The Impact of Walking Programs on Reduction of Menopausal Symptoms: A Systematic Review
Bibliographic record
Abstract
<p><strong>Aim: </strong>To identify types of walking programs and to determine the effects of these programs on menopausal symptoms. </p> <p><strong>Background: </strong>Menopause is a naturally occurring phenomenon for women and can present with several physical and mental symptoms that are more severely experienced by some individuals. These experiences can be very distressing for women to deal with, especially because of their personal, social, and work lives. The substantial impact of menopausal symptoms direly calls for effective intervention. Specific to menopause, physical activity is a form of intervention that can decrease occurrences and severity of menopausal symptoms. Previous studies have reported the benefits of walking programs in reducing symptoms, yet it is unclear which specific ones are most effective in reducing menopausal symptoms, especially because of the time and efficacy barriers reported by menopausal women. </p> <p><strong>Methods: </strong>A systematic review was conducted in nine databases for articles published since September 2011, to identify quantitative studies that evaluated walking programs in menopausal women. Two investigators independently screened articles extracted data related to the type and the outcomes of walking programs, and assessed risk of bias. Effect sizes were calculated to quantify the effects of walking programs on menopausal symptoms. </p>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.004 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".