cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.22573471.v1
title: Complete Mitochondrial Genome of Taxus wallichiana

description: We used a hybrid BGI and Nanopore strategy to assemble the Taxus wallichiana mitogenome. Plant mitochondrial assemblies were first performed using the default parameters of GetOrganelle software (default parameters: v1.7.5) on second generation DNA sequencing data to obtain a graphical representation of the mitochondrial genome. The T.wallichiana mitogenome was then visualized using Bandage software and single stretches of the chloroplast and nuclear genomes were manually removed . Finally, the Nanopore data was compared to the graphical mitogenome fragments using BWA software and the resulting Nanopore data was used to resolve the repetitive sequence regions of the graphical plant mitogenome. The T.wallichiana mitogenome was finally obtained by the above method. We used Geseq to annotate the T.wallichiana mitogenome genome of , and Arabidopsis thaliana was selected as the reference genome for the protein-coding genes (PCGs) of the mitogenome. The tRNA and rRNA of the mitogenome were annotated using tRNAscan-SE and BLASTN, respectively. When errors were made in the annotation of the mitogenome, Apollo was used to manually correct the errors.
DOI: 10.6084/m9.figshare.22573528
title: UK_TILE_POPULATION

description: Data for Good Meta. High resolution population estimates for United Kingdom. Includes total population, men, women, women of reproductive age, elderly, youth, and children subgroups. Creative Commons Attribute International License. <br> To facilitate population data retrieval across scale, we segment spatial coverage into equal sized tiles. GPU enabled spatial join via RapidsAI was employed to assign population information with each vector tile. <br> <strong>Reference</strong>: Facebook Connectivity Lab and Center for International Earth Science Information Network - CIESIN - Columbia University. 2016. High Resolution Settlement Layer (HRSL). Source imagery for HRSL © 2016 DigitalGlobe. Accessed 7 April 2023.
DOI: 10.6084/m9.figshare.22573531
title: ITALY_TILE_POPULATION

description: Data for Good Meta. High resolution population estimates for Italy. Includes total population, men, women, women of reproductive age, elderly, youth, and children subgroups. Creative Commons Attribute International License. <br> To facilitate population data retrieval across scale, we segment spatial coverage into equal sized tiles. GPU enabled spatial join via RapidsAI was employed to assign population information with each vector tile. <br> <strong>Reference</strong>: Facebook Connectivity Lab and Center for International Earth Science Information Network - CIESIN - Columbia University. 2016. High Resolution Settlement Layer (HRSL). Source imagery for HRSL © 2016 DigitalGlobe. Accessed 7 April 2023.
DOI: 10.6084/m9.figshare.22573531.v1
title: ITALY_TILE_POPULATION

description: Data for Good Meta. High resolution population estimates for Italy. Includes total population, men, women, women of reproductive age, elderly, youth, and children subgroups. Creative Commons Attribute International License. <br> To facilitate population data retrieval across scale, we segment spatial coverage into equal sized tiles. GPU enabled spatial join via RapidsAI was employed to assign population information with each vector tile. <br> <strong>Reference</strong>: Facebook Connectivity Lab and Center for International Earth Science Information Network - CIESIN - Columbia University. 2016. High Resolution Settlement Layer (HRSL). Source imagery for HRSL © 2016 DigitalGlobe. Accessed 7 April 2023.
DOI: 10.6084/m9.figshare.22309213.v3
title: Targeting Cancer Cell Signaling Using Precision Oncology Towards a Holistic Approach to Cancer Therapeutics

description: The mutational changes occurring in the regulatory genes responsible for the maintenance of optimal cell growth and proliferation gradually lead to cancer progression and metastasis. Furthermore, patients with the same cancer types often respond differently to different cancer therapies, indicating the need for a patient-specific treatment regimen for the disease. Precision oncology is the new field of cancer research that relies on genetic profiling of individual tumors to identify targetable alterations for custom-tailored personalized treatment of the disease. It is to rely upon the genomic study of cancer cells to get a clear picture of the prognosis and pathways involved in disease progression and to look for the means to selectively target them for a cure. This article intends to briefly explain the foundations and frontiers of precision oncology in the context of technological advances being made in this direction to assess its scope and importance in the realization of a proper cure for cancer.
DOI: 10.6084/m9.figshare.22548541
title: Attitude towards Technical and Vocational Education and Training (TVET): Examining the Effect of Behavioral - Extended data for phase 1

description: Questionnaires for Phase 1
DOI: 10.6084/m9.figshare.22548541.v1
title: Extended Data

description: Dataset include questionnaires, analysis software and output
DOI: 10.6084/m9.figshare.22548541.v2
title: Attitude towards Technical and Vocational Education and Training (TVET): Examining the Effect of Behavioral - Extended data for phase 1

description: Questionnaires for Phase 1
DOI: 10.6084/m9.figshare.22573576
title: Attitude towards Technical and Vocational Education and Training (TVET): Examining the Effect of Behavioral - Underlying data for phase 2

description: Sata include pre and post test for control and actual group
DOI: 10.6084/m9.figshare.22573576.v1
title: Attitude towards Technical and Vocational Education and Training (TVET): Examining the Effect of Behavioral - Underlying data for phase 2

description: Sata include pre and post test for control and actual group
DOI: 10.6084/m9.figshare.22573744.v1
title: Attitude towards Technical and Vocational Education and Training (TVET): Examining the Effect of Behavioral - Extended data for phase 2

description: Data include pre post test questionnaires for experimental phase in Malay and English version
DOI: 10.6084/m9.figshare.22573744
title: Attitude towards Technical and Vocational Education and Training (TVET): Examining the Effect of Behavioral - Extended data for phase 2

description: Data include pre post test questionnaires for experimental phase in Malay and English version
DOI: 10.6084/m9.figshare.21430196
title: Generational situatedness: Challenging generational stereotypes in health professions education

description: Use of generation theory is pervasive within health professions education (HPE) literature, yet its application perpetuates unfounded generalizations that disadvantage learners. The objectives of this thematic analysis are first, to understand how generation theory is applied to ‘Generation Z’ HPE students and second, to propose a more productive framework for approaching evolutions within HPE. A literature search was conducted to identify HPE publications pertaining to Gen Z learners. A thematic analysis was undertaken to identify <i>a priori</i> themes and uncover new themes. Qualitative analysis revealed evidence of three <i>a priori</i> themes as well as four newly identified themes across our sample. The near ubiquity of <i>essentialism</i> and <i>generational othering</i> across our sample illustrates the ongoing challenges posed by generationalism in HPE discourse. While traces of <i>generational humility</i> and <i>generational situatedness</i> suggest a more holistic response to evolving student populations, we nevertheless discourage the continued use of generation theory to guide HPE pedagogy and instead urge educators to resist essentializing generalizations by thinking comprehensively about what evolutions in HPE must occur if we are to best prepare our students to practice in present and future healthcare settings. Practice pointsAs new cohorts of health professions students (‘Gen Z’) matriculate, generation theory remains a compelling frame for conceptualizing changes in health professions education (HPE) despite a robust body of research critiquing its reliance on essentializing stereotypes.Examples of <i>essentialism</i> and <i>generational othering</i>, which perpetuate reductive stereotypes about generational cohorts, frequently recur in the published literature about Gen Z HPE students.<i>Generational situatedness</i> may mitigate the reductive essentializing of generationalism in HPE.A structural approach promises to better prepare students to practice in present and future healthcare settings than adapting HPE to meet the presumed needs of generational learners. Practice points As new cohorts of health professions students (‘Gen Z’) matriculate, generation theory remains a compelling frame for conceptualizing changes in health professions education (HPE) despite a robust body of research critiquing its reliance on essentializing stereotypes. Examples of <i>essentialism</i> and <i>generational othering</i>, which perpetuate reductive stereotypes about generational cohorts, frequently recur in the published literature about Gen Z HPE students. <i>Generational situatedness</i> may mitigate the reductive essentializing of generationalism in HPE. A structural approach promises to better prepare students to practice in present and future healthcare settings than adapting HPE to meet the presumed needs of generational learners.
DOI: 10.6084/m9.figshare.21430196.v1
title: Generational situatedness: Challenging generational stereotypes in health professions education

description: Use of generation theory is pervasive within health professions education (HPE) literature, yet its application perpetuates unfounded generalizations that disadvantage learners. The objectives of this thematic analysis are first, to understand how generation theory is applied to ‘Generation Z’ HPE students and second, to propose a more productive framework for approaching evolutions within HPE. A literature search was conducted to identify HPE publications pertaining to Gen Z learners. A thematic analysis was undertaken to identify <i>a priori</i> themes and uncover new themes. Qualitative analysis revealed evidence of three <i>a priori</i> themes as well as four newly identified themes across our sample. The near ubiquity of <i>essentialism</i> and <i>generational othering</i> across our sample illustrates the ongoing challenges posed by generationalism in HPE discourse. While traces of <i>generational humility</i> and <i>generational situatedness</i> suggest a more holistic response to evolving student populations, we nevertheless discourage the continued use of generation theory to guide HPE pedagogy and instead urge educators to resist essentializing generalizations by thinking comprehensively about what evolutions in HPE must occur if we are to best prepare our students to practice in present and future healthcare settings. Practice pointsAs new cohorts of health professions students (‘Gen Z’) matriculate, generation theory remains a compelling frame for conceptualizing changes in health professions education (HPE) despite a robust body of research critiquing its reliance on essentializing stereotypes.Examples of <i>essentialism</i> and <i>generational othering</i>, which perpetuate reductive stereotypes about generational cohorts, frequently recur in the published literature about Gen Z HPE students.<i>Generational situatedness</i> may mitigate the reductive essentializing of generationalism in HPE.A structural approach promises to better prepare students to practice in present and future healthcare settings than adapting HPE to meet the presumed needs of generational learners. Practice points As new cohorts of health professions students (‘Gen Z’) matriculate, generation theory remains a compelling frame for conceptualizing changes in health professions education (HPE) despite a robust body of research critiquing its reliance on essentializing stereotypes. Examples of <i>essentialism</i> and <i>generational othering</i>, which perpetuate reductive stereotypes about generational cohorts, frequently recur in the published literature about Gen Z HPE students. <i>Generational situatedness</i> may mitigate the reductive essentializing of generationalism in HPE. A structural approach promises to better prepare students to practice in present and future healthcare settings than adapting HPE to meet the presumed needs of generational learners.
DOI: 10.6084/m9.figshare.20422212
title: Learning patient-centredness with simulated/standardized patients: A realist review: BEME Guide No. 68

description: Given the positive outcomes of patient-centred care on health outcomes, future doctors should learn how to deliver patient-centred care. The literature describes a wide variety of educational interventions with standardized patients (SPs) that focus on learning patient-centredness. However, it is unclear which mechanisms are responsible for learning patient-centredness when applying educational interventions with SPs. This study aims to clarify how healthcare learners and professionals learn patient-centredness through interventions involving SPs in different healthcare educational contexts. A realist approach was used to focus on what works, for whom, in what circumstances, in what respect and why. Databases were searched through 2019. Nineteen papers were included for analysis. Through inductive and deductive coding, CIC’MO configurations were identified to build partial program theories. These CIC’MOs describe how Interventions with SPs change the Context (C→C’) such that Mechanisms (M) are triggered that are expected to foster patient-centredness as Outcome. Interventions with SPs create three contexts which are ‘a safe learning environment,’ ‘reflective practice,’ and ‘enabling people to learn together.’ These contexts trigger the following seven mechanisms: feeling confident, feeling a sense of comfort, feeling safe, self-reflection, awareness, comparing & contrasting perspectives, combining and broadening perspectives. A tentative final program theory with mechanisms belonging to three main learning components (cognitive, regulative metacognitive and affective) is proposed: Interventions with SPs create a safe learning environment (C’) in which learners gain feelings of confidence, comfort and safety (affective M). This safe learning environment enables two other mutual related contexts in which learners learn together (C’), through comparing & contrasting, combining and broadening their perspectives (cognitive M) and in which reflective practice (C’) facilitates self-reflection and awareness (metacognitive M) in order to learn patient-centeredness. These insights offer educators ways to deliberately use interventions with SPs that trigger the described mechanisms for learning patient-centredness.
DOI: 10.6084/m9.figshare.20422212.v1
title: Learning patient-centredness with simulated/standardized patients: A realist review: BEME Guide No. 68

description: Given the positive outcomes of patient-centred care on health outcomes, future doctors should learn how to deliver patient-centred care. The literature describes a wide variety of educational interventions with standardized patients (SPs) that focus on learning patient-centredness. However, it is unclear which mechanisms are responsible for learning patient-centredness when applying educational interventions with SPs. This study aims to clarify how healthcare learners and professionals learn patient-centredness through interventions involving SPs in different healthcare educational contexts. A realist approach was used to focus on what works, for whom, in what circumstances, in what respect and why. Databases were searched through 2019. Nineteen papers were included for analysis. Through inductive and deductive coding, CIC’MO configurations were identified to build partial program theories. These CIC’MOs describe how Interventions with SPs change the Context (C→C’) such that Mechanisms (M) are triggered that are expected to foster patient-centredness as Outcome. Interventions with SPs create three contexts which are ‘a safe learning environment,’ ‘reflective practice,’ and ‘enabling people to learn together.’ These contexts trigger the following seven mechanisms: feeling confident, feeling a sense of comfort, feeling safe, self-reflection, awareness, comparing & contrasting perspectives, combining and broadening perspectives. A tentative final program theory with mechanisms belonging to three main learning components (cognitive, regulative metacognitive and affective) is proposed: Interventions with SPs create a safe learning environment (C’) in which learners gain feelings of confidence, comfort and safety (affective M). This safe learning environment enables two other mutual related contexts in which learners learn together (C’), through comparing & contrasting, combining and broadening their perspectives (cognitive M) and in which reflective practice (C’) facilitates self-reflection and awareness (metacognitive M) in order to learn patient-centeredness. These insights offer educators ways to deliberately use interventions with SPs that trigger the described mechanisms for learning patient-centredness.
DOI: 10.6084/m9.figshare.21430198
title: Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity

description: Multiple choice questions (MCQs) suffer from cueing, item quality and factual knowledge testing. This study presents a novel multimodal test containing alternative item types in a computer-based assessment (CBA) format, designated as Proxy-CBA. The Proxy-CBA was compared to a standard MCQ-CBA, regarding validity, reliability, standard error of measurement, and cognitive load, using a quasi-experimental crossover design. Biomedical students were randomized into two groups to sit a 65-item formative exam starting with the MCQ-CBA followed by the Proxy-CBA (group 1, <i>n</i> = 38), or the reverse (group 2, <i>n</i> = 35). Subsequently, a questionnaire on perceived cognitive load was taken, answered by 71 participants. Both CBA formats were analyzed according to parameters of the Classical Test Theory and the Rasch model. Compared to the MCQ-CBA, the Proxy-CBA had lower raw scores (<i>p</i> &lt; 0.001, η<sup>2</sup> = 0.276), higher reliability estimates (<i>p</i> &lt; 0.001, η<sup>2</sup> = 0.498), lower SEM estimates (<i>p</i> &lt; 0.001, η<sup>2</sup> = 0.807), and lower theta ability scores (p &lt; 0.001, η<sup>2</sup> = 0.288). The questionnaire revealed no significant differences between both CBA tests regarding perceived cognitive load. Compared to the MCQ-CBA, the Proxy-CBA showed increased reliability and a higher degree of validity with similar cognitive load, suggesting its utility as an alternative assessment format.
DOI: 10.6084/m9.figshare.21430198.v1
title: Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity

description: Multiple choice questions (MCQs) suffer from cueing, item quality and factual knowledge testing. This study presents a novel multimodal test containing alternative item types in a computer-based assessment (CBA) format, designated as Proxy-CBA. The Proxy-CBA was compared to a standard MCQ-CBA, regarding validity, reliability, standard error of measurement, and cognitive load, using a quasi-experimental crossover design. Biomedical students were randomized into two groups to sit a 65-item formative exam starting with the MCQ-CBA followed by the Proxy-CBA (group 1, <i>n</i> = 38), or the reverse (group 2, <i>n</i> = 35). Subsequently, a questionnaire on perceived cognitive load was taken, answered by 71 participants. Both CBA formats were analyzed according to parameters of the Classical Test Theory and the Rasch model. Compared to the MCQ-CBA, the Proxy-CBA had lower raw scores (<i>p</i> &lt; 0.001, η<sup>2</sup> = 0.276), higher reliability estimates (<i>p</i> &lt; 0.001, η<sup>2</sup> = 0.498), lower SEM estimates (<i>p</i> &lt; 0.001, η<sup>2</sup> = 0.807), and lower theta ability scores (p &lt; 0.001, η<sup>2</sup> = 0.288). The questionnaire revealed no significant differences between both CBA tests regarding perceived cognitive load. Compared to the MCQ-CBA, the Proxy-CBA showed increased reliability and a higher degree of validity with similar cognitive load, suggesting its utility as an alternative assessment format.
DOI: 10.15156/bio/sh1000000.09fu
title: SH1000000.09FU

description: UNITE provides a unified way for delimiting, identifying, communicating, and working with DNA-based Species Hypotheses (SH). All fungal ITS sequences in the international nucleotide sequence databases are clustered to approximately the species level by applying a set of dynamic distance values (<0.5 - 3.0%). All species hypotheses are given a unique, stable name in the form of a DOI, and their taxonomic and ecological annotations are verified through distributed, web-based third-party annotation efforts. SHs are connected to a taxon name and its classification as far as possible (phylum, class, order, etc.) by taking into account identifications for all sequences in the SH. An automatically or manually designated sequence is chosen to represent each such SH. These sequences are released (https://unite.ut.ee/repository.php) for use by the scientific community in, for example, local sequence similarity searches and next-generation sequencing analysis pipelines. The system and the data are updated automatically as the number of public fungal ITS sequences grows.
DOI: 10.15156/bio/sh1000001.09fu
title: SH1000001.09FU

description: UNITE provides a unified way for delimiting, identifying, communicating, and working with DNA-based Species Hypotheses (SH). All fungal ITS sequences in the international nucleotide sequence databases are clustered to approximately the species level by applying a set of dynamic distance values (<0.5 - 3.0%). All species hypotheses are given a unique, stable name in the form of a DOI, and their taxonomic and ecological annotations are verified through distributed, web-based third-party annotation efforts. SHs are connected to a taxon name and its classification as far as possible (phylum, class, order, etc.) by taking into account identifications for all sequences in the SH. An automatically or manually designated sequence is chosen to represent each such SH. These sequences are released (https://unite.ut.ee/repository.php) for use by the scientific community in, for example, local sequence similarity searches and next-generation sequencing analysis pipelines. The system and the data are updated automatically as the number of public fungal ITS sequences grows.
DOI: 10.15156/bio/sh1000002.09fu
title: SH1000002.09FU

description: UNITE provides a unified way for delimiting, identifying, communicating, and working with DNA-based Species Hypotheses (SH). All fungal ITS sequences in the international nucleotide sequence databases are clustered to approximately the species level by applying a set of dynamic distance values (<0.5 - 3.0%). All species hypotheses are given a unique, stable name in the form of a DOI, and their taxonomic and ecological annotations are verified through distributed, web-based third-party annotation efforts. SHs are connected to a taxon name and its classification as far as possible (phylum, class, order, etc.) by taking into account identifications for all sequences in the SH. An automatically or manually designated sequence is chosen to represent each such SH. These sequences are released (https://unite.ut.ee/repository.php) for use by the scientific community in, for example, local sequence similarity searches and next-generation sequencing analysis pipelines. The system and the data are updated automatically as the number of public fungal ITS sequences grows.