cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.30490062.v2
title: Mesenchymal stromal cell-derived extracellular vesicles as a next-generation therapy for ARDS: mechanisms, advances, and future directions

description: Acute respiratory distress syndrome (ARDS) is a life-threatening syndrome characterized by diffuse alveolar damage, severe hypoxemia, and dysregulated inflammation. Despite improvements in lung-protective ventilation and supportive care, mortality remains high, highlighting the need for therapies targeting core mechanisms of injury and repair. Mesenchymal stromal cells (MSCs) have demonstrated therapeutic potential largely via paracrine mechanisms, with extracellular vesicles (EVs) emerging as a cell-free alternative that retains key MSC benefits while overcoming limitations related to cell viability, engraftment, and scalability. This review synthesizes current evidence on MSC-derived EVs (MSC-EVs) in ARDS, encompassing mechanisms of action, preclinical efficacy, delivery strategies, and translational challenges. Studies published from 2015 to 2025 were retrieved from PubMed, Web of Science, and ClinicalTrials.gov. Emphasis is placed on immunomodulatory effects, restoration of alveolar – capillary barrier integrity, and transfer of functional proteins, mRNAs, and microRNAs. MSC-EVs represent a promising, disease-modifying therapy with potential to reduce ventilation duration, extracorporeal support, and overall healthcare burden. Key challenges remain, including standardized manufacturing, validated potency assays, and identification of patient selection biomarkers. Integration of bioengineering innovations, GMP-compliant production pipelines, and stratified clinical trial designs will be critical to accelerate translation and enable definitive evaluation in late-phase studies.
DOI: 10.6084/m9.figshare.28239492.v1
title: Towards an ecosystemic approach to culture and sustainability

description: In the past decades, international cultural policy and academic discussions have aimed to link culture to sustainability debates, but as many scholars have noted, concrete policy implications have remained slim. As another emerging trend, the metaphor of ecosystem has been increasingly used in research and policy to approach the reality of cultural activity in a more inclusive way. Although discussions of cultural sustainability and cultural ecosystems have coexisted for some time, they have so far not been systematically connected. This paper aims to fill this gap by studying how cultural ecosystems and sustainability have been discussed separately and together in previous research and by suggesting an ecosystemic approach as a possible solution to the acknowledged lack of clarity in policy and theoretical approaches to cultural sustainability. Through a systematic literature review, the study identifies four standpoints on cultural ecosystems and sustainability and proposes an ecosystemic framework for cultural sustainability analysis.
DOI: 10.6084/m9.figshare.31027876
title: Medical students’ perspectives on learning challenging patient communication through simulated patients: insights mirrored by teachers

description: Future physicians must develop the necessary knowledge and skills to effectively manage challenging patient communication. To design linked meaningful learning activities, perspectives from students and teachers need to be taken into account as well as students' previous knowledge. Aiming to better understand how this knowledge can be acquired through patient simulation, we examined students' perceptions, mirrored in teachers' reflections, and how these relate to the medical curriculum. Data were collected from students and teachers during the ninth semester of a medical program in Sweden. A narrative survey and individual interviews were conducted. Using thematic analysis, we analyzed nineteen student surveys, five student interviews, and four teacher interviews to explore perceptions of learning. The student themes were then used to identify corresponding subthemes in the teacher data through a mirroring process. Self-knowledge was identified as a crucial skill in order to effectively convey empathy in challenging patient communications. Patient simulation was described as a valuable learning activity which, however, lacked integration with adjacent learning activities in the medical program. Learning progression was hindered by a disconnect between communication-related learning activities and those focused on medical knowledge. Both self-knowledge and medical knowledge are perceived as essential for learning how to manage challenging patient communication. Our findings suggest that the learning of patient communication and medical knowledge should be integrated in the curriculum and reinforced across various settings. Patient simulation is a valuable method for developing self-knowledge and communication skills.
DOI: 10.6084/m9.figshare.31027876.v1
title: Medical students’ perspectives on learning challenging patient communication through simulated patients: insights mirrored by teachers

description: Future physicians must develop the necessary knowledge and skills to effectively manage challenging patient communication. To design linked meaningful learning activities, perspectives from students and teachers need to be taken into account as well as students' previous knowledge. Aiming to better understand how this knowledge can be acquired through patient simulation, we examined students' perceptions, mirrored in teachers' reflections, and how these relate to the medical curriculum. Data were collected from students and teachers during the ninth semester of a medical program in Sweden. A narrative survey and individual interviews were conducted. Using thematic analysis, we analyzed nineteen student surveys, five student interviews, and four teacher interviews to explore perceptions of learning. The student themes were then used to identify corresponding subthemes in the teacher data through a mirroring process. Self-knowledge was identified as a crucial skill in order to effectively convey empathy in challenging patient communications. Patient simulation was described as a valuable learning activity which, however, lacked integration with adjacent learning activities in the medical program. Learning progression was hindered by a disconnect between communication-related learning activities and those focused on medical knowledge. Both self-knowledge and medical knowledge are perceived as essential for learning how to manage challenging patient communication. Our findings suggest that the learning of patient communication and medical knowledge should be integrated in the curriculum and reinforced across various settings. Patient simulation is a valuable method for developing self-knowledge and communication skills.
DOI: 10.6084/m9.figshare.31027876.v2
title: Medical students’ perspectives on learning challenging patient communication through simulated patients: insights mirrored by teachers

description: Future physicians must develop the necessary knowledge and skills to effectively manage challenging patient communication. To design linked meaningful learning activities, perspectives from students and teachers need to be taken into account as well as students' previous knowledge. Aiming to better understand how this knowledge can be acquired through patient simulation, we examined students' perceptions, mirrored in teachers' reflections, and how these relate to the medical curriculum. Data were collected from students and teachers during the ninth semester of a medical program in Sweden. A narrative survey and individual interviews were conducted. Using thematic analysis, we analyzed nineteen student surveys, five student interviews, and four teacher interviews to explore perceptions of learning. The student themes were then used to identify corresponding subthemes in the teacher data through a mirroring process. Self-knowledge was identified as a crucial skill in order to effectively convey empathy in challenging patient communications. Patient simulation was described as a valuable learning activity which, however, lacked integration with adjacent learning activities in the medical program. Learning progression was hindered by a disconnect between communication-related learning activities and those focused on medical knowledge. Both self-knowledge and medical knowledge are perceived as essential for learning how to manage challenging patient communication. Our findings suggest that the learning of patient communication and medical knowledge should be integrated in the curriculum and reinforced across various settings. Patient simulation is a valuable method for developing self-knowledge and communication skills.
DOI: 10.15468/dl.jyw25z
title: Occurrence Download

description: A dataset containing 38559 species occurrences available in GBIF matching the query:
{
 "and" : [
 "DatasetKey is Reptiles and Amphibians Dataset",
 "TaxonKey is Amphibia"
 ]
}

 The dataset includes 38559 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0002292-260120142942310/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.27108195
title: A survey of speech-language pathology service delivery in Australian schools

description: Speech-language pathologists (SLPs) work in Australian schools yet, little is documented about their service delivery practices. This study therefore explores Australian speech-language pathology service delivery in schools, inclusive of work activities, caseloads, and assessment and intervention practices. An online survey comprising multiple choice, constant sum, Likert scale, and open text questions was completed by 105 SLPs. Quantitative data was analysed using descriptive statistics while open-text responses were analysed using content analysis. Participants were predominantly government education department employees working in multiple schools, and caseloads ranged from 10 to 240 students for full-time SLPs. While responses varied considerably, some general trends emerged. Most time was spent on intervention, followed by non-contact tasks, and assessments, with differences across employment sectors. Language was the most common student need, followed by literacy and speech. Frequently reported factors contributing to client complexity and intervention frequency were co-occurring presentations, severity of student needs, caseload size, and impact on learning. Caseload manageability was a concern for participants who reported larger caseloads, spent more time in assessment or less time in therapy than others, and worked in education departments. Findings have implications for policy makers, professional bodies and employers, and provide direction for future systematic data collection.
DOI: 10.6084/m9.figshare.27108195.v1
title: A survey of speech-language pathology service delivery in Australian schools

description: Speech-language pathologists (SLPs) work in Australian schools yet, little is documented about their service delivery practices. This study therefore explores Australian speech-language pathology service delivery in schools, inclusive of work activities, caseloads, and assessment and intervention practices. An online survey comprising multiple choice, constant sum, Likert scale, and open text questions was completed by 105 SLPs. Quantitative data was analysed using descriptive statistics while open-text responses were analysed using content analysis. Participants were predominantly government education department employees working in multiple schools, and caseloads ranged from 10 to 240 students for full-time SLPs. While responses varied considerably, some general trends emerged. Most time was spent on intervention, followed by non-contact tasks, and assessments, with differences across employment sectors. Language was the most common student need, followed by literacy and speech. Frequently reported factors contributing to client complexity and intervention frequency were co-occurring presentations, severity of student needs, caseload size, and impact on learning. Caseload manageability was a concern for participants who reported larger caseloads, spent more time in assessment or less time in therapy than others, and worked in education departments. Findings have implications for policy makers, professional bodies and employers, and provide direction for future systematic data collection.
DOI: 10.6084/m9.figshare.29041309
title: Prevention of, and response to, sexual and gender-based violence, for refugees who experience communication disability: Evidence from Rwanda

description: Risk of exposure to sexual and gender based violence increases during forced migration. Refugee girls and women with communication impairments are at particular risk, with under-identification and lack of appropriate services contributing to increased risk of abuse and limited access to support/redress. This paper describes an innovation project in Rwanda, involvingn the refugee community and service providers. The projects aimed to: a) Document sexual and gender based violence prevention and sexual and reproductive health education services, b) identify inclusive practice and challenges, c) understand refugees’ perspectives on access to information and services, and d) recommend changes. The project was framed using the Humanitarian Innovation Guide and drew on action research. Individual interviews (21), focus group (81 participants) and workshops (38 participants) were carried out. Content and framework analysis were used and a Humanitarian Innovation Guide ‘Problem Statement’ and ‘Challenge Brief’ were developed. Interviews and focus group data generated seven categories and themes, including services, risks, experiences, and needs. Workshops validated findings and participants identified next steps and solutions. Refugees experiencing communication disability face challenges related to sexual and gender based violence prevention and sexual and reproductive health education. Service providers face challenges meeting refugees’ needs, but can identify ideas for improved inclusion.
DOI: 10.6084/m9.figshare.29041309.v1
title: Prevention of, and response to, sexual and gender-based violence, for refugees who experience communication disability: Evidence from Rwanda

description: Risk of exposure to sexual and gender based violence increases during forced migration. Refugee girls and women with communication impairments are at particular risk, with under-identification and lack of appropriate services contributing to increased risk of abuse and limited access to support/redress. This paper describes an innovation project in Rwanda, involvingn the refugee community and service providers. The projects aimed to: a) Document sexual and gender based violence prevention and sexual and reproductive health education services, b) identify inclusive practice and challenges, c) understand refugees’ perspectives on access to information and services, and d) recommend changes. The project was framed using the Humanitarian Innovation Guide and drew on action research. Individual interviews (21), focus group (81 participants) and workshops (38 participants) were carried out. Content and framework analysis were used and a Humanitarian Innovation Guide ‘Problem Statement’ and ‘Challenge Brief’ were developed. Interviews and focus group data generated seven categories and themes, including services, risks, experiences, and needs. Workshops validated findings and participants identified next steps and solutions. Refugees experiencing communication disability face challenges related to sexual and gender based violence prevention and sexual and reproductive health education. Service providers face challenges meeting refugees’ needs, but can identify ideas for improved inclusion.
DOI: 10.6084/m9.figshare.25957222
title: Amplifying the voices of underrepresented speech-language pathologists: A scoping review using the transformative research paradigm

description: To investigate the characteristics of studies that included underrepresented speech-language pathologists (SLPs) as research participants. A scoping review was conducted using the principles of the transformative research paradigm, which promotes the meaningful involvement and empowerment of marginalised groups. Co-production with minority SLPs was facilitated. The search strategy was run in six databases, and the transformative checklist used for analysis. Twenty studies were included. Bilingual and male SLPs were among the most commonly included underrepresented SLPs. Most studies were conducted in the USA (<i>n</i> = 16), and used survey methods. The studies provided valuable insights into the experiences and practices of underrepresented SLPs, and yielded practical solutions to foster inclusion and diversity in the profession. Most studies demonstrated a transformative potential, but the active engagement of underrepresented SLP participants in the research cycle was rarely demonstrated. This review calls for a shift in how and why research is conducted when including underrepresented SLP participants. Through the lens of the transformative research paradigm, we can rethink the broader aim of research and the role of researchers and participants. Using research as a platform to give visibility, voice, and agency to minority groups can stimulate change and equity in the profession.
DOI: 10.6084/m9.figshare.25957222.v1
title: Amplifying the voices of underrepresented speech-language pathologists: A scoping review using the transformative research paradigm

description: To investigate the characteristics of studies that included underrepresented speech-language pathologists (SLPs) as research participants. A scoping review was conducted using the principles of the transformative research paradigm, which promotes the meaningful involvement and empowerment of marginalised groups. Co-production with minority SLPs was facilitated. The search strategy was run in six databases, and the transformative checklist used for analysis. Twenty studies were included. Bilingual and male SLPs were among the most commonly included underrepresented SLPs. Most studies were conducted in the USA (<i>n</i> = 16), and used survey methods. The studies provided valuable insights into the experiences and practices of underrepresented SLPs, and yielded practical solutions to foster inclusion and diversity in the profession. Most studies demonstrated a transformative potential, but the active engagement of underrepresented SLP participants in the research cycle was rarely demonstrated. This review calls for a shift in how and why research is conducted when including underrepresented SLP participants. Through the lens of the transformative research paradigm, we can rethink the broader aim of research and the role of researchers and participants. Using research as a platform to give visibility, voice, and agency to minority groups can stimulate change and equity in the profession.
DOI: 10.6084/m9.figshare.26953641
title: Caregiver training improves child feeding behaviours in children with paediatric feeding disorder and may reduce caregiver stress: A systematic review and meta-analysis

description: The purpose of this systematic review and meta-analysis was to synthesise the evidence from randomised controlled trials for caregiver training on child and family outcomes for children with paediatric feeding disorder. A systematic review was conducted in accordance with PRISMA guidelines. Searches of Medline, CINAHL, PsychInfo, and EMBASE were conducted using the key concepts of paediatrics, feeding disorders, parents/caregivers, and training. Eligible studies included randomised controlled trials published in peer-reviewed articles, testing the impact of caregiver training on outcomes for children with paediatric feeding disorder. Eight articles met the inclusion criteria, involving 575 participants from three countries. Seven articles were included in the meta-analyses, providing high certainty evidence that caregiver training improves child feeding behaviours and reduces unhelpful caregiver mealtime strategies compared with no intervention. Uncertainty remains in regard to impact on caregiver stress and intervention intensity. Caregiver training is an effective strategy for improving outcomes in children with paediatric feeding disorder. Further research is required to determine the most effective methods of caregiver training, including the intensity of treatment required to attain clinically important benefits for families with different levels of need.
DOI: 10.6084/m9.figshare.26953641.v1
title: Caregiver training improves child feeding behaviours in children with paediatric feeding disorder and may reduce caregiver stress: A systematic review and meta-analysis

description: The purpose of this systematic review and meta-analysis was to synthesise the evidence from randomised controlled trials for caregiver training on child and family outcomes for children with paediatric feeding disorder. A systematic review was conducted in accordance with PRISMA guidelines. Searches of Medline, CINAHL, PsychInfo, and EMBASE were conducted using the key concepts of paediatrics, feeding disorders, parents/caregivers, and training. Eligible studies included randomised controlled trials published in peer-reviewed articles, testing the impact of caregiver training on outcomes for children with paediatric feeding disorder. Eight articles met the inclusion criteria, involving 575 participants from three countries. Seven articles were included in the meta-analyses, providing high certainty evidence that caregiver training improves child feeding behaviours and reduces unhelpful caregiver mealtime strategies compared with no intervention. Uncertainty remains in regard to impact on caregiver stress and intervention intensity. Caregiver training is an effective strategy for improving outcomes in children with paediatric feeding disorder. Further research is required to determine the most effective methods of caregiver training, including the intensity of treatment required to attain clinically important benefits for families with different levels of need.
DOI: 10.6084/m9.figshare.27641549.v1
title: Caregiver experiences of oral feeding in infants on long-term high flow nasal cannula support

description: Navigating the feeding journey of medically complex infants on long-term high flow nasal cannula support can be challenging for caregivers, especially given inconsistencies in clinical practice for oral feeding on high flow nasal cannula support. The aim of this study was to explore the perspectives of caregivers who have experienced this journey, to inform best practice care. This study used a generic qualitative inquiry approach. Semi-structured interviews were conducted with seven caregivers of children who had been on long-term high flow nasal cannula support as infants during 2021. Reflexive thematic analysis was used to generate meaning-united stories. All caregivers reported oral feeding difficulties that persisted beyond hospitalisation, resulting in demanding mental loads and care arrangements. Caregivers described how these difficulties were often exacerbated by complex medical needs and the strategies they experimented with to support oral feeding. Caregiver’s experiences in the healthcare system were characterised by inconsistencies in care pathways and variable access to specialist feeding services. The importance of a collaborative relationship with healthcare professionals and a conducive hospital environment were also highlighted. The oral feeding journey for families with infants on long-term high flow nasal cannula support was characterised by multifaceted challenges and implications. Further research is required to establish and provide consistent, family-centred, and evidence-based care for this population.