METHODS: Phenomenology is the most suitable qualitative method for investigating lived experiences. This study employed a transcendental phenomenological approach to investigate the experiences of student pianists, collecting data through one-on-one interviews and focus group discussions. Since phenomenological research emphasizes the homogeneity of research subjects, all 25 participants in this study are tertiary student pianists from seven Chinese higher education institutions.

RESULTS: Four themes and ten sub-themes were identified in this study. They are as follows: Theme one, Perceptions of PRMD, with sub-themes of body perceptions, negative thought, and emotional changes; Theme two, Complex Identity, with sub-themes of future pianists' identity, nuanced identity of student pianists, and the dual identity between student pianist and patient; Theme three, Coping Strategies, with sub-themes of self-regulation and actively seek help from social relations; Theme four, Influences and Meanings, with sub-themes of negative influences of PRMD and positive meanings of PRMD.

METHODS: Systematic searches were conducted of Web of Science, PubMed, Scopus, and China National Knowledge Infrastructure. A random-effects meta-analysis was used to compute standardized mean differences (SMD) and 95% confidence intervals (CI).

RESULTS: In all, 10 studies were included in the meta-analysis, in which children's music training groups showed significantly improved inhibitory control (SMD = 0.38, 95% CI: 0.16-0.6), working memory (SMD = 0.35, 95% CI: 0.16-0.54), and cognitive flexibility (SMD = 0.23, 95% CI: 0.04-0.42) in comparison with control groups. Subgroup analyses indicated significant improvements relative to the control groups for inhibitory control following music training having a duration of ≥12 weeks (SMD = 0.51, 95% CI: 0.22-0.8), occurring ≥3 times per week (SMD = 0.48, 95% CI: 0.2-0.75), and lasting 20-30 min per session (SMD = 0.42, 95% CI: 0.2-0.63). Significant improvements were seen for working memory following music training having a duration of ≥12 weeks (SMD = 0.42, 95% CI: 0.18-0.65), occurring <3 times per week (SMD = 0.49, 95% CI: 0.06-0.93), occurring ≥3 times per week (SMD = 0.28, 95% CI:0.1-0.47), and lasting 20-30 min per session (SMD = 0.39, 95% CI: 0.16-0.54). Music training significantly improved cognitive flexibility following training having a duration of ≥12 weeks (SMD = 0.22, 95% CI: 0.04-0.41), occurring ≥3 times per week (SMD = 0.19, 95% CI: 0.0-0.39), and lasting >40 min per session (SMD = 0.74, 95% CI: 0.22-1.26).

CONCLUSION: Music training has a positive effect on inhibitory control, working memory, and cognitive flexibility in preschool children aged 3-6 years. This effect is influenced by certain training factors, including the duration of the intervention period, frequency per week, and length of each session.