cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.24190144.v1
title: Running out of time(rs): effects of scarcity cues on perceived task load, perceived benevolence and user experience on e-commerce sites

description: Online vendors often deploy limited-time and limited-quantity cues on their e-commerce sites to influence consumers purchase decisions. Although these scarcity cues can reflect genuine restrictions in the availability of goods, they are increasingly considered as ill-intentioned nudges or ‘dark patterns’ due to their omnipresence and success in persuading consumers. In an online experiment (<i>N</i> = 202), we examined the effects of limited-time and limited-quantity cues on perceived task load, perceived benevolence, and user experience. Results suggest that participants associated scarcity cues with a lack of benevolence from online vendors. E-commerce site design without scarcity cues provided participants with a superior hedonic and pragmatic user experience. In the case of limited-time scarcity cues, participants reported frustration-related negative emotions. We discuss the implications of these findings from the perspectives of dark pattern researchers, designers, and online vendors.
DOI: 10.6084/m9.figshare.24100714.v1
title: Exploring the impact of social media use on altruistic behaviours: an affordance approach

description: Although researchers have devoted great effort to explore the antecedents of altruistic behaviours (a type of organisational citizenship behaviours), the important role of technical factors (social media) remains unclear. Drawing on social comparison and organisational support theory, this study explored how social media affordances influence employees’ altruistic behaviours from both positive and negative perspectives. In this study, 302 employees from organisations in China were surveyed. We found that social media affordances could facilitate employees’ perceived organisational support and social comparison of ability. Perceived organisational support positively mediated the relationship between social media affordances and altruistic behaviours. Although the evidence did not support the notion that social comparison of ability could directly dampen altruistic behaviours, a post-hoc analysis found that it could dampen the positive impact of perceived organisational support on developing altruistic behaviours. This study expanded previous research focusing on only positive or negative effects of social media use in the workplace by investigating the dual effects and the interaction effect in between. Here, we discuss the results and provide practical guidance for managers and organisations.
DOI: 10.17632/mpjbr7nfv9.1
title: Handwritten Notations of Digits and Fractions in Telugu Script : A Language of India

description: This repository consists of three folders of Handwritten Telugu Fraction numerals. The folder "preprocessed_img" is a balanced dataset of a total of 4000 Telugu Fraction notations (32x32 4000 images), each having 500 images per class (per digit, i.e., 8 classes). The 8 classes are ౸ (haḷḷi), ౹ (k̄alu), ౺ (ara), ౻ (mukk̄alu), ౦ (sunna), ౼ (v̄isamu), ౽ (paraka) and ౾ (muvv̄isamu). While the datasets for handwritten "0 to 9" digit images of Telugu and many other Indian Scripts are prevalent, this is the first-ever initiative to curate a Telugu Fractions-only dataset of handwritten single-digit images. A total of 80 people contributed to this dataset with their handwriting. Those handwritten sets can be found in the folder "pages_grey". The preprocessed images from this dataset helped hugely in researching handwritten digit recognition systems for Telugu Script. Telugu is a largely spoken Dravidian Language from the southern part of India. If you land upon this dataset and want to work on the same or anything better, starting from starch with the non-processed images in the folder "digit_cropped" is suggested. Please cite this creator if you adapt this dataset to your work. 

How to Cite? Check below -

Vempati, Lakshmi Sravani (2024), “Handwritten Notations of Digits and Fractions in Telugu Script : A Language of India”, Mendeley Data, V1, doi: 10.17632/mpjbr7nfv9.1
DOI: 10.6084/m9.figshare.25189290
title: Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents

description: Residents inevitably witness or participate in a diverse range of professionalism dilemmas. However, few studies have focused on residents’ moral distress from professionalism dilemmas and its relationship with residents’ professionalism. This study aimed to understand the moral distress that Chinese residents may face after exposure to professionalism dilemmas and to examine the associations between moral distress and residents’ perceived fulfillment of professionalism behaviors. We conducted a cross-sectional survey of residents from four standardized residency training bases in Liaoning Province, China, using stratified cluster sampling. A checklist of professionalism dilemmas, the Moral Distress Scale, and the Behavior-based Medical Professionalism Inventory were used to assess residents’ moral distress from professionalism dilemmas and their perceived fulfillment of professionalism behaviors. Descriptive statistics, non-parametric tests, multiple linear regressions, and binary logistic regressions were used to analyze the data. A total of 647 (81.1%) residents effectively completed the survey. The proportion of residents suffering from moral distress ranged from 58.4 to 90.6% for different professionalism dilemmas. As the number of professionalism dilemmas associated with moral distress increased, residents reported lower fulfillment of professionalism behaviors (<i>β</i> &lt; 0, <i>p &lt;</i> 0.05). Compared with residents with no distress, residents suffering from distress reported lower fulfillment of professionalism behaviors (OR &lt; 1, <i>p &lt;</i> 0.05). Among residents suffering from distress, as the distress intensity increased, residents reported higher fulfillment of professionalism behaviors (OR &gt; 1, <i>p &lt;</i> 0.05). Residents suffered a wide range of moral distress from professionalism dilemmas, and residents with moral distress reported lower fulfillment of professional behaviors. A responsive reporting system for residents and reflection on role modeling may help residents cope with the negative effects of moral distress and professionalism dilemmas.
DOI: 10.6084/m9.figshare.25189290.v1
title: Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents

description: Residents inevitably witness or participate in a diverse range of professionalism dilemmas. However, few studies have focused on residents’ moral distress from professionalism dilemmas and its relationship with residents’ professionalism. This study aimed to understand the moral distress that Chinese residents may face after exposure to professionalism dilemmas and to examine the associations between moral distress and residents’ perceived fulfillment of professionalism behaviors. We conducted a cross-sectional survey of residents from four standardized residency training bases in Liaoning Province, China, using stratified cluster sampling. A checklist of professionalism dilemmas, the Moral Distress Scale, and the Behavior-based Medical Professionalism Inventory were used to assess residents’ moral distress from professionalism dilemmas and their perceived fulfillment of professionalism behaviors. Descriptive statistics, non-parametric tests, multiple linear regressions, and binary logistic regressions were used to analyze the data. A total of 647 (81.1%) residents effectively completed the survey. The proportion of residents suffering from moral distress ranged from 58.4 to 90.6% for different professionalism dilemmas. As the number of professionalism dilemmas associated with moral distress increased, residents reported lower fulfillment of professionalism behaviors (<i>β</i> &lt; 0, <i>p &lt;</i> 0.05). Compared with residents with no distress, residents suffering from distress reported lower fulfillment of professionalism behaviors (OR &lt; 1, <i>p &lt;</i> 0.05). Among residents suffering from distress, as the distress intensity increased, residents reported higher fulfillment of professionalism behaviors (OR &gt; 1, <i>p &lt;</i> 0.05). Residents suffered a wide range of moral distress from professionalism dilemmas, and residents with moral distress reported lower fulfillment of professional behaviors. A responsive reporting system for residents and reflection on role modeling may help residents cope with the negative effects of moral distress and professionalism dilemmas.
DOI: 10.6084/m9.figshare.24588769
title: The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81

description: Concept maps (CMs) visually represent hierarchical connections among related ideas. They foster logical organization and clarify idea relationships, potentially aiding medical students in critical thinking (to think clearly and rationally about what to do or what to believe). However, there are inconsistent claims about the use of CMs in undergraduate medical education. Our three research questions are 1) What studies have been published on concept mapping in undergraduate medical education; 2) What was the impact of CMs on students’ critical thinking; 3) How and why have these interventions had an educational impact? Eight databases were systematically searched (plus a manual and an additional search were conducted). After eliminating duplicate entries, titles and abstracts and full-texts were independently screened by two authors. Data extraction and quality assessment of the studies were independently performed by two authors. Qualitative and quantitative data were integrated using mixed-methods. The results were reported using the STructured apprOach to the Reporting In healthcare education of Evidence Synthesis statement and BEME guidance. Thirty-nine studies were included from 26 journals (19 quantitative, 8 qualitative and 12 mixed-methods studies). CMs were considered as a tool to promote critical thinking, both in the perception of students and tutors, as well as in assessing students’ knowledge and/or skills. In addition to their role as facilitators of knowledge integration and critical thinking, CMs were considered both a teaching and a learning methods. CMs are teaching and learning tools which seem to help medical students develop critical thinking. This is due to the flexibility of the tool as a facilitator of knowledge integration, as a learning and teaching method. The wide range of contexts, purposes, and variations in how CMs and instruments to assess critical thinking are used increases our confidence that the positive effects are consistent.
DOI: 10.6084/m9.figshare.24588769.v1
title: The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81

description: Concept maps (CMs) visually represent hierarchical connections among related ideas. They foster logical organization and clarify idea relationships, potentially aiding medical students in critical thinking (to think clearly and rationally about what to do or what to believe). However, there are inconsistent claims about the use of CMs in undergraduate medical education. Our three research questions are 1) What studies have been published on concept mapping in undergraduate medical education; 2) What was the impact of CMs on students’ critical thinking; 3) How and why have these interventions had an educational impact? Eight databases were systematically searched (plus a manual and an additional search were conducted). After eliminating duplicate entries, titles and abstracts and full-texts were independently screened by two authors. Data extraction and quality assessment of the studies were independently performed by two authors. Qualitative and quantitative data were integrated using mixed-methods. The results were reported using the STructured apprOach to the Reporting In healthcare education of Evidence Synthesis statement and BEME guidance. Thirty-nine studies were included from 26 journals (19 quantitative, 8 qualitative and 12 mixed-methods studies). CMs were considered as a tool to promote critical thinking, both in the perception of students and tutors, as well as in assessing students’ knowledge and/or skills. In addition to their role as facilitators of knowledge integration and critical thinking, CMs were considered both a teaching and a learning methods. CMs are teaching and learning tools which seem to help medical students develop critical thinking. This is due to the flexibility of the tool as a facilitator of knowledge integration, as a learning and teaching method. The wide range of contexts, purposes, and variations in how CMs and instruments to assess critical thinking are used increases our confidence that the positive effects are consistent.
DOI: 10.6084/m9.figshare.24991445.v2
title: Advancing anti-oppression and social justice in healthcare through competency-based medical education (CBME)

description: Competency-based medical education (CBME) focuses on preparing physicians to improve the health of patients and populations. In the context of ongoing health disparities worldwide, medical educators must implement CBME in ways that advance social justice and anti-oppression. In this article, authors describe how CBME can be implemented to promote equity pedagogy, an approach to education in which curricular design, teaching, assessment strategies, and learning environments support learners from diverse groups to be successful. The five core components of CBME programs – outcomes competency framework, progressive sequencing of competencies, learning experiences tailored to learners’ needs, teaching focused on competencies, and programmatic assessment – enable individualization of learning experiences and teaching and encourage learners to partner with their teachers in driving their learning. These educational approaches appreciate each learner’s background, experiences, and strengths. Using an exemplar case study, the authors illustrate how CBME can afford opportunities to enhance anti-oppression and social justice in medical education and promote each learner’s success in meeting the expected outcomes of training. The authors provide recommendations for individuals and institutions implementing CBME to enact equity pedagogy.
DOI: 10.17632/rny8pztpmg.1
title: English_National_Travel_Survey_2002_2022

description: This dataset contains the English National Travel Survey from 2002 to 2022.
DOI: 10.6084/m9.figshare.24991445
title: Advancing anti-oppression and social justice in healthcare through competency-based medical education (CBME)

description: Competency-based medical education (CBME) focuses on preparing physicians to improve the health of patients and populations. In the context of ongoing health disparities worldwide, medical educators must implement CBME in ways that advance social justice and anti-oppression. In this article, authors describe how CBME can be implemented to promote equity pedagogy, an approach to education in which curricular design, teaching, assessment strategies, and learning environments support learners from diverse groups to be successful. The five core components of CBME programs – outcomes competency framework, progressive sequencing of competencies, learning experiences tailored to learners’ needs, teaching focused on competencies, and programmatic assessment – enable individualization of learning experiences and teaching and encourage learners to partner with their teachers in driving their learning. These educational approaches appreciate each learner’s background, experiences, and strengths. Using an exemplar case study, the authors illustrate how CBME can afford opportunities to enhance anti-oppression and social justice in medical education and promote each learner’s success in meeting the expected outcomes of training. The authors provide recommendations for individuals and institutions implementing CBME to enact equity pedagogy.
DOI: 10.6084/m9.figshare.24991445.v1
title: Advancing anti-oppression and social justice in healthcare through competency-based medical education (CBME)

description: Competency-based medical education (CBME) focuses on preparing physicians to improve the health of patients and populations. In the context of ongoing health disparities worldwide, medical educators must implement CBME in ways that advance social justice and anti-oppression. In this article, authors describe how CBME can be implemented to promote equity pedagogy, an approach to education in which curricular design, teaching, assessment strategies, and learning environments support learners from diverse groups to be successful. The five core components of CBME programs – outcomes competency framework, progressive sequencing of competencies, learning experiences tailored to learners’ needs, teaching focused on competencies, and programmatic assessment – enable individualization of learning experiences and teaching and encourage learners to partner with their teachers in driving their learning. These educational approaches appreciate each learner’s background, experiences, and strengths. Using an exemplar case study, the authors illustrate how CBME can afford opportunities to enhance anti-oppression and social justice in medical education and promote each learner’s success in meeting the expected outcomes of training. The authors provide recommendations for individuals and institutions implementing CBME to enact equity pedagogy.
DOI: 10.6084/m9.figshare.25103669
title: CARECOS study: Medical students’ empathy as assessed with the CARE measure by examiners versus standardized patients during a formative Objective and Structured Clinical Examination (OSCE) station

description: To assess the Consultation And Relational Empathy (CARE) measure as a tool for examiners to assess medical students’ empathy during Objective and Structured Clinical Examinations (OSCEs), as the best tool for assessing empathy during OSCEs remains unknown. We first assessed the psychometric properties of the CARE measure, completed simultaneously by examiners and standardized patients (SP, either teachers - SP<sub>teacher</sub> - or civil society members - SP<sub>civil society</sub>), for each student, at the end of an OSCE station. We then assessed the qualitative/quantitative agreement between examiners and SP. We included 129 students, distributed in eight groups, four groups for each SP type. The CARE measure showed satisfactory psychometric properties in the context of the study but moderate, and even poor inter-rater reliability for some items. Considering paired observations, examiners scored lower than SPs (<i>p</i> &lt; 0.001) regardless of the SP type. However, the difference in score was greater when the SP was a SP<sub>teacher</sub> rather than a SP<sub>civil society</sub> (<i>p</i> &lt; 0.01). Despite acceptable psychometric properties, inter-rater reliability of the CARE measure between examiners and SP was unsatisfactory. The choice of examiner as well as the type of SP seems critical to ensure a fair measure of empathy during OSCEs.
DOI: 10.6084/m9.figshare.25103669.v1
title: CARECOS study: Medical students’ empathy as assessed with the CARE measure by examiners versus standardized patients during a formative Objective and Structured Clinical Examination (OSCE) station

description: To assess the Consultation And Relational Empathy (CARE) measure as a tool for examiners to assess medical students’ empathy during Objective and Structured Clinical Examinations (OSCEs), as the best tool for assessing empathy during OSCEs remains unknown. We first assessed the psychometric properties of the CARE measure, completed simultaneously by examiners and standardized patients (SP, either teachers - SP<sub>teacher</sub> - or civil society members - SP<sub>civil society</sub>), for each student, at the end of an OSCE station. We then assessed the qualitative/quantitative agreement between examiners and SP. We included 129 students, distributed in eight groups, four groups for each SP type. The CARE measure showed satisfactory psychometric properties in the context of the study but moderate, and even poor inter-rater reliability for some items. Considering paired observations, examiners scored lower than SPs (<i>p</i> &lt; 0.001) regardless of the SP type. However, the difference in score was greater when the SP was a SP<sub>teacher</sub> rather than a SP<sub>civil society</sub> (<i>p</i> &lt; 0.01). Despite acceptable psychometric properties, inter-rater reliability of the CARE measure between examiners and SP was unsatisfactory. The choice of examiner as well as the type of SP seems critical to ensure a fair measure of empathy during OSCEs.
DOI: 10.15468/dl.sr8zh3
title: Occurrence Download

description: A dataset containing 14 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is one of (Erica maderensis (Benth.) Bornm.)",
 "OccurrenceStatus is Present",
 "Year is greater than or equal to 2000",
 "BasisOfRecord is one of (Human Observation, Observation, Machine Observation)",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 {
 "or" : [
 "CoordinateUncertaintyInMeters is less than 100",
 "CoordinateUncertaintyInMeters is null"
 ]
 }
 ]
}

 The dataset includes 14 records from 2 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0104227-240626123714530/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.y5yw3q
title: Occurrence Download

description: A dataset containing 1 species occurrences available in GBIF matching the query:
{
 "and" : [
 {
 "and" : [
 "HasGeospatialIssue is false",
 "HasCoordinate is true",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is one of (Fossil, Living Specimen)"
 ]
 }
 }
 ]
 },
 "SpeciesKey is Callosobruchus phaseoli (Gyllenhal, 1833)",
 "Year is greater than or equal to 2004",
 "Year is less than or equal to 2023"
 ]
}

 The dataset includes 1 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0104229-240626123714530/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.mpna43
title: Occurrence Download

description: A dataset containing 28 species occurrences available in GBIF matching the query:
{
 "and" : [
 {
 "and" : [
 "HasGeospatialIssue is false",
 "HasCoordinate is true",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is one of (Fossil, Living Specimen)"
 ]
 }
 }
 ]
 },
 "SpeciesKey is Palliduphantes angustiformis (Simon, 1884)",
 "Year is greater than or equal to 2004",
 "Year is less than or equal to 2023"
 ]
}

 The dataset includes 28 records from 9 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0104228-240626123714530/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.q2hrk4
title: Occurrence Download

description: A dataset containing 1271 species occurrences available in GBIF matching the query:
{
 "and" : [
 {
 "and" : [
 "HasGeospatialIssue is false",
 "HasCoordinate is true",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is one of (Fossil, Living Specimen)"
 ]
 }
 }
 ]
 },
 "SpeciesKey is Octolasion lacteum (Örley, 1881)",
 "Year is greater than or equal to 2004",
 "Year is less than or equal to 2023"
 ]
}

 The dataset includes 1271 records from 49 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0104230-240626123714530/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.