Currents in Pharmacy Teaching and Learning最新文献

{"title":"Artificial intelligence (AI) usage on advanced pharmacy practice experiences","authors":"Heather A. Kehr ,&nbsp;Courtney Selby ,&nbsp;Rahul Nohria ,&nbsp;Natalie Gordon ,&nbsp;Edward T. Chiyaka ,&nbsp;Dawn M. Battise ,&nbsp;Krista L. Donohoe","doi":"10.1016/j.cptl.2025.102562","DOIUrl":"10.1016/j.cptl.2025.102562","url":null,"abstract":"<div><h3>Objective</h3><div>To determine if pharmacy students are utilizing generative artificial intelligence (AI) on advanced pharmacy practice experiences (APPEs). A secondary objective is to assess what AI tools students are utilizing for APPE activities.</div></div><div><h3>Methods</h3><div>Students at five schools/colleges of pharmacy were emailed an anonymous survey during their APPE year in May 2025. The survey included questions about whether respondents utilized generative AI, and if so, which platforms and for what types of activities. Descriptive statistics were utilized to summarize AI use.</div></div><div><h3>Results</h3><div>Fifty-eight APPE students responded to the survey from the five schools/colleges of pharmacy. A total of 42 students (72.4%) reported using AI during APPE rotations, while 16 students (27.6%) did not. The most commonly used AI platform was ChatGPT (n = 24; 57.1%), followed by Gemini (n = 9; 21.4%). The most common uses of AI were to develop presentations/journal clubs, to simplify a complex topic, and to look up information for providers/preceptors.</div></div><div><h3>Conclusion</h3><div>Students are utilizing AI on APPEs. Schools/colleges of pharmacy should be aware of educating students on best practices and ethical considerations before students go on APPEs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102562"},"PeriodicalIF":1.4,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789852","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":"Factors affecting pharmacy and medical students knowledge and attitude towards respiratory syncytial virus vaccines","authors":"Khawla Abu Hammour ,&nbsp;Faris El-Dahiyat ,&nbsp;Fahmi Y. Al-Ashwal ,&nbsp;Qusai Manaseer ,&nbsp;Walid Abu Hammour ,&nbsp;Rana K. Abu-Farha","doi":"10.1016/j.cptl.2025.102554","DOIUrl":"10.1016/j.cptl.2025.102554","url":null,"abstract":"<div><h3>Background</h3><div>The objective of the research was to assess pharmacy and medical students' levels of knowledge, beliefs, and sentiments regarding the RSV vaccine.</div></div><div><h3>Methods</h3><div>A validated questionnaire was disseminated to pharmacy and medical students in the United States. The questionnaire consisted of sections to assess the sociodemographic characteristics of the respondents; knowledge regarding RSV and its vaccines; perceptions regarding RSV and its vaccines; and attitudes regarding barriers to RSV vaccination.</div></div><div><h3>Results</h3><div>There were substantial differences regarding participants' clinical knowledge of RSV and its vaccines. One-third of participants (33.3 %) expressed being unaware of RSV, however the majority felt it could be severe within at-risk populations (infants, children, elderly;65.4 %). Few participants expressed awareness that the FDA had approved vaccines to address RSV (29.2 % for older adults). There were disagreements among participants regarding whether vaccination would be encouraged within the older population; 29.7 % agreed vaccinating individuals beyond 75 years was encouraged, and 32.5 % agreed vaccination was recommended in individuals aged 60–74 years at risk for severe complications. Major barriers to RSV vaccination were cited, nearly half of participants (44.7 %) expressed concerns regarding safety of the vaccine, and all participants (53.7 %) recommended patient preferences against annual influenza and RSV vaccination. Only 29.3 % of participants recognized hospitalization for RSV as comparable to influenza in patients aged 50 or older. Overall, average participant knowledge scores regarding RSV vaccinations was 6.1 (SD = 3.9), with regression analysis indicating medical students recognized higher knowledge scores than pharmacy students (Beta = 0.195, 95 % CI [0.412 to 2.799], <em>p</em> = 0.003), with a small effect size (Cohen's f² = 0.0204).</div></div><div><h3>Conclusion</h3><div>Awareness of RSV in healthcare students is apparent; however subsequent education regarding the transmission of the virus, health implications associated with RSV, and advantages of vaccination for older adults is warranted. Strategies to improve awareness of RSV transmission, health implications associated with RSV in older adults, and the advantages of taking the vaccine may serve to address experienced barriers against RSV vaccination.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102554"},"PeriodicalIF":1.4,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790031","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":"Development and implementation of a competency-based pharmaceutical compounding unit using pass/fail grading for Australian pre-registration pharmacy students","authors":"Jessica Pace,&nbsp;Andrew Bartlett","doi":"10.1016/j.cptl.2025.102556","DOIUrl":"10.1016/j.cptl.2025.102556","url":null,"abstract":"<div><h3>Background</h3><div>To describe the design, implementation, and evaluation of the conversion of two pharmaceutical compounding units in pre-registration pharmacy programs to competency-based, grade-only units. The aim was to ensure the competence of graduates in pharmaceutical compounding and increase student and teacher satisfaction.</div></div><div><h3>Educational activity and setting</h3><div>Relevant competencies were identified and learning and assessment activities designed to develop and assess these. The principles of constructive alignment and thoughtful use of formative and summative assessment underpinned the educational design.</div></div><div><h3>Evaluation</h3><div>243 undergraduate and 68 postgraduate students completed the revised units in 2023. Fail rates for both cohorts were consistent with previous years, while student satisfaction was slightly increased for the undergraduate and, decreased for the postgraduate cohort. Reflection and constructive feedback from students and the teaching team lead to changes to assessment design and content in 2024 to ensure essential knowledge and skills, provide students with early diagnostic feedback, focus on skill development, and reduce redundancy in assessment.</div></div><div><h3>Analysis</h3><div>When appropriately designed, the change to grade-only, competency-based units of study provided a more holistic assessment of students' pharmaceutical compounding skills and increased both student and teacher satisfaction. The educational and assessment design principles described here address key challenges in contemporary higher education. Adequate resources to allow students multiple opportunities to develop skills and demonstrate competence, and ongoing reflection and adjustment of the educational design in response to staff and student feedback are keys to successful implementation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102556"},"PeriodicalIF":1.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726182","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":"A medicines information department simulation for final year MPharm undergraduates","authors":"Jeremy Sokhi,&nbsp;Gemma Keetch,&nbsp;Dawn Whitbourn","doi":"10.1016/j.cptl.2025.102557","DOIUrl":"10.1016/j.cptl.2025.102557","url":null,"abstract":"<div><h3>Background</h3><div>Final year pharmacy students in the UK need to demonstrate competence in a range of learning outcomes including working in partnership, communication skills, working collaboratively, appraising the evidence base, critically evaluating guidelines, effective leadership, and responding to complaints. Medicines Information (MI) departments in the UK provide support for all aspects of medication related queries and working in MI requires these skills to ensure the safe and effective use of medicines.</div></div><div><h3>Educational activity</h3><div>An MI themed simulation was developed for final year MPharm students at the University of East Anglia as an opportunity for them to develop in a range of skills and utilise previously taught clinical knowledge. Students were divided into two teams of five students, each tasked with managing their own MI department. During the four-hour simulation each team received a total of 12 telephone enquiries from a variety of simulated health professionals and simulated patients.</div></div><div><h3>Evaluation findings</h3><div>All 10 students participated in a focus group exploring their experience of the simulation. A thematic analysis identified three themes; realism, management and teamwork, and preparation for practice.</div></div><div><h3>Analysis of educational activity</h3><div>Students felt the simulation was realistic and challenging. They did not see management skills as integral to the task at the outset, however there was evidence of a change in approach as the simulation progressed. The session supported development of research and communication skills and was an opportunity for students to apply clinical knowledge. As such, an MI department simulation activity may be a useful addition to pharmacy curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102557"},"PeriodicalIF":1.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726655","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":"A longitudinal study assessing prevalence of stress in student pharmacists at two programs","authors":"Jennifer D. Robinson ,&nbsp;Lindsey E. Dayer ,&nbsp;Seth D. Heldenbrand ,&nbsp;Kimberly C. McKeirnan","doi":"10.1016/j.cptl.2025.102551","DOIUrl":"10.1016/j.cptl.2025.102551","url":null,"abstract":"<div><h3>Objective</h3><div>This research article aims to measure longitudinal self-reported student pharmacist stress data across two Doctor of Pharmacy (PharmD) programs from 2019 to 2023.</div></div><div><h3>Methods</h3><div>The study was conducted at two four-year PharmD programs. The Cohen Perceived Stress Scale was administered annually to students enrolled in the first three years of the program. A total of 2022 responses were analyzed after excluding incomplete surveys.</div></div><div><h3>Results</h3><div>Results indicated fluctuations in stress levels over the study period. Average stress levels increased from 2019 to 2020 (21.0 to 22.2, <em>p</em> &lt; 0.001), remained stable from 2020 to 2021 (22.2 to 22.2, <em>p</em> = 0.82), decreased from 2021 to 2022 (22.2 to 19.7, p &lt; 0.001), and increased again from 2022 to 2023 (19.7 to 21.3, p &lt; 0.001). By 2023, stress levels returned to baseline (21.0 to 21.3, <em>p</em> = 0.31). First-year students had similar stress levels compared to second and third-year students across the study period. The highest stress levels were observed in 2020 for first and second-year students, and in 2021 for third-year students.</div></div><div><h3>Conclusion</h3><div>The study underscores the importance of understanding stress dynamics in academic settings and suggests strategies for mitigating unnecessary stress through thoughtful scheduling and acknowledging external stressors. Future research should explore long-term effects and effective interventions to enhance student well-being.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102551"},"PeriodicalIF":1.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726636","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":"Reconciliation through remote engagement: Evaluation of an online model for indigenous health education in pharmacy","authors":"Katherine Huerne,&nbsp;Jason Min,&nbsp;Emma Young,&nbsp;Brandon Whitmore,&nbsp;Larry Leung","doi":"10.1016/j.cptl.2025.102541","DOIUrl":"10.1016/j.cptl.2025.102541","url":null,"abstract":"<div><h3>Background</h3><div>In response to the Truth and Reconciliation Commission of Canada's Calls to Action, pharmacy programs have expanded Indigenous health and cultural safety training. Community-engaged learning is recognized as an effective approach to support this goal, yet such initiatives can be difficult to sustain due to limited faculty and community resources.</div></div><div><h3>Educational activity</h3><div>This report outlines the outcomes of a third-year elective pharmacy course on Indigenous cultural safety which developed online community-engaged projects with three remote Indigenous communities. All communication and project activities were conducted remotely via video-conferencing, email, and phone. A community-based participatory action research (CB-PAR) framework was co-developed with Indigenous partners to guide the development of the course, which included project scoping, student onboarding, delivery, and evaluation.</div></div><div><h3>Evaluation of findings</h3><div>Student performance and project impact were assessed using pre/post surveys and semi-structured interviews, with qualitative data analyzed inductively. Seventeen students and six community partners participated in the course evaluation. Two main impacts for students were identified as: (1) a shift in understanding the value of Indigenous perspectives, and (2) enhanced application of cultural safety. Community partners reported positive experiences and emphasized the importance of participating in student assessment and project planning.</div></div><div><h3>Analysis of educational activity</h3><div>This model of Indigenous pharmacy education demonstrates that impactful, culturally meaningful learning can be achieved via remote learning. It offers a sustainable, scalable approach to engage with geographically remote communities while supporting meaningful Indigenous reconciliation in healthcare education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102541"},"PeriodicalIF":1.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726524","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":"Impact of interprofessional education in underserved settings on pharmacy student empathy","authors":"Erin Anderson,&nbsp;Joshua Wollen,&nbsp;Bernadette Asias-Dinh,&nbsp;Jodie Gee,&nbsp;David Wallace,&nbsp;Catherine Hatfield,&nbsp;Matthew A. Wanat,&nbsp;Natalie Rosario","doi":"10.1016/j.cptl.2025.102539","DOIUrl":"10.1016/j.cptl.2025.102539","url":null,"abstract":"<div><h3>Objective</h3><div>To assess how the P2 interprofessional education (IPE) in underserved populations impact student empathy scores compared to an alternative empathy-based video for P1 students.</div></div><div><h3>Methods</h3><div>The validated Kiersma-Chen Empathy Scale Revised (KCES-R) was administered to P1 students (<em>n</em> = 47) without IPE experience and P2 students (<em>n</em> = 21) who completed IPE during the 2023–2024 academic year. P1 student empathy was assessed before and after watching an empathy-based video as the control. P2 students completed KCES-R before and after their IPE. Both groups also took the KCES-R 30 days after their intervention of IPE or control video. The primary outcome of the difference in mean change of KCES-R empathy scores between groups was analyzed using a Mann-Whitney <em>U</em> test. Secondary outcomes of mean change in KCES-R score by IPE site, change among P1s and P2s separately, and change among both groups combined were analyzed by a Wilcoxon Signed Rank test.</div></div><div><h3>Results</h3><div>Baseline empathy scores were high in both P1s and P2s. Overall, empathy scores increased after IPE and the empathy-based video. There was no meaningful differences in change in KCES-R empathy scores between the P1 and P2 students when comparing interventions, or when comparing IPE sites.</div></div><div><h3>Conclusion</h3><div>Both P1 and P2 students at this institution had high baseline empathy scores. <strong>I</strong>n students with high baseline empathy scores, a 4–6.5-h IPE experience may not be long enough to impact a change in student's empathy scores and sustain that change compared to our control group who watched an empathy-based video.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102539"},"PeriodicalIF":1.4,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684469","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 role of the patient and carer voices in modern pharmacy education","authors":"Sara Garfield ,&nbsp;Yogini H Jani ,&nbsp;Mike Etkind ,&nbsp;J Simon Bell ,&nbsp;Pinkie Chambers ,&nbsp;Cate Whittlesea ,&nbsp;Denise H Rhoney","doi":"10.1016/j.cptl.2025.102543","DOIUrl":"10.1016/j.cptl.2025.102543","url":null,"abstract":"<div><h3>Introduction</h3><div>Incorporating patient and caregiver voices into pharmacy education is essential in creating future pharmacists who will be empathic to patient needs, able to communicate well with them and provide person-centered care.</div></div><div><h3>Commentary</h3><div>Patient and caregivers should be involved in direct teaching activities as well as advising on the curriculum. Examples include incorporating patient/caregiver narratives, asking patients and caregivers to co-teach classes or asking patients to be real case examples during workshops, such as drug history taking, and providing feedback to students on communication skills. Involvement in curriculum design could incorporate a defined patient/caregiver panel and/or patient and caregiver representatives on a wider curriculum committee.</div><div>Effective integration of the patient and caregiver voices requires the appropriate infrastructure to be set up and embedded. Training and support are needed for patients and students including briefing and debriefing from teaching sessions. Practical and ethical issues also need to be considered such as funding and accessibility of physical spaces and systems. Continuously evaluating the impact of patient involvement on student learning and curriculum effectiveness and adapting accordingly are essential.</div></div><div><h3>Implications</h3><div>Moving forwards, institutions should prioritize the systematic integration of patient and caregiver voices throughout their educational programs to prepare professionals who can deliver clinical care that is truly person-centered.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102543"},"PeriodicalIF":1.4,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684467","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":"Teaching reform of pharmaceutical engineering design courses via AI-driven CDMO model","authors":"Shi-Ming Zhang ,&nbsp;Yong-Zheng Chen","doi":"10.1016/j.cptl.2025.102535","DOIUrl":"10.1016/j.cptl.2025.102535","url":null,"abstract":"<div><div>This study innovates pharmaceutical engineering education with an AI-driven CDMO framework, addressing traditional curricular gaps via targeted solutions. CDMO-oriented teaching cases enhance students' domain expertise, practical skills, and STEM competition competitiveness—evidenced by higher-tier awards and recognized pedagogical effectiveness. This work provides a replicable paradigm for nurturing interdisciplinary talents meeting modern pharmaceutical industry needs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102535"},"PeriodicalIF":1.4,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679063","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":"Artificial intelligence in pharmacy education: A scoping review of current integration & global perceptions","authors":"Lana Kattan ,&nbsp;Shareefa Moideen ,&nbsp;Abrar Abdelrahman ,&nbsp;Sabah Khabbaz ,&nbsp;Asmaa Ibrahim ,&nbsp;Fatima Mraiche","doi":"10.1016/j.cptl.2025.102534","DOIUrl":"10.1016/j.cptl.2025.102534","url":null,"abstract":"<div><h3>Background</h3><div>The rapid evolution of artificial intelligence (AI) is reshaping healthcare, including pharmacy, requiring AI-proficient pharmacy graduates. This necessitates an understanding of how AI is utilized in pharmacy education. This scoping review aims to summarize current literature on AI in pharmacy education, including its implementation and perceptions among students and faculty, and examine the alignment of these applications with accreditation standards to inform future curriculum development.</div></div><div><h3>Methods</h3><div>A literature search was performed across PubMed, Scopus, Embase, CINAHL, and Google Scholar, for studies on AI in pharmacy education. Articles were categorized as innovation or perception studies. Innovation studies underwent thematic analysis to identify practical applications, while perception studies captured AI familiarity and willingness for curricular integration. AI applications were mapped to the Accreditation Council for Pharmacy Education (ACPE) and Canadian Council for Accreditation of Pharmacy Programs (CCAPP) standards.</div></div><div><h3>Results</h3><div>Twenty articles (10 innovation, 10 perception) were included. Faculty utilized AI for evaluation, assessment, and reflective writing analysis. Students used AI for personalized learning, enhancing communication, and problem-based learning. Some studies reported high AI familiarity; others showed limited knowledge. Nevertheless, a strong willingness to integrate AI into pharmacy education was observed, with students desiring more AI-focused curricula. Mapping AI applications to accreditation standards demonstrated that AI integration can support educational outcomes and competency requirements.</div></div><div><h3>Conclusions</h3><div>The findings highlight potential AI applications in pharmacy education, underscoring the need to incorporate AI into pharmacy curricula. Alignment with accreditation standards suggests that AI integration addresses evolving professional needs and maintains quality standards for pharmacy programs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102534"},"PeriodicalIF":1.4,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679069","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}