PloS one · 2026
Consequences of COVID-19 infection on educators' executive functions: A systematic review and meta-analysis protocol.
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Rezende Leonardo Mateus Teixeira de, Silva Kaio Vinicius C, Cuadro Ariel, Signes Vicente Miñana, Noll Matias, E Silva Priscilla Rayanne
Аннотация
UNLABELLED: The coronavirus disease (COVID-19) pandemic has had a direct impact on social life and workplace, impairing work performance due to social and health difficulties, including cardiorespiratory issues, vascular damage, and cognitive deficits. Moreover, infection can impair cognitive functioning, particularly executive functions, which are essential skills for developing activities that require the application and management of concepts, such as those required in a educator's work.
OBJECTIVE: This study aims to present the methodological framework and predefined criteria that will guide a systematic review and meta-analysis investigating the effects of COVID-19 infection on educators' executive functions.
METHOD: We will search seven databases-Web of Science Core Collection, Scopus, MEDLINE/PubMed via the National Library of Medicine interface, Cochrane Library, Latin American and Caribbean Health Sciences, Embase, ERIC, and SPORTDiscus via the EBSCOhost interface. Data extraction and analysis will be performed according to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols. The entire process will be carried out by two independent reviewers, with any discrepancies resolved by a third reviewer. The eligibility criteria followed the PECO strategy. To be included, articles will have to be: i) original published, ii) studies with educators, and iii) studies that analyzed executive functions. Conversely, exclusion criteria will be: i) duplicates, ii) literature reviews, and iii) studies with retractions. If the search strategy yields a sufficient number of methodologically comparable studies, meta-analytic statistical methods will be applied, including meta-analysis or meta-regression, sensitivity, consistency, precision, and certainty of evidence analyses.
CONCLUSION: This systematic review is expected to deepen understanding of COVID-19's impact on educator's health, with a focus on analyzing executive functions.
OBJECTIVE: This study aims to present the methodological framework and predefined criteria that will guide a systematic review and meta-analysis investigating the effects of COVID-19 infection on educators' executive functions.
METHOD: We will search seven databases-Web of Science Core Collection, Scopus, MEDLINE/PubMed via the National Library of Medicine interface, Cochrane Library, Latin American and Caribbean Health Sciences, Embase, ERIC, and SPORTDiscus via the EBSCOhost interface. Data extraction and analysis will be performed according to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols. The entire process will be carried out by two independent reviewers, with any discrepancies resolved by a third reviewer. The eligibility criteria followed the PECO strategy. To be included, articles will have to be: i) original published, ii) studies with educators, and iii) studies that analyzed executive functions. Conversely, exclusion criteria will be: i) duplicates, ii) literature reviews, and iii) studies with retractions. If the search strategy yields a sufficient number of methodologically comparable studies, meta-analytic statistical methods will be applied, including meta-analysis or meta-regression, sensitivity, consistency, precision, and certainty of evidence analyses.
CONCLUSION: This systematic review is expected to deepen understanding of COVID-19's impact on educator's health, with a focus on analyzing executive functions.