Evidence map›Paper›PMID 36312194›Full record

ArticleFrontiers in psychology2022

Effect of low frequency sound vibration on acute stress response in university students-Pilot randomized controlled trial.

Jiří Kantor, Zdeněk Vilímek, Martin Vítězník, Pavel Smrčka, Elsa A Campbell, Monika Bucharová, Jana Grohmannová, Gabriela Špinarová, Kateřina Janíčková, Jian Du and 5 more

Abstract read
In one paragraph

Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
  3. Article
  4. Review
  5. Review
  6. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

15 authors.

Jiří KantorCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Zdeněk VilímekFaculty of Education, Institute of Special Education Studies, Palacký University Olomouc, Olomouc, Czechia.
Martin VítězníkDepartment of Information and Communication Technologies in Medicine, Faculty of Biomedical Engineering, Czech Technical University in Prague, Kladno, Czechia.
Pavel SmrčkaDepartment of Information and Communication Technologies in Medicine, Faculty of Biomedical Engineering, Czech Technical University in Prague, Kladno, Czechia.
Elsa A CampbellCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Monika BucharováCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Jana GrohmannováCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Gabriela ŠpinarováFaculty of Education, Institute of Special Education Studies, Palacký University Olomouc, Olomouc, Czechia.
Kateřina JaníčkováCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Jian DuCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Jiaoli LiCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Markéta JanátováDepartment of Information and Communication Technologies in Medicine, Faculty of Biomedical Engineering, Czech Technical University in Prague, Kladno, Czechia.
Vojtěch RegecCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Kristýna KrahulcováCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.
Lucia KantorováCenter of Evidence-Based Education and Arts Therapies: A JBI Affiliated Group, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Low frequency sound (LFS, combined with music listening) is applied by practitioners in vibroacoustic therapy who report a positive effect of this intervention on acute stress response. However, there is a lack of research on this topic and studies with mainly objective measurements are scarce. Materials and methods: In this pilot double-blinded Randomized Controlled Trial we used a multimodal approach to measurement of acute stress response in 54 international university students attending a university summer school in Olomouc, the Czech Republic who were individually randomized into a group receiving LFS vibration and a control group. In both groups, the acute stress response was measured by heart rate variability (HRV), visual analogue scales (VAS) for stress and muscle relaxation. Results: Differences were found in pre-test post-test measures, however, between groups differences occurred only for HRV, with statistically significant improvement in the experimental group (parameter LF/HF and pNN50). Conclusion: Vibroacoustic therapy has the potential to contribute to the stress management of university students. Further research is needed to explore the effect of LFS on stress response, especially when applied without additional music listening.

Indexed as

heart rate variabilitymusicstressuniversityvibroacoustic therapyVibrobed

Identifiers

PMID36312194
PMCPMC9606670

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.