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Scoping Review

There are several steps involved in the completion of a Scoping Review. The following guide to the Scoping Review process provides a summary of the key steps that are involved.

Appendices : Examples

Title

Example: The Impact of Online Learning on University Students’ Mental Health: A Scoping Review Protocol

Background 

  • Briefly explain the topic and why it is important.
  • Outline what is currently known and where gaps exist.

Objectives

State the aim(s) of the scoping review, e.g.:
“To map and summarize existing research on the effects of online learning on the mental health of university students.”

Eligibility Criteria

  • Population: University students (all ages, disciplines)
  • Concept: Online learning or e-learning and mental health outcomes
  • Context: Any geographical location or setting
  • Types of Evidence: Quantitative, qualitative, mixed methods, reviews
  • Language: English
  • Publication Date: 2010 to present

Information Sources

  • List of databases to be used: PubMed, Scopus, PsycINFO, Science Direct, EBSCOhost and other sources including grey literature.

Search Strategy 

  • Briefly describe how searches will be conducted (keywords, Boolean operators).
  • Attach full search strings used in the search process as an appendix.

Study Selection Process

  • Describe initial title/abstract screening followed by full-text screening.
  • Indicate that at least two reviewers will independently screen studies and resolve disagreements by discussion or involvement of a third reviewer.

Data Extraction 

  • Outline what data will be extracted i.e. author, year, design, population, intervention, outcomes, key findings.
  • Mention the use of a pre-designed data extraction form.

Data Analysis and Presentation

  •  Explain plans to map the evidence thematically.
  • Use tables and narrative summaries where applicable.

Timeline 

  • Provide estimated dates for each stage

Ethics and Dissemination

  • State that no ethical approval is needed (secondary research).
  • Plan for publication or presentation.

Title:

The Impact of Online Learning on University Students’ Mental Health: A Scoping Review Protocol

 

Background: Provide a brief overview of the topic. For example:

Online learning has become increasingly prevalent, especially following the COVID-19 pandemic. Understanding its impact on university students’ mental health is critical, yet the literature is diverse and scattered. This scoping review aims to map current research and identify knowledge gaps.

 

Objectives:

  • To identify and map existing research on online learning and mental health outcomes among university students.
  • To highlight gaps in the literature to guide future research.

 

Eligibility Criteria

Criteria  Inclusion Criteria Exclusion Criteria
Population University or college students Secondary or primary school students
Concept Online learning, e-learning, distance or virtual learning  Traditional classroom learning only
Context Any geographical or institutional setting Studies not related to educational settings
Study Quantitative, qualitative, mixed-methods, reviews Opinion pieces, editorials, conference abstracts without full data
Language English-language publications Other languages without translation
Publication Date Published from 2010 to present

Published before 2010

 

Information Sources:

Databases: PubMed, Scopus, PsycINFO, Science Direct, EBSCOhost, Taylor & Francis

Additional sources: Reference lists, grey literature.

 

Search Strategy: A detailed search strategy will be developed using relevant keywords and synonyms combined with Boolean operators (AND, OR). See Appendix A for the full search string. 

 

Study Selection Process:

Two reviewers will independently screen titles and abstracts, followed by full-text screening based on eligibility criteria. Discrepancies will be resolved through discussion or a third reviewer.

 

Data Extraction:

Data will be extracted using a pre-designed form capturing author, year, study design, population, concept/intervention, context, outcomes, key findings, and notes.

 

Data Analysis and Presentation:

Extracted data will be synthesized descriptively. Key themes and gaps will be mapped and presented in tables and narrative summaries.

 

Timeline: 

  • Protocol development: [Provide Dates]
  • Literature search: [Provide Dates]
  • Screening: [Provide Dates]
  • Data extraction and analysis: [Provide Dates]
  • Report writing: [Provide Dates]

 

Ethics and Dissemination:

No ethical approval is required as this is secondary research. Findings will be published in a peer-reviewed journal and presented at relevant conferences.

("online learning"[Title/Abstract] OR "online education"[Title/Abstract] OR "e-learning"[Title/Abstract] OR "distance learning"[Title/Abstract] OR "virtual learning"[Title/Abstract])

AND

("university students"[Title/Abstract] OR "college students"[Title/Abstract] OR "higher education students"[Title/Abstract] OR undergraduates [Title/Abstract])

AND

("mental health"[Title/Abstract] OR "psychological well-being"[Title/Abstract] OR stress [Title/Abstract] OR anxiety[Title/Abstract] OR depression[Title/Abstract])

Study ID (Author, Year) Study Design Population / Participants Concept/ Intervention Context (Setting) Key Findings / Outcomes Notes / Comments
Smith et al., 2020 Cross-sectional 500 university students Online Learning US University Increased anxiety linked to online exams Survey-based, self-reported
Lee & Kim, 2019 Qualitative 30 college undergraduates Virtual learning experience South Korean University Mixed feelings: convenience vs isolation Interviews conducted

Tips:

  • Use dropdown lists in “Study Design” (e.g., Qualitative, Quantitative, Mixed Methods, Review etc).
  • In Excel or Google Sheets, you can freeze the header row for easy navigation.
  • Using Excel or Google Sheets, you can add filters for each column.