Journal, physical therapy education最新文献

{"title":"Workplace Bullying and Incivility in Physical Therapist Education Programs","authors":"B. Schwarz, Haylie L. Miller","doi":"10.1097/JTE.0000000000000224","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000224","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Workplace bullying and incivility have been recognized as significant problems in both clinical and academic environments. These negative behaviors can lead to disengagement, stress, and lost productivity. The purposes of this study were to 1) identify predictors of bullying experiences and 2) assess the prevalence of being bullied among faculty and staff working in physical therapist education programs across the United States. Review of Literature. More than one-third of US workers are bullied or have witnessed bullying in the workplace. When these disruptive behaviors occur within the context of physical therapist education, the impact can be detrimental to teaching and learning, clinical practice, and individual well-being. Subjects. Participants included 529 Doctor of Physical Therapy faculty and staff. Methods. Respondents completed the uncivil workplace behavior questionnaire—revised and negative acts questionnaire—revised. Results. Survey results revealed that 32.5% of academic faculty had experienced bullying within the last 6 months. Discussion and Conclusion. The prevalence of bullying and incivility in academic physical therapy programs approaches that of the general workforce in the United States. Physical Therapy education programs must take an active role in preventing, recognizing, and managing uncivil behaviors in the academic environment.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"154 - 162"},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45813882","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 Use of Collaborative Testing in Entry-Level Physical Therapist Education: A Retrospective Case Report","authors":"Angela R. Merlo, Anne M. Ediger, Chelsea Sasaki","doi":"10.1097/JTE.0000000000000223","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000223","url":null,"abstract":"Background. Collaborative testing involves small groups of students working together through discussion and rationalization to answer test questions. This form of testing has been found to enrich the learning experience, facilitate questioning, discussions, and debate within groups, as well as improve student performance, learning and retention, communication, and teamwork. Despite the many reported benefits, no literature exists on the use of collaborative testing in physical therapist education. Purpose. The purpose of this retrospective case report was to highlight student performance and feedback on a collaborative, comprehensive final exam. Case Description. One cohort of entry-level physical therapist students who had participated in a two-step collaborative final exam were included. Mean values for both the individual and the collaborative exam, percent change between the individual and collaborative exam, as well as student feedback on the benefits and drawbacks were reported. Outcomes. Exam performance increased for all students from the individual exam to the collaborative exam with a mean percent change of 12%. Students reported benefits such as the facilitation of valuable discussions, reinforcement of content, facilitation of critical thinking, insight into test-taking strategy, and reduced stress. Drawbacks included feelings of uncertainty on the accuracy of group discussions and answer selection, the lack of equitable contributions between group members, the time commitment required to take a collaborative exam, and increased stress. Conclusions. Collaborative testing should be considered as an assessment strategy within physical therapist education. Future research should focus on the effectiveness of collaborative assessment, including learning, retention, and critical thinking.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"171 - 175"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42195281","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":"Predictors of Success on the National Physical Therapy Examination in 2 US Accelerated-Hybrid Doctor of Physical Therapy Programs","authors":"Breanna Reynolds, Casey A Unverzagt, A. Koszalinski, R. Gatlin, J. Seale, Kendra Gagnon, Kareaion Eaton, S. Koppenhaver","doi":"10.1097/JTE.0000000000000227","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000227","url":null,"abstract":"Introduction: Although predictors of success have been reported within Doctor of Physical Therapy (DPT) education previously, accelerated-hybrid models of DPT education have not been included and may yield different results. The purpose of this study was to examine predictors of National Physical Therapy Examination (NPTE) performance within 2 US-accredited accelerated-hybrid DPT programs. Review of Literature: Current evidence examining predictors of NPTE success have included admissions data (undergraduate or prerequisite grade point average [GPA] and Graduate Record Examination [GRE]), DPT program GPA, noncognitive variables, and program variables. Although results of the relationship of these variables to NPTE success are inconsistent, DPT program GPA seemed to be the most consistent finding. Subjects: Student records from the 2019 and 2020 graduating classes of 2 accelerated-hybrid DPT programs (4 classes total, n = 355). Methods: Preadmission, noncognitive, within-program, and NPTE preparatory variables were assessed to determine their relationship with NPTE score. The association between each variable and NPTE score was assessed using bivariate correlations. The most parsimonious predictive model was determined using stepwise linear regression analysis. After determining the best predictive threshold for continuous level variables, odds ratios were calculated between each variable and passing the NPTE on the first attempt. Results: Statistically significant associations with NPTE score were noted with most preadmission, within-program, and NPTE preparatory variables; the strongest association was midpoint program GPA (r = 0.576, P < .05). The most parsimonious predictive model consisted of midpoint program GPA, first attempt passing Practice Exam & Assessment Tool (PEAT; dichotomous outcome, passing score ≥600), Scorebuilders Online Advantage examination score, and combined GRE percentage, which accounted for 52.6% of the variance in NPTE scores. The odds of passing NPTE on the first try were 14 times higher in individuals who passed the PEAT examination on the first try and 8 times higher in students with a midpoint GPA of at least 3.35. Discussion and Conclusion: Midpoint program GPA was the strongest predictor of NPTE score, followed by the PEAT and Online Advantage (2 NPTE preparatory variables). Combined GRE percentage was the only admissions variable contributing to the prediction of NPTE score. These findings are not different from previous research examining predictors of NPTE success in other DPT education models.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"225 - 231"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44086788","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":"Editorial","authors":"S. Wainwright","doi":"10.1097/jte.0000000000000226","DOIUrl":"https://doi.org/10.1097/jte.0000000000000226","url":null,"abstract":"","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41458068","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 Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students","authors":"Leah Lowe, Meredith M Flowers, James Fletcher, C. Yates","doi":"10.1097/JTE.0000000000000225","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000225","url":null,"abstract":"Introduction and Review of the Literature. Experiential learning (EL) is an instructional method that is increasingly being used to teach Doctor of Physical Therapy (DPT) pediatric content. However, there remains a paucity of research describing student outcomes resulting from EL courses compared with outcomes resulting from traditional instruction-based courses. The purpose of this study was to evaluate the change in perceived clinical reasoning and self-efficacy experienced by DPT students from the same DPT program who completed either high (at least 15 hours) or low (3 hours or less) pediatric EL as a component of their required, semester-long pediatric course. Subjects and Methods. The study was a pretest–posttest comparison group design. Second-year DPT students (n = 58; male: 19 and female: 39) enrolled in fall 2018 (high EL group) and students (n = 53; male: 18 and female: 35) enrolled in fall 2020 (low EL group) completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical Therapy Self-Efficacy Scale (PTSE) during the first and last week of the pediatrics course. Results. A significant interaction effect between EL dosage and time was found for the SACRR (F1,106 = 51.03, P = .000, partial eta squared = 0.33), suggesting that the change in scores was influenced by the dosage of EL. There was no significant interaction effect between EL dosage and time for the PTSE (F1,104 = 1.13, P = .29, partial eta squared = .01). There was a significant main effect for time (F1,104 = 225.61, P = .000, partial eta squared = .68), with both groups showing an improvement in pediatric physical therapy self-efficacy. Discussion and Conclusion. The results of this study suggest that the perceived self-efficacy abilities of students improved with all instructions, but the addition of high EL may enhance traditional instruction methods when used to aid DPT students in the development of self-perceived clinical reasoning and reflection skills.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"122 - 127"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46950881","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":"Collaborating to Integrate Education and Practice: A Model of a Physical Therapy Academic–Clinical Partnership","authors":"Sally Taylor, Peter J. McMenamin, M. Hilliard","doi":"10.1097/JTE.0000000000000220","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000220","url":null,"abstract":"Background and Purpose. Strong academic–clinical partnerships have been advocated to optimize the training of the next generation of health professionals and to best meet the needs of patients and society. Despite the benefits of partnerships, there is a lack of literature describing successful models for collaboration between physical therapist (PT) schools and academic medical center hospitals. The purpose of this article was to describe the formal partnership between the Northwestern University, Feinberg School of Medicine, Department of Physical Therapy and Human Movement Sciences (DPTHMS) and Shirley Ryan AbilityLab in Chicago, Illinois. Method/Model Description and Evaluation. The partnership is presented through the lens of D'Amour's 4-dimensional model of collaboration highlighting 4 critical dimensions of collaboration: shared goals and activities, internalization, formalization, and governance. Outcomes. The establishment of this partnership has fostered the institutions' achievement of mutual goals supporting their interconnected visions and missions. Examples of the collaboration's shared goal and activities include: the tripling of clinical education experiences for professional Doctor of Physical Therapy (DPT) students; establishment of 2 post professional PT residency programs; proliferation of DPT teaching opportunities for Shirley Ryan AbiltyLab clinical PTs with formal university academic appointments for 6 Shirley Ryan Ability Lab PTs; and clinical appointments for 7 of 34 eligible DPTHMS faculty members. The internalization dimension is evidenced by regularly scheduled communications; promotion of opportunities for mutual acquaintanceship through shared boards and teams; socialization opportunities; and trust-building across institutions. The primary example of formalization is the legal collaboration agreement signed in 2013 and amended in 2019. Partnership governance is achieved through a structure of designated liaisons, shared boards, and regular interinstitutional leadership meetings. Discussion and Conclusion. D'Amour's structuration model describes predictors for successful interinstitutional clinical–academic partnerships. The model's 4 collaboration dimensions facilitate the assessment of partnership success for both established partnerships and for institutions in the planning stage of such collaborations.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"139 - 145"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47410546","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":"Reliability and Validity of the Student Version of the Oldenburg Burnout Inventory in Physical Therapist Students","authors":"Allison L. Smith, J. Ellison, J. Bogardus, P. Gleeson","doi":"10.1097/JTE.0000000000000222","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000222","url":null,"abstract":"Introduction. Limited research exists on burnout in physical therapists (PTs) and PT students. The prevalence of PT student burnout is unknown and few outcome measures exist to study burnout in students. The purpose of this study was to assess the test–retest reliability and internal consistency of the Oldenburg Burnout Inventory for Students (OLBI-S) and convergent validity of the OLBI-S with the Maslach Burnout Inventory General Survey for Students (MBI-GSS) in Doctor of Physical Therapy (DPT) students. Review of Literature. Most authors studying burnout have used the MBI, which has been criticized in recent years. The OLBI was developed in response to the criticisms and psychometric limitations of the MBI. The OLBI-S has not yet been validated in PT students. Subjects. Participants included a convenience sample of DPT students attending Texas Woman's University in Houston during the fall semester of 2020. Methods. Students completed the OLBI-S and MBI-GSS and completed the OLBI-S a second time 1 week later. Intraclass correlation coefficients (ICCs) were calculated to examine test–retest reliability, Cronbach's α was calculated to assess internal consistency, and convergent validity was assessed by calculating Pearson's correlations comparing corresponding subscales for the OLBI-S and MBI-GSS. Results. Test–retest reliability was excellent for both the OLBI-S exhaustion subscale (ICC = .916, P < .001) and the OLBI-S disengagement subscale (ICC = .955, P < .001). Internal consistency was good for both the exhaustion subscale (Cronbach's α = .833) and the disengagement subscale (Cronbach's α = .784). Convergent validity was found to be good between the OLBI-S and MBI-GSS exhaustion subscales (r = .741, P < .001) as well as the disengagement subscale of the OLBI-S and cynicism subscale of the MBI-GSS (r = .766, P < .001). Discussion and Conclusion. The OLBI-S has excellent reliability, good validity, and is a free alternative outcome measure to the MBI-GSS to measure burnout in DPT students.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"205 - 209"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46620441","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":"Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial","authors":"Aaron J. Hartstein, K. Zimney, Margaret Verkuyl, Jean Yockey, Patti Berg-Poppe","doi":"10.1097/JTE.0000000000000221","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000221","url":null,"abstract":"Introduction. Effective clinical decision-making (CDM) skills are essential for physical therapist practice. The purpose of this study was to compare the effects of virtual reality (VR) patient simulation with those of a traditional standardized patient simulation on the CDM of student physical therapists (SPTs). Review of Literature. Authentic experiential learning opportunities are needed to promote CDM. The effects of VR simulation on the CDM of SPTs are unknown. Subjects. Fifty-nine first-year SPTs participated in this study. Methods. A randomized controlled trial compared the effects of VR with those of standardized patient simulation on several aspects of CDM in 59 first-year students after an upper extremity orthopedic unit. Perceived CDM abilities and metacognitive awareness were assessed before and after allocated instruction. Diagnostic accuracy and diagnostic efficiency were measured during instruction. Student engagement was assessed immediately after instruction and psychomotor skill was assessed 1 week later. Results. Statistically significant within-group differences in CDM were noted after both VR and standardized patient instruction, but no between-group differences were found. Although effect sizes were considered large with either learning experience, the observed experimental effect was greater after a VR experience. No between-group differences were found between metacognitive awareness, diagnostic accuracy, or psychomotor skill assessment. Diagnostic efficiency was statistically significantly greater in the standardized patient condition, while engagement was significantly greater in the VR condition. Discussion and Conclusion. Measures of perceived CDM improved regardless of instructional method; however, the effect size was greater after VR. These findings reveal 2 effective experiential learning options to promote CDM. These results exemplify the normative trajectory of CDM development and recommendations for differentiated curricular instruction. Although resource intensive initially, VR technology appears capable of advancing CDM skills in an efficient manner that may minimize future cost and the faculty facilitation associated with standardized patient instruction.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"176 - 184"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41935145","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":"Physical Therapy Student Stress During the COVID-19 Pandemic: A Qualitative Study","authors":"C. Anderson, L. Dutton","doi":"10.1097/JTE.0000000000000218","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000218","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. According to research studies and surveys conducted by the Centers for Disease Control and Prevention, the prevalence of stress, depression, and anxiety have increased with the onset of the COVID-19 pandemic. This is especially true for young adults and has the potential to affect students’ learning outcomes and long-term well-being. Review of Literature. Current research on the experience of stress for students in the health professions has focused on nursing and medical students. There are no published studies exploring pandemic-related stress in physical therapy. The purpose of this study was to explore the experience of stress for Doctor of Physical Therapy (DPT) students during the onset of the COVID-19 pandemic. Subjects. Twenty-four students in their first, second, and third year of study from 3 physical therapist education programs. Methods. Using a phenomenological qualitative approach, 60-minute semi-structured interviews were conducted with each participant through video conference in April and May of 2020. Inductive thematic analysis was used to identify and refine codes and construct themes and subthemes. Results. Four themes resulted from analyses of these data: sources of stress, stress management, stress modifiers, and positive aspects of COVID. Sources of stress were related to academics, uncertainty, personal circumstances, and finances. DPT students described stress associated with the transition to online learning related to focus, engagement, workload, and reduced opportunities to practice hands-on skills. Uncertainty was particularly stressful for third-year students who were anxious about clinical experiences, board examinations, and future employment. Stress management strategies were centered on cognitive reappraisal, physical activity, and social support. Discussion and Conclusion. While students identified several sources of stress during the onset of the COVID 19 pandemic, important stress modifiers, such as faculty and cohort-based peer support, were highlighted that have the potential to reduce stress for students both in times of crisis and under more typical circumstances. These factors, in combination with findings suggesting that increased flexibility and agency over learning mediated stress responses, have potential implications for instructional delivery and academic program design.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"1 - 7"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44542177","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":"An Experiential Learning Activity Using an Online Judgment-Based Pediatric Functional Measure During Hybrid Instruction With Doctor of Physical Therapy Students","authors":"H. Dumas, Ann C Golub-Victor","doi":"10.1097/jte.0000000000000214","DOIUrl":"https://doi.org/10.1097/jte.0000000000000214","url":null,"abstract":"Background and Purpose. Mandated remote instruction provided an opportunity to introduce Doctor of Physical Therapy (DPT) students to online judgment-based measures used in clinical practice. In this method/model presentation, we report the operational feasibility, educational outcomes, and student satisfaction of a new learning activity providing entry-level DPT students with the experience to administer, score, and interpret the results of a pediatric, online, judgment-based functional assessment. Method/Model Description and Evaluation. Following introduction and demonstration, student pairs completed the web-based Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) using written case information detailing a child's typical functional mobility performance. Students then completed a course assignment to interpret test results, identify a complementary performance-based test, and develop intervention goals. Operational feasibility (time, technical, and economic needs), educational outcomes (PEDI-CAT scoring accuracy, assignment results), and student survey feedback were retrospectively evaluated. Outcomes. Within a 3-semester hour course, 2 hours (13%) were devoted to this activity, which was completed using a free test application and the university-supported learning management system. Student-generated PEDI-CAT normative scores were 100% consistent with instructor scores, and 43 of 46 student pairs (94%) generated scaled scores within the 95% confidence interval for the instructor's PEDI-CAT-generated score. Assignment results (mean grade = 45.7/50) indicated comprehension of material evidenced by test result interpretation and development of a physical therapist (PT) Evaluation and intervention goals. Student feedback was positive for the use of case-based learning and web-based test administration experience as a learning activity. Discussion and Conclusion. Use of a written case and an online judgment-based assessment proved feasible and successful for exposing entry-level DPT students to test administration, item content, normative and standard scoring differences, and developing a PT Evaluation statement and intervention goals setting. During mandated hybrid instruction, this learning activity addressed the curriculum objectives related to PT examination in preparation for clinical practice.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48875642","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}