MedEdPublish (2016)最新文献

{"title":"Building recommendations for Mandatory Continuing Medical Education in developing countries: A nominal group study of regional experts.","authors":"Farhan Saeed Vakani, Kerry Uebel, Chinthaka Balasooriya, Apo Demirkol","doi":"10.12688/mep.21451.1","DOIUrl":"10.12688/mep.21451.1","url":null,"abstract":"<p><strong>Introduction: </strong>Internationally, mandatory Continuing Medical Education (CME), tied to re-registration, has enhanced physicians' skills in developed nations. However, success rates have been inconsistent in developing countries. The current literature highlights the disparity in the availability of CME activities in the Southeast Asian and Eastern Mediterranean regions. This study aims to identify the most crucial elements that will serve as a blueprint for the optimal implementation of mandatory CME in developing countries.</p><p><strong>Methods: </strong>Following the development of 31 recommendations through a review of the literature of 33 countries in Southeast Asian and Eastern Mediterranean regions regarding the status of CME, a narrative review of five of these countries that have implemented mandatory CME, and in-depth exploration of the experiences and practices of CME providers in Pakistan, we used a nominal group technique with regional experts to identify those that are most crucial. An online meeting was held to establish recommendations for implementing CME in developing nations using a hypothetical developing country. Two rounds of discussion occurred during this consensus-building process.</p><p><strong>Results: </strong>The expert panel identified eight recommendations within the themes of educational design, delivery, and CME governance as the most relevant for implementing mandatory CME in developing nations. These include topics of national significance determined by a central body as desirable components of a CME programme, a combination of online and face-to-face methods, support for developing institutions that are currently active in providing CME in rural settings, accrediting a wide range of CME providers, forming a national CME committee under the national physician regulatory body, a predetermined phase-in period before full implementation of mandatory CME, developing guidelines to regulate and control commercial sponsorship of CME events, and broadening the definition of full disclosure.</p><p><strong>Discussion: </strong>These eight recommendations are likely to benefit developing nations that may be attempting to implement or revamp mandatory CME.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12902668/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146204172","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":"Self-reported impacts one year after a brief health equity/implicit bias course for academic clinicians.","authors":"Janice Sabin, Grace Guenther, Kris Piu Kwan Ma, Bernadette York, Wendy Barrington, Bianca Frogner","doi":"10.12688/mep.20799.2","DOIUrl":"10.12688/mep.20799.2","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to explore whether there were lasting effects of brief implicit bias education on clinicians' teaching and practice one year after taking the course and whether implicit and explicit bias was associated with self-reported impact of the course.</p><p><strong>Method: </strong>This was a mixed-method study. We followed up with a sample of 119 academic clinicians who completed the baseline study December 2019. Recruitment for the current study was conducted between December 2020 and March 2021. Participants responded online to survey questions about whether the course had an impact on their teaching and practice. We categorized qualitative responses to these questions using Prochaska & DiClemente's Stages of Change Model of Behavior Change. Implicit and explicit race and gender bias data were collected at baseline.</p><p><strong>Results: </strong>Response rate was 47.1% (N=56). Participants were 64.3% female, 66.1% White, 67.9% were Medical Doctors (MD) and 82.1% work in an academic healthcare system. Overall, we found slight implicit pro-White bias (mean= 0.27, SD 0.45, p=<0.001) and male-career gender bias (mean= 0.33, SD 0.31, p=<0.001). Across all four questions 42 unique participants (75.0%) responded to at least one question reporting, \" <i>yes\", the course had an impact on their teaching/mentoring and or practice.</i> Thirty-five (62.5%) participants reported that the course had an impact on their teaching and 23 (41.4%) reported an impact on their clinical practice. Participants reported 35 instances of increased bias awareness and 47 instances of actions taken due to the course. Those who reported no impact of the course on teaching held no implicit race bias, while those who reported actions taken held moderate implicit Pro-White bias.</p><p><strong>Conclusions: </strong>This study found that the majority of study participants reported lasting effects of the course on their teaching and/or practice. Brief implicit bias education can impact clinicians' teaching and practice. .</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"32"},"PeriodicalIF":0.0,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12759272/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145901005","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":"Enhancing hospital discharge summary writing skills: a pilot study on a competency-based training model.","authors":"Marvin Man Ting Chung, Felix Leung, Gabriel Ching Ngai Leung, Anderson Siu Ming Leung","doi":"10.12688/mep.20928.1","DOIUrl":"10.12688/mep.20928.1","url":null,"abstract":"<p><strong>Background: </strong>Discharge summary (DS) is an essential clinical document for hospitalized patients. Writing effective DS is a core competency of intern doctors upon entering clinical practice. However, this skill is often underdeveloped due to its exclusion from most medical school curricula, resulting in suboptimal DS quality and communication breakdowns.</p><p><strong>Methods: </strong>We conducted a one-day, in-person DS writing workshop in June 2025 for 58 final year medical students prior to hospital internship. The workshop comprised of pre-workshop assessments, didactic lectures on DS writing skills, small-group appraisals, and post-workshop assessments with tutor feedback. Pre- and post-workshop surveys assessed participants' perceptions of DS writing and workshop effectiveness using a 5-point Likert scale. DS samples from pre- and post-workshop assessments were graded by three blinded specialist doctors using a 10-component rubric (maximum score: 30, 3 in each component).</p><p><strong>Results: </strong>98.2% of participants agreed that the workshop improved their DS writing skills and would recommend it to others. Survey reponses showed significant post-workshop improvements in understanding purposes and structure of DS (p<0.001), the requirements for an effective DS (p<0.001), confidence in writing an effective DS (p<0.001), and completing it within 10 minutes (p=0.002). Objective assessment scores also improved significantly across most DS key components and for the total score (20.53 ± 2.86 vs 15.54 ± 3.86, p<0.001).</p><p><strong>Conclusions: </strong>This is the first report in the literature describing a DS writing educational intervention for orthopedics, as previous reports focused mainly on internal medicine and were not tailored to the specifics of an orthopedic or surgical admission such as procedures, complications, and post-operative instructions. This pilot program improved students' performance and confidence in DS writing. It highlights the importance in incorporating competency-based, hands-on DS training as a routine component in medical education to better prepare interns for inpatient clinical practice.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"283"},"PeriodicalIF":0.0,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12800595/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145992299","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":"Tips for teaching skin procedures to family medicine residents.","authors":"Farhad Motamedi, Christine Rivet, Eric Wooltorton","doi":"10.12688/mep.20422.2","DOIUrl":"10.12688/mep.20422.2","url":null,"abstract":"<p><strong>Background: </strong>As the incidence of skin cancer is growing and access to specialty care is becoming more limited in most settings, family physicians must take on an increasing role in detecting and managing skin cancer. Unfortunately, most family physicians are not adequately trained to perform the skin biopsies or excisions needed to do this.</p><p><strong>Aims and methods: </strong>Drawing on their own experience and the available literature, the authors present practical tips for clinical educators to teach skin procedures more effectively. Some of the tips are best applied in an academic centre with multiple learners; others are applicable to all settings.</p><p><strong>Conclusions: </strong>Family medicine training programs have a responsibility to ensure that their learners gain adequate expertise to diagnose skin cancers. This includes the ability to perform skin biopsies. These tips will help educators and institutions training family medicine residents design more effective ways to teach skin procedures.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"23"},"PeriodicalIF":0.0,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12749556/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145879535","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":"Applied insights for using Generative Artificial Intelligence in Faculty Development in Health Professions Education.","authors":"Melchor Sánchez-Mendiola, Megan Anakin, Ardi Findyartini, Rachel Levine, Ana Da Silva, Farhan Saeed Vakani","doi":"10.12688/mep.21403.1","DOIUrl":"10.12688/mep.21403.1","url":null,"abstract":"<p><strong>Introduction: </strong>Generative AI (GenAI) tools are transforming health professions education, offering opportunities to enhance faculty development (FD). Faculty developers are uniquely positioned to integrate GenAI into practice to address resource constraints, improve accessibility, and foster equity across diverse educational contexts. This Applied Insights article offers a perspective on how GenAI can be leveraged as a co-developer in FD by drawing on emerging literature and discussion points from a workshop at the <i>8th International Faculty Development Conference in the Health Professions</i>.</p><p><strong>Applied insights: </strong>The applied insights are structured around key phases of FD: planning, content creation, delivery, and evaluation. They include actionable strategies for using GenAI in needs assessment, multilingual and culturally relevant resource creation, personalized learning plans, and when providing feedback and mentorship. Each insight is rooted in pedagogical rationale, evidence, and strategies to address ethical and practical challenges, with an emphasis on human oversight, contextual relevance, and continuous evaluation of GenAI's impact.</p><p><strong>Conclusions: </strong>By considering these insights, faculty developers can harness GenAI to co-design educational materials, extend their reach through innovative formats, and maintain ethical and equity-driven educational practices. This article highlights the transformative potential of GenAI in FD when thoughtfully integrated. GenAI can empower faculty developers to enhance the quality and inclusivity of HPE while safeguarding educational standards.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"279"},"PeriodicalIF":0.0,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12811717/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145999809","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":"Learners as Teachers: Development of a Novel Faculty Development Curriculum Utilizing Junior Faculty as Primary Authors.","authors":"Heather A Brown, Stanley Hassinger","doi":"10.12688/mep.21371.1","DOIUrl":"10.12688/mep.21371.1","url":null,"abstract":"<p><strong>Background: </strong>Academic faculty development varies in scope and utility. Timely, specialty-specific faculty development helps support junior faculty and should be incorporated early in their academic careers. Junior faculty likely have the most to gain from faculty development but are rarely included in its creation. This study aimed to create and deploy an effective faculty development curriculum for junior emergency medicine (EM) faculty through experiential learning by using junior faculty as primary authors.</p><p><strong>Methods: </strong>Eight senior faculty developed a list of high-yield topics. Seven junior faculty were assigned as primary authors for each of the topics according to interest. A senior faculty considered an expert in the area was assigned as a mentor. Topics were presented at a peer review session with all participants present. Following the session, participants took an electronic survey consisting primarily of 5 point Likert scale questions with an 86% response rate.</p><p><strong>Results: </strong>Survey responses highlight faculty development as an academic gap and strongly support the curriculum's importance and effectiveness. All responding junior faculty and the majority of senior faculty strongly agreed that creation of the modules and participation in the peer review process improved their knowledge (median of 5 for both questions). All respondents strongly agreed the topics covered were important and should be mandatory for all new academic faculty.</p><p><strong>Conclusions: </strong>Using junior faculty as primary authors to create a specialty and institutional specific faculty development curriculum is an effective approach to create and deliver a curriculum. This method is cost-effective, well-received and sustainable as it builds on and strengthens pre-existing resources and relationships. This method also succeeded in creating a community of practice dedicated to sharing knowledge and skills around medical education. Given its generalizable framework, this model of curriculum development could likely be deployed in any graduate medical program regardless of specialty.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"274"},"PeriodicalIF":0.0,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12848336/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146088100","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":"Cognitive simulation for the procedural skills learning of medical students: A systematic review.","authors":"Khang Duy Ricky Le, Sarah Munday, Asha Taurins, Kellie Britt, Cameron Shaw","doi":"10.12688/mep.21205.2","DOIUrl":"10.12688/mep.21205.2","url":null,"abstract":"<p><strong>Background: </strong>Cognitive simulation, where individuals deliberately rehearse procedural tasks using the mind without physical action, has been demonstrated to improve technical skills across various disciplines such as aviation and elite sport. These practices however are used variably in medical education. Therefore, the efficacy and value of cognitive simulation in improving procedural skills of medical students remains unknown.</p><p><strong>Methods: </strong>Medline, Embase, CINAHL, Emcare and the World Health Organisation (WHO) International Clinical Trials Registry Platform databases were searched for articles that explored cognitive simulation approaches for the procedural skills development of medical students. Outcomes of interest included improvements in technical skill and proficiency, non-technical skills such as confidence and stress management and intervention-related outcomes such as practicality and cost.</p><p><strong>Results: </strong>14 studies reporting results from randomised-controlled trials were included in this systematic review. Overall, studies demonstrated mixed results in technical and non-technical skill development across a variety of procedures. However, cognitive simulation offers a practical and cost-effective learning tool that is adaptable to a variety of procedural skills programs in contemporary medical curriculum.</p><p><strong>Conclusion: </strong>This systematic review highlights the emerging potential for cognitive simulation to be adapted and integrated into standard procedural skills learning programs for medical students. However, the current evidence lacks robust insights into the efficacy of these programs due to heterogeneity of study design, specifics of the cognitive simulation program and approaches to assessment. Further research is necessary to explore the efficacy of standardised cognitive simulation programs to validate these findings.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"181"},"PeriodicalIF":0.0,"publicationDate":"2025-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12824485/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146055419","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":"Initial Validity Evidence for the Student Health Equity Survey: Assessing Knowledge, Attitudes, and Capacity across Health Professions Programs.","authors":"Maranda C Ward, Trudy Mallinson, Charles Cobbs Iv, Rohini Ganjoo","doi":"10.12688/mep.21128.1","DOIUrl":"https://doi.org/10.12688/mep.21128.1","url":null,"abstract":"<p><strong>Construct: </strong>Health equity can be understood as an opportunity to achieve one's fullest health potential and health professionals play a central role in advancing this aim. Thus, equipping health professional students with key competencies is paramount to achieving health equity.</p><p><strong>Background: </strong>There is no universally accepted definition of health equity. As such, standardized training of health professions students to address the unfair burden of poor outcomes among socially disadvantaged populations does not exist. These ongoing threats to health equity can be mitigated with competency-based training. We assess the health professions training programs at an academic medical center that has documented health equity values and no standardized or measurable health equity curriculum.</p><p><strong>Approach: </strong>We collected validity evidence for an instrument, the Student Health Equity Survey, to assess what students across nine health professions programs know and perceive about health equity concepts. Our 36-item instrument reflects the tenets of the Health Equity Framework. Content validity was assessed using an expert panel of faculty, staff and potential employers while content validity was further assessed alongside response process validity through cognitive testing-based focus groups. We used a Rasch analysis to assess for preliminary internal structural validity and construct validity. We strengthened our assessment of construct validity with an assessment of relationships between subscales through a series of cross plots and corresponding correlation coefficients for student measures on each subscale.</p><p><strong>Findings: </strong>Content and response process validity were established. Construct validity for the capacity, perspective taking, and reflection subscales included Cronbach's alphas of 0.97, 0.71, and 0.82, respectively. The Cronbach alpha for the knowledge scale was low. Threats to construct validity are thought to be due in large part to sample selection bias.</p><p><strong>Conclusion: </strong>We developed a competency-based instrument to measure health equity knowledge, attitudes, and capacity of entering health professions students. Further research is necessary to test this instrument among health professions graduates entering the workforce.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"246"},"PeriodicalIF":0.0,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13054251/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640682","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":"Clinical Pharmaceutical Reasoning in Hospital Pharmacy Practice using the DRIP framework: a New Approach for a Perfectionist Profession.","authors":"Heleen van der Sijs, Midas B Mulder","doi":"10.12688/mep.20468.2","DOIUrl":"10.12688/mep.20468.2","url":null,"abstract":"<p><p>Clinical pharmacists are responsible for safe medication use in hospitals. Most clinical pharmacists are perfectionists. However, in their decision-making process, they have to embrace uncertainty, while interpreting available data, and integrating knowledge and clinical experience. In clinical practice, how to teach and master clinical pharmaceutical reasoning is unclear. We developed the DRIP framework including different aspects on drug, indication and patient and a stepwise approach to support clinical pharmaceutical reasoning by students, residents in hospital pharmacy and clinical pharmacists. The DRIP framework was first introduced during the daily report with residents and faculty of the clinical pharmacy. The framework was implemented in daily clinical practice to handle drug safety alerts, and to optimise drug therapy during ward rounds, multidisciplinary consultations, and in entrustmentbased discussions with residents. Pharmacists using the DRIP framework felt more confident that relevant aspects of a complex pharmaceutical problem had been considered, they learned to anticipate on the issues behind an apparently simple pharmaceutical question, and to explain their reasoning. Several CANMEDS roles can be simultaneously trained by using our approach. We are developing a course for residents in clinical pharmacy and pharmacology to teach the competency of clinical pharmaceutical reasoning using the DRIP framework.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"56"},"PeriodicalIF":0.0,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490459","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":"How to Keep the Fire Burning: X+Y for the Gen Zs.","authors":"Christina Chen, Alisa Corrado, Kevin Ratnasamy, Ross E Myers, Joanna Lewis, Marylouise K Wilkerson","doi":"10.12688/mep.21052.2","DOIUrl":"10.12688/mep.21052.2","url":null,"abstract":"<p><p>The X+Y scheduling model has become a widely adopted and effective approach within pediatric and internal medicine residency training programs across the United States. A closer examination of the factors contributing to its success reveals the broader societal and generational context influencing today's medical trainees-specifically, members of Generation Z (Gen Z). This model supports enhanced adaptability and personalization of learning, fosters teamwork and collaboration, integrates flexibility and wellness, and promotes diversity and inclusion-key educational priorities that align closely with Gen Z's values and learning preferences. Furthermore, the model resonates with and revitalizes foundational principles of adult learning theory. As Gen Z continues to comprise the majority of incoming medical trainees, further research is warranted to evaluate the applicability and effectiveness of the X+Y model in pediatric subspecialty fellowships and other residency programs, particularly in surgical and procedural-based specialties.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"27"},"PeriodicalIF":0.0,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12455176/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139694","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}