MedEdPublish (2016)最新文献

{"title":"Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students.","authors":"Vanessa Lavallard, Bernard Cerutti, Marie-Claude Audétat-Voirol, Barbara Broers, Julia Sader, Annick Galetto-Lacour, Stéphane Hausmann, Georges L Savoldelli, Mathieu Nendaz, Monica Escher","doi":"10.12688/mep.19428.2","DOIUrl":"10.12688/mep.19428.2","url":null,"abstract":"<p><p><b>Background</b>: Because of COVID-19, the 2020 written medical examinations were replaced by mandatory formative online assessments. This study aimed to determine students' performance, self-assessment of performance, and perception about the switch from a summative to a formative approach. <b>Methods</b>: Medical students from year 2 to 5 (n=648) were included. They could repeat each test once or twice. They rated their performance after each attempt and were then given their score. Detailed feedback was given at the end of the session. An online survey determined medical students' perception about the reorganization of education. Two items concerned the switch from summative to formative assessments <b>Results</b>: Formative assessments involved 2385 examinees totaling 3197 attempts. Among examinees, 30.8% made at least 2 attempts. Scores increased significantly at the second attempt (median 9.4, IQR 10.8), and duration decreased (median -31.0, IQR 48.0). More than half of examinees (54.6%) underestimated their score, female students more often than male. Low performers overestimated, while high performers underestimated their scores. Students approved of the switch to formative assessments. Stress was lessened but motivation for learning decreased. <b>Conclusions</b>: Medical students' better scores at a second attempt support a benefit of detailed feedback, learning time and re-test opportunity on performance. Decreased learning motivation and a minority of students repeating the formative assessments point to the positive influence of summative assessment on learning.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10628360/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71523756","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":"Framework for virtual education of COVID-19 vaccines for Mandarin-speaking learners: an educational intervention module.","authors":"JiCi Wang, Benjamin M Moy, Ross T Kaufhold, Aurelio Muzaurieta, Yang Xia, Shannon Jiang, Angela Yim, Jane Chang Miller, Shiwei Zhou, Pearl Lee, Lisa Hou, Janilla Lee, Michael Heung","doi":"10.12688/mep.19207.3","DOIUrl":"10.12688/mep.19207.3","url":null,"abstract":"<p><strong>Background: </strong>In the United States, patients with limited English proficiency face significant barriers to comprehending and acting upon health-related information, particularly during the COVID-19 pandemic. The ability of health professionals to communicate COVID-19-related information to Mandarin-speaking patients has proved critical in discussions about vaccine efficacy, side effects, and post-vaccine protection.</p><p><strong>Methods: </strong>The authors created a one-hour educational module to help Mandarin-speaking medical students better convey COVID-19 vaccine information to Mandarin-only speakers. The module is composed of an educational guide, which introduced key terminology and addressed commonly asked questions, and pre- and post-surveys. The authors recruited 59 Mandarin-speaking medical students all of whom had previously completed a medical Mandarin elective. The module and surveys were distributed and completed in August 2021. Data analysis measured the change in aggregate mean for subjective five-point Likert-scale questions and change in percent accuracy for objective knowledge-based questions.</p><p><strong>Results: </strong>86.4% of participants were primary English speakers with variable levels of Mandarin proficiency. The educational module significantly improved participants' subjective comfort level in discussing the COVID-19 vaccine in English and Mandarin. The largest improvement in both English and Mandarin was demonstrated in participants' ability to explain differences between the COVID-19 vaccines, with an aggregate mean improvement of 0.39 for English and 1.48 for Mandarin. Survey respondents also demonstrated increased percent accuracy in knowledge-based objective questions in Mandarin.</p><p><strong>Conclusions: </strong>This module provides Mandarin-learning medical students with skills to deliver reliable information to the general population and acts as a model for the continued development of educational modules for multilingual medical professionals.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"14"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10509786/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41169752","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":"Pilot project on use of social simulation to improve multidisciplinary medical education on health-related social needs","authors":"Tehreem Rehman, Oyinkansola Okubanjo","doi":"10.12688/mep.19534.1","DOIUrl":"https://doi.org/10.12688/mep.19534.1","url":null,"abstract":"Background:  Competence in system-based practice in medical education must include training on functioning as an interprofessional team member to address health-related social needs (HRSN). This pilot targets the existing gap on teaching residents how to leverage interprofessional expertise and larger context of HRSN in patient care.This pilot applied the principles of social simulation to teach residents how to work with interprofessional partners to effectively address patients’ HRSN. Methods: We developed simulation cases on HRSN commonly encountered in our Emergency Department. A 9-item instrument using a Likert 5-level scale assessed participants’ knowledge and skills on HRSN before and after the simulation implemented in 2021. Unmatched data largely from missing ID in responses were omitted. The Wilcoxon signed-rank test was used to assess for significant changes pre- and post-intervention. Results: Thirty-three of forty eligible Emergency Medicine (EM) residents (82.5%) participated in the study. Eighteen of thirty-three participants (response rate 54.5%) were included when matching data based on ID. We found significant differences in self-reported ability to identify patients’ HRSN (p=.0014), differentiate between the roles of interdisciplinary team members (p=.0007), and ability to identify hospital resources patients could be referred to (p=.0018). There was no difference in self-reported sense of empowerment in response to perceived ability in addressing a patient’s HRSN. Conclusions: Findings from this pilot suggest that social simulation can be an effective tool for teaching residents how to function in interprofessional teams and navigate the dynamic larger healthcare context of social determinants of health (SDOH) in addressing a patient’s HRSN. Competence in system-based practice in multidisciplinary medical education must include training on functioning as an interprofessional team member to address SDOH. This pilot targets the existing gap in teaching residents how to leverage interprofessional expertise and the larger context of SDOH in patient care.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46471672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The challenging reality of the clinical learning environment at Damascus University Faculty of Dental Medicine in Syria: a qualitative study","authors":"Ghaith Alfakhry, Khattab Mustafa, Bashar Jazayerli, Khaled Alhomsi, Issam Jamous","doi":"10.12688/mep.19564.2","DOIUrl":"https://doi.org/10.12688/mep.19564.2","url":null,"abstract":"<ns7:p><ns7:bold>Introduction: </ns7:bold>In Syria, specialist dentists undergo five years of undergraduate education and four years of postgraduate education. In the latter, students engage in treating complex cases as part of their professional training. This study aimed to obtain in-depth qualitative understanding of the clinical learning environment at Damascus University Faculty of Dental Medicine, Syria.</ns7:p><ns7:p> <ns7:bold>Methods:</ns7:bold><ns7:bold><ns7:italic> </ns7:italic></ns7:bold>Semi-structured interviews were held with eight postgraduate dental students at Damascus University Faculty of Dental Medicine. The faculty has eight clinical departments; therefore, a single participant was purposively sampled from each department. The male-female ratio of the eight interviewed participants was 1:1. All interviews were conducted between 26<ns7:sup>th</ns7:sup> April 2020 and 8<ns7:sup>th</ns7:sup> January 2021. Data was analyzed inductively using reflective thematic analysis. Pragmatic saturation was discussed during the analysis and the authors made an interpretative judgement to stop data collection at the eighth interview.</ns7:p><ns7:p> <ns7:bold>Results: </ns7:bold>Major themes which emerged covered different aspects of the clinical learning environment such as clinical training, social interaction and assessment procedures. Faculty’s negligence of their teaching duties was one of the most recurrent themes. In clinical training and due to faculty inaccessibility, students had to rely on themselves or their senior peers in training. The social climate was perceived negatively and assessment was described as unfair and biased.</ns7:p><ns7:p> <ns7:bold>Discussion: </ns7:bold>The findings of this study showcased the continuing deterioration of the clinical learning environment at Damascus University. It is hoped that these findings will encourage decision makers to introduce a comprehensive reform that addresses the curriculum, teaching practices and assessment procedures in clinical professional training.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135155501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Learning Strategies and Academic Parameters Predict Medical Student Success.","authors":"Michael T. O'Connell, Rohit R. Badia, J. Tellez, G. Cook, Arlene Sachs","doi":"10.12688/mep.19665.1","DOIUrl":"https://doi.org/10.12688/mep.19665.1","url":null,"abstract":"Background Student scores on the Learning and Study Strategies Inventory (LASSI), an assessment of academic skills, have been shown in previous studies to be significantly different between U.S. medical students based on their scores in various examinations during the pre-clerkship curriculum. This study aimed to evaluate LASSI and other early academic performance markers for predicting the likelihood of shelf exam underperformance in third-year medical students. Methods A retrospective analysis of student-specific demographic information and medical school exam performance from 220 medical students from the University of Texas Southwestern was performed. Students were then categorized based on underperformance (score in <25th percentile) on each NBME shelf exam and statistical analysis was performed to identify predictors of shelf underperformance. Results For predicting Surgery shelf underperformance, pre-clerkship final exam average (PCA), STEP 1, and LASSI Time Management (TMT) were statistically significant in univariate analysis. Internal Medicine: PCA, STEP 1, LASSI Attitude (ATT), Test Strategies (TST), and TMT. Pediatrics: PCA and STEP 1 quartile. Obstetrics-Gynecology: PCA, STEP 1, and LASSI Anxiety (ANX), with ANX an independent predictor on multivariate analysis. Neurology: PCA, STEP 1, LASSI ANX, Information Processing (INP), TST, and average LASSI, with PCA, LASSI Concentration (CON), TMT, and ANX independent predictors on multivariate analysis. Family Medicine: PCA, STEP 1, LASSI ANX, TST, and Using Academic Resources (UAR), with PCA an independent predictor on multivariate analysis. Psychiatry: only STEP 1 was significant. Conclusion In contrast to previous studies, no single LASSI scale was significantly associated with underperformance on all 7 NBME shelf exams. Univariate analysis identified several LASSI scales that correlated with NBME underperformance, but the drastic inter-clerkship heterogeneity makes use of these scales in early academic intervention impractical. Conversely, PCA was found to be strongly associated with shelf exam underperformance.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45758332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students","authors":"Ahmad Al Shihabi, Heba Mardini, Ahmad Alkhaledi, Lana Jarad, Rama Jaber, Ramez Jaber, Sara Naoura, Mohammad Bashar Izzat","doi":"10.12688/mep.19694.1","DOIUrl":"https://doi.org/10.12688/mep.19694.1","url":null,"abstract":"Background: Peer-assisted learning has been shown to be constructive in numerous aspects of undergraduate medical education. The purpose of this study was to evaluate the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking students. Methods: A medical English conversation course was conducted at Damascus University by a group of students. Targeted participants were intermediate level fellow students from the same program. A longitudinal study was carried out between 1st to 31st March 2019 to assess changes in self-assessment of English language skills among course participants. Pre- and post-course appraisal involved a review of previous experience with medical English language, a self-assessment of five English language skills, and an objective measurement of medical English knowledge. In addition, participants were requested to respond to a set of statements related to the importance and the usefulness of peer-assisted teaching of medical English skills. Paired-sample Student t-test was used to compare pre- and post-course appraisal results. Results: 42 students attended the course and completed pre- and post-course appraisals in full. Data analyses showed a statistically significant increase in participants’ confidence in speaking medical English in public (p<0.001) and using English in various medical settings (presenting and discussing cases, writing clinical reports, interviewing patients and reading English medical texts). Objective measurements of medical English knowledge confirmed a significant increase in participants’ knowledge of methods of administration of therapeutics, knowledge of human body parts in English and familiarity with English medical abbreviations. Most participants agreed that peer-education was effective in teaching medical English skills to non-native English-speaking students and in increasing their confidence when using English in real-life medical scenarios. Conclusions:The present study highlights the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students. Further validation is required and should compare the effectiveness of traditional versus peer-assisted teaching approaches.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46022866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to cross the line: design principles for interdisciplinary education","authors":"Jessica Oudenampsen, E. Das, N. Blijlevens, Marjolein H J van de Pol","doi":"10.12688/mep.19693.1","DOIUrl":"https://doi.org/10.12688/mep.19693.1","url":null,"abstract":"Background: Interdisciplinary learning is gaining popularity in higher education worldwide. Currently, knowledge about how to appropriately design interdisciplinary education is still lacking. The current study presents the iterative development, pilot, and implementation of an interdisciplinary course in healthcare communication. Methods: We used a design-based educational research approach in four phases to construct the program. In phase 1, we conducted a narrative review of the literature and distilled several prerequisites for interdisciplinary learning. In phase 2, we implemented two pilot courses with a focus on the content and the interdisciplinary context of the course. In research phase 3, we implemented the course during three consecutive years, with yearly evaluations of the course. In phase 4, we distilled design principles based on evaluation and reflection of the previous research phases. Results: We elaborate on the various components of the design itself. Furthermore, using data from surveys, panel discussions and interviews, we reflect on the content and outcomes of the interdisciplinary course. We propose seven evidence-informed ‘crossing the line’ design principles for future interdisciplinary education. Conclusions: The developed design principles pertain to interdisciplinary education in general and transcend subject-specific boundaries. The design principles are applicable in a wide range of higher education disciplines.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44906752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting validity: steps to contextualise applications for technology and assessment, for learning.","authors":"Sandra Kemp,&nbsp;Viktoria C T Goddard,&nbsp;Katharine Boursicot,&nbsp;Richard Fuller,&nbsp;Vishna Devi Nadarajah","doi":"10.12688/mep.19688.1","DOIUrl":"10.12688/mep.19688.1","url":null,"abstract":"<p><p>In the paper, the authors offer perspectives on the uses of technology and assessment, that support learning. The perspectives are viewed through validity (from the field of assessment) as a framework and they discuss four aspects of an interconnected technology, learning and assessment space that represent theory informed, authentic practice. The four are: 1) integrated coherence for learning, assessment and technology; 2) responsibilities for equity, diversity, inclusion and wellbeing; 3) sustainability; and 4) balancing resources in global contexts. The authors propose steps and considerations for medical and health professions educators who need to contextualise applications for technology, learning and assessment, for positive impact for learners, faculty, institutions and patient care.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":"37"},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10587818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42407912","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":"Immediate and longer-term impacts of fetal surveillance education on workforce knowledge and cognitive skills.","authors":"Mark Beaves, Nathan Zoanetti, Euan M Wallace, Kirsten R Palmer","doi":"10.12688/mep.19656.1","DOIUrl":"10.12688/mep.19656.1","url":null,"abstract":"<p><p><b>Background:</b> Following the development of the Royal Australian College of Obstetricians and Gynaecologists Intrapartum Fetal Surveillance Guideline in 2003, an education program was developed to support guideline implementation and clinical practice. It was intended that improved clinician knowledge, particularly of cardiotocography, would reduce rates of intrapartum fetal morbidity and mortality. The program contains a multiple-choice assessment, designed to assess fetal surveillance knowledge and the application of that knowledge. We used the results of this assessment over time to evaluate the impact of the education program on clinicians' fetal surveillance knowledge and interpretive skills, in the immediate and longer-term. <b>Methods:</b> We undertook a retrospective analysis of the assessment results for all participants in the Fetal Surveillance Education Program, between 2004 and 2018. Classical Test Theory and Rasch Item Response Theory analysis were used to evaluate the statistical reliability and quality of the assessment, and the measurement invariance or stability of the assessments over time. Clinicians' assessment scores were then reviewed by craft group and previous exposure to the program. <b>Results:</b> The results from 64,430, broadly similar assessments, showed that participation in the education program was associated with an immediate improvement in clinician performance in the assessment. Performance improvement was sustained for up to 18 months following participation in the program and recurrent participation was associated with progressive improvements. These trends were observed for all craft groups (consultant obstetricians, doctors in training, general practitioners, midwives, student midwives). <b>Conclusions:</b> These findings suggest that the Fetal Surveillance Education Program has improved clinician knowledge and the associated cognitive skills over time. The stable difficulty of the assessment tool means any improvement in clinician's results, with ongoing exposure to the program, can be reliably assessed and demonstrated. Importantly this holds true for all craft groups involved in intrapartum care and the interpretation of cardiotocography.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":"38"},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11109546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48272177","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":"Multiple choice question writing and medical students: a systematic literature review","authors":"Jacob Lahti, M. Salamon, Jordan Farhat, Thomas Varkey","doi":"10.12688/mep.19635.1","DOIUrl":"https://doi.org/10.12688/mep.19635.1","url":null,"abstract":"Background: Multiple-choice question (MCQ) tests have been the standard for ensuring fairness and ease of grading within school curricula for several years. Students, teachers, and researchers alike have developed methods and materials to improve performance on MCQ tests. One practice of interest to the research team is students writing their own multiple-choice questions as a learning methodology. This study intends to review the current literature to assess the validity of student-written MCQs as a study technique. Methods: This literature review was performed following the PRISMA guidelines. Relevant articles were pulled via a systematic search of various databases (Google Scholar, Cochrane, and PubMed) performed on 7.17.2022. Forty-seven non-duplicated articles were extracted. These were then limited, following full text evaluation, to a total of five articles. Results: In three out of the five articles there were positive subjective views of the use of MCQ writing as a method for studying, and one article showed that the students did not feel that the process helped them or provided value. In two of the five articles, data was collected on how MCQ writing worked in comparison with students that were not writing MCQs, and results demonstrated that those students who wrote MCQs more frequently demonstrated better exam scores as compared to those who did not use MCQ writing as a study method or utilized it infrequently. Conclusions: This literature review demonstrated some of the preliminary work that has been done thus far on the utility of MCQ writing as a learning tool in medical education. While still limited in overall understanding of the effects of the use of this method, there remains much promise for its use in the medical student population. It is the hope of the authors that further work be done on this question for the benefits of the students.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42143679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}