Pub Date : 2026-03-21DOI: 10.1186/s12909-026-09050-9
Li-Dan Zhang, Li Wang, Zhuang-Gui Chen, He-Yan Wu, Xing Nie, Zhen Li, Chao-Jie Zhang, Xiao-Ting Ye, Hua-Bao Chen, Yan-Lai Tang, Chun Chen, Ling-Ling Xu
Background and objectives: pediatric Cardiopulmonary resuscitation (CPR) is critical for saving children who experience cardiac arrest, but traditional teaching is often ineffective at improving clinical competence and teamwork. This study evaluates an innovative, understudied model: situational simulation combined with case-based learning (CBL) in CPR training among pediatric intern.
Methods: This randomized controlled pilot study involved 100 pediatric interns from an academic teaching hospital. Participants were randomly assigned to either the traditional teaching group or the new teaching model group (i.e., situational simulation with CBL). Semi-structured interviews were conducted and recorded among students participating in the situational simulation with CBL. Data collection continued until data saturation was achieved. The collected data were analyzed using an inductive thematic analysis method within the constructivist paradigm. Two researchers independently coded transcripts using NVivo 12.0, identified themes iteratively, and ensured rigour through member checking.
Results: The situational simulation with CBL approach produced significant improvements in clinical operation scores: hands-on CPR (79.56 ± 6.04 vs. 94.20 ± 4.17) and bag-valve-mask ventilation (81.14 ± 6.33 vs. 93.47 ± 3.57) (P < 0.05). For the qualitative component, semi-structured interviews were conducted with 12 participants, and analysis identified 9 core themes grouped into four clusters: "social interactive construction of knowledge," "contextualized construction of knowledge," "active construction of knowledge," and "cultivation of clinical core competencies and professional qualities."
Conclusions: The adoption of situational simulation combined with CBL approach can enhance the teaching effectiveness for pediatric interns and improve their overall clinical emergency response capabilities. Consequently, it offers an innovative teaching methodology for CPR training of pediatric interns.
背景和目的：小儿心肺复苏（CPR）对抢救发生心脏骤停的儿童至关重要，但传统的教学在提高临床能力和团队合作方面往往无效。本研究评估了一种创新的、尚未得到充分研究的模式：情境模拟结合基于案例的学习（CBL）在儿科实习生心肺复苏培训中的应用。方法：本研究是一项随机对照的初步研究，涉及来自某学术教学医院的100名儿科实习生。参与者被随机分配到传统教学组和新教学模式组（即CBL情景模拟）。对参与情景模拟的学生进行半结构化访谈并进行记录。继续收集数据，直到达到数据饱和。采用建构主义范式下的归纳主题分析方法对收集到的数据进行分析。两位研究人员使用NVivo 12.0独立编码转录本，迭代确定主题，并通过成员检查确保严谨性。结果：采用CBL方法进行情景模拟可显著提高儿科实习生的临床操作得分：手工心肺复苏术（79.56±6.04 vs. 94.20±4.17）和气囊-瓣膜-面罩通气（81.14±6.33 vs. 93.47±3.57）(P)。结论：采用情景模拟结合CBL方法可提高儿科实习生的教学效果，提高临床整体应急能力。为儿科实习生心肺复苏术培训提供了一种创新的教学方法。
{"title":"Effectiveness of situational simulation and case-based learning in pediatric intern cardiopulmonary resuscitation training: a pilot study.","authors":"Li-Dan Zhang, Li Wang, Zhuang-Gui Chen, He-Yan Wu, Xing Nie, Zhen Li, Chao-Jie Zhang, Xiao-Ting Ye, Hua-Bao Chen, Yan-Lai Tang, Chun Chen, Ling-Ling Xu","doi":"10.1186/s12909-026-09050-9","DOIUrl":"https://doi.org/10.1186/s12909-026-09050-9","url":null,"abstract":"<p><strong>Background and objectives: </strong>pediatric Cardiopulmonary resuscitation (CPR) is critical for saving children who experience cardiac arrest, but traditional teaching is often ineffective at improving clinical competence and teamwork. This study evaluates an innovative, understudied model: situational simulation combined with case-based learning (CBL) in CPR training among pediatric intern.</p><p><strong>Methods: </strong>This randomized controlled pilot study involved 100 pediatric interns from an academic teaching hospital. Participants were randomly assigned to either the traditional teaching group or the new teaching model group (i.e., situational simulation with CBL). Semi-structured interviews were conducted and recorded among students participating in the situational simulation with CBL. Data collection continued until data saturation was achieved. The collected data were analyzed using an inductive thematic analysis method within the constructivist paradigm. Two researchers independently coded transcripts using NVivo 12.0, identified themes iteratively, and ensured rigour through member checking.</p><p><strong>Results: </strong>The situational simulation with CBL approach produced significant improvements in clinical operation scores: hands-on CPR (79.56 ± 6.04 vs. 94.20 ± 4.17) and bag-valve-mask ventilation (81.14 ± 6.33 vs. 93.47 ± 3.57) (P < 0.05). For the qualitative component, semi-structured interviews were conducted with 12 participants, and analysis identified 9 core themes grouped into four clusters: \"social interactive construction of knowledge,\" \"contextualized construction of knowledge,\" \"active construction of knowledge,\" and \"cultivation of clinical core competencies and professional qualities.\"</p><p><strong>Conclusions: </strong>The adoption of situational simulation combined with CBL approach can enhance the teaching effectiveness for pediatric interns and improve their overall clinical emergency response capabilities. Consequently, it offers an innovative teaching methodology for CPR training of pediatric interns.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147494287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-20DOI: 10.1186/s12909-026-09021-0
Sara Gilani, Pål Gulbrandsen, Paul K J Han, Marij A Hillen, Eirik H Ofstad
{"title":"First-year residents' experiences of uncertainty in rural and urban emergency departments.","authors":"Sara Gilani, Pål Gulbrandsen, Paul K J Han, Marij A Hillen, Eirik H Ofstad","doi":"10.1186/s12909-026-09021-0","DOIUrl":"https://doi.org/10.1186/s12909-026-09021-0","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147492197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-20DOI: 10.1186/s12909-026-09040-x
Obada Almaabreh, Ahmad Othman, Hiba Alzoubi, Mohamad Zulkifli, Sondos Albqowr, Rawan Abu Tarbosh, Qusai Swedan, Mohammad Alshraiedeh, Kareem Matalka, Rukaya Al-Dafi, Husam Abu Dawood, Hashem Abu Serhan
{"title":"Using Anki and its association with recall and study practices among medical students in Jordanian universities: a cross-sectional study.","authors":"Obada Almaabreh, Ahmad Othman, Hiba Alzoubi, Mohamad Zulkifli, Sondos Albqowr, Rawan Abu Tarbosh, Qusai Swedan, Mohammad Alshraiedeh, Kareem Matalka, Rukaya Al-Dafi, Husam Abu Dawood, Hashem Abu Serhan","doi":"10.1186/s12909-026-09040-x","DOIUrl":"https://doi.org/10.1186/s12909-026-09040-x","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147492219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-20DOI: 10.1186/s12909-026-08909-1
Mingchao Wei, Jian Tang, Jun Wang, Zhengkai Song, Piyou Ji, Yumin Wang
<p><strong>Background: </strong>Thoracic surgery involves complex diseases and critically ill patients, demanding doctors to integrate solid theoretical knowledge with practical skills. Clinical medical students, however, often struggle to bridge the theory-practice gap-this hinders the improvement of their professional competencies.Optimizing teaching models has thus become an urgent priority in medical education. The traditional BOPPPS model supports basic knowledge acquisition but lacks contextualized experiential connections, which limits its effectiveness in cultivating clinical reasoning.This study evaluates the effectiveness of a modified BOPPPS model (rooted in experiential learning and situated cognition theories) in thoracic surgery teaching. Its core innovation redefines the Bridge-in phase from a "theoretical bridge" to an "experiential anchor," integrating ward visits and thoracoscopy simulation. Guided by experiential learning and situated cognition theories, this conceptual reorientation reshapes students' cognitive schema, addressing the traditional model's limitation of decontextualized knowledge acquisition. We verified its value by comparing it with the traditional model.</p><p><strong>Methods: </strong>This study adopted a non-randomized quasi-experimental design, with group allocation based on pre-existing natural classes. A total of 96 fifth-year clinical medicine students (2019 cohort) from Binzhou Medical University were enrolled, with two intact classes assigned to the experimental group (n = 48) or control group (n = 48). The experimental group received instruction via the modified BOPPPS model, while the control group used the traditional BOPPPS model. All teaching procedures were completed within the same 300-minute timeframe to ensure methodological consistency.</p><p><strong>Results: </strong>The two groups had comparable pre-course baseline scores in all assessment dimensions (all P > 0.05). After the intervention, the experimental group showed no significant difference in basic theoretical knowledge scores compared with the control group (P = 0.263), but achieved a statistically significant greater score improvement (P = 0.049, Cohen's d = 0.32). Notably, the experimental group scored significantly higher in clinical imaging analysis ability (P = 0.021, Cohen's d = 0.79) and comprehensive clinical application ability (P = 0.032, Cohen's d = 0.89), with large effect sizes indicating meaningful practical differences (detailed data in Table Three). Additionally, the experimental group scored significantly higher in six dimensions of student satisfaction (course satisfaction, clinical thinking ability, etc., all P < 0.05).</p><p><strong>Conclusion: </strong>In thoracic surgery teaching, the modified BOPPPS model is associated with statistically significant improvements in students' clinical imaging analysis ability, comprehensive clinical application ability, and student satisfaction compared to the traditional model.
背景：胸外科涉及复杂的疾病和危重患者，要求医生将扎实的理论知识与实践技能相结合。然而，临床医学学生往往难以弥合理论与实践的差距，这阻碍了他们专业能力的提高。优化教学模式已成为医学教育的当务之急。传统的BOPPPS模型支持基本的知识获取，但缺乏情境化的经验联系，这限制了其在培养临床推理方面的有效性。本研究评估改进的BOPPPS模式（基于体验式学习和情境认知理论）在胸外科教学中的有效性。它的核心创新重新定义了桥梁阶段，从“理论桥梁”到“体验锚”，整合了病房访问和胸腔镜模拟。在体验学习和情境认知理论的指导下，这种概念重新定位重塑了学生的认知图式，解决了传统模式在非情境化知识获取方面的局限性。通过与传统模型的比较，验证了其价值。方法：本研究采用非随机准实验设计，根据已有的自然类别进行分组。选取滨州医学院临床医学五年级学生（2019年队列）96名，分为实验组（n = 48）和对照组（n = 48）两个完整班级。实验组采用改进的BOPPPS模型进行教学，对照组采用传统的BOPPPS模型进行教学。所有的教学程序都在相同的300分钟时间内完成，以确保方法的一致性。结果：两组在所有评估维度的课前基线评分具有可比性（均P < 0.05）。干预后，实验组在基础理论知识得分上与对照组比较差异无统计学意义（P = 0.263），但有较大的统计学意义（P = 0.049, Cohen’s d = 0.32）。值得注意的是，实验组的临床影像分析能力（P = 0.021, Cohen’s d = 0.79）和临床综合应用能力（P = 0.032, Cohen’s d = 0.89）得分明显高于对照组，且效应量较大，实际差异有意义（详见表3）。另外，实验组在学生满意度的六个维度（课程满意度、临床思维能力等）得分均显著高于对照组P结论：在胸外科教学中，改进后的BOPPPS模型在学生临床影像分析能力、临床综合应用能力、学生满意度等方面均较传统模型有统计学意义的提高。其核心价值在于通过体验式学习原理优化BOPPPS框架，为缓解理论与实践的脱节提供了可行的途径。然而，研究结果受到单中心设计、小样本量和缺乏长期随访的限制，这限制了推广。为了验证该模型在医学教育中的更广泛适用性，需要进一步的多中心、更大样本和长期随访研究。
{"title":"Effectiveness of a modified BOPPPS teaching model in theoretical education for thoracic surgery: an empirical study.","authors":"Mingchao Wei, Jian Tang, Jun Wang, Zhengkai Song, Piyou Ji, Yumin Wang","doi":"10.1186/s12909-026-08909-1","DOIUrl":"https://doi.org/10.1186/s12909-026-08909-1","url":null,"abstract":"<p><strong>Background: </strong>Thoracic surgery involves complex diseases and critically ill patients, demanding doctors to integrate solid theoretical knowledge with practical skills. Clinical medical students, however, often struggle to bridge the theory-practice gap-this hinders the improvement of their professional competencies.Optimizing teaching models has thus become an urgent priority in medical education. The traditional BOPPPS model supports basic knowledge acquisition but lacks contextualized experiential connections, which limits its effectiveness in cultivating clinical reasoning.This study evaluates the effectiveness of a modified BOPPPS model (rooted in experiential learning and situated cognition theories) in thoracic surgery teaching. Its core innovation redefines the Bridge-in phase from a \"theoretical bridge\" to an \"experiential anchor,\" integrating ward visits and thoracoscopy simulation. Guided by experiential learning and situated cognition theories, this conceptual reorientation reshapes students' cognitive schema, addressing the traditional model's limitation of decontextualized knowledge acquisition. We verified its value by comparing it with the traditional model.</p><p><strong>Methods: </strong>This study adopted a non-randomized quasi-experimental design, with group allocation based on pre-existing natural classes. A total of 96 fifth-year clinical medicine students (2019 cohort) from Binzhou Medical University were enrolled, with two intact classes assigned to the experimental group (n = 48) or control group (n = 48). The experimental group received instruction via the modified BOPPPS model, while the control group used the traditional BOPPPS model. All teaching procedures were completed within the same 300-minute timeframe to ensure methodological consistency.</p><p><strong>Results: </strong>The two groups had comparable pre-course baseline scores in all assessment dimensions (all P > 0.05). After the intervention, the experimental group showed no significant difference in basic theoretical knowledge scores compared with the control group (P = 0.263), but achieved a statistically significant greater score improvement (P = 0.049, Cohen's d = 0.32). Notably, the experimental group scored significantly higher in clinical imaging analysis ability (P = 0.021, Cohen's d = 0.79) and comprehensive clinical application ability (P = 0.032, Cohen's d = 0.89), with large effect sizes indicating meaningful practical differences (detailed data in Table Three). Additionally, the experimental group scored significantly higher in six dimensions of student satisfaction (course satisfaction, clinical thinking ability, etc., all P < 0.05).</p><p><strong>Conclusion: </strong>In thoracic surgery teaching, the modified BOPPPS model is associated with statistically significant improvements in students' clinical imaging analysis ability, comprehensive clinical application ability, and student satisfaction compared to the traditional model. ","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147492207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-20DOI: 10.1186/s12909-026-09043-8
Hamza Moafa, Ahmed Nahari, Monir Almotairy
{"title":"Nurses' digital competency and task performance in Saudi healthcare settings: the mediating role of work engagement within the job demands-resources (JD-R) model.","authors":"Hamza Moafa, Ahmed Nahari, Monir Almotairy","doi":"10.1186/s12909-026-09043-8","DOIUrl":"https://doi.org/10.1186/s12909-026-09043-8","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147492222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-20DOI: 10.1186/s12909-026-08956-8
Andrea Alcaraz-Córdoba, Tania Alcaraz-Córdoba, Olivia Ibáñez-Masero, María Dolores Ruiz-Fernández, María Isabel Ventura-Miranda, Ángela María Ortega-Galán
{"title":"The efficacy of compassion and self-compassion training programs for healthcare university students: a systematic review and meta-analysis.","authors":"Andrea Alcaraz-Córdoba, Tania Alcaraz-Córdoba, Olivia Ibáñez-Masero, María Dolores Ruiz-Fernández, María Isabel Ventura-Miranda, Ángela María Ortega-Galán","doi":"10.1186/s12909-026-08956-8","DOIUrl":"https://doi.org/10.1186/s12909-026-08956-8","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-20DOI: 10.1186/s12909-026-09006-z
Daniel Sur, Cristina Lungulescu-Berisha, Adelina Silvana Gheorghe, Cristian Virgil Lungulescu, Stefania Andreea Toma, Eliza Maria Armeanu, Raluca Ioana Mihaila, Elena Adriana Iovanescu, Irina Mihaela Croitoru-Cazacu, Vlad Mihai Croitoru, Radu Dragomir, Amir Hubeishie, Vlad Lupu, Silvia Mosoiu, Daniel Dulf, Teodora Alexa-Stratulat, Simona Ruxandra Volovăț, Dana Lucia Stanculeanu, Mihai Vasile Marinca, Amedeia Nita, Laurentia Gales, Mircea Dragos Median, Adina Croitoru, Serban Negru, Laura Mazilu, Razvan-Ovidiu Curca, Michael Schenker, Vlad Adrian Afrasanie
{"title":"Career challenges of young oncologists in Romania: a nationwide survey.","authors":"Daniel Sur, Cristina Lungulescu-Berisha, Adelina Silvana Gheorghe, Cristian Virgil Lungulescu, Stefania Andreea Toma, Eliza Maria Armeanu, Raluca Ioana Mihaila, Elena Adriana Iovanescu, Irina Mihaela Croitoru-Cazacu, Vlad Mihai Croitoru, Radu Dragomir, Amir Hubeishie, Vlad Lupu, Silvia Mosoiu, Daniel Dulf, Teodora Alexa-Stratulat, Simona Ruxandra Volovăț, Dana Lucia Stanculeanu, Mihai Vasile Marinca, Amedeia Nita, Laurentia Gales, Mircea Dragos Median, Adina Croitoru, Serban Negru, Laura Mazilu, Razvan-Ovidiu Curca, Michael Schenker, Vlad Adrian Afrasanie","doi":"10.1186/s12909-026-09006-z","DOIUrl":"https://doi.org/10.1186/s12909-026-09006-z","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147492246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-19DOI: 10.1186/s12909-026-08996-0
Bernard A Landry-Wegener, Amanda Bertram, Andrew Pastides, Stephen M Sozio
{"title":"Study on a drama-based Relational Empathy and Communication Training (REACT) to improve medical student empathy.","authors":"Bernard A Landry-Wegener, Amanda Bertram, Andrew Pastides, Stephen M Sozio","doi":"10.1186/s12909-026-08996-0","DOIUrl":"https://doi.org/10.1186/s12909-026-08996-0","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-19DOI: 10.1186/s12909-026-09019-8
Andrea Glodek, Bettina Dauer, Bernd Reuschenbach
{"title":"Patient perspectives on practice guidance in nursing education: a scoping review.","authors":"Andrea Glodek, Bettina Dauer, Bernd Reuschenbach","doi":"10.1186/s12909-026-09019-8","DOIUrl":"https://doi.org/10.1186/s12909-026-09019-8","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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