cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.27545582.v1
title: Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis

description: Clinical shadowing(CS) offers preclinical medical students the opportunity to observe certified physicians in practice. Analyzing the content of students’ reflective writings(RWs) to understand core competencies they perceived during CS, as well as stages of their reflections, can offer valuable insights for course design and instructor guidance. This study aimed to address this matter by employing a thematic analysis of students’ RWs to explore the learning outcomes derived from CS. The dataset of the thematic analysis comprised de-identified RWs from preclinical medical students who participated in the clinical shadowing program during the first semester of the 2019 academic year at National Taiwan University College of Medicine. Two researchers independently extracted and categorized pertinent content from the texts of RWs, aligning them with the six core competencies of ACGME and mapping them to the stages of Kolb’s learning cycle. Additionally, correlation with shadowing specialties and fields was investigated. In total, 155 RWs were analyzed. Patient care emerged as the most frequently reflected competency(30%), followed by systems-based practice(23%), and medical knowledge(21%). The shadowing specialties and fields had an impact on the core competencies students perceived. In terms of Kolb’s learning stages, concrete experience(66%) predominated in RWs, while abstract conceptualization(19%) and reflective observation(14%) were less prevalent. For each competency, concrete experience was the prevailing stage, with active experimentation being the least dominant one. Students exhibited varying proportions of reflections at different stages for each core competency. Clinical shadowing experiences enable preclinical medical students to explore required clinical core competencies, with emphases depending on the shadowing specialties and fields. Currently, most reflections are concentrated at Kolb’s concrete experience stage. This study offers valuable insights for designing future CS programs and improving faculty development, aimed at helping students achieve deeper and more comprehensive reflective learning in relation to core competencies, and even professional identity.
DOI: 10.6084/m9.figshare.28013152
title: Preparing future healthcare professionals for evidence-based decision-making using health technology assessment as an experiential learning tool

description: The rapid evolution of healthcare, driven by the rise of new health technologies and the growing emphasis on evidence-based care, requires health professionals skilled in assessing and utilizing evidence to support decision-making. Health technology assessments (HTAs), which involve evidence synthesis and appraisal, analysis across various domains, and tailoring evidence to local contexts, can develop these skills. These skills are also part of medical competencies. However, there is a dearth of literature on teaching HTAs to health professionals and on how the skills learned through HTA align with medical competencies. We developed an innovative experiential project that had students conduct mini-HTAs for community partners considering new technologies. Students worked in teams to evaluate and synthesize evidence, delivering a website and brief to our partners justifying their recommendations. Success was achieved by providing authentic tasks and using supportive learning strategies. The project engaged students deeply, offering them valuable skills for post-graduation work and education. In this article, we demonstrate how the learning outcomes of the project align with the CANMEDS framework of medical competencies. Secondly, we demonstrate an effective, adaptable, and unique approach of using mini-HTAs to equip students with the knowledge and skills needed to navigate the rapidly evolving landscape of evidence and technologies, preparing them as our future healthcare professionals.
DOI: 10.6084/m9.figshare.28013152.v1
title: Preparing future healthcare professionals for evidence-based decision-making using health technology assessment as an experiential learning tool

description: The rapid evolution of healthcare, driven by the rise of new health technologies and the growing emphasis on evidence-based care, requires health professionals skilled in assessing and utilizing evidence to support decision-making. Health technology assessments (HTAs), which involve evidence synthesis and appraisal, analysis across various domains, and tailoring evidence to local contexts, can develop these skills. These skills are also part of medical competencies. However, there is a dearth of literature on teaching HTAs to health professionals and on how the skills learned through HTA align with medical competencies. We developed an innovative experiential project that had students conduct mini-HTAs for community partners considering new technologies. Students worked in teams to evaluate and synthesize evidence, delivering a website and brief to our partners justifying their recommendations. Success was achieved by providing authentic tasks and using supportive learning strategies. The project engaged students deeply, offering them valuable skills for post-graduation work and education. In this article, we demonstrate how the learning outcomes of the project align with the CANMEDS framework of medical competencies. Secondly, we demonstrate an effective, adaptable, and unique approach of using mini-HTAs to equip students with the knowledge and skills needed to navigate the rapidly evolving landscape of evidence and technologies, preparing them as our future healthcare professionals.
DOI: 10.25549/uschist-c104-229457
title: Southern California alumni review, vol. 24, no. 9 (1943 May)

description: Southern California alumni review, vol. 24, no. 9 (1943 May). Published ten times a year, monthly from September to June inclusive.
DOI: 10.6084/m9.figshare.29039163
title: Enhancing self-directed learning with custom GPT AI facilitation among medical students: A randomized controlled trial

description: This study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students. In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups. At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; <i>p</i> = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; <i>p</i> &lt; 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks. LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education.
DOI: 10.6084/m9.figshare.29039163.v1
title: Enhancing self-directed learning with custom GPT AI facilitation among medical students: A randomized controlled trial

description: This study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students. In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups. At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; <i>p</i> = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; <i>p</i> &lt; 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks. LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education.
DOI: 10.6084/m9.figshare.28433328
title: The use of clinical teaching associates (CTAs) in teaching male intimate examination to medical students: A randomised controlled trial

description: Genital examinations are challenging for medical students to learn in part due to practice opportunities. In an attempt to address this, we introduced clinical teaching associates (CTAs) who teach third year medical students and allow male intimate examinations to be practiced on themselves. A single-blinded parallel-group RCT was conducted, recruiting 96 students. The control group was only given access to the current curriculum (lectures, videos, models) whilst the other group was offered this and a teaching session with CTAs, who are professionally trained, allowing students to examine them. Assessment took the form of a bespoke Objective Structured Clinical Examination (OSCE) and a self-assessment confidence questionnaire before and after the teaching. Assessed by experienced surgeons, the group receiving the additional CTA teaching scored significantly higher than the control group in the OSCE in 55% (<i>n</i> = 11) of domains. This included, but was not limited to, competence at performing hernial orifice (effect size = 0.985), male genital (effect size = 0.943), penile (effect size = 1.347) and prostate examinations (effect size = 0.578). Assessment by the CTA, acting as the patient, also showed a significant difference in favour of the intervention group in all domains and included whether the patient felt safe (effect size = 0.797) and whether the patient would see the student again (effect size = 1.170). The use of CTAs for teaching male intimate examination results in significantly greater student competence and confidence and their use should be considered in medical schools.
DOI: 10.6084/m9.figshare.28433328.v1
title: The use of clinical teaching associates (CTAs) in teaching male intimate examination to medical students: A randomised controlled trial

description: Genital examinations are challenging for medical students to learn in part due to practice opportunities. In an attempt to address this, we introduced clinical teaching associates (CTAs) who teach third year medical students and allow male intimate examinations to be practiced on themselves. A single-blinded parallel-group RCT was conducted, recruiting 96 students. The control group was only given access to the current curriculum (lectures, videos, models) whilst the other group was offered this and a teaching session with CTAs, who are professionally trained, allowing students to examine them. Assessment took the form of a bespoke Objective Structured Clinical Examination (OSCE) and a self-assessment confidence questionnaire before and after the teaching. Assessed by experienced surgeons, the group receiving the additional CTA teaching scored significantly higher than the control group in the OSCE in 55% (<i>n</i> = 11) of domains. This included, but was not limited to, competence at performing hernial orifice (effect size = 0.985), male genital (effect size = 0.943), penile (effect size = 1.347) and prostate examinations (effect size = 0.578). Assessment by the CTA, acting as the patient, also showed a significant difference in favour of the intervention group in all domains and included whether the patient felt safe (effect size = 0.797) and whether the patient would see the student again (effect size = 1.170). The use of CTAs for teaching male intimate examination results in significantly greater student competence and confidence and their use should be considered in medical schools.
DOI: 10.25549/uschist-c104-229458
title: Southern California alumni review, vol. 24, no. 9 (1943 May)

description: Southern California alumni review, vol. 24, no. 9 (1943 May). Published ten times a year, monthly from September to June inclusive.
DOI: 10.6084/m9.figshare.27728056
title: To use or not to use: ERIC database for medical education research

description: Bibliographic databases are essential research tools. In medicine, key databases are MEDLINE/PubMed, Embase, and Cochrane Central (MEC). In education, the Education Resource Information Center (ERIC) is a major database. Medical education, situated between medicine and education, has no dedicated database of its own. Many medical education researchers use MEC, some use ERIC and some do not. We performed a descriptive analysis using search strategies to retrieve medical education references from MEC and ERIC. ERIC references which were duplicates with MEC references were removed. Unique ERIC references were tallied. Between 1977 and 2022, MEC has 359,354 unique references relevant to medical education. ERIC provided 3925 unique references for the same period, all of which would be missed by searching only MEC. The mean unique ERIC medical education references per year for all 46 years is 85 (<i>SD</i> = ±29), or 119 (<i>SD</i> = ±15) for the last 10 years from 2013 to 2022. ERIC consistently offered a small yet significant number of unique references relevant to medical education for decades. We recommend the use of ERIC for medical education research when comprehensive literature searches are required, such as in systematic reviews, scoping reviews, evidence synthesis, or guideline development.
DOI: 10.6084/m9.figshare.27728056.v1
title: To use or not to use: ERIC database for medical education research

description: Bibliographic databases are essential research tools. In medicine, key databases are MEDLINE/PubMed, Embase, and Cochrane Central (MEC). In education, the Education Resource Information Center (ERIC) is a major database. Medical education, situated between medicine and education, has no dedicated database of its own. Many medical education researchers use MEC, some use ERIC and some do not. We performed a descriptive analysis using search strategies to retrieve medical education references from MEC and ERIC. ERIC references which were duplicates with MEC references were removed. Unique ERIC references were tallied. Between 1977 and 2022, MEC has 359,354 unique references relevant to medical education. ERIC provided 3925 unique references for the same period, all of which would be missed by searching only MEC. The mean unique ERIC medical education references per year for all 46 years is 85 (<i>SD</i> = ±29), or 119 (<i>SD</i> = ±15) for the last 10 years from 2013 to 2022. ERIC consistently offered a small yet significant number of unique references relevant to medical education for decades. We recommend the use of ERIC for medical education research when comprehensive literature searches are required, such as in systematic reviews, scoping reviews, evidence synthesis, or guideline development.
DOI: 10.25549/uschist-c104-229461
title: Southern California alumni review, vol. 24, no. 9 (1943 May)

description: Southern California alumni review, vol. 24, no. 9 (1943 May). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229894
title: Southern California alumni review, vol. 26, no. 2 (1944 Oct.)

description: Southern California alumni review, vol. 26, no. 2 (1944 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229897
title: Southern California alumni review, vol. 26, no. 2 (1944 Oct.)

description: Southern California alumni review, vol. 26, no. 2 (1944 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229901
title: Southern California alumni review, vol. 26, no. 2 (1944 Oct.)

description: Southern California alumni review, vol. 26, no. 2 (1944 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229907
title: Southern California alumni review, vol. 26, no. 2 (1944 Oct.)

description: Southern California alumni review, vol. 26, no. 2 (1944 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229909
title: Southern California alumni review, vol. 26, no. 2 (1944 Oct.)

description: Southern California alumni review, vol. 26, no. 2 (1944 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-228977
title: Southern California alumni review, vol. 23, no. 8 (1942 Apr.)

description: Southern California alumni review, vol. 23, no. 8 (1942 April). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-228979
title: Southern California alumni review, vol. 23, no. 8 (1942 Apr.)

description: Southern California alumni review, vol. 23, no. 8 (1942 April). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-228987
title: Southern California alumni review, vol. 23, no. 8 (1942 Apr.)

description: Southern California alumni review, vol. 23, no. 8 (1942 April). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-229017
title: Southern California alumni review, vol. 23, no. 9 (1942 May)

description: Southern California alumni review, vol. 23, no. 9 (1942 May). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-229019
title: Southern California alumni review, vol. 23, no. 9 (1942 May)

description: Southern California alumni review, vol. 23, no. 9 (1942 May). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-229021
title: Southern California alumni review, vol. 23, no. 9 (1942 May)

description: Southern California alumni review, vol. 23, no. 9 (1942 May). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-229025
title: Southern California alumni review, vol. 23, no. 9 (1942 May)

description: Southern California alumni review, vol. 23, no. 9 (1942 May). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-229034
title: Southern California alumni review, vol. 23, no. 9 (1942 May)

description: Southern California alumni review, vol. 23, no. 9 (1942 May). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-229048
title: Southern California alumni review, vol. 23, no. 10 (1942 June)

description: Southern California alumni review, vol. 23, no. 10 (1942 June). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-229073
title: Southern California alumni review, vol. 23, no. 10 (1942 June)

description: Southern California alumni review, vol. 23, no. 10 (1942 June). Published twenty times a year, weekly from September to December 15, and monthly from January to June inclusive.
DOI: 10.25549/uschist-c104-229121
title: Southern California alumni review, vol. 24, no. 2 (1942 Oct.)

description: Southern California alumni review, vol. 24, no. 2 (1942 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229134
title: Southern California alumni review, vol. 24, no. 2 (1942 Oct.)

description: Southern California alumni review, vol. 24, no. 2 (1942 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229140
title: Southern California alumni review, vol. 24, no. 2 (1942 Oct.)

description: Southern California alumni review, vol. 24, no. 2 (1942 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229146
title: Southern California alumni review, vol. 24, no. 2 (1942 Oct.)

description: Southern California alumni review, vol. 24, no. 2 (1942 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229151
title: Southern California alumni review, vol. 24, no. 2 (1942 Oct.)

description: Southern California alumni review, vol. 24, no. 2 (1942 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.25549/uschist-c104-229152
title: Southern California alumni review, vol. 24, no. 2 (1942 Oct.)

description: Southern California alumni review, vol. 24, no. 2 (1942 October). Published ten times a year, monthly from September to June inclusive.
DOI: 10.15468/dl.hcarmv
title: Occurrence Download

description: A dataset listing the 8 species recorded in GBIF matching the query:
{
 "and" : [
 "BasisOfRecord is one of (Specimen, Human Observation, Machine Observation)",
 "Continent is Asia",
 "Country is Russian Federation",
 "DatasetKey is one of (iNaturalist Research-grade Observations, Amphibians and Reptiles census in the Western Siberia (2010-2020 years of research), Amphibians and Reptiles census in the Western Siberia (2002 - 2009 years of research), Database of Amphibia distribution in West Siberia (Russia))",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "PublishingOrg is one of (c21e080a-4bee-4a46-97c4-2cc8b814686b, 28eb1a3f-1c15-4a95-931a-4af90ecb574d, d2b114bc-0fef-4d47-9af3-78392f8f7144)",
 "StateProvince is one of (Khanty-Mansi Autonomous Okrug, Khanty-Mansi Autonomous Okrug–Yugra, Khanty-Mansi Autonomous Okrug - Yugra, Khanty-Mansi Autonomous Okrug – Yugra, Khanty-Mansi Autonomous Okrug-Yugra)"
 ]
}

 The dataset's 8 records were derived from 2 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0031553-260208012135463/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.18758/daeknlqj
title: CCI+P Glyoxal tropospheric column L2 data from GOME-2B

description: Glyoxal (CHOCHO) tropospheric vertical columns retrieved from GOME-2/MetOp-B observations as part of the ESA CCI precursors for aerosols and ozone project.

This dataset provides a set of L2 glyoxal vertical columns obtained from GOME-2/MetOp-B, for the period of January 2013 until December 2023. The retrieval is based on the TROPOMI glyoxal retrieval method developed for the GLYRETRO and S5P-PAL projects, but features more precise air mass factor calculations using a directional surface albedo database based on GOME-2 observations, and a set of daily a priori glyoxal profile shapes obtained using the MAGRITTE chemical transport model.
DOI: 10.25549/uschist-c104-229161
title: Southern California alumni review, vol. 24, no. 3 (1942 Nov.)

description: Southern California alumni review, vol. 24, no. 3 (1942 November). Published ten times a year, monthly from September to June inclusive.