cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.22116221
title: Provenance of Carboniferous-Permian sedimentary units in southern Mexico: evidence for peri-arc basin evolution during the Pangea assembly

description: The Oaxacan Complex Carboniferous-Permian sedimentary cover in southern México records provenance shifts through time, reflecting the collision between Gondwana and Laurentia to amalgamate Pangea. The integration of petrological analysis and LA-ICP-MS U-Pb zircon geochronology from Santiago, Ixtaltepec and Yododeñe formations compared with adjacent terranes suggests that: (1) during the Early Mississippian, the Santiago Formation received sediments mainly from local sources such as the Oaxacan Complex and Tiñu Formation, with minor contributions from adjacent peri-Gondwana sources. The magmatic activity may have started during this time (~359–346 Ma) (2) during the Late Mississippian (Ixtaltepec Formation), detrital zircon grains of Ediacaran-Cambrian age are dominant, derived from sediments either related to the Pan-African/Brasiliano orogeny or the opening of the Iapetus Ocean; (3) during the Late Mississippian-Middle Pennsylvanian, intercalated marine volcaniclastic sandstone (Ixtaltepec Formation) provides the first record of Carboniferous arc-related volcanism reported in southern Mexico, dated between 330 and 308 Ma; (4) the early Permian Yododeñe Formation records the exhumation and erosion of the sedimentary cover during the final stage of Pangea assembly. Rhyodacitic subvolcanic sills and lavas dated at ~282–270 Ma are present throughout the succession. Volcanism and ca. 360–308 Ma detrital zircon grains could be associated with a Carboniferous magmatic arc formed by subduction of the Rheic oceanic plate beneath Gondwana. Slightly younger detrital zircon and subvolcanic rocks dated at ~300–270 Ma are linked to a western Pangea arc developed in response to the subduction of the Paleo-Pacific Ocean following Pangea assembly. Our results suggest that the Carboniferous-Permian units were deposited in a peri-arc basin, sharing sediment provenance with the Maya and Coahuila blocks, the Sierra de Juárez Complex, and northwestern South America.
DOI: 10.6084/m9.figshare.22109036
title: Late Paleozoic and early Mesozoic granitoids in the northwestern Bureya Massif, Central Asian Orogenic Belt: Timing and tectonic significance

description: The Bureya Massif is an important massif in the eastern Central Asian Orogenic Belt (CAOB), and contains voluminous late Palaeozoic–early Mesozoic granitoids that are ideal for investigating the tectonic evolution of the eastern CAOB. Here we report whole-rock geochemical, and zircon U–Pb geochronological and Lu–Hf isotope data for several granite intrusions in the northwestern Bureya Massif, with the aim of constraining the timing of magmatism and late Palaeozoic–early Mesozoic tectonism in the eastern CAOB. The zircon U–Pb dating results indicate that granitoids with ages of 306 ± 4, 243 ± 3, 191 ± 2, and 189 ± 4 Ma occur in the Bureya Massif. These, and previously published data, reveal that at least four stages of magmatism occurred in the northwestern part of the massif: ~306 Ma, ~243 Ma, 219–212 Ma, and ~201-189 Ma. The late Carboniferous (306 ± 4 Ma) gneissic monzogranites have an S and A-type granite affinity, and were derived with significant contribution of the mantle component in a syn- to post-collisional setting between the Bureya and Xing’an massifs. The Middle Triassic (243 ± 3 Ma) porphyritic I-type monzogranites, Early Jurassic (191 ± 2 Ma) porphyritic S-type syenogranites, and Early Jurassic (189 ± 4 Ma) gneissic S-type monzogranites have a supra-subduction zone geochemical signature. These granitoids formed in an active continental margin setting associated with southward subduction of the Mongol–Okhotsk oceanic plate.
DOI: 10.6084/m9.figshare.22116221.v1
title: Provenance of Carboniferous-Permian sedimentary units in southern Mexico: evidence for peri-arc basin evolution during the Pangea assembly

description: The Oaxacan Complex Carboniferous-Permian sedimentary cover in southern México records provenance shifts through time, reflecting the collision between Gondwana and Laurentia to amalgamate Pangea. The integration of petrological analysis and LA-ICP-MS U-Pb zircon geochronology from Santiago, Ixtaltepec and Yododeñe formations compared with adjacent terranes suggests that: (1) during the Early Mississippian, the Santiago Formation received sediments mainly from local sources such as the Oaxacan Complex and Tiñu Formation, with minor contributions from adjacent peri-Gondwana sources. The magmatic activity may have started during this time (~359–346 Ma) (2) during the Late Mississippian (Ixtaltepec Formation), detrital zircon grains of Ediacaran-Cambrian age are dominant, derived from sediments either related to the Pan-African/Brasiliano orogeny or the opening of the Iapetus Ocean; (3) during the Late Mississippian-Middle Pennsylvanian, intercalated marine volcaniclastic sandstone (Ixtaltepec Formation) provides the first record of Carboniferous arc-related volcanism reported in southern Mexico, dated between 330 and 308 Ma; (4) the early Permian Yododeñe Formation records the exhumation and erosion of the sedimentary cover during the final stage of Pangea assembly. Rhyodacitic subvolcanic sills and lavas dated at ~282–270 Ma are present throughout the succession. Volcanism and ca. 360–308 Ma detrital zircon grains could be associated with a Carboniferous magmatic arc formed by subduction of the Rheic oceanic plate beneath Gondwana. Slightly younger detrital zircon and subvolcanic rocks dated at ~300–270 Ma are linked to a western Pangea arc developed in response to the subduction of the Paleo-Pacific Ocean following Pangea assembly. Our results suggest that the Carboniferous-Permian units were deposited in a peri-arc basin, sharing sediment provenance with the Maya and Coahuila blocks, the Sierra de Juárez Complex, and northwestern South America.
DOI: 10.6084/m9.figshare.22067075
title: Late Palaeozoic final subduction records of the southwestern Paleo-Asian Ocean revealed by ca. 286–283 Ma basaltic rocks in the West Junggar, NW China

description: The late Early Permian basaltic rocks in the West Junggar of northwest China provide a critical geological record for revealing the termination of the Late Palaeozoic final-stage subduction history of the southwestern Palaeo-Asian Ocean. With the aim of providing constraints on the late stage of the Late Palaeozoic geodynamic evolution of the southwestern Altaids, an integrated study of detailed field observation, geochronology and geochemistry has been carried out on the Early Permian basaltic rocks from the Hala’alate Mountain of the southern West Junggar. Zircon LA-ICP-MS U-Pb dating of four basaltic andesites suggests that they were erupted during the late Early Permian with ages of ca. 286–283 Ma, coeval with the neighbouring mafic diabase stock and gabbroic dyke swarms. The basaltic rocks have low SiO<sub>2</sub> and moderate MgO contents, with low (<sup>87</sup>Sr/<sup>86</sup>Sr)<sub>i</sub> ratios (0.70397–0.70447) and high positive εNd(t) values (+5.94–+7.19), and also show remarkable enrichment in large ion lithophile elements (Ba, U, K, Pb, Sr) and prominent depletion in high field strength elements (Nb, Ta, Zr, Hf, Ti), indicating that they were originated from the partial melting of a garnet-dominant with minor spinel lherzolitic depleted mantle source previously metasomatized by slab-derived fluids and subducted sediments. These basaltic rocks were most likely formed in a fore-arc extensional setting in response to the slab retreat of the Junggar oceanic slab during the mid-late stage of Early Permian. Combined with previously published regional achievements, our new results support that the down-going of the remnant oceanic slab and the resultant arc magmatic activity of the southern West Junggar probably continued until the ca. 283 Ma, and the closure of the West Junggar branch of the Palaeo-Asian Ocean should be later than the late Early Permian.
DOI: 10.6084/m9.figshare.22067075.v1
title: Late Palaeozoic final subduction records of the southwestern Paleo-Asian Ocean revealed by ca. 286–283 Ma basaltic rocks in the West Junggar, NW China

description: The late Early Permian basaltic rocks in the West Junggar of northwest China provide a critical geological record for revealing the termination of the Late Palaeozoic final-stage subduction history of the southwestern Palaeo-Asian Ocean. With the aim of providing constraints on the late stage of the Late Palaeozoic geodynamic evolution of the southwestern Altaids, an integrated study of detailed field observation, geochronology and geochemistry has been carried out on the Early Permian basaltic rocks from the Hala’alate Mountain of the southern West Junggar. Zircon LA-ICP-MS U-Pb dating of four basaltic andesites suggests that they were erupted during the late Early Permian with ages of ca. 286–283 Ma, coeval with the neighbouring mafic diabase stock and gabbroic dyke swarms. The basaltic rocks have low SiO<sub>2</sub> and moderate MgO contents, with low (<sup>87</sup>Sr/<sup>86</sup>Sr)<sub>i</sub> ratios (0.70397–0.70447) and high positive εNd(t) values (+5.94–+7.19), and also show remarkable enrichment in large ion lithophile elements (Ba, U, K, Pb, Sr) and prominent depletion in high field strength elements (Nb, Ta, Zr, Hf, Ti), indicating that they were originated from the partial melting of a garnet-dominant with minor spinel lherzolitic depleted mantle source previously metasomatized by slab-derived fluids and subducted sediments. These basaltic rocks were most likely formed in a fore-arc extensional setting in response to the slab retreat of the Junggar oceanic slab during the mid-late stage of Early Permian. Combined with previously published regional achievements, our new results support that the down-going of the remnant oceanic slab and the resultant arc magmatic activity of the southern West Junggar probably continued until the ca. 283 Ma, and the closure of the West Junggar branch of the Palaeo-Asian Ocean should be later than the late Early Permian.
DOI: 10.6084/m9.figshare.22109036.v1
title: Late Paleozoic and early Mesozoic granitoids in the northwestern Bureya Massif, Central Asian Orogenic Belt: Timing and tectonic significance

description: The Bureya Massif is an important massif in the eastern Central Asian Orogenic Belt (CAOB), and contains voluminous late Palaeozoic–early Mesozoic granitoids that are ideal for investigating the tectonic evolution of the eastern CAOB. Here we report whole-rock geochemical, and zircon U–Pb geochronological and Lu–Hf isotope data for several granite intrusions in the northwestern Bureya Massif, with the aim of constraining the timing of magmatism and late Palaeozoic–early Mesozoic tectonism in the eastern CAOB. The zircon U–Pb dating results indicate that granitoids with ages of 306 ± 4, 243 ± 3, 191 ± 2, and 189 ± 4 Ma occur in the Bureya Massif. These, and previously published data, reveal that at least four stages of magmatism occurred in the northwestern part of the massif: ~306 Ma, ~243 Ma, 219–212 Ma, and ~201-189 Ma. The late Carboniferous (306 ± 4 Ma) gneissic monzogranites have an S and A-type granite affinity, and were derived with significant contribution of the mantle component in a syn- to post-collisional setting between the Bureya and Xing’an massifs. The Middle Triassic (243 ± 3 Ma) porphyritic I-type monzogranites, Early Jurassic (191 ± 2 Ma) porphyritic S-type syenogranites, and Early Jurassic (189 ± 4 Ma) gneissic S-type monzogranites have a supra-subduction zone geochemical signature. These granitoids formed in an active continental margin setting associated with southward subduction of the Mongol–Okhotsk oceanic plate.
DOI: 10.6084/m9.figshare.21710273
title: Planetary health and sustainability teaching in UK medical education: A review of medical school curricula

description: The doctors of the future need to be empowered to deliver healthcare sustainably while protecting their patients’ health in the context of a degrading environment. This study aimed to objectively review the extent and nature of the teaching of planetary health and sustainability topics in UK medical education. A multi-centre national review of the timetabled teaching sessions in medical courses in the UK during the academic year 2020/2021 against the General Medical Council’s adopted ‘Educating for Sustainable Healthcare – Priority Learning Outcomes’. Medical students were recruited and reviewed the entirety of their own institution’s online teaching materials associated with core teaching sessions using a standardised data collection tool. Learning outcome coverage and estimated teaching time were calculated and used to rank participating medical schools. 45% of eligible UK medical schools were included in the study. The extent of teaching varied considerably amongst courses. Mean coverage of the 13 learning outcomes was 9.9 (SD:2.5) with a mean estimated teaching time of 140 min (SD:139). Courses with dedicated planetary health and sustainability sessions ranked best. There is large disparity in the education that medical students receive on these topics. Teaching may not adequately prioritise sustainability or reflect advances in planetary health knowledge.Practice pointsMedical education on planetary health and sustainability topics varies widely amongst UK medical schools.UK medical education does not necessarily reflect recent advances in planetary health knowledge.Greater educational focus is required on sustainability in healthcare.Centrally mandated teaching on these topics may improve disparity in education.This study’s methodology provides a possible approach for future curriculum evaluations. Practice points Medical education on planetary health and sustainability topics varies widely amongst UK medical schools. UK medical education does not necessarily reflect recent advances in planetary health knowledge. Greater educational focus is required on sustainability in healthcare. Centrally mandated teaching on these topics may improve disparity in education. This study’s methodology provides a possible approach for future curriculum evaluations.
DOI: 10.6084/m9.figshare.21710273.v1
title: Planetary health and sustainability teaching in UK medical education: A review of medical school curricula

description: The doctors of the future need to be empowered to deliver healthcare sustainably while protecting their patients’ health in the context of a degrading environment. This study aimed to objectively review the extent and nature of the teaching of planetary health and sustainability topics in UK medical education. A multi-centre national review of the timetabled teaching sessions in medical courses in the UK during the academic year 2020/2021 against the General Medical Council’s adopted ‘Educating for Sustainable Healthcare – Priority Learning Outcomes’. Medical students were recruited and reviewed the entirety of their own institution’s online teaching materials associated with core teaching sessions using a standardised data collection tool. Learning outcome coverage and estimated teaching time were calculated and used to rank participating medical schools. 45% of eligible UK medical schools were included in the study. The extent of teaching varied considerably amongst courses. Mean coverage of the 13 learning outcomes was 9.9 (SD:2.5) with a mean estimated teaching time of 140 min (SD:139). Courses with dedicated planetary health and sustainability sessions ranked best. There is large disparity in the education that medical students receive on these topics. Teaching may not adequately prioritise sustainability or reflect advances in planetary health knowledge.Practice pointsMedical education on planetary health and sustainability topics varies widely amongst UK medical schools.UK medical education does not necessarily reflect recent advances in planetary health knowledge.Greater educational focus is required on sustainability in healthcare.Centrally mandated teaching on these topics may improve disparity in education.This study’s methodology provides a possible approach for future curriculum evaluations. Practice points Medical education on planetary health and sustainability topics varies widely amongst UK medical schools. UK medical education does not necessarily reflect recent advances in planetary health knowledge. Greater educational focus is required on sustainability in healthcare. Centrally mandated teaching on these topics may improve disparity in education. This study’s methodology provides a possible approach for future curriculum evaluations.
DOI: 10.6084/m9.figshare.21617717.v1
title: Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors

description: To examine the composition and processes of Clinical Competency Committees (CCCs) assigning entrustable professional activity (EPA) levels of supervision for pediatric subspecialty fellows and to examine fellowship program director (FPD) perspectives about using EPAs to determine fellows’ graduation readiness. A qualitative study was performed using one-on-one interviews with a purposeful sample of pediatric subspecialty FPDs to yield a thematic analysis. Semi-structured interview guides were used for participants who self-identified as EPA users or non-users. Inductive analysis and coding were performed on transcripts until theoretical sufficiency was attained. Twenty-eight FPDs were interviewed. There was significant variability in the composition and processes of CCCs across subspecialties. FPDs felt that CCCs intuitively understand what entrustment means, allowing for ease of application of level of supervision (LOS) scales and consensus. FPDs perceived that EPAs provided a global assessment of fellows and are one tool to determine graduation readiness. Although there was variability in the makeup and processes of CCCs across subspecialties, FPDs believe EPAs are intuitive and relatively easy to implement. Consensus can be reached easily using EPA-specific LOS scales focusing on entrustment. FPDs desire a better understanding of how EPAs should be used for graduation.
DOI: 10.6084/m9.figshare.21617754
title: Investigating mental rehearsal’s applicability in guiding independent E-learning (IMAGINE) of eye examination skills during the pandemic

description: COVID-19’s infection control policies have hindered the Deliberate Practice of clinical examinations. Guided Mental Rehearsal (GMR) may overcome this obstacle by facilitating independent, repetitive practice. Underpinned by the ‘Motor Simulation Theory,’ GMR reinforces similar neuro-circuit activations during physical practice and was proven effective in surgical training. This prospective, randomized controlled study evaluated the efficacy of GMR versus ‘peer-learning’ of Confrontational Visual Field Examination (CVFE). Third-year medical-students without clinical Ophthalmology experience were recruited. Controls (<i>n</i> = 40) watched an e-learning instructional video (8-min CVFE tutorial) followed by 6-min of ‘peer-learning.’ GMR-students (<i>n</i> = 40) had ‘peer-learning’ replaced by a 6-min GMR audio-recording (CVFE running commentary). Pre-test and post-test MCQs were administered to determine baseline knowledge and knowledge acquisition, respectively. 28 controls and 26 GMR-students performed CVFE on simulated patients with right homonymous hemianopia. Four Ophthalmologists graded their performances using a checklist-based marking scheme. Both groups did not exhibit a significant difference in pre-test scores (8.550 <i>vs.</i> 7.947, <i>p</i> = 0.266); outcome of sub-group analysis of CVFE-performing candidates was similar (8.214 <i>vs.</i> 7.833, <i>p</i> = 0.561). Post-test scores were significantly higher than pre-test in both groups (all <i>p</i> &lt; .001), without inter-group difference (14.000 <i>vs.</i> 15.000, <i>p</i> = 0.715). GMR-group had significantly higher scores on CVFE performance than controls (85.354 <i>vs.</i> 73.679%, <i>p</i> = .001). GMR improved psychomotor but not cognitive aspect of learning CVFE. This may be attributable to GMR’s theoretical resemblance with physical practice, with additional expert guidance. By enabling independent learning, GMR may also reduce the demand for teaching manpower and thus education cost in the future.
DOI: 10.6084/m9.figshare.21617754.v1
title: Investigating mental rehearsal’s applicability in guiding independent E-learning (IMAGINE) of eye examination skills during the pandemic

description: COVID-19’s infection control policies have hindered the Deliberate Practice of clinical examinations. Guided Mental Rehearsal (GMR) may overcome this obstacle by facilitating independent, repetitive practice. Underpinned by the ‘Motor Simulation Theory,’ GMR reinforces similar neuro-circuit activations during physical practice and was proven effective in surgical training. This prospective, randomized controlled study evaluated the efficacy of GMR versus ‘peer-learning’ of Confrontational Visual Field Examination (CVFE). Third-year medical-students without clinical Ophthalmology experience were recruited. Controls (<i>n</i> = 40) watched an e-learning instructional video (8-min CVFE tutorial) followed by 6-min of ‘peer-learning.’ GMR-students (<i>n</i> = 40) had ‘peer-learning’ replaced by a 6-min GMR audio-recording (CVFE running commentary). Pre-test and post-test MCQs were administered to determine baseline knowledge and knowledge acquisition, respectively. 28 controls and 26 GMR-students performed CVFE on simulated patients with right homonymous hemianopia. Four Ophthalmologists graded their performances using a checklist-based marking scheme. Both groups did not exhibit a significant difference in pre-test scores (8.550 <i>vs.</i> 7.947, <i>p</i> = 0.266); outcome of sub-group analysis of CVFE-performing candidates was similar (8.214 <i>vs.</i> 7.833, <i>p</i> = 0.561). Post-test scores were significantly higher than pre-test in both groups (all <i>p</i> &lt; .001), without inter-group difference (14.000 <i>vs.</i> 15.000, <i>p</i> = 0.715). GMR-group had significantly higher scores on CVFE performance than controls (85.354 <i>vs.</i> 73.679%, <i>p</i> = .001). GMR improved psychomotor but not cognitive aspect of learning CVFE. This may be attributable to GMR’s theoretical resemblance with physical practice, with additional expert guidance. By enabling independent learning, GMR may also reduce the demand for teaching manpower and thus education cost in the future.