness in virtual reality simulations in psychiatry.","authors":"Amanda Ng, Mai Inagaki, Rachel Antinucci, Sanjeev Sockalingam, Petal S Abdool","doi":"10.1186/s41077-025-00358-y","DOIUrl":"10.1186/s41077-025-00358-y","url":null,"abstract":"<p><strong>Background: </strong>The rise in virtual reality (VR) applications in healthcare has introduced immersive VR simulations as a valuable training tool for medical professionals. Despite its advantages, VR use can induce cybersickness, characterized by symptoms such as nausea and disorientation. This study examines the relationship between cybersickness and the degree of physical movement in VR simulations used for psychiatric education.</p><p><strong>Methods: </strong>The study involved two VR simulations offered at a Canadian mental health hospital: an opioid overdose response (OO) (high movement VR) and suicide risk assessment (SRA) (low movement VR). Participants' experiences were measured using the Simulator Sickness Questionnaire (SSQ) before and after the training sessions. A nonparametric Mann-Whitney U-test was conducted to compare SSQ scores between the two VR simulations.</p><p><strong>Results: </strong>A total of 91 participants, including healthcare practitioners and students, were involved. The mean SSQ score for the OO training was 4.59/48 (SD = 5.78), while for the SRA, it was 3.10/48 (SD = 3.48). Mann-Whitney U-test revealed a significant increase in nausea scores in OO simulation compared to SRA simulation (p = 0.0275), with higher nausea reported in the OO simulation. No significant increases were found in oculomotor symptoms.</p><p><strong>Conclusions: </strong>Participants in the OO training experienced higher levels of nausea compared to those in the SRA simulation, likely due to increased need for physical movement. These findings underscore the importance of considering the degree of physical movement in the VR training design, specifically the educational value of these movements and the risk of cybersickness negatively impacting VR tolerability for learners.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"32"},"PeriodicalIF":2.8,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139111/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond recommendations: expanding the ethical discourse on AI-assisted academic writing.","authors":"Mahin Nosratzehi, Shahin Nosratzehi, Masoud Keikha","doi":"10.1186/s41077-025-00362-2","DOIUrl":"10.1186/s41077-025-00362-2","url":null,"abstract":"<p><p>In response to Cheng et al.'s article on ethical recommendations for artificial intelligence (AI)-assisted academic writing, we propose an expanded ethical discourse to address the evolving role of AI in scholarly communication. While applauding the authors' foundational framework, we argue for greater disciplinary specificity, clearer thresholds for AI contribution, and broader consideration of systemic risks including linguistic bias, environmental impact, and corporate concentration. We advocate for the development of a graded typology of AI involvement, institution-led regulatory mechanisms, and integration of ethical AI use into editorial and research training practices. These enhancements are essential for building equitable, transparent, and sustainable AI governance in academic publishing.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"31"},"PeriodicalIF":2.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transferring health professionals social and cognitive skills: key findings from a qualitative investigation.","authors":"Lotte Abildgren, Malte Lebahn-Hadidi, Christian Backer Mogensen, Palle Toft, Sune Vork Steffensen, Lise Hounsgaard","doi":"10.1186/s41077-025-00356-0","DOIUrl":"10.1186/s41077-025-00356-0","url":null,"abstract":"<p><strong>Background: </strong>Research shows that simulation-based training can increase knowledge and skills among pregraduate healthcare students, that simulation-based training of technical skills places the participants higher on the learning curve in practice, and that simulation-based training can improve participants' social and cognitive skills. Nevertheless, how cognitive and social knowledge and skills are transferred into clinical practice competency remains unknown. This study aims to explore qualified in-hospital health professionals transfer of social and cognitive skills from a simulation-based training course to competency in everyday clinical practice.</p><p><strong>Method: </strong>A qualitativeResearch shows that simulation-based training can increase phenomenological-hermeneutic methodology and an ethnographic study investigate qualified health professionals' social and cognitive skills transfer before, during, and after a simulation-based training course. The data collection comprises three phases: a clinical phase, a simulation-based training phase and a transfer phase; each phase is based on a subsequent analysis of the previous phase. Data consist of approximately 107 h of video recordings, field notes and reflections within the research team. Data are analysed with RICEA, a qualitative hybrid method of a Ricɶur-Inspired Analysis and Cognitive Event Analysis.</p><p><strong>Findings: </strong>The analysis reveals three key themes: individual transfer of learning, intercollegiate transfer of learning and organisational transfer of learning. The findings imply that transfer of social and cognitive skills happens on an individual and intercollegiate level. Still, transfer needs to be scaffolded on an organisational level so that cognitive and social knowledge becomes competency in clinical practice. Further, the findings imply that transferring social and cognitive skills needs a different focus from transferring technical skills. Transfer, internalisation and retention of social and cognitive skills are inadequate because of insufficient organisational focus on transferring social and cognitive skills.</p><p><strong>Conclusion: </strong>Findings suggest a need for a broader and more profound focus on transferring social and cognitive skills to competency in clinical practice. Involving local ambassadors and increased collaboration between simulation centres and organisations around the transfer phase could optimise social and cognitive skills transfer. However, further research is needed in this area.</p><p><strong>Trial registration: </strong>N/A.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"30"},"PeriodicalIF":2.8,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096632/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From prompt to platform: an agentic AI workflow for healthcare simulation scenario design.","authors":"Federico Lorenzo Barra, Giovanna Rodella, Alessandro Costa, Antonio Scalogna, Luca Carenzo, Alice Monzani, Francesco Della Corte","doi":"10.1186/s41077-025-00357-z","DOIUrl":"10.1186/s41077-025-00357-z","url":null,"abstract":"<p><p>Healthcare simulation scenario design remains a resource-intensive process, demanding significant time and expertise from educators. This article presents an innovative AI-driven agentic workflow for healthcare simulation scenario development, bridging technical capability with pedagogical effectiveness. The system evolved from an initial ChatGPT-based prototype to a sophisticated platform implementation utilizing multiple specialized AI agents. Each agent addresses specific sub-tasks, including objective formulation, patient narrative generation, diagnostic data creation, and debriefing point development. The workflow employs advanced AI methodologies including decomposition, prompt chaining, parallelization, retrieval-augmented generation, and iterative refinement, all orchestrated through a user-friendly conversational interface. Critical to implementation was the demonstration that healthcare professionals with modest technical skills could develop these complex workflows without specialized AI expertise. The system ensures consistent adherence to established simulation guidelines, including INACSL Standards of Best Practice and ASPiH Standards Framework, while significantly reducing scenario development time by approximately 70-80%. Designed for broad applicability across diverse clinical settings and learner levels, the workflow incorporates multilingual capabilities for global application. Potential pitfalls include the necessity for rigorous review of AI-generated content and awareness of bias in model outputs. Key lessons learned emphasize interdisciplinary collaboration, systematic prompt refinement, essential human oversight, and the democratization of AI tools in healthcare education. This innovation demonstrates how sophisticated agentic AI implementations can transform healthcare simulation through enhanced efficiency, consistency, and accessibility without sacrificing pedagogical integrity.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"29"},"PeriodicalIF":2.8,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12085049/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144086981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating professional identities: nursing faculty as embedded simulation participants in medical student simulations.","authors":"Shelley Walker, Eve Purdy, Helen Houghton, William Dace, Victoria Brazil","doi":"10.1186/s41077-025-00353-3","DOIUrl":"https://doi.org/10.1186/s41077-025-00353-3","url":null,"abstract":"<p><strong>Background: </strong>Nursing trained faculty often work as embedded simulated participants (ESPs) in interprofessional simulations. Blending and switching their professional identities as educators, nurses, and role players in ESP roles can be challenging. How they balance tensions in their role portrayal is poorly understood. New and experienced faculty may benefit from clearer guidance about how to approach this task.</p><p><strong>Methods: </strong>Using a descriptive phenomenological approach, we explored the experience of nurses working as ESPs in a medical student simulation-based education program. We were sensitised by Dace's \"blended boundaries\" model of professional identity for simulation educators. We performed 9 semi-structured interviews with nurses who work as ESPs in our simulation program and undertook a thematic analysis of the transcribed data employing Braun and Clarke's (2006) six phase approach.</p><p><strong>Results: </strong>We identified five themes: (1) role complexity, (2) influences and tensions in role portrayal, (3) judgement and flexibility, (4) perceived interprofessional outcomes, and (5) personal and professional impacts.</p><p><strong>Discussion: </strong>Role portrayal of ESP nurses, by nurses, in interprofessional simulations is a complex and nuanced task. Carefully planned and reflected upon role portrayal offers powerful opportunities for medical students to gain a deeper understanding of interprofessional healthcare teamwork and the unique role of nurses in those teams. Thoughtful role portrayal supports highly authentic scenario delivery and clinical learning outcomes and can have positive professional impacts for the nurses undertaking this role. We suggest simulation programs should be highly intentional when recruiting, training, and supporting nurses to work as faculty in interprofessional simulations.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"28"},"PeriodicalIF":2.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12079885/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144082424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}