Pub Date : 2022-07-19DOI: 10.1097/JTE.0000000000000245
Marisa Birkmeier, Lauren Emmel, Rhonda A. Manning, K. Nesbit
Supplemental Digital Content is Available in the Text. Introduction/Literature Review: Clinical education (CE) experiences are essential components of physical therapist assistant (PTA) and professional physical therapist education requiring qualified clinical instructors (CIs). The 2014 CE Summit recognized the need for CI development. The Academy of Pediatric Physical Therapy Academic and Clinical Educators special interest group assembled a task force to address the need for pediatric CI resources. The purposes of this study are to describe the process used to create a pediatric CI Toolkit and describe the results of the task force's work as a mechanism to meet the needs of CIs to facilitate clinical teaching. Participants: Pediatric PTAs and physical therapists (PTs) engaged in physical therapy CE were included in the needs assessment survey. The target population of the survey also represented the intended users of the created CI Toolkit. Method: A task force composed of individuals with diverse pediatric subspecialties, geographic regions, and roles in CE convened to create the CI Toolkit. The task force completed a literature search and online CE resources search to assist with survey development and with guidance in the development of the CI Toolkit. A needs assessment survey was created and deployed to gather information from pediatric PTAs and PTs. The task force developed the structure of the CI Toolkit and collected resources to populate the online tool. Results: An online CI Toolkit was created and contained 160 resources organized into topics, settings, and descriptors. Tools include resources for clinical reasoning, student assignments, general resources, weekly objectives, and CI development. A four-person committee was created to review proposed additions to the CI Toolkit. Discussion and Conclusion: The CI Toolkit is a model for accessible CI professional development for clinical teaching and learning. Health professions educators interested in creating resources for clinical educators will benefit from the lessons learned in the creation of the CI Toolkit.
{"title":"Innovation in Pediatric Clinical Education: The Development of a Clinical Instructor Toolkit","authors":"Marisa Birkmeier, Lauren Emmel, Rhonda A. Manning, K. Nesbit","doi":"10.1097/JTE.0000000000000245","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000245","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction/Literature Review: Clinical education (CE) experiences are essential components of physical therapist assistant (PTA) and professional physical therapist education requiring qualified clinical instructors (CIs). The 2014 CE Summit recognized the need for CI development. The Academy of Pediatric Physical Therapy Academic and Clinical Educators special interest group assembled a task force to address the need for pediatric CI resources. The purposes of this study are to describe the process used to create a pediatric CI Toolkit and describe the results of the task force's work as a mechanism to meet the needs of CIs to facilitate clinical teaching. Participants: Pediatric PTAs and physical therapists (PTs) engaged in physical therapy CE were included in the needs assessment survey. The target population of the survey also represented the intended users of the created CI Toolkit. Method: A task force composed of individuals with diverse pediatric subspecialties, geographic regions, and roles in CE convened to create the CI Toolkit. The task force completed a literature search and online CE resources search to assist with survey development and with guidance in the development of the CI Toolkit. A needs assessment survey was created and deployed to gather information from pediatric PTAs and PTs. The task force developed the structure of the CI Toolkit and collected resources to populate the online tool. Results: An online CI Toolkit was created and contained 160 resources organized into topics, settings, and descriptors. Tools include resources for clinical reasoning, student assignments, general resources, weekly objectives, and CI development. A four-person committee was created to review proposed additions to the CI Toolkit. Discussion and Conclusion: The CI Toolkit is a model for accessible CI professional development for clinical teaching and learning. Health professions educators interested in creating resources for clinical educators will benefit from the lessons learned in the creation of the CI Toolkit.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"303 - 310"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43361978","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}
Pub Date : 2022-07-11DOI: 10.1097/JTE.0000000000000241
R. J. Palmer, M. Rapport
Supplemental Digital Content is Available in the Text. Introduction and Review of the Literature. Strong academic–clinical partnerships are necessary to conduct effective, sustainable clinical education for entry-level physical therapy students. On-site visits are conducted by the entry-level physical therapist education program at affiliated clinical sites with identified clinical instructors. The purpose of this mixed-methods study was to explore the experience and impact on-site visits have on the academic–clinical partnership as perceived by physical therapy clinical instructors. Subjects. Participants were licensed physical therapists who have acted as a clinical instructor for at least 1 student from the study program. Ninety-five participants completed an anonymous survey and 14 participated in concurrent semi-structured interviews during the survey period. Methods. A concurrent, triangulation mixed-methods design was used to integrate quantitative and qualitative approaches in data analysis. A validated, novel survey was developed to assess perspectives of partnership using ordinary linear regression equations. A transcendental phenomenological approach explored perspectives of partnership after an on-site visit. The Partnership Success theoretical framework was used to define and frame the concept of partnership within this study. Results. Key findings showed that on-site visits demonstrated a statistically significant increase in perceptions of commitment among participants. On-site visits also appear to improve communication, result in stronger connections between the clinical site and physical therapist education program, and enhance resource sharing based on clinical instructor's interviews. Additionally, program alums demonstrate higher perceptions of trust and communication behaviors as compared with nonalums. Discussion and Conclusion. On-site visits are viewed favorably by clinical instructors who felt the visits positively contribute to the academic–clinical partnership and contribute to elements of the academic–clinical partnership, particularly in the area of perceived commitment. Program alums have different perceptions of partnership than nonalums.
{"title":"The Effect of On-Site Visits From the Physical Therapy Clinical Instructor Perspective: A Mixed-Methods Approach","authors":"R. J. Palmer, M. Rapport","doi":"10.1097/JTE.0000000000000241","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000241","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction and Review of the Literature. Strong academic–clinical partnerships are necessary to conduct effective, sustainable clinical education for entry-level physical therapy students. On-site visits are conducted by the entry-level physical therapist education program at affiliated clinical sites with identified clinical instructors. The purpose of this mixed-methods study was to explore the experience and impact on-site visits have on the academic–clinical partnership as perceived by physical therapy clinical instructors. Subjects. Participants were licensed physical therapists who have acted as a clinical instructor for at least 1 student from the study program. Ninety-five participants completed an anonymous survey and 14 participated in concurrent semi-structured interviews during the survey period. Methods. A concurrent, triangulation mixed-methods design was used to integrate quantitative and qualitative approaches in data analysis. A validated, novel survey was developed to assess perspectives of partnership using ordinary linear regression equations. A transcendental phenomenological approach explored perspectives of partnership after an on-site visit. The Partnership Success theoretical framework was used to define and frame the concept of partnership within this study. Results. Key findings showed that on-site visits demonstrated a statistically significant increase in perceptions of commitment among participants. On-site visits also appear to improve communication, result in stronger connections between the clinical site and physical therapist education program, and enhance resource sharing based on clinical instructor's interviews. Additionally, program alums demonstrate higher perceptions of trust and communication behaviors as compared with nonalums. Discussion and Conclusion. On-site visits are viewed favorably by clinical instructors who felt the visits positively contribute to the academic–clinical partnership and contribute to elements of the academic–clinical partnership, particularly in the area of perceived commitment. Program alums have different perceptions of partnership than nonalums.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"186 - 195"},"PeriodicalIF":0.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43388981","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}
Pub Date : 2022-07-11DOI: 10.1097/JTE.0000000000000247
P. Ohtake, D. Kruger, J. Kruger
Introduction. Assessing interprofessional education (IPE) learning experience effectiveness for developing interprofessional collaborative practice (IPCP) skill ability is important; however, current assessment measures pose considerable time burdens to respondents and learning experience logistics. Review of Literature. The Interprofessional Collaborative Competencies Attainment Survey (ICCAS) is a frequently used measure for self-assessed IPCP skill ability. The ICCAS instrument is administered after an interprofessional learning experience and uses a retrospective pretest/posttest design to assess 20 items and includes one additional item assessing overall skill gain (ICCAS-Q21). Although the total ICCAS score can reveal changes in IPCP abilities after an IPE learning experience, a brief measure may facilitate assessment with greater efficiency. The purpose of this investigation was to determine if the ICCAS-Q21 has the psychometric properties to serve as a stand-alone assessment instrument of self-assessed change in ability to perform the IPEC core competency skills. Subjects. Complete ICCAS scores were analyzed from 1,480 students from 12 different health professions programs (Fall 2019 [n = 807] and Spring 2020 [n = 673]). Methods. The ICCAS was completed after 2 in-person IPE forums. Total ICCAS pretest, posttest, and pretest–posttest difference (gain) scores were determined. Interprofessional Collaborative Competencies Attainment Survey interitem reliabilities were assessed, and Pearson correlations were conducted with ICCAS-Q21 and the total ICCAS pretest, posttest, and gain scores. Results. Total ICCAS scores increased after each IPE forum (P < .001). High internal consistency was observed among all items of the ICCAS. Interprofessional Collaborative Competencies Attainment Survey-Q21 was highly correlated with ICCAS gain scores (Fall r = .431, Spring r = .468; P < .001). Discussion and Conclusion. Interprofessional Collaborative Competencies Attainment Survey-Q21, a single-item assessment instrument, has psychometric properties that warrant its use to evaluate the self-assessed change in IPE core competency skill ability and is a good proxy for the full ICCAS instrument. This brief assessment instrument provides additional flexibility in assessment techniques for IPCP learning experiences.
{"title":"Validation of a Very Brief Assessment of Interprofessional Collaborative Practice Skill Gains: ICCAS-Q21","authors":"P. Ohtake, D. Kruger, J. Kruger","doi":"10.1097/JTE.0000000000000247","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000247","url":null,"abstract":"Introduction. Assessing interprofessional education (IPE) learning experience effectiveness for developing interprofessional collaborative practice (IPCP) skill ability is important; however, current assessment measures pose considerable time burdens to respondents and learning experience logistics. Review of Literature. The Interprofessional Collaborative Competencies Attainment Survey (ICCAS) is a frequently used measure for self-assessed IPCP skill ability. The ICCAS instrument is administered after an interprofessional learning experience and uses a retrospective pretest/posttest design to assess 20 items and includes one additional item assessing overall skill gain (ICCAS-Q21). Although the total ICCAS score can reveal changes in IPCP abilities after an IPE learning experience, a brief measure may facilitate assessment with greater efficiency. The purpose of this investigation was to determine if the ICCAS-Q21 has the psychometric properties to serve as a stand-alone assessment instrument of self-assessed change in ability to perform the IPEC core competency skills. Subjects. Complete ICCAS scores were analyzed from 1,480 students from 12 different health professions programs (Fall 2019 [n = 807] and Spring 2020 [n = 673]). Methods. The ICCAS was completed after 2 in-person IPE forums. Total ICCAS pretest, posttest, and pretest–posttest difference (gain) scores were determined. Interprofessional Collaborative Competencies Attainment Survey interitem reliabilities were assessed, and Pearson correlations were conducted with ICCAS-Q21 and the total ICCAS pretest, posttest, and gain scores. Results. Total ICCAS scores increased after each IPE forum (P < .001). High internal consistency was observed among all items of the ICCAS. Interprofessional Collaborative Competencies Attainment Survey-Q21 was highly correlated with ICCAS gain scores (Fall r = .431, Spring r = .468; P < .001). Discussion and Conclusion. Interprofessional Collaborative Competencies Attainment Survey-Q21, a single-item assessment instrument, has psychometric properties that warrant its use to evaluate the self-assessed change in IPE core competency skill ability and is a good proxy for the full ICCAS instrument. This brief assessment instrument provides additional flexibility in assessment techniques for IPCP learning experiences.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"311 - 315"},"PeriodicalIF":0.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48407977","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}
Pub Date : 2022-06-14DOI: 10.1097/JTE.0000000000000243
L. Neely, P. Pabian, Ashleigh-Jo Darby, Milica Tintor, Seher Vatansever, Matt Stock
Supplemental Digital Content is Available in the Text. Introduction. Peer simulation is a mechanism to enhance clinical reasoning and determine clinic readiness of Doctor of Physical Therapy students. In 2020, coursework that was traditionally face-to-face (F2F) was conducted completely online at many universities. Therefore, the purpose of this study was to examine if students who completed a stand-alone virtual simulation course presented with the same readiness and performance on their first full-time clinical education experience (CEE) as compared with students who completed the course during the previous 2 years in the traditional F2F format. Review of Literature. Prior to the COVID-19 pandemic, literature focused on virtual learning explored hybrid methods of delivering physical therapy education. There are limited studies exploring the impact of virtual learning on clinical performance of DPT students. Subjects. One hundred eight students completed their first full-time CEE during this 3-year period, with 34 having a virtual preparation and 74 having F2F coursework. Twelve of the clinical instructors (CIs) who had supervised students both virtually and in the previous 2 years were included in survey data analysis to compare cohorts. Methods. This study used final Clinical Performance Instrument (CPI) data to compare objective ratings of student performance from CIs as well as a standardized survey of student clinical readiness based on 22 items previously published. Both instruments were used to compare students from the class of 2022 (virtual cohort) to those from the previous 2 years (F2F cohort). Independent sample t tests were used to examine group differences in perceptions of student readiness and CPI data for compiled professional practice and patient management constructs. Results. Clinical Performance Instrument data revealed lower mean scores of students in all areas of performance in the virtual cohort as compared with F2F, but none of the differences reached statistical significance. For the clinical readiness survey, CIs rated students from the virtual cohort lower than prior students in overall readiness, as well as psychomotor, cognitive, and affective skill domains, including safety and accountability. However, none of the mean score differences reached statistical significance. Discussion and Conclusion. Although there was no statistical difference in scores on the CPI or perception of clinic readiness by CIs, students from the virtual cohort consistently scored lower on both instruments. Transition of students from F2F coursework for psychomotor skills to virtual formats should transpire with caution. As students transition back to traditional learning environments, programs should evaluate the effectiveness of various teaching methods to ensure excellence in physical therapist education.
{"title":"Examining Clinical Readiness and Performance of Students on Clinical Education Experiences: Is There an Influence From Virtual Learning?","authors":"L. Neely, P. Pabian, Ashleigh-Jo Darby, Milica Tintor, Seher Vatansever, Matt Stock","doi":"10.1097/JTE.0000000000000243","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000243","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Peer simulation is a mechanism to enhance clinical reasoning and determine clinic readiness of Doctor of Physical Therapy students. In 2020, coursework that was traditionally face-to-face (F2F) was conducted completely online at many universities. Therefore, the purpose of this study was to examine if students who completed a stand-alone virtual simulation course presented with the same readiness and performance on their first full-time clinical education experience (CEE) as compared with students who completed the course during the previous 2 years in the traditional F2F format. Review of Literature. Prior to the COVID-19 pandemic, literature focused on virtual learning explored hybrid methods of delivering physical therapy education. There are limited studies exploring the impact of virtual learning on clinical performance of DPT students. Subjects. One hundred eight students completed their first full-time CEE during this 3-year period, with 34 having a virtual preparation and 74 having F2F coursework. Twelve of the clinical instructors (CIs) who had supervised students both virtually and in the previous 2 years were included in survey data analysis to compare cohorts. Methods. This study used final Clinical Performance Instrument (CPI) data to compare objective ratings of student performance from CIs as well as a standardized survey of student clinical readiness based on 22 items previously published. Both instruments were used to compare students from the class of 2022 (virtual cohort) to those from the previous 2 years (F2F cohort). Independent sample t tests were used to examine group differences in perceptions of student readiness and CPI data for compiled professional practice and patient management constructs. Results. Clinical Performance Instrument data revealed lower mean scores of students in all areas of performance in the virtual cohort as compared with F2F, but none of the differences reached statistical significance. For the clinical readiness survey, CIs rated students from the virtual cohort lower than prior students in overall readiness, as well as psychomotor, cognitive, and affective skill domains, including safety and accountability. However, none of the mean score differences reached statistical significance. Discussion and Conclusion. Although there was no statistical difference in scores on the CPI or perception of clinic readiness by CIs, students from the virtual cohort consistently scored lower on both instruments. Transition of students from F2F coursework for psychomotor skills to virtual formats should transpire with caution. As students transition back to traditional learning environments, programs should evaluate the effectiveness of various teaching methods to ensure excellence in physical therapist education.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"277 - 282"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48452191","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}
Pub Date : 2022-06-01DOI: 10.1097/JTE.0000000000000228
M. Majsak, Cheryl A. Hall, Nancy R. Kirsch, Dennise B. Krencicki, Elizabeth Locke, Nannette Hyland
Supplemental Digital Content is Available in the Text. Introduction. Faculty in U.S. physical therapy education programs made a rapid, reactive curricular modifications in response to the COVID-19 pandemic. The purpose of this study was to analyze the challenges and concerns of faculty in New York (NY) and New Jersey (NJ) during the pandemic, and their priorities for being adaptable, well-resourced programs moving forward. Review of Literature. The COVID-19 pandemic was a major program disruption for many physical therapy education programs. Historically, health profession programs making curricular transitions in response to unplanned disruptions realize benefits, but also challenges, limitations, and resource needs. Subjects. One hundred thirty-seven faculty across the 47 physical therapy education programs in NY and NJ participated in this study. Methods. A team of NY and NJ physical therapy education program directors and directors of clinical education generated an internet-based survey for analyzing the challenges and concerns NY and NJ faculty experienced during the COVID-19 pandemic in online teaching, personal challenges, academic issues, and campus activities. A mixed-methods approach was used to analyze the data from closed-end and open-ended questions. Statistical analysis was carried out on faculty demographics and ratings of challenges and concerns, and inductive thematic analysis of faculty responses to the open-ended questions. Results. Major faculty challenges were lack of contact, increased workload, and learning online technology. Major concerns were decreased quantity of hands-on laboratories, difficulty assessing student hands-on skills, delays in clinical education experiences, and student and faculty safety during on-campus activities. Six themes were identified: online education challenges, student and faculty safety, faculty personal needs, quality of student outcomes, communication, and administrative/institutional support. Discussion and Conclusion. An appreciation of faculty challenges and concerns during the COVID-19 pandemic and priorities for moving forward are important for programs making curricular transformations hybrid education to be better prepared for program disruptions.
{"title":"Physical Therapy Education Program Faculty Challenges, Concerns, and Priorities During the COVID-19 Pandemic: Looking Back and Moving Forward","authors":"M. Majsak, Cheryl A. Hall, Nancy R. Kirsch, Dennise B. Krencicki, Elizabeth Locke, Nannette Hyland","doi":"10.1097/JTE.0000000000000228","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000228","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Faculty in U.S. physical therapy education programs made a rapid, reactive curricular modifications in response to the COVID-19 pandemic. The purpose of this study was to analyze the challenges and concerns of faculty in New York (NY) and New Jersey (NJ) during the pandemic, and their priorities for being adaptable, well-resourced programs moving forward. Review of Literature. The COVID-19 pandemic was a major program disruption for many physical therapy education programs. Historically, health profession programs making curricular transitions in response to unplanned disruptions realize benefits, but also challenges, limitations, and resource needs. Subjects. One hundred thirty-seven faculty across the 47 physical therapy education programs in NY and NJ participated in this study. Methods. A team of NY and NJ physical therapy education program directors and directors of clinical education generated an internet-based survey for analyzing the challenges and concerns NY and NJ faculty experienced during the COVID-19 pandemic in online teaching, personal challenges, academic issues, and campus activities. A mixed-methods approach was used to analyze the data from closed-end and open-ended questions. Statistical analysis was carried out on faculty demographics and ratings of challenges and concerns, and inductive thematic analysis of faculty responses to the open-ended questions. Results. Major faculty challenges were lack of contact, increased workload, and learning online technology. Major concerns were decreased quantity of hands-on laboratories, difficulty assessing student hands-on skills, delays in clinical education experiences, and student and faculty safety during on-campus activities. Six themes were identified: online education challenges, student and faculty safety, faculty personal needs, quality of student outcomes, communication, and administrative/institutional support. Discussion and Conclusion. An appreciation of faculty challenges and concerns during the COVID-19 pandemic and priorities for moving forward are important for programs making curricular transformations hybrid education to be better prepared for program disruptions.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"97 - 106"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61625293","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}
Pub Date : 2022-06-01Epub Date: 2022-04-10DOI: 10.1007/s10029-022-02606-w
S Renshaw, R Peterson, R Lewis, M Olson, W Henderson, B Kreuz, B Poulose, R M Higgins
<p><strong>Purpose: </strong>Physical therapy (PT) and rehabilitation are widely utilized in a variety of disease processes to improve function, return to activities of daily living (ADLs), and promote overall recovery. However, hernia repair has struggled to adopt this practice despite operations occurring in one of the most dynamic parts of the body - the abdominal core. This study sought to understand perspectives and perceived barriers regarding the incorporation of PT and rehabilitation in hernia care.</p><p><strong>Methods: </strong>A standardized rehabilitation protocol was developed by the Abdominal Core Health Quality Collaborative (ACHQC), a national quality improvement initiative specific to hernia disease, and launched in 2019. Empiric data from the ACHQC was then obtained to describe preliminary utilization. A prospective electronic survey was then deployed to all surgeons participating in the ACHQC to aid in interpreting the identified trends. The survey included questions regarding the current use of PT in their practice, as well as further opinions on the functionality, benefit, and barriers to its use.</p><p><strong>Results: </strong>We identified 1,544 patients who were listed as receiving some form of postoperative rehabilitation, of which 992 (64.2%) had a primary diagnosis of ventral hernia and 552 (35.8%) had an inguinal hernia. Among patients who had a ventral hernia, 863 (87.0%) received self-directed rehabilitation exercises compared to 488 (88.4%) of inguinal hernia patients. The subsequent survey exploring these trends was completed by 46 ACHQC surgeons (10.2%). More than half (52%) reported using PT for hernia patients, primarily in abdominal wall reconstruction cases (92%). Of those who did not report using PT, 50% cited unknown clinical benefit and another 27% cited unknown PT resources. PT utilization was typically concentrated to the postoperative period (58%), while 42% reported also using it preoperatively. Despite 72% of respondents citing a perceived benefit of PT in hernia patients, overall use of PT was primarily reported as 'occasional' by 42%, with another 27% reporting 'rarely.' Perceived benefits of PT included increased core strength, stability, mobility, patient satisfaction, education, independence, earlier return to work and ADLs, overall improved recovery, and decreased risk of postoperative issues. Reported barriers to implementing PT in practice or adapting the ACHQC Rehabilitation Protocol included lack of education, lack of evidence of clinical benefit, and difficulties operationalizing the protocol.</p><p><strong>Conclusion: </strong>A national survey of hernia surgeons demonstrated willingness to adopt PT and rehabilitation protocols in their clinical practices and noted a high perceived benefit to patients. However, lack of education and evidence regarding the protocol may represent important barriers to overcome in widely disseminating these resources to patients. These gaps can be addressed
{"title":"Acceptability and barriers to adopting physical therapy and rehabilitation as standard of care in hernia disease: a prospective national survey of providers and preliminary data.","authors":"S Renshaw, R Peterson, R Lewis, M Olson, W Henderson, B Kreuz, B Poulose, R M Higgins","doi":"10.1007/s10029-022-02606-w","DOIUrl":"10.1007/s10029-022-02606-w","url":null,"abstract":"<p><strong>Purpose: </strong>Physical therapy (PT) and rehabilitation are widely utilized in a variety of disease processes to improve function, return to activities of daily living (ADLs), and promote overall recovery. However, hernia repair has struggled to adopt this practice despite operations occurring in one of the most dynamic parts of the body - the abdominal core. This study sought to understand perspectives and perceived barriers regarding the incorporation of PT and rehabilitation in hernia care.</p><p><strong>Methods: </strong>A standardized rehabilitation protocol was developed by the Abdominal Core Health Quality Collaborative (ACHQC), a national quality improvement initiative specific to hernia disease, and launched in 2019. Empiric data from the ACHQC was then obtained to describe preliminary utilization. A prospective electronic survey was then deployed to all surgeons participating in the ACHQC to aid in interpreting the identified trends. The survey included questions regarding the current use of PT in their practice, as well as further opinions on the functionality, benefit, and barriers to its use.</p><p><strong>Results: </strong>We identified 1,544 patients who were listed as receiving some form of postoperative rehabilitation, of which 992 (64.2%) had a primary diagnosis of ventral hernia and 552 (35.8%) had an inguinal hernia. Among patients who had a ventral hernia, 863 (87.0%) received self-directed rehabilitation exercises compared to 488 (88.4%) of inguinal hernia patients. The subsequent survey exploring these trends was completed by 46 ACHQC surgeons (10.2%). More than half (52%) reported using PT for hernia patients, primarily in abdominal wall reconstruction cases (92%). Of those who did not report using PT, 50% cited unknown clinical benefit and another 27% cited unknown PT resources. PT utilization was typically concentrated to the postoperative period (58%), while 42% reported also using it preoperatively. Despite 72% of respondents citing a perceived benefit of PT in hernia patients, overall use of PT was primarily reported as 'occasional' by 42%, with another 27% reporting 'rarely.' Perceived benefits of PT included increased core strength, stability, mobility, patient satisfaction, education, independence, earlier return to work and ADLs, overall improved recovery, and decreased risk of postoperative issues. Reported barriers to implementing PT in practice or adapting the ACHQC Rehabilitation Protocol included lack of education, lack of evidence of clinical benefit, and difficulties operationalizing the protocol.</p><p><strong>Conclusion: </strong>A national survey of hernia surgeons demonstrated willingness to adopt PT and rehabilitation protocols in their clinical practices and noted a high perceived benefit to patients. However, lack of education and evidence regarding the protocol may represent important barriers to overcome in widely disseminating these resources to patients. These gaps can be addressed ","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"6 1","pages":"865-871"},"PeriodicalIF":2.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83468147","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}
Pub Date : 2022-06-01DOI: 10.1097/jte.0000000000000240
Susan Flannery Wainwright
counted.” Albert Einstein Palliative medicine addresses the relief of suffering on the levels of mind, body and spirit. To fully grasp the nature of this suffering and to work toward its relief, the illness experience for the patient must be elicited and understood for goals of care and treatment to be most effective. (1) Narrative medicine allows the patient’s story to teach us about the nature of suffering and our role in assisting in its relief. (2) To fully understand the suffering of another, the wholeness in the clinician must be engaged. Too often, medicine, and in particular, palliative medicine, is taught in a highly clinical, fact oriented and detached manner. (3) The emotional connection between the clinician and the patient is frequently dismissed in our educational efforts, and learners do not appreciate the art of giving comfort, facilitating the dying process, being silent and present when needed, and engaging in effective communication about patient and family goals and decision-making. The strong emotions associated with grief and loss, death, isolation and loneliness lie within the fabric of medicine and are heard through illness narratives. Can our educational methods help learners effectively address the wholeness in our patients, their families, and in ourselves? Can we touch the raw emotion that comes with mortality or with pain, be it spiritual, emotional or physical pain? Or must our educational processes stay “clinical” and therefore detached from life? We value what can be counted, but the essence of our most compassionate and effective work with patients is often beyond what can be quantified, cured or fixed. Teaching what is needed requires that we include stories about what people experience as they become ill and what will help them heal. The use of narrative through Marchand: Incorporating the Arts and Humanities in Palliative Medicine Education
{"title":"Not Everything That Can Be Counted Counts, and Not Everything That Counts Can Be Counted","authors":"Susan Flannery Wainwright","doi":"10.1097/jte.0000000000000240","DOIUrl":"https://doi.org/10.1097/jte.0000000000000240","url":null,"abstract":"counted.” Albert Einstein Palliative medicine addresses the relief of suffering on the levels of mind, body and spirit. To fully grasp the nature of this suffering and to work toward its relief, the illness experience for the patient must be elicited and understood for goals of care and treatment to be most effective. (1) Narrative medicine allows the patient’s story to teach us about the nature of suffering and our role in assisting in its relief. (2) To fully understand the suffering of another, the wholeness in the clinician must be engaged. Too often, medicine, and in particular, palliative medicine, is taught in a highly clinical, fact oriented and detached manner. (3) The emotional connection between the clinician and the patient is frequently dismissed in our educational efforts, and learners do not appreciate the art of giving comfort, facilitating the dying process, being silent and present when needed, and engaging in effective communication about patient and family goals and decision-making. The strong emotions associated with grief and loss, death, isolation and loneliness lie within the fabric of medicine and are heard through illness narratives. Can our educational methods help learners effectively address the wholeness in our patients, their families, and in ourselves? Can we touch the raw emotion that comes with mortality or with pain, be it spiritual, emotional or physical pain? Or must our educational processes stay “clinical” and therefore detached from life? We value what can be counted, but the essence of our most compassionate and effective work with patients is often beyond what can be quantified, cured or fixed. Teaching what is needed requires that we include stories about what people experience as they become ill and what will help them heal. The use of narrative through Marchand: Incorporating the Arts and Humanities in Palliative Medicine Education","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42366975","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}
Pub Date : 2022-05-27DOI: 10.1097/JTE.0000000000000242
Lauren A Hinrichs, D. Judd, M. Hernández, M. Rapport
Supplemental Digital Content is Available in the Text. Background and Purpose. A main component of the conceptual model of excellence in physical therapist education, introduced by Jensen et al, is a culture of excellence. A culture of excellence relies on identifying accountable faculty who set high expectations and execute systems toward ongoing improvement. Peer review of teaching (PRT) is an established system that cultivates a culture of collaboration, reflection, and excellence through feedback and collegial discourse. The purpose of this scoping review was to understand PRT implementation by 1) summarizing the program development process, 2) identifying program characteristics, 3) identifying review instruments, and 4) determining program evaluation strategies. Methods. A scoping review was conducted using a methodological framework. With library scientist counsel, search terms were established, and 3 databases were queried for articles describing PRT programs in health care education. Articles were managed in the Covidence Systematic Review Management Software. Researchers independently screened search results for article inclusion and extracted data from included studies. Descriptive data analysis was conducted. Results. Thirty-five articles met inclusion criteria. Seven different health care professions have published PRT articles; however, none in Doctor of Physical Therapy (DPT) education. Results indicated that most programs underwent a systematic development process, included faculty input, and sought to ensure consistency between the program purpose and characteristics. A 3-step formative process was most common. Faculty were paired systematically or used self-selection. Evaluative instruments were often program specific, guided by core competencies of teaching excellence or previously published tools. Program outcomes commonly reported positive faculty opinion of PRT and teaching improvement. Only 2 articles evaluated student metrics to assess PRT impact and effectiveness. Discussion and Conclusion. Peer review of teaching has been successfully adopted by health care education faculty to promote teaching excellence and could be a foundation for creating a culture of excellence in DPT education. These results provide an understanding of the processes for implementing PRT to guide DPT educators establishing PRT programs.
{"title":"Peer Review of Teaching to Promote a Culture of Excellence: A Scoping Review","authors":"Lauren A Hinrichs, D. Judd, M. Hernández, M. Rapport","doi":"10.1097/JTE.0000000000000242","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000242","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Background and Purpose. A main component of the conceptual model of excellence in physical therapist education, introduced by Jensen et al, is a culture of excellence. A culture of excellence relies on identifying accountable faculty who set high expectations and execute systems toward ongoing improvement. Peer review of teaching (PRT) is an established system that cultivates a culture of collaboration, reflection, and excellence through feedback and collegial discourse. The purpose of this scoping review was to understand PRT implementation by 1) summarizing the program development process, 2) identifying program characteristics, 3) identifying review instruments, and 4) determining program evaluation strategies. Methods. A scoping review was conducted using a methodological framework. With library scientist counsel, search terms were established, and 3 databases were queried for articles describing PRT programs in health care education. Articles were managed in the Covidence Systematic Review Management Software. Researchers independently screened search results for article inclusion and extracted data from included studies. Descriptive data analysis was conducted. Results. Thirty-five articles met inclusion criteria. Seven different health care professions have published PRT articles; however, none in Doctor of Physical Therapy (DPT) education. Results indicated that most programs underwent a systematic development process, included faculty input, and sought to ensure consistency between the program purpose and characteristics. A 3-step formative process was most common. Faculty were paired systematically or used self-selection. Evaluative instruments were often program specific, guided by core competencies of teaching excellence or previously published tools. Program outcomes commonly reported positive faculty opinion of PRT and teaching improvement. Only 2 articles evaluated student metrics to assess PRT impact and effectiveness. Discussion and Conclusion. Peer review of teaching has been successfully adopted by health care education faculty to promote teaching excellence and could be a foundation for creating a culture of excellence in DPT education. These results provide an understanding of the processes for implementing PRT to guide DPT educators establishing PRT programs.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"293 - 302"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44077739","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}
Pub Date : 2022-05-27DOI: 10.1097/JTE.0000000000000244
M. Briggs, Mark D Weber, Becky J. Olson-Kellogg, John J. Dewitt, C. Hensley, K. Harrington, Melissa S. Kidder, Joseph P. Farrell, C. J. Tichenor
Supplemental Digital Content is Available in the Text. Introduction. Mentoring and professional development opportunities influence job and career satisfaction. Review of the Literature. Job and career satisfaction are multifactorial. The purpose of this study was to compare job and career satisfaction between physical therapists (PTs) who were residency trained and PTs who were neither residency nor fellowship trained and between PTs who were fellowship trained and PTs who were neither residency nor fellowship trained. Subjects. Licensed PTs in the United States. Methods. An online survey was distributed asking questions regarding job satisfaction and career satisfaction. Respondents were categorized as completing a residency, fellowship, both, or neither. Responses were respectively summed, then compared between groups: residency versus nonresidency/nonfellowship and fellowship versus nonresidency/nonfellowship. Frequency analyses and Mann–Whitney U tests were performed. Results. A total of 3,080 survey responses were analyzed. Residency-trained PTs had an overall higher job satisfaction score (P = .03) and higher career satisfaction score (P = .05) when compared with non–residency-trained or non–fellowship-trained PTs. Fellowship-trained PTs reported higher job satisfaction (P < .001) and career satisfaction (P = .001) compared with non–residency-trained or non–fellowship-trained PTs. Residency-trained PTs rated the importance of their work being interesting and learning/improving in their work of greater importance to their job satisfaction compared with non–residency-trained or non–fellowship-trained PTs (P < .05). Whereas, fellowship-trained PTs rated factors such as their jobs being positively challenging, fulfilling, and interesting, having sufficient independence, and were learning/improving in their work of greater importance than non–residency-trained and non–fellowship-trained PTs (P ≤ .004). Discussion and Conclusion. Results from the study support previous evidence that PTs overall have high job/career satisfaction and residency/fellowship training may further enhance job and career satisfaction. Findings provide valuable insight and are relevant to all PTs as well as stakeholders involved in professional and postprofessional physical therapy education and those making hiring decisions and potential employment opportunities.
{"title":"Factors Contributing to Physical Therapists’ Job and Career Satisfaction in the United States: Results From a National Survey","authors":"M. Briggs, Mark D Weber, Becky J. Olson-Kellogg, John J. Dewitt, C. Hensley, K. Harrington, Melissa S. Kidder, Joseph P. Farrell, C. J. Tichenor","doi":"10.1097/JTE.0000000000000244","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000244","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Mentoring and professional development opportunities influence job and career satisfaction. Review of the Literature. Job and career satisfaction are multifactorial. The purpose of this study was to compare job and career satisfaction between physical therapists (PTs) who were residency trained and PTs who were neither residency nor fellowship trained and between PTs who were fellowship trained and PTs who were neither residency nor fellowship trained. Subjects. Licensed PTs in the United States. Methods. An online survey was distributed asking questions regarding job satisfaction and career satisfaction. Respondents were categorized as completing a residency, fellowship, both, or neither. Responses were respectively summed, then compared between groups: residency versus nonresidency/nonfellowship and fellowship versus nonresidency/nonfellowship. Frequency analyses and Mann–Whitney U tests were performed. Results. A total of 3,080 survey responses were analyzed. Residency-trained PTs had an overall higher job satisfaction score (P = .03) and higher career satisfaction score (P = .05) when compared with non–residency-trained or non–fellowship-trained PTs. Fellowship-trained PTs reported higher job satisfaction (P < .001) and career satisfaction (P = .001) compared with non–residency-trained or non–fellowship-trained PTs. Residency-trained PTs rated the importance of their work being interesting and learning/improving in their work of greater importance to their job satisfaction compared with non–residency-trained or non–fellowship-trained PTs (P < .05). Whereas, fellowship-trained PTs rated factors such as their jobs being positively challenging, fulfilling, and interesting, having sufficient independence, and were learning/improving in their work of greater importance than non–residency-trained and non–fellowship-trained PTs (P ≤ .004). Discussion and Conclusion. Results from the study support previous evidence that PTs overall have high job/career satisfaction and residency/fellowship training may further enhance job and career satisfaction. Findings provide valuable insight and are relevant to all PTs as well as stakeholders involved in professional and postprofessional physical therapy education and those making hiring decisions and potential employment opportunities.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"232 - 241"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43353011","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}
Pub Date : 2022-05-23DOI: 10.1097/JTE.0000000000000237
Marisa Birkmeier, E. Wheeler, Heidi McGregor Garske, S. Gorman, H. Richards, Melissa Wolff-Burke, Megan R. Bureau
Supplemental Digital Content is Available in the Text. Introduction. The Clinical Internship Evaluation Tool (CIET) is a reliable and valid clinical education assessment tool but is used less frequently by physical therapist education programs than the Physical Therapist Clinical Performance Instrument (PT CPI). The purposes of this exploratory study were to: 1) explore CI and student perceptions for the CIET as an accurate and user-friendly measurement of physical therapist (PT) student clinical performance; and 2) to compare stakeholder perceptions of CIET as a clinical performance tool to PT CPI. Methods. Clinical instructors and PT students were recruited from 5 geographically diverse physical therapist education programs and completed both the PT CPI and CIET at the midterm and final evaluation during a full-time clinical education experience. A post-survey collected data related to participants' perceptions of tool feasibility and ease of use. The Wilcoxon sign rank test was used to determine whether significant differences existed in the participants’ perceptions related to the utility of the CIET versus PT CPI. Results. One hundred one participants (56 PT students; 45 CIs) completed the study. Most student and CI participants (91.1%) indicated that the CIET completion time was < 45 minutes. More students (66.1%) and CIs (73.3%) reported a PT CPI completion time of > 45 minutes. Students (71.4%) and CIs (68%) preferred the CIET to the CPI. There was a significant difference in perception of ease of use (Z-score = −5.42, P < .001), appropriate completion time (Z-score = −7.25, P < .001), and little redundancy of items (Z-score = −7.17, P < .001). Discussion and Conclusion. Students and CIs preferred the CIET which was perceived to be easy to use and completed in < 45 minutes while still retaining the ability to accurately measure student performance in clinic. Clinical education requires efficient, valid, and reliable assessment tools to match the dynamic needs of a changing health care environment.
补充数字内容可在文本中获得。介绍。临床实习评估工具(CIET)是一种可靠有效的临床教育评估工具，但在物理治疗师教育项目中使用的频率低于物理治疗师临床表现工具(PT CPI)。本探索性研究的目的是:1)探索CI和学生对CIET的感知作为物理治疗师(PT)学生临床表现的准确和用户友好的测量;2)比较利益相关者对CIET作为临床绩效工具与PT CPI的看法。方法。临床教师和PT学生从5个地理位置不同的物理治疗师教育项目中招募，并在全日制临床教育经历中完成PT CPI和CIET期中和期末评估。一项后期调查收集了与参与者对工具可行性和易用性的看法相关的数据。使用Wilcoxon符号秩检验来确定参与者对CIET与PT CPI的效用的感知是否存在显著差异。结果。参与者101人(PT学生56人;45名ci)完成了研究。大多数学生和CI参与者(91.1%)表示CIET完成时间< 45分钟。更多的学生(66.1%)和CIs(73.3%)报告了PT CPI完成时间为45分钟。与CPI相比，学生(71.4%)和CIs(68%)更喜欢CIET。在易用性感知(Z-score = - 5.42, P < .001)、适当的完成时间(Z-score = - 7.25, P < .001)和项目冗余少(Z-score = - 7.17, P < .001)方面存在显著差异。讨论与结论。学生和ci更喜欢CIET，因为它易于使用，在45分钟内完成，同时仍然保留了准确衡量学生临床表现的能力。临床教育需要高效、有效和可靠的评估工具，以适应不断变化的卫生保健环境的动态需求。
{"title":"Feasibility of Use of the Clinical Internship Evaluation Tool in Full-Time Clinical Education Experiences: A Multi-institutional Study","authors":"Marisa Birkmeier, E. Wheeler, Heidi McGregor Garske, S. Gorman, H. Richards, Melissa Wolff-Burke, Megan R. Bureau","doi":"10.1097/JTE.0000000000000237","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000237","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. The Clinical Internship Evaluation Tool (CIET) is a reliable and valid clinical education assessment tool but is used less frequently by physical therapist education programs than the Physical Therapist Clinical Performance Instrument (PT CPI). The purposes of this exploratory study were to: 1) explore CI and student perceptions for the CIET as an accurate and user-friendly measurement of physical therapist (PT) student clinical performance; and 2) to compare stakeholder perceptions of CIET as a clinical performance tool to PT CPI. Methods. Clinical instructors and PT students were recruited from 5 geographically diverse physical therapist education programs and completed both the PT CPI and CIET at the midterm and final evaluation during a full-time clinical education experience. A post-survey collected data related to participants' perceptions of tool feasibility and ease of use. The Wilcoxon sign rank test was used to determine whether significant differences existed in the participants’ perceptions related to the utility of the CIET versus PT CPI. Results. One hundred one participants (56 PT students; 45 CIs) completed the study. Most student and CI participants (91.1%) indicated that the CIET completion time was < 45 minutes. More students (66.1%) and CIs (73.3%) reported a PT CPI completion time of > 45 minutes. Students (71.4%) and CIs (68%) preferred the CIET to the CPI. There was a significant difference in perception of ease of use (Z-score = −5.42, P < .001), appropriate completion time (Z-score = −7.25, P < .001), and little redundancy of items (Z-score = −7.17, P < .001). Discussion and Conclusion. Students and CIs preferred the CIET which was perceived to be easy to use and completed in < 45 minutes while still retaining the ability to accurately measure student performance in clinic. Clinical education requires efficient, valid, and reliable assessment tools to match the dynamic needs of a changing health care environment.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"263 - 271"},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44558615","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}
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