cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.25582/data.2020-09.2048735/2080909
title: Data for EMSL Project 51239 from September 2020
DOI: 10.5281/zenodo.10010109
title: Natural lignin modulators improve bagasse saccharification of sugarcane and energy cane in field trials

description: The burgeoning cellulosic ethanol industry necessitates advancements in enzymatic saccharification, effective pretreatments for lignin removal, and the cultivation of crops more amenable to saccharification. Studies have demonstrated that natural inhibitors of lignin biosynthesis can enhance the saccharification of lignocellulose, even in tissues generated several months post-treatment. In this study, we applied daidzin (a competitive inhibitor of coniferaldehyde dehydrogenase), piperonylic acid (a quasi-irreversible inhibitor of cinnamate 4-hydroxylase), and methylenedioxy cinnamic acid (a competitive inhibitor of 4-coenzyme A ligase) to 60-day-old crops of two conventional Brazilian sugarcane cultivars and two energy cane clones, bred specifically for enhanced biomass production. The resultant biomasses were evaluated for lignin content and enzymatic saccharification efficiency without additional lignin-removal pretreatments. The treatments amplified the production of fermentable sugars in both the sugarcane cultivars and energy cane clones. The most successful results softened the most recalcitrant lignocellulose to the level of the least recalcitrant of the biomasses tested. Interestingly, the softest material became even more susceptible to saccharification.
DOI: 10.25582/data.2020-11.2088896/2080910
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2048531/2080911
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2088914/2080912
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-11.2095619/2080913
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-08.2039325/2080914
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-09.2048632/2080915
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2048556/2080916
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2088951/2080917
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2048732/2080918
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2095636/2080919
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2048710/2080920
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2088948/2080921
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-06.2006920/2080922
title: Data for EMSL Project 51239 from June 2020
DOI: 10.25582/data.2020-07.2016257/2080923
title: Data for EMSL Project 51239 from July 2020
DOI: 10.25582/data.2020-09.2048555/2080924
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-08.2041167/2080925
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-09.2048578/2080926
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-08.2032216/2080927
title: Data for EMSL Project 51239 from August 2020
DOI: 10.6073/pasta/53dfedfd8ff58df10fe3675bf3c0bd2b
title: High-frequency, long-term measurements of water quality and chlorophyll in the Tempe Town Lake, Tempe, Arizona, USA, ongoing since 2018

description: Constructed in 1997, the Tempe Town Lake is a small reservoir that transforms a section of the typically-dry Salt River bed into a 224-acre lake in the heart of Tempe, Arizona. To accommodate the river when it flows, the lake features hydraulically-operated steel gates that allow water to pass through the system unimpeded. The lake has been a remarkable success as a community amenity and as a driver of economic growth in the area around the lake. The lake provides an ideal model system for the many artificial lakes constructed in arid-land cities owing to management decisions, such as draining, that affect their operation and ecology. At the same time, dramatic shifts in hydrology and chemistry when the lake is transformed to a flowing river and back into a Lake during and after floods, provide opportunities to study the system's dynamic evolution to new limnological steady states. The CAP LTER began measuring water quality, including temperature, pH, conductivity, dissolved oxygen, dissolved organic carbon (DOC), and total dissolved nitrogen (TDN) in the lake starting 2005. Initially, these data were collected through a mix of hand-held meters and analyses of water samples collected during regular visits to the lake (e.g., see [knb-lter-cap.630](https://portal.edirepository.org/nis/mapbrowse?scope=knb-lter-cap&identifier=630)). In summer 2018, the CAP LTER installed a *in situ* datasonde to measure water quality, including optical dissolved organic carbon characteristics, at high temporal resolution (~ 30 minutes). After a brief period during which data were collected both with the datasonde, and by hand-held meters and analyses of water samples, the project transitioned to collecting data exclusively with the datasonde. The data presented here reflect readings captured by the datasone.
DOI: 10.25582/data.2020-11.2095589/2080928
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-11.2095591/2080929
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-11.2095647/2080930
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-08.2037886/2080931
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-09.2058796/2080932
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-08.2039089/2080933
title: Data for EMSL Project 51239 from August 2020
DOI: 10.6084/m9.figshare.23600801
title: A patient-centered approach to learning social determinants of health for first year medical students

description: To address health disparities, future physicians must understand the role of social determinants of health (SDH). Teaching SDH can be challenging. We created an authentic SDH curriculum using four real myocardial infarction (MI) patients. During the three academic years from 2019–2020 to 2021–2022, 579 first year medical students participated in the four day curriculum. Day 1: students interviewed and learned about their patient’s MI. Day 2: students met in small groups and shared their patient’s history. At session end, students were familiar with four patient stories. Day 3: students explored their patient’s neighborhood and then interviewed their patient again, focusing on SDH. Day 4: students gave formal patient presentations that highlighted SDH. Group discussion followed and reinforced the role of SDH. Students wrote reflections on SDH that were read and graded. End of course evaluations were reviewed. Five hundred and seventy-nine students completed the curriculum. Course directors graded SDH reflections on a six-point rubric for the years of 2020–2021 and 2021–2022. Ninety percent and 96% of the SDH reflections during the respective years contained 5–6/6 of the rubric components. Ninety-six percent to 98% of students ‘agreed’ or ‘strongly agreed’ that the curriculum was effective for their learning. For educators in need of an SDH curriculum that is both engaging and effective, we have found this activity to be feasible, low cost, and highly impactful for first year medical students. Practice pointsMedical education must provide social determinants of health (SDH) teaching.Curriculum should be both engaging and interactive.Real patient learning deepens the impact of the curriculum.Harnessing the expertise of patients leads to feasible, low cost curricular innovation. Practice points Medical education must provide social determinants of health (SDH) teaching. Curriculum should be both engaging and interactive. Real patient learning deepens the impact of the curriculum. Harnessing the expertise of patients leads to feasible, low cost curricular innovation.
DOI: 10.6084/m9.figshare.23600801.v1
title: A patient-centered approach to learning social determinants of health for first year medical students

description: To address health disparities, future physicians must understand the role of social determinants of health (SDH). Teaching SDH can be challenging. We created an authentic SDH curriculum using four real myocardial infarction (MI) patients. During the three academic years from 2019–2020 to 2021–2022, 579 first year medical students participated in the four day curriculum. Day 1: students interviewed and learned about their patient’s MI. Day 2: students met in small groups and shared their patient’s history. At session end, students were familiar with four patient stories. Day 3: students explored their patient’s neighborhood and then interviewed their patient again, focusing on SDH. Day 4: students gave formal patient presentations that highlighted SDH. Group discussion followed and reinforced the role of SDH. Students wrote reflections on SDH that were read and graded. End of course evaluations were reviewed. Five hundred and seventy-nine students completed the curriculum. Course directors graded SDH reflections on a six-point rubric for the years of 2020–2021 and 2021–2022. Ninety percent and 96% of the SDH reflections during the respective years contained 5–6/6 of the rubric components. Ninety-six percent to 98% of students ‘agreed’ or ‘strongly agreed’ that the curriculum was effective for their learning. For educators in need of an SDH curriculum that is both engaging and effective, we have found this activity to be feasible, low cost, and highly impactful for first year medical students. Practice pointsMedical education must provide social determinants of health (SDH) teaching.Curriculum should be both engaging and interactive.Real patient learning deepens the impact of the curriculum.Harnessing the expertise of patients leads to feasible, low cost curricular innovation. Practice points Medical education must provide social determinants of health (SDH) teaching. Curriculum should be both engaging and interactive. Real patient learning deepens the impact of the curriculum. Harnessing the expertise of patients leads to feasible, low cost curricular innovation.
DOI: 10.6084/m9.figshare.22661371.v1
title: Changes in French family medicine residents’ perspectives about patient partners’ participation in teaching: A qualitative study in co-facilitated practice exchange groups

description: The patient partner in teaching method is progressively developing for clinical training in France. Practice exchange groups (PEG) co-facilitated by patient partners in teaching are used during the training of family medicine (FM) residents. This study explored the FM residents’ perspectives about patient partner in teaching’s participation in co-facilitated PEGs and how they changed over time. In 2020, qualitative focus groups were carried out with 26 FM residents before and after a 5-month intervention based on monthly PEGs co-facilitated by patient partners in teaching. A reflective thematic analysis of the focus group interviews was performed according to Braun and Clarke’s approach. FM residents supported patient partners in teaching’s facilitation role and had high expectations concerning their contribution to the development of their skills and competencies. They expected patient partners in teaching to bring their individual experience and also a collective knowledge. Some limitations mentioned by FM residents disappeared over time, such as the loss of the medical group feeling among physicians, while others persisted and required pedagogical support targeted to FM residents before PEG initiation. This study shows the good acceptance of patient partners in teaching by FM residents in the context of PEGs. Attention should be paid to make FM residents aware of patient partners in teaching’s missions before their introduction.
DOI: 10.6084/m9.figshare.23694932
title: Peer observation of student-led teaching

description: The use of near-peer teaching in medical schools is increasing internationally. Peer observation of teaching (POT) is a useful and effective method for enhancing teaching experiences and quality, but its use among student peer teachers is not well documented. The aim of the study was to explore medical student perceptions on the value and limitations of POT. Ten medical students were trained as observers. Using a previously developed model, they observed 27 teaching sessions led by other students (observees), with a pre- and post-observation meeting. Observers and observees completed a survey and group interview to explore their experiences. Descriptive analysis of survey data and thematic analysis of qualitative data were conducted. Observees found feedback valuable in learning about, reflecting on, and increasing confidence in teaching practice. They felt comfortable receiving feedback and reported positively about the observers in terms of: expertise, relatability, non-intimidating presence, and awareness of the target audience. Observers reported learning more about good teaching practice. While most observers found it enjoyable, several found some aspects of giving feedback uncomfortable. Most found it difficult to establish a satisfactory dynamic, citing lack of credibility and difficulty in eliminating hierarchies. Pre-existing friendships were reported by observers as both helping and hindering the dynamic. Both observers and observees gained from the experience of POT. However, observers lacked confidence in their credibility. Further work should address how best to implement POT into the curriculum to improve teaching practice in medical students. Further training or coaching could be considered to overcome observers’ concerns.Practice pointsConsider coaching observers to address concerns of credibility.Consider collaborating with experienced staff to ensure evaluation is robust.To support sustainability, consider facilitation of experienced observers training those more junior in POT.Following initial training, observers could be given the chance to shadow an observer, do an observation and debrief with a trainer. Practice points Consider coaching observers to address concerns of credibility. Consider collaborating with experienced staff to ensure evaluation is robust. To support sustainability, consider facilitation of experienced observers training those more junior in POT. Following initial training, observers could be given the chance to shadow an observer, do an observation and debrief with a trainer.
DOI: 10.6084/m9.figshare.23694932.v1
title: Peer observation of student-led teaching

description: The use of near-peer teaching in medical schools is increasing internationally. Peer observation of teaching (POT) is a useful and effective method for enhancing teaching experiences and quality, but its use among student peer teachers is not well documented. The aim of the study was to explore medical student perceptions on the value and limitations of POT. Ten medical students were trained as observers. Using a previously developed model, they observed 27 teaching sessions led by other students (observees), with a pre- and post-observation meeting. Observers and observees completed a survey and group interview to explore their experiences. Descriptive analysis of survey data and thematic analysis of qualitative data were conducted. Observees found feedback valuable in learning about, reflecting on, and increasing confidence in teaching practice. They felt comfortable receiving feedback and reported positively about the observers in terms of: expertise, relatability, non-intimidating presence, and awareness of the target audience. Observers reported learning more about good teaching practice. While most observers found it enjoyable, several found some aspects of giving feedback uncomfortable. Most found it difficult to establish a satisfactory dynamic, citing lack of credibility and difficulty in eliminating hierarchies. Pre-existing friendships were reported by observers as both helping and hindering the dynamic. Both observers and observees gained from the experience of POT. However, observers lacked confidence in their credibility. Further work should address how best to implement POT into the curriculum to improve teaching practice in medical students. Further training or coaching could be considered to overcome observers’ concerns.Practice pointsConsider coaching observers to address concerns of credibility.Consider collaborating with experienced staff to ensure evaluation is robust.To support sustainability, consider facilitation of experienced observers training those more junior in POT.Following initial training, observers could be given the chance to shadow an observer, do an observation and debrief with a trainer. Practice points Consider coaching observers to address concerns of credibility. Consider collaborating with experienced staff to ensure evaluation is robust. To support sustainability, consider facilitation of experienced observers training those more junior in POT. Following initial training, observers could be given the chance to shadow an observer, do an observation and debrief with a trainer.
DOI: 10.6084/m9.figshare.22661371
title: Changes in French family medicine residents’ perspectives about patient partners’ participation in teaching: A qualitative study in co-facilitated practice exchange groups

description: The patient partner in teaching method is progressively developing for clinical training in France. Practice exchange groups (PEG) co-facilitated by patient partners in teaching are used during the training of family medicine (FM) residents. This study explored the FM residents’ perspectives about patient partner in teaching’s participation in co-facilitated PEGs and how they changed over time. In 2020, qualitative focus groups were carried out with 26 FM residents before and after a 5-month intervention based on monthly PEGs co-facilitated by patient partners in teaching. A reflective thematic analysis of the focus group interviews was performed according to Braun and Clarke’s approach. FM residents supported patient partners in teaching’s facilitation role and had high expectations concerning their contribution to the development of their skills and competencies. They expected patient partners in teaching to bring their individual experience and also a collective knowledge. Some limitations mentioned by FM residents disappeared over time, such as the loss of the medical group feeling among physicians, while others persisted and required pedagogical support targeted to FM residents before PEG initiation. This study shows the good acceptance of patient partners in teaching by FM residents in the context of PEGs. Attention should be paid to make FM residents aware of patient partners in teaching’s missions before their introduction.
DOI: 10.25582/data.2020-09.2063902/2080934
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2095588/2080935
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-11.2088934/2080936
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-06.2007281/2080937
title: Data for EMSL Project 51239 from June 2020
DOI: 10.25582/data.2020-07.2016035/2080938
title: Data for EMSL Project 51239 from July 2020
DOI: 10.25582/data.2020-06.2006851/2080939
title: Data for EMSL Project 51239 from June 2020
DOI: 10.25582/data.2020-11.2088950/2080940
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2048749/2080941
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2064009/2080942
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2095610/2080943
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-11.2095613/2080944
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-08.2037889/2080945
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-09.2048458/2080946
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2048456/2080947
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-08.2041158/2080948
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-09.2048490/2080949
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2063918/2080950
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2048577/2080951
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2048633/2080952
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2048395/2080953
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2048535/2080954
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2064017/2080955
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-07.2016243/2080956
title: Data for EMSL Project 51239 from July 2020
DOI: 10.25582/data.2020-11.2095574/2080957
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-11.2088919/2080958
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2062830/2080959
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2088955/2080960
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2064013/2080961
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2063929/2080962
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2095624/2080963
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2048682/2080964
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-07.2016253/2080965
title: Data for EMSL Project 51239 from July 2020
DOI: 10.25582/data.2020-09.2064028/2080966
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-08.2037900/2080967
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-09.2048685/2080968
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-06.2007120/2080969
title: Data for EMSL Project 51239 from June 2020
DOI: 10.25582/data.2020-09.2048472/2080970
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-07.2016018/2080971
title: Data for EMSL Project 51239 from July 2020
DOI: 10.25582/data.2020-09.2048799/2080972
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-06.2006878/2080973
title: Data for EMSL Project 51239 from June 2020
DOI: 10.25582/data.2020-09.2048421/2080974
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2048389/2080975
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2048412/2080976
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2095604/2080977
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2048734/2080978
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-11.2088899/2080979
title: Data for EMSL Project 51239 from November 2020
DOI: 10.25582/data.2020-09.2063924/2080980
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-07.2016254/2080981
title: Data for EMSL Project 51239 from July 2020
DOI: 10.25582/data.2020-08.2041160/2080982
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-08.2041161/2080983
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-09.2063922/2080984
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2063919/2080985
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-08.2038529/2080986
title: Data for EMSL Project 51239 from August 2020
DOI: 10.25582/data.2020-09.2048731/2080987
title: Data for EMSL Project 51239 from September 2020
DOI: 10.25582/data.2020-09.2064027/2080988
title: Data for EMSL Project 51239 from September 2020