Table 3.

Teacher and student perceptions of teachers' role in MPA management.

References	Theme	Findings
Cornett and Urhan (2021)	Expert help needed	When asked about resources for MPA management, 20.8% of students would like to work with an expert in the field of MPA management and 33.8% mentioned that psychological support would be useful.
Moura and Serra (2021)	Training required	All 4 teachers said it is part of their role as educators to address MPA, but mentioned they require more training such as practical MPA management projects during university classes and further academic education in this area.
Ryan et al. (2021)	Teachers' role	42% of students said that their teachers provided advice about MPA management, but that much of this advice did not effectively address the issue or provide tangible coping strategies.
Sieger (2017)	Training required	All 3 teachers said that more training is needed in MPA management. One teacher noted they avoid addressing MPA due to the stigma around the topic.
Studer et al. (2011)	Teachers' role, expert help needed	Majority of students (73%) would like to receive support in MPA management from specialists (e.g., psychologists, psychotherapists, or general practitioners), but more than half of the students (56%) would like to receive more information from their university teacher about MPA management.
Tahirbegi (2019)	Teachers' role, expert help needed	All students mentioned the importance of receiving emotional support from their teachers. Some students said they did not feel comfortable discussing MPA with their teachers (exact number of students unknown).