Erratum to: Under pressure: A systematic review of stress and its impact among graduate students

2021 ◽  
Author(s):  
Seongkyung Cho ◽  
Christopher S Hayter
Keyword(s):  
Systematic Review ◽  
Graduate Students

Under pressure: A systematic review of stress and its impact among graduate students

2020 ◽  
Author(s):  
Seongkyung Cho ◽  
Christopher S Hayter
Keyword(s):  
Systematic Review ◽  
Graduate Students ◽  
Social Development ◽  
Science Policy ◽  
Future Research ◽  
Journal Articles ◽  
Design And Implementation ◽  
Effective Interventions ◽  
Research And Policy

Abstract Despite increasing interest related to the role of graduate students in economic and social development, science policy scholars have overlooked the role of stress and its broader impact on the conduct of science. To motivate future empirical research, this study systematically reviews the literature on antecedents and impact of stress among graduate students, examining thirty-four journal articles published from 2000 to 2018. We find that not only do multiple definitions of stress exist, but also that scholars have neglected broader theoretical implications and comparative dimensions of the phenomenon. While this outcome can be explained partially by the paucity of different national and disciplinary perspectives, these factors nonetheless hinder the design and implementation of effective interventions that can help graduate students reduce and manage stress levels and thus improve the conduct of science. We introduce a conceptual model of our findings and discuss implications for future research and policy.

scholarly journals Analysis of Text-Analysis Syllabi: Building a Text-Analysis Syllabus Using Scaling

2019 ◽  
Vol 53 (2) ◽  
pp. 338-343
Author(s):  
Nadjim Fréchet ◽  
Justin Savoie ◽  
Yannick Dufresne
Keyword(s):  
Systematic Review ◽  
Graduate Students ◽  
Systematic Reviews ◽  
Text Analysis ◽  
Empirical Method ◽  
Analytic Methods ◽  
The World

ABSTRACTIn the last decade, text-analytic methods have become a fundamental element of a political researcher’s toolkit. Today, text analysis is taught in most major universities; many have entire courses dedicated to the topic. This article offers a systematic review of 45 syllabi of text-analysis courses around the world. From these syllabi, we extracted data that allowed us to rank canonical sources and discuss the variety of software used in teaching. Furthermore, we argue that our empirical method for building a text-analysis syllabus could easily be extended to syllabi for other courses. For instance, scholars can use our technique to introduce their graduate students to the field of systematic reviews while improving the quality of their syllabi.

Interventions to Reduce Perceived Stress Among Graduate Students: A Systematic Review With Implications for Evidence-Based Practice

2017 ◽  
Vol 14 (6) ◽  
pp. 507-513 ◽  
Author(s):  
Susan B. Stillwell ◽  
Amber L. Vermeesch ◽  
Jane G. Scott
Keyword(s):  
Systematic Review ◽  
Graduate Students ◽  
Perceived Stress ◽  
Evidence Based Practice ◽  
Evidence Based

scholarly journals Impact of COVID-19 induced lockdown on physical activity and sedentary behavior among university students: A systematic review

Medwave ◽  
2021 ◽  
Vol 21 (08) ◽  
pp. e8456-e8456
Author(s):  
Paola Andrea Rivera ◽  
Bojan Luc Nys ◽  
Fabián Fiestas
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Graduate Students ◽  
University Students ◽  
Sedentary Behavior ◽  
Undergraduate Students ◽  
Vigorous Physical Activity ◽  
Sitting Time ◽  
World Health ◽  
The Impact

Background The COVID-19 pandemic has entailed a significant socio-economic impact on various layers of the population. In many countries, attempts to control viral dissemination involved lockdown measures that limited citizens' overall mobility and professional and leisure activities. Objective This systematic review investigates the impact of COVID-19-induced lockdowns on university student physical activity and sedentary behav-ior, as these relate to physical and mental well-being. Methods Data was collected through PubMed/MEDLINE, Embase, SCOPUS, and APA PsycInfo databases until January 2021. Results Seven studies conducted in five different countries (United States, Spain, Italy, China, and United Kingdom) were included in the final review. Overall, most studies reported a significant decrease in mild physical activity (i.e., walking) among undergraduate students but not among graduate students. Consistently, most studies reported a significant increase in sedentary time (i.e., sitting time on weekdays) in undergraduate students but not in graduate students. We observed that students who were more sedentary previous to lockdown, increased or did not change their moderate and/or vigorous physical activity. In contrast, those who were less sedentary previous to lockdown decreased their moderate and/or vigorous physical activity. Conclusions COVID 19 induced lockdowns appear to have negatively affected walking and sedentary behavior among undergraduate students but not among graduate students. Our results highlight the importance of promoting the World Health Organization recommendations for physical activity and sedentary behavior among university students to improve health outcomes.

scholarly journals Writing a Systematic Review for Publication in a Health-Related Degree Program

10.2196/15490 ◽  
2019 ◽  
Vol 8 (10) ◽  
pp. e15490 ◽  
Author(s):  
Clemens Scott Kruse
Keyword(s):  
Systematic Review ◽  
Graduate Students ◽  
Systematic Reviews ◽  
Traditional Instruction ◽  
International Committee ◽  
Health Administration ◽  
Graduate Courses ◽  
Instructional Videos ◽  
Health Related ◽  
Meta Analyses

Background The protocol in this manuscript was designed to help graduate students publish. It is the result of a challenge from our provost in 2013. I developed this protocol over the last 6 years and have exercised the protocol for the last 5 years. The current version of the protocol has remained mostly static for the last 2 years—only small changes have been made to the process. Objective The objective of this protocol is to enable students to learn a valuable skill of conducting a systematic review and to write the review in a way that can be published. I have designed the protocol to fit into the schedule of a traditional semester, but also used it in compressed semesters. Methods An image map was created in HTML 5.0 and imported into a learning management system. It augments traditional instruction by providing references to published articles, examples, and previously recorded instructional videos. Students use the image map outside the classroom after traditional instruction. The image map helps students create manuscripts that follow established practice and are reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), and whose authorship follows guidelines by the International Committee of Medical Journal Editors. Results Since its inception, this protocol has helped 77 students publish 27 systematic reviews in nine journals worldwide. Some manuscripts take multiple years to progress through multiple review processes at multiple journals submitted in sequence. Two other professors in the School of Health Administration have used this protocol in their classes. Conclusions So far, this method has helped 51% of graduate students who used it in my graduate courses publish articles (with more manuscripts under consideration whose numbers have remained uncounted in this sum). I wish success to others who might use this protocol.

scholarly journals Using GQM and TAM to evaluate StArt – a tool that supports Systematic Review

2012 ◽  
Vol 15 (1) ◽  
Author(s):  
Elis Hernandes ◽  
Augusto Zamboni ◽  
Sandra Fabbri ◽  
André Di Thommazo
Keyword(s):  
Systematic Review ◽  
Graduate Students ◽  
Literature Review ◽  
Systematic Literature Review ◽  
New Technology ◽  
Ease Of Use ◽  
Previous Knowledge ◽  
Tam Model ◽  
Repetitive Activities

Background: Although Systematic Literature Review (SLR) is a reliable way of conducting literature review, its process is laborious and composed of repetitive activities. Hence, aiming to facilitate and support the conduction of such a process, the StArt tool was developed. Objective: As any new technology should be evaluated before its use, the objective of this paper is to present an overview of this tool and describe an evaluation that was carried out aiming at characterizing its usefulness and its ease of use. Method: The evaluation, applied twice, was designed through GQM paradigm and TAM model. The participants were graduate students who had a previous knowledge on SLR and have already applied the SLR process manually. Results: In both the evaluations the results were concentrated on the answers “extremely agree” or “quite agree” both for the usefulness and for the ease of use. Conclusion: Based on the results the further actions are: improvements related to the “quite agree” answers and the conduction of an experiment for evaluating the StArt in a deeper way. Despite these needed improvements, the results provide insights that StArt indeed helps the conduction of SLR and facilitates the application of its process.

scholarly journals Writing a Systematic Review for Publication in a Health-Related Degree Program (Preprint)

2019 ◽  
Author(s):  
Clemens Scott Kruse
Keyword(s):  
Systematic Review ◽  
Graduate Students ◽  
Systematic Reviews ◽  
Traditional Instruction ◽  
International Committee ◽  
Health Administration ◽  
Graduate Courses ◽  
Instructional Videos ◽  
Health Related ◽  
Meta Analyses

BACKGROUND The protocol in this manuscript was designed to help graduate students publish. It is the result of a challenge from our provost in 2013. I developed this protocol over the last 6 years and have exercised the protocol for the last 5 years. The current version of the protocol has remained mostly static for the last 2 years—only small changes have been made to the process. OBJECTIVE The objective of this protocol is to enable students to learn a valuable skill of conducting a systematic review and to write the review in a way that can be published. I have designed the protocol to fit into the schedule of a traditional semester, but also used it in compressed semesters. METHODS An image map was created in HTML 5.0 and imported into a learning management system. It augments traditional instruction by providing references to published articles, examples, and previously recorded instructional videos. Students use the image map outside the classroom after traditional instruction. The image map helps students create manuscripts that follow established practice and are reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), and whose authorship follows guidelines by the International Committee of Medical Journal Editors. RESULTS Since its inception, this protocol has helped 77 students publish 27 systematic reviews in nine journals worldwide. Some manuscripts take multiple years to progress through multiple review processes at multiple journals submitted in sequence. Two other professors in the School of Health Administration have used this protocol in their classes. CONCLUSIONS So far, this method has helped 51% of graduate students who used it in my graduate courses publish articles (with more manuscripts under consideration whose numbers have remained uncounted in this sum). I wish success to others who might use this protocol.

Predicting Clinical Skills in Graduate Health Sciences Applicants: A Systematic Review

2021 ◽  
pp. 1-18
Author(s):  
Nicole Duval Reisfeld ◽  
Stacy Lyn Kaplan
Keyword(s):  
Systematic Review ◽  
Health Care ◽  
Graduate Students ◽  
Outcome Measures ◽  
Standardized Test ◽  
Clinical Skills ◽  
Health Sciences ◽  
The Body ◽  
Cognitive Measures ◽  
Grade Point

Purpose The primary purpose of this systematic review was to investigate the ability of admission measures to predict clinical skills in graduate students from a variety of health sciences fields. Method Online databases were searched for research using application measures to make predictions regarding clinical skill development in graduate students in health sciences fields. Twenty-eight studies were included. Articles were analyzed to determine what, if any, admissions measures predicted academic and clinical success in those graduate health care sciences students as well as the generalizability of various authors' findings and consistency of results across the body of research reviewed. Results Cognitive measures such as undergraduate grade point averages and standardized test scores, including the Graduate Record Examination, more consistently predicted academic outcomes than clinical outcomes in graduate health care students. Noncognitive measures such as essays, interviews, personality tests, and letters of recommendation were slightly better than cognitive measures at predicting clinical skills. Conclusions Clinical skills are not well defined, leading to difficulty in developing targeted admission and outcome measures. In addition, it was difficult to compare outcomes of the research due to the wide variety of measures used to assess student potential at the time of admission and the wide variety of outcome measures used to assess academic and clinical proficiency.

scholarly journals Is there a place for undergraduate and graduate students in the systematic review process?

2018 ◽  
Vol 106 (2) ◽  
Author(s):  
Christina L. Wissinger
Keyword(s):  
Systematic Review ◽  
Graduate Students ◽  
Systematic Reviews ◽  
Research Methodology ◽  
Review Process ◽  
Basic Education ◽  
Health Sciences ◽  
Research Projects ◽  
Training Opportunities ◽  
Systematic Review Process

Systematic reviews are a well-established and well-honed research methodology in the medical and health sciences fields. As the popularity of systematic reviews has increased, disciplines outside the sciences have started publishing them. This increase in familiarity has begun to trickle down from practitioners and faculty to graduate students and recently undergraduates. The amount of work and rigor that goes into producing a quality systematic review may make these types of research projects seem unattainable for undergraduate or graduate students, but is this an accurate assumption? This commentary discusses whether there is a place for undergraduate and graduate students in the systematic review process. It explains the possible benefits of having undergraduate and graduate students engage in systematic reviews and concludes with ideas for creating basic education or training opportunities for researchers and students who are new to the systematic review process.

scholarly journals Incorporating a Required Student Research Experience into a Terminal MS Nutrition Program

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 600-600
Author(s):  
Janet Grommet ◽  
Victoria Fischer ◽  
Ming-Chin Yeh ◽  
May May Leung ◽  
Charles Platkin ◽  
...  
Keyword(s):  
Systematic Review ◽  
Graduate Students ◽  
Grant Proposal ◽  
Original Research ◽  
Research Experience ◽  
Spring Semester ◽  
Nutrition Program ◽  
Funding Sources ◽  
Area Of Interest ◽  
Nutrition Programs

Abstract Objectives Research experiences for graduate students in MS nutrition programs are often optional due to limited faculty, physical, and fiscal resources. Thus, the objective of this work was to develop a protocol for instituting a required, rather than optional, research experience in a terminal MS nutrition program in a large, urban public college with high academic standards. Methods Faculty specified several options for fulfilling the required capstone research experience: original research, grant proposal, or systematic review of literature. Students determined area of interest and identified a qualified research mentor either inside or outside the program (spring 2019). Students prepared research proposals according to specific guidelines; and students met with a faculty coordinator in periodic group sessions to establish expectations for preparing Literature Review, Methods, and Results sections of eventual final paper (fall 2019). Students submitted required progress reports throughout to facilitate accountability. Students enrolled in a seminar-style course, with two members of faculty, which provided mentoring to refine drafts and culminated in oral presentations to share results (spring 2020). Lastly, students submitted final papers in spring semester to assure timely graduation. Results All students in the MS nutrition programs anticipating June 2020 graduation enrolled in the required capstone research experience (n = 27). The majority of students engaged in original research with fewer opting for preparation of a grant proposal or a systematic review. The majority were mentored by program faculty whereas others were mentored by researchers in the broader nutrition community, namely in local medical centers and large community-based organizations. Course grades for the research experience were determined as follows: proposal, 10%; progress reports, 15%; oral presentation, 10%; and final paper, 65%. Conclusions A required research experience undoubtedly elevates the academic acumen of graduate students and potentially supports faculty research. Furthermore, identifying qualified research mentors outside the program augments available faculty resources and research opportunities for students. Funding Sources None

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