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How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates, and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

Whether you’re exploring a new research field or finding new angles to develop an existing topic, sifting through hundreds of papers can take more time than you have to spare. But what if you could find science-backed insights with verified citations in seconds? That’s the power of Paperpal’s new Research feature!  

How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.   

Here’s how to use the Research feature:  

• Ask a question: Get started with a new document on paperpal.com. Click on the “Research” feature and type your question in plain English. Paperpal will scour over 250 million research articles, including conference papers and preprints, to provide you with accurate insights and citations. 
• Review and Save: Paperpal summarizes the information, while citing sources and listing relevant reads. You can quickly scan the results to identify relevant references and save these directly to your built-in citations library for later access. 
• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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Writing the Experimental Report: Overview, Introductions, and Literature Reviews

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Experimental reports (also known as "lab reports") are reports of empirical research conducted by their authors. You should think of an experimental report as a "story" of your research in which you lead your readers through your experiment. As you are telling this story, you are crafting an argument about both the validity and reliability of your research, what your results mean, and how they fit into other previous work.

These next two sections provide an overview of the experimental report in APA format. Always check with your instructor, advisor, or journal editor for specific formatting guidelines.

General-specific-general format

Experimental reports follow a general to specific to general pattern. Your report will start off broadly in your introduction and discussion of the literature; the report narrows as it leads up to your specific hypotheses, methods, and results. Your discussion transitions from talking about your specific results to more general ramifications, future work, and trends relating to your research.

Experimental reports in APA format have a title page. Title page formatting is as follows:

• A running head and page number in the upper right corner (right aligned)
• A definition of running head in IN ALL CAPS below the running head (left aligned)
• Vertically and horizontally centered paper title, followed by author and affiliation

Please see our sample APA title page .

Crafting your story

Before you begin to write, carefully consider your purpose in writing: what is it that you discovered, would like to share, or would like to argue? You can see report writing as crafting a story about your research and your findings. Consider the following.

• What is the story you would like to tell?
• What literature best speaks to that story?
• How do your results tell the story?
• How can you discuss the story in broad terms?

During each section of your paper, you should be focusing on your story. Consider how each sentence, each paragraph, and each section contributes to your overall purpose in writing. Here is a description of one student's process.

Briel is writing an experimental report on her results from her experimental psychology lab class. She was interested in looking at the role gender plays in persuading individuals to take financial risks. After her data analysis, she finds that men are more easily persuaded by women to take financial risks and that men are generally willing to take more financial risks.

When Briel begins to write, she focuses her introduction on financial risk taking and gender, focusing on male behaviors. She then presents relevant literature on financial risk taking and gender that help illuminate her own study, but also help demonstrate the need for her own work. Her introduction ends with a study overview that directly leads from the literature review. Because she has already broadly introduced her study through her introduction and literature review, her readers can anticipate where she is going when she gets to her study overview. Her methods and results continue that story. Finally, her discussion concludes that story, discussing her findings, implications of her work, and the need for more research in the area of gender and financial risk taking.

The abstract gives a concise summary of the contents of the report.

• Abstracts should be brief (about 100 words)
• Abstracts should be self-contained and provide a complete picture of what the study is about
• Abstracts should be organized just like your experimental report—introduction, literature review, methods, results and discussion
• Abstracts should be written last during your drafting stage

Introduction

The introduction in an experimental article should follow a general to specific pattern, where you first introduce the problem generally and then provide a short overview of your own study. The introduction includes three parts: opening statements, literature review, and study overview.

Opening statements: Define the problem broadly in plain English and then lead into the literature review (this is the "general" part of the introduction). Your opening statements should already be setting the stage for the story you are going to tell.

Literature review: Discusses literature (previous studies) relevant to your current study in a concise manner. Keep your story in mind as you organize your lit review and as you choose what literature to include. The following are tips when writing your literature review.

• You should discuss studies that are directly related to your problem at hand and that logically lead to your own hypotheses.
• You do not need to provide a complete historical overview nor provide literature that is peripheral to your own study.
• Studies should be presented based on themes or concepts relevant to your research, not in a chronological format.
• You should also consider what gap in the literature your own research fills. What hasn't been examined? What does your work do that others have not?

Study overview: The literature review should lead directly into the last section of the introduction—your study overview. Your short overview should provide your hypotheses and briefly describe your method. The study overview functions as a transition to your methods section.

You should always give good, descriptive names to your hypotheses that you use consistently throughout your study. When you number hypotheses, readers must go back to your introduction to find them, which makes your piece more difficult to read. Using descriptive names reminds readers what your hypotheses were and allows for better overall flow.

In our example above, Briel had three different hypotheses based on previous literature. Her first hypothesis, the "masculine risk-taking hypothesis" was that men would be more willing to take financial risks overall. She clearly named her hypothesis in the study overview, and then referred back to it in her results and discussion sections.

Thais and Sanford (2000) recommend the following organization for introductions.

• Provide an introduction to your topic
• Provide a very concise overview of the literature
• State your hypotheses and how they connect to the literature
• Provide an overview of the methods for investigation used in your research

Bem (2006) provides the following rules of thumb for writing introductions.

• Write in plain English
• Take the time and space to introduce readers to your problem step-by-step; do not plunge them into the middle of the problem without an introduction
• Use examples to illustrate difficult or unfamiliar theories or concepts. The more complicated the concept or theory, the more important it is to have clear examples
• Open with a discussion about people and their behavior, not about psychologists and their research

Initiating an Experiment

Chapter 5 performing a literature review.

In this section, we assume that you have already chosen a research topic and are trying to define and narrow the problem statement for an experiment design.

5.1 What is a literature review?

A literature review is firstly a search of what has been published on a topic by accredited scholars and researchers. Occasionally a team may be asked to write a literature review before getting the approvals for doing an experiment. The literature review is often in the form of an annotated bibliography, but may also be part of the introduction to a research report or an organization update. In doing a literature review, your purpose is to find what knowledge and ideas have already been established on a topic, and what their strengths and weaknesses are. The literature review is to provide a guiding concept for research and experimentation. Its purpose is to provide a critical written account of the current state of research on a selected topic such that it:

• Identifies areas of prior scholarship
• Places each source in the context of its contribution to the understanding of the specific issue, area of research, or theory under review
• Describes the relationship of each source to the others that you have selected
• Identifies new ways to interpret, and shed light on any gaps in, previous research Points the way forward for further research.

The hierarchy of literature review steps is depicted in the figure below and can be further broken down into the following steps:

• Define your subject and the scope of the review.
• Search the library catalogue, subject-specific databases, and other search tools to find sources that are relevant to your topic
• Read and evaluate the sources and to determine their suitability to the understanding of the topic at hand
• Analyse, interpret, and discuss the findings and conclusions of the sources you selected.

Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas - information seeking: the ability to scan the literature efficiently, using manual or computerized methods, to identify a set of useful articles and books - critical appraisal: the ability to apply principles of analysis to identify unbiased and valid studies. A literature review must do these things

be organized around and related directly to the thesis or research question you are developing synthesize results into a summary of what is and is not known identify areas of controversy in the literature formulate questions that need further research

5.2 Assessing the literature review

Ask yourself questions like these: - What is the specific thesis, problem, or research question that my literature review helps to define? - What type of literature review am I conducting? Am I looking at issues of theory? methodology? policy? quantitative research (e.g. on the effectiveness of a new procedure)? qualitative research (e.g., studies of loneliness among migrant workers)? - What is the scope of my literature review? What types of publications am I using (e.g., journals, books, government documents, popular media)? What discipline am I working in (e.g., nursing psychology, sociology, medicine)? - How good was my information seeking? Has my search been wide enough to ensure I’ve found all the relevant material? Has it been narrow enough to exclude irrelevant material? Is the number of sources I’ve used appropriate for the length of my paper? - Have I critically analysed the literature I use? Do I follow through a set of concepts and questions, comparing items to each other in the ways they deal with them? Instead of just listing and summarizing items, do I assess them, discussing strengths and weaknesses? - Have I cited and discussed studies contrary to my perspective? - Will the reader find my literature review relevant, appropriate, and useful?

Ask yourself questions like these about each book or article you include: - Has the author formulated a problem/issue? - Is it clearly defined? Is its significance (scope, severity, relevance) established? - Could the problem have been approached more effectively from another perspective? - What is the author’s research orientation (e.g., interpretive, critical science, combination)? - What is the author’s theoretical framework (e.g., psychological, developmental, feminist)? - What is the relationship between the theoretical and research perspectives? - Has the author evaluated the literature relevant to the problem/issue? Does the author include literature taking positions she or he does not agree with? - Are the author’s arguments supported by empirical evidence (e.g. quantitative/qualitative studies)? - Is the author’s perspective too biased in one direction or are opposing studies and viewpoints also considered? - What is the author’s expertise in this particular field of study (credentials)? - Does the selected source contribute to a more profound understanding of the subject? - In a research study, how good are the basic components of the study design (e.g., population, intervention, outcome)? How accurate and valid are the measurements? Is the analysis of the data accurate and relevant to the research question? Are the conclusions validly based upon the data and analysis? - In material written for a popular readership, does the author use appeals to emotion, one-sided examples, or rhetorically-charged language and tone? Is there an objective basis to the reasoning, or is the author merely “proving” what he or she already believes? - How does the author structure the argument? Can you “deconstruct” the flow of the argument to see whether or where it breaks down logically (e.g., in establishing cause-effect relationships)? - In what ways does this book or article contribute to our understanding of the problem under study, and in what ways is it useful for practice? What are the strengths and limitations? - How does this book or article relate to the specific thesis or question I am developing?

5.3 Components of the literature review

The literature review should include the following:

• Objective of the literature review
• Overview of the subject under consideration
• Clear categorization of sources selected into those in support of your particular position, those opposed, and those offering completely different arguments.
• Discussion of both the distinctiveness of each source and its similarities with the others.

5.4 Final Notes:

A literature review is a piece of discursive prose, not a list describing or summarizing one piece of literature after another. It’s usually a bad sign to see every paragraph beginning with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory. You are not trying to list all the material published but to synthesize and evaluate it according to the guiding concept of your thesis or research question.

If you are writing an annotated bibliography, you may need to summarize each item briefly, but should still follow through with themes and concepts and do some critical assessment of the material. Use an overall introduction and conclusion to state the scope of your coverage and to formulate the question, problem, or concept your chosen material illuminates. Usually, you will have the option of grouping items into sections—this helps you indicate comparisons and relationships. You may be able to write a paragraph or so to introduce the focus of each section.

In some government agencies and departments, there are libraries or library services that help with the literature review so you can search for those resources at the experimentation planning stage and perhaps have a dedicated team to perform the literature review before designing the experiment.

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FAQs About Experimental Research Papers (APA)

What is a research paper? 

A researcher uses a research paper to explain how they conducted a research study to answer a question or test a hypothesis. They explain why they conducted the study, the research question or hypothesis they tested, how they conducted the study, the results of their study, and the implications of these results. 

What is the purpose of an experimental research paper? 

A research paper is intended to inform others about advancement in a particular field of study. The researcher who wrote the paper identified a gap in the research in a field of study and used their research to help fill this gap. The researcher uses their paper to inform others about the knowledge that the results of their study contribute. 

What sections are included in an experimental research paper?

A typical research paper contains a Title Page, Abstract, Introduction, Methods, Results, Discussion, and References section. Some also contain a Table and Figures section and Appendix section. 

What citation style is used for experimental research papers? 

APA (American Psychological Association) style is most commonly used for research papers. 

Structure Of Experimental Research Papers (APA)

• Answers the question of “What is this paper about and who wrote it?”
• Located on the first page of the paper 
• The author’s note acknowledges any support that the authors received from others
• A student paper also includes the course number and name, instructor’s name, and assignment due date
• Contains a title that summarizes the purpose and content of the research study and engages the audience 
• No longer than 250 words
• Summarizes important background information, the research questions and/or hypothesis, methods, key findings, and implications of the findings
• Explains what the topic of the research is and why the topic is worth studying
• Summarizes and discusses prior research conducted on the topic 
• Identifies unresolved issues and gaps in past research that the current research will address
• Ends with an overview of the current research study, including how the independent and dependent variables, the research questions or hypotheses, and the objective of the research 
• Explains how the research study was conducted 
• Typically includes 3 sections: Participants, Materials, and Procedure
• Includes characteristics of the subjects, how the subjects were selected and recruited, how their anonymity was protected, and what feedback was provided to the participants
• Describes any equipment, surveys, tests, questionnaires, informed consent forms, and observational techniques 
• Describes the independent and dependent variables, the type of research design, and how the data was collected
• Explains what results were found in the research study 
• Describes the data that was collected and the results of statistical tests 
• Explains the significance of the results 
• Accepts or denies the hypotheses 
• Details the implications of these findings 
• Addresses the limitations of the study and areas for future research 
• Includes all sources that were mentioned in the research study 
• Adheres to APA citation styles
• Includes all tables and/or figures that were used in the research study 
• Each table and figure is placed on a separate page 
• Tables are included before figures
• Begins with a bolded, centered header such as “ Table 1 ”
• Appends all forms, surveys, tests, etc. that were used in the study 
• Only includes documents that were referenced in the Methods section 
• Each entry is placed on a separate page 
• Begins with a bolded, centered header such as “ Appendix A ”

Tips For Experimental Research Papers (APA)

• Initial interest will motivate you to complete your study 
• Your entire study will be centered around this question or statement 
• Use only verifiable sources that provide accurate information about your topic 
• You need to thoroughly understand the field of study your topic is on to help you recognize the gap your research will fill and the significance of your results
• This will help you identify what you should study and what the significance of your study will be 
• Create an outline before you begin writing to help organize your thoughts and direct you in your writing 
• This will prevent you from losing the source or forgetting to cite the source 
• Work on one section at a time, rather than trying to complete multiple sections at once
• This information can be easily referred to as your write your various sections 
• When conducting your research, working general to specific will help you narrow your topic and fully understand the field your topic is in 
• When writing your literature review, writing from general to specific will help the audience understand your overall topic and the narrow focus of your research 
• This will prevent you from losing sources you may need later 
• Incorporate correct APA formatting as you write, rather than changing the formatting at the end of the writing process 

Checklist For Experimental Research Papers (APA)

• If the paper is a student paper, it contains the title of the project, the author’s name(s), the instructor's name, course number and name, and assignment due date
• If the paper is a professional paper, it includes the title of the paper, the author’s name(s), the institutional affiliation, and the author note
• Begins on the first page of the paper
• The title is typed in upper and lowercase letters, four spaces below the top of the paper, and written in boldface 
• Other information is separated by a space from the title

Title (found on title page)

• Informs the audience about the purpose of the paper 
• Captures the attention of the audience 
• Accurately reflects the purpose and content of the research paper 

Abstract 

• Labeled as “ Abstract ”
• Begins on the second page 
• Provides a short, concise summary of the content of the research paper 
• Includes background information necessary to understand the topic 
• Background information demonstrates the purpose of the paper
• Contains the hypothesis and/or research questions addressed in the paper
• Has a brief description of the methods used 
• Details the key findings and significance of the results
• Illustrates the implications of the research study 
• Contains less than 250 words

Introduction 

• Starts on the third page 
• Includes the title of the paper in bold at the top of the page
• Contains a clear statement of the problem that the paper sets out to address 
• Places the research paper within the context of previous research on the topic 
• Explains the purpose of the research study and what you hope to find
• Describes the significance of the study 
• Details what new insights the research will contribute
• Concludes with a brief description of what information will be mentioned in the literature review

Literature Review

• Labeled as “ Literature Review”
• Presents a general description of the problem area 
• Defines any necessary terms 
• Discusses and summarizes prior research on the selected topic 
• Identifies any unresolved issues or gaps in research that the current research plans to address
• Concludes with a summary of the current research study, including the independent and dependent variables, the research questions or hypotheses, and the objective of the research  
• Labeled as “ Methods ”
• Efficiently explains how the research study was conducted 
• Appropriately divided into sections
• Describes the characteristics of the participants 
• Explains how the participants were selected 
• Details how the anonymity of the participants was protected 
• Notes what feedback the participants will be provided 
• Describes all materials and instruments that were used 
• Mentions how the procedure was conducted and data collected
• Notes the independent and dependent variables 
• Includes enough information that another researcher could duplicate the research 

Results 

• Labeled as “ Results ”
• Describes the data was collected
• Explains the results of statistical tests that were performed
• Omits any analysis or discussion of the implications of the study 

Discussion 

• Labeled as “ Discussion ”
• Describes the significance of the results 
• Relates the results to the research questions and/or hypotheses
• States whether the hypotheses should be rejected or accepted 
• Addresses limitations of the study, including potential bias, confounds, imprecision of measures, and limits to generalizability
• Explains how the study adds to the knowledge base and expands upon past research
• Labeled as “ References ”
• Correctly cites sources according to APA formatting 
• Orders sources alphabetically
• All sources included in the study are cited in the reference section 

Table and Figures (optional)

•  Each table and each figure is placed on a separate page 
• Tables and figures are included after the reference page
• Tables and figures are correctly labeled
• Each table and figure begins with a bolded, centered header such as “ Table 1 ,” “ Table 2 ,”

Appendix (optional) 

• Any forms, surveys, tests, etc. are placed in the Appendix
• All appendix entries are mentioned in the Methods section 
• Each appendix begins on a new page
• Each appendix begins with a bolded, centered header such as “ Appendix A, ” “ Appendix B ”

Additional Resources For Experimental Research Papers (APA)

• https://www.mcwritingcenterblog.org/single-post/how-to-conduct-research-using-the-library-s-resources
• https://www.mcwritingcenterblog.org/single-post/how-to-read-academic-articles
• https://researchguides.ben.edu/source-evaluation   
• https://researchguides.library.brocku.ca/external-analysis/evaluating-sources
• https://writing.wisc.edu/handbook/assignments/planresearchpaper/
• https://nmu.edu/writingcenter/tips-writing-research-paper
• https://writingcenter.gmu.edu/guides/how-to-write-a-research-question
• https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/guide-to-writing-research-papers
• https://drive.google.com/drive/folders/1F4DFWf85zEH4aZvm10i8Ahm_3xnAekal?usp=sharing
• https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
• https://libguides.elmira.edu/research
• https://www.nhcc.edu/academics/library/doing-library-research/basic-steps-research-process
• https://libguides.wustl.edu/research
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Study/Experimental/Research Design: Much More Than Statistics

Kenneth l. knight.

Brigham Young University, Provo, UT

The purpose of study, experimental, or research design in scientific manuscripts has changed significantly over the years. It has evolved from an explanation of the design of the experiment (ie, data gathering or acquisition) to an explanation of the statistical analysis. This practice makes “Methods” sections hard to read and understand.

To clarify the difference between study design and statistical analysis, to show the advantages of a properly written study design on article comprehension, and to encourage authors to correctly describe study designs.

Description:

The role of study design is explored from the introduction of the concept by Fisher through modern-day scientists and the AMA Manual of Style . At one time, when experiments were simpler, the study design and statistical design were identical or very similar. With the complex research that is common today, which often includes manipulating variables to create new variables and the multiple (and different) analyses of a single data set, data collection is very different than statistical design. Thus, both a study design and a statistical design are necessary.

Advantages:

Scientific manuscripts will be much easier to read and comprehend. A proper experimental design serves as a road map to the study methods, helping readers to understand more clearly how the data were obtained and, therefore, assisting them in properly analyzing the results.

Study, experimental, or research design is the backbone of good research. It directs the experiment by orchestrating data collection, defines the statistical analysis of the resultant data, and guides the interpretation of the results. When properly described in the written report of the experiment, it serves as a road map to readers, 1 helping them negotiate the “Methods” section, and, thus, it improves the clarity of communication between authors and readers.

A growing trend is to equate study design with only the statistical analysis of the data. The design statement typically is placed at the end of the “Methods” section as a subsection called “Experimental Design” or as part of a subsection called “Data Analysis.” This placement, however, equates experimental design and statistical analysis, minimizing the effect of experimental design on the planning and reporting of an experiment. This linkage is inappropriate, because some of the elements of the study design that should be described at the beginning of the “Methods” section are instead placed in the “Statistical Analysis” section or, worse, are absent from the manuscript entirely.

Have you ever interrupted your reading of the “Methods” to sketch out the variables in the margins of the paper as you attempt to understand how they all fit together? Or have you jumped back and forth from the early paragraphs of the “Methods” section to the “Statistics” section to try to understand which variables were collected and when? These efforts would be unnecessary if a road map at the beginning of the “Methods” section outlined how the independent variables were related, which dependent variables were measured, and when they were measured. When they were measured is especially important if the variables used in the statistical analysis were a subset of the measured variables or were computed from measured variables (such as change scores).

The purpose of this Communications article is to clarify the purpose and placement of study design elements in an experimental manuscript. Adopting these ideas may improve your science and surely will enhance the communication of that science. These ideas will make experimental manuscripts easier to read and understand and, therefore, will allow them to become part of readers' clinical decision making.

WHAT IS A STUDY (OR EXPERIMENTAL OR RESEARCH) DESIGN?

The terms study design, experimental design, and research design are often thought to be synonymous and are sometimes used interchangeably in a single paper. Avoid doing so. Use the term that is preferred by the style manual of the journal for which you are writing. Study design is the preferred term in the AMA Manual of Style , 2 so I will use it here.

A study design is the architecture of an experimental study 3 and a description of how the study was conducted, 4 including all elements of how the data were obtained. 5 The study design should be the first subsection of the “Methods” section in an experimental manuscript (see the Table ). “Statistical Design” or, preferably, “Statistical Analysis” or “Data Analysis” should be the last subsection of the “Methods” section.

Table. Elements of a “Methods” Section

The “Study Design” subsection describes how the variables and participants interacted. It begins with a general statement of how the study was conducted (eg, crossover trials, parallel, or observational study). 2 The second element, which usually begins with the second sentence, details the number of independent variables or factors, the levels of each variable, and their names. A shorthand way of doing so is with a statement such as “A 2 × 4 × 8 factorial guided data collection.” This tells us that there were 3 independent variables (factors), with 2 levels of the first factor, 4 levels of the second factor, and 8 levels of the third factor. Following is a sentence that names the levels of each factor: for example, “The independent variables were sex (male or female), training program (eg, walking, running, weight lifting, or plyometrics), and time (2, 4, 6, 8, 10, 15, 20, or 30 weeks).” Such an approach clearly outlines for readers how the various procedures fit into the overall structure and, therefore, enhances their understanding of how the data were collected. Thus, the design statement is a road map of the methods.

The dependent (or measurement or outcome) variables are then named. Details of how they were measured are not given at this point in the manuscript but are explained later in the “Instruments” and “Procedures” subsections.

Next is a paragraph detailing who the participants were and how they were selected, placed into groups, and assigned to a particular treatment order, if the experiment was a repeated-measures design. And although not a part of the design per se, a statement about obtaining written informed consent from participants and institutional review board approval is usually included in this subsection.

The nuts and bolts of the “Methods” section follow, including such things as equipment, materials, protocols, etc. These are beyond the scope of this commentary, however, and so will not be discussed.

The last part of the “Methods” section and last part of the “Study Design” section is the “Data Analysis” subsection. It begins with an explanation of any data manipulation, such as how data were combined or how new variables (eg, ratios or differences between collected variables) were calculated. Next, readers are told of the statistical measures used to analyze the data, such as a mixed 2 × 4 × 8 analysis of variance (ANOVA) with 2 between-groups factors (sex and training program) and 1 within-groups factor (time of measurement). Researchers should state and reference the statistical package and procedure(s) within the package used to compute the statistics. (Various statistical packages perform analyses slightly differently, so it is important to know the package and specific procedure used.) This detail allows readers to judge the appropriateness of the statistical measures and the conclusions drawn from the data.

STATISTICAL DESIGN VERSUS STATISTICAL ANALYSIS

Avoid using the term statistical design . Statistical methods are only part of the overall design. The term gives too much emphasis to the statistics, which are important, but only one of many tools used in interpreting data and only part of the study design:

The most important issues in biostatistics are not expressed with statistical procedures. The issues are inherently scientific, rather than purely statistical, and relate to the architectural design of the research, not the numbers with which the data are cited and interpreted. 6

Stated another way, “The justification for the analysis lies not in the data collected but in the manner in which the data were collected.” 3 “Without the solid foundation of a good design, the edifice of statistical analysis is unsafe.” 7 (pp4–5)

The intertwining of study design and statistical analysis may have been caused (unintentionally) by R.A. Fisher, “… a genius who almost single-handedly created the foundations for modern statistical science.” 8 Most research did not involve statistics until Fisher invented the concepts and procedures of ANOVA (in 1921) 9 , 10 and experimental design (in 1935). 11 His books became standard references for scientists in many disciplines. As a result, many ANOVA books were titled Experimental Design (see, for example, Edwards 12 ), and ANOVA courses taught in psychology and education departments included the words experimental design in their course titles.

Before the widespread use of computers to analyze data, designs were much simpler, and often there was little difference between study design and statistical analysis. So combining the 2 elements did not cause serious problems. This is no longer true, however, for 3 reasons: (1) Research studies are becoming more complex, with multiple independent and dependent variables. The procedures sections of these complex studies can be difficult to understand if your only reference point is the statistical analysis and design. (2) Dependent variables are frequently measured at different times. (3) How the data were collected is often not directly correlated with the statistical design.

For example, assume the goal is to determine the strength gain in novice and experienced athletes as a result of 3 strength training programs. Rate of change in strength is not a measurable variable; rather, it is calculated from strength measurements taken at various time intervals during the training. So the study design would be a 2 × 2 × 3 factorial with independent variables of time (pretest or posttest), experience (novice or advanced), and training (isokinetic, isotonic, or isometric) and a dependent variable of strength. The statistical design , however, would be a 2 × 3 factorial with independent variables of experience (novice or advanced) and training (isokinetic, isotonic, or isometric) and a dependent variable of strength gain. Note that data were collected according to a 3-factor design but were analyzed according to a 2-factor design and that the dependent variables were different. So a single design statement, usually a statistical design statement, would not communicate which data were collected or how. Readers would be left to figure out on their own how the data were collected.

MULTIVARIATE RESEARCH AND THE NEED FOR STUDY DESIGNS

With the advent of electronic data gathering and computerized data handling and analysis, research projects have increased in complexity. Many projects involve multiple dependent variables measured at different times, and, therefore, multiple design statements may be needed for both data collection and statistical analysis. Consider, for example, a study of the effects of heat and cold on neural inhibition. The variables of H max and M max are measured 3 times each: before, immediately after, and 30 minutes after a 20-minute treatment with heat or cold. Muscle temperature might be measured each minute before, during, and after the treatment. Although the minute-by-minute data are important for graphing temperature fluctuations during the procedure, only 3 temperatures (time 0, time 20, and time 50) are used for statistical analysis. A single dependent variable H max :M max ratio is computed to illustrate neural inhibition. Again, a single statistical design statement would tell little about how the data were obtained. And in this example, separate design statements would be needed for temperature measurement and H max :M max measurements.

As stated earlier, drawing conclusions from the data depends more on how the data were measured than on how they were analyzed. 3 , 6 , 7 , 13 So a single study design statement (or multiple such statements) at the beginning of the “Methods” section acts as a road map to the study and, thus, increases scientists' and readers' comprehension of how the experiment was conducted (ie, how the data were collected). Appropriate study design statements also increase the accuracy of conclusions drawn from the study.

CONCLUSIONS

The goal of scientific writing, or any writing, for that matter, is to communicate information. Including 2 design statements or subsections in scientific papers—one to explain how the data were collected and another to explain how they were statistically analyzed—will improve the clarity of communication and bring praise from readers. To summarize:

• Purge from your thoughts and vocabulary the idea that experimental design and statistical design are synonymous.
• Study or experimental design plays a much broader role than simply defining and directing the statistical analysis of an experiment.
• A properly written study design serves as a road map to the “Methods” section of an experiment and, therefore, improves communication with the reader.
• Study design should include a description of the type of design used, each factor (and each level) involved in the experiment, and the time at which each measurement was made.
• Clarify when the variables involved in data collection and data analysis are different, such as when data analysis involves only a subset of a collected variable or a resultant variable from the mathematical manipulation of 2 or more collected variables.

Acknowledgments

Thanks to Thomas A. Cappaert, PhD, ATC, CSCS, CSE, for suggesting the link between R.A. Fisher and the melding of the concepts of research design and statistics.

Reporting behavior: a literature review of experimental studies

• Original Paper
• Published: 07 January 2015
• Volume 23 , pages 283–311, ( 2015 )

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• Arleta Rasmußen 1  

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The literature review focuses on reporting behavior under information (a)symmetry both from the perspective of behavioral management accounting and the behavioral economics. Experimental studies are classified, and the major findings are discussed. The experimental evidence shows that standard economics theories cannot explain the observed reporting behavior neither in experiments from the field of accounting nor those from the field of economics.

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Rasmußen, A. Reporting behavior: a literature review of experimental studies. Cent Eur J Oper Res 23 , 283–311 (2015). https://doi.org/10.1007/s10100-014-0379-y

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Published : 07 January 2015

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DOI : https://doi.org/10.1007/s10100-014-0379-y

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A literature review of experimental studies in fundraising

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This paper extends previous literature reviews focusing on fundraising and the mechanisms motivating charitable giving. We analyze 187 experimental research articles focusing on fundraising, published in journals across diverse disciplines between 2007-2019. Interest in studying fundraising spans many disciplines, each of which tends to focus on different aspects, supporting earlier claims that fundraising has no single academic “home.” Most of the literature focuses on two key areas: the philanthropic environment in which fundraising occurs, largely focused on potential donors’ experiences, preferences, and motivations; and testing fundraising tactics and techniques that result in different behavior by potential donors. More than 40% of the experiments were published in Economics journals. Correspondingly, topics such as warm glow and mechanisms such as lotteries, raffles, and auctions are well represented. Experimental studies largely omit the practical and the ethical considerati...

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Strategies to reduce meat consumption: A systematic literature review of experimental studies

Affiliations.

• 1 School of Public Health, San Diego State University, USA.
• 2 School of Public Health, San Diego State University, USA. Electronic address: [email protected].
• 3 School of Exercise and Nutritional Sciences, San Diego State University, USA.
• PMID: 31563453
• DOI: 10.1016/j.appet.2019.104478

Introduction: Meat consumption has been linked to some negative health and environmental outcomes. Studies have assessed motivations among those who have reduced or eliminated meat consumption; less work identifies strategies to reduce meat consumption among those who consume meat. This paper describes factors associated with lower meat consumption and reviews experimental studies that targeted those factors to either change behavior or intention/willingness to reduce meat.

Methods: A systematic review of the literature was conducted among four databases. Inclusion criteria were experimental and quasi-experimental designs and studies that measured variables indirectly or directly related to meat consumption.

Results: Twenty-two articles were identified. These studies targeted factors such as knowledge and skills with informational provisions about health and the environment; values and attitudes concerning the relationship between social dominance and meat; evocation of emotion such as empathy and disgust; social norms both dynamic and growing; changes to the food environment with default vegan menu options, perceived behavioral control, and intentions. The majority of studies (n = 15) investigated the effects of providing information such as personal health effects of meat consumption. In general, increasing knowledge alone or when combined with other methods was shown to successfully reduce meat consumption behavior or intentions/willingness to eat meat. Evoking emotions with animal images and making changes to the environment proved effective.

Discussion: Factors identified in correlational studies were generally found to be useful agents of behavior change in experimental studies. However, several factors have not been tested experimentally. More experimental studies are required to confirm the results of this review; for example, experiments focused on modifications of the food environment such as increasing the number of meatless meals on restaurant menus.

Keywords: Behavior change; Consumption; Experiment; Intention; Meat; Reduction; Willingness.

Copyright © 2019. Published by Elsevier Ltd.

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Literature review of complementary and alternative therapies: using text mining and analysis of trends in nursing research

• Jihye Nam   ORCID: orcid.org/0000-0002-5534-2660 1 ,
• Hyejin Lee   ORCID: orcid.org/0000-0002-8501-0560 1 ,
• Seunghyeon Lee   ORCID: orcid.org/0009-0005-6411-364X 1 &
• Hyojung Park   ORCID: orcid.org/0000-0002-7804-0593 1  

BMC Nursing volume  23 , Article number:  526 ( 2024 ) Cite this article

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Metrics details

This study aimed to review the literature on complementary and alternative therapies, utilizing text mining and trend analysis in nursing research. As CAM becomes increasingly prevalent in healthcare settings, a comprehensive understanding of the current research landscape is essential to guide evidence-based practice, inform clinical decision-making, and ultimately enhance patient outcomes.

This study aimed to identify CAM-related literature published from 2018 to 2023. Using the search terms 'complementary therap*', 'complementary medicine', 'alternative therap*', and 'alternative medicine', we performed a comprehensive search in eight databases, including EMBASE, Cochrane Central, PubMed Central, Korea Education and Research Information Service (RISS), Web of Science, KMbase, KISS, and CINAHL. From the text network and topic modeling analysis of 66,490 documents, 15 topics were identified. These topics were classified into two nursing-related topics through an academic classification process involving three doctors with doctoral degrees, three nurses, and three pharmacists. Based on the classified topics, research trends were comparatively analyzed by re-searching the database for 12 nursing and 22 non-nursing literature.

This study found that in nursing literature, yoga is used to improve mental symptoms such as stress and anxiety. In non-nursing literature, most of the experimental studies on complementary and alternative therapies were conducted in a randomized manner, confirming that a variety of physiological and objective indicators were used. Additionally, it was discovered that there were differences in the diversity of research subjects and research design methods for the same intervention method. Therefore, future research should focus on broadening the scope of subjects and measurement tools in nursing studies. Additionally, such studies should be conducted with randomization and generalizability in the experimental design in mind.

This study employed text network analysis and text mining to identify domestic and international CAM research trends. Our novel approach combined big data-derived keywords with a systematic classification method, proposing a new methodological strategy for trend analysis. Future nursing research should focus on broadening the scope of subjects, diversifying measurement tools, and emphasizing randomization and generalizability in experimental designs.

Peer Review reports

The World Health Organization (WHO) defines complementary and alternative medicine (CAM) as healthcare practices outside a country's traditional or conventional medicine [ 1 ]. According to the National Center for Complementary and Integrative Health (NCCIH), CAM encompasses nutritional approaches (e.g., herbs), psychological methods (e.g., mindfulness), physical therapies (e.g., massage), integrated mind–body practices (e.g., yoga or auricular acupressure), and modalities that combine psychology and nutrition [ 2 ]. This definition suggests CAM may facilitate holistic nursing by addressing both psychological and physical aspects [ 3 ]. Consequently, substantial CAM research is conducted in nursing internationally [ 4 , 5 ], spanning areas like pain, depression, anxiety, chronic disease symptoms, sleep disturbances, and vomiting [ 4 , 5 , 6 ]. Classification systems exist, with the Korean Nursing Association (2023) delineating 12 CAM subcategories [ 6 ] and NCCIH outlining 76 therapies across major categories like nutrition, body, and psychotherapies [ 4 , 5 , 6 , 7 ]. The multitude of CAM types has prompted trend identification research, including reviews on Chinese medicine for allergic rhinitis, aromatherapy, auricular acupressure, and CAM for COVID-19 [ 6 , 8 ]. However, many previous studies have significant limitations in comprehensively identifying overall research trends in CAM. First, they tend to focus narrowly on specific diseases or treatments, lacking a broader perspective on the field as a whole [ 6 , 8 ]. Second, the use of search queries containing keywords from a specific discipline or arbitrarily selected by researchers introduces bias and hinders the identification of overarching trends [ 9 , 10 ]. These limitations highlight the need for a more systematic and data-driven approach to analyzing CAM research trends [ 11 , 12 , 13 ]. A previous study [ 14 , 15 ] suggested the use of text mining technique as an approach for literature review [ 16 ]. To date, the analysis on research trend in nursing has been conducted more than five years after publication or has only been conducted with partial analyses through literature reviews and text mining [ 17 , 18 , 19 ].

The overarching goal was to extract keywords identifying domestic and international CAM research trends using text network analysis and analyze these trends within the nursing field. Specific objectives were: 1) Identify frequency, degree centrality, closeness centrality, and betweenness centrality for keywords appearing in domestic and international CAM studies; 2) Identify key themes within these studies; 3) Discern nursing keywords among sub-topic groups; 4) Analyze and compare nursing and other disciplinary literature based on findings; and 5) Analyze the trend of CAM in nursing based on extracted nursing keywords.

Study design and methodological framework

This study employs a novel methodological framework that combines text mining techniques with expert validation to identify and analyze CAM research trends in a comprehensive and data-driven manner. The framework consists of the following key steps.

Data collection: A comprehensive search of multiple databases is conducted to collect a broad range of CAM-related literature across various disciplines.

Text preprocessing involves several techniques to prepare the data for analysis. These include natural language processing, stopword removal, and synonym standardization.

Keyword extraction and network analysis: Text mining techniques, including term frequency-inverse document frequency (TF-IDF) and centrality analysis, are applied to extract key topics and analyze their relationships within the literature.

Topic modeling: Latent Dirichlet Allocation (LDA) is used to identify latent topics within the literature and visualize their proportions and relationships.

Expert validation: An expert panel of physicians, nurses, and pharmacists is consulted to validate the relevance and credibility of the identified topics and classify them into respective academic fields.

Focused literature analysis: Based on the expert-validated nursing-related topics, a focused re-search and analysis of the literature are conducted to identify trends specific to nursing research on CAM.

This multi-step framework allows for a more comprehensive and less biased exploration of CAM research trends by leveraging text mining techniques to process large volumes of literature, identify key topics, and uncover patterns that may not be apparent through traditional review methods [ 14 , 15 , 16 ]. The integration of expert validation ensures the relevance and credibility of the findings, while the focused analysis of nursing literature provides insights specific to the nursing discipline within the broader context of CAM research. The process of selecting studies for our analysis is illustrated in Fig.  1 , which provides a clear visual representation of the key steps involved, from the initial database search to the final classification of studies into nursing and other disciplines. This multi-step approach, combined with the visual aid, enhances the clarity and transparency of our methodology, allowing readers to better understand and contextualize the subsequent data analysis steps.

Flow diagram for literature selection process

Literature selection

This study focused on complementary and alternative medicine studies conducted in the fields of medicine, public health, and nursing in Korea and abroad. After specifying the research title and abstract as the search scope to extract the literature and build a database, the literature related to nursing was classified based on the topics derived through text network analysis and then, the literature that met the selection criteria was secondarily extracted and analyzed through the abstract screening. The three researchers checked the consistency of the study selection process and if there was any discrepancy, the final decision was made through consensus among the researchers.

The selection criteria for the literature were: (1) domestic and foreign studies published within the last five years (January 2018 to September 2023) that conducted studies on complementary and alternative medicine; and

The exclusion criteria for the literature were grey literatures, dissertations, and studies for which original texts are not available.

Data collection strategies

In this study, the database was selected by referring to the COSI (Core, Standard, Ideal) [ 20 ] model presented by the National Library of Medicine for literature search. EMBASE, Cochrane Central, and PubMed Central were selected as the core databases.

On the other hand, the standard databases selected were the Cumulative Index to Nursing and Allied Health Literature (CINAHL); and Korean database services such as the Research Information Sharing Service (RISS), KMbase, and Korean studies Information Service System (KISS). These Korean databases were included to ensure a comprehensive coverage of potentially relevant studies published in South Korea, as they index a wide range of domestic and international journals, conference proceedings, and dissertations across various disciplines, including those related to CAM. However, it is important to note that the inclusion of these Korean databases does not limit the scope of our study to Korean literature only, as the majority of our analysis focuses on studies published in English and indexed in the core and standard international databases.

In addition, the Web of Science was selected to include a wider range of literature for the ideal database, and the period of literature search focused on the last five years, from 1 January 2018 to 15 September 2023. to capture the most recent trends in CAM research following the last comprehensive analysis of CAM research trends conducted in 2018 by Sung et al. [ 19 ]. This time frame was chosen to provide an updated and comprehensive analysis of CAM research trends, building upon the findings of previous studies and identifying new patterns and areas of focus that have emerged in recent years, given the rapid evolution of CAM research and the increasing integration of CAM into mainstream healthcare.

The data collection procedure was limited for both domestic and foreign studies. In case of foreign studies, ‘English’ was limited as the search language, ‘abstract and title’ were identified as the field, ‘article’ was set as the document form, and the keywords were ‘complementary therap*,’ ‘complementary medicine,’ ‘alternative therap*,’ and ‘alternative medicine.’ For the Korean studies, ‘Korean’ was limited as the search language, ‘abstract and title’ were identified as the field, ‘article’ was set as the document form, and the search keywords used were ‘보완대체,’ ‘대체요법,’ and ‘대체의학.’ In searching for the secondary literature, studies in the field of nursing were presented to a group of nine experts including physicians, nurses, and pharmacists with a master's degree or higher, and then the relevant areas were classified to extract the keywords. These keywords were then used in the text mining search. Topic words, the majority of which were classified as nursing, were re-searched in the collected database. The literature selection and classification process were carried out independently by three researchers and promoted through discussions between the researchers.

Data analysis process

Data extraction.

A comprehensive literature search was conducted across eight databases: CINAHL, Cochrane, EMBASE, KISS, Kmbase, PubMed, RISS, and Web of Science. This extensive search yielded a total of 77,062 studies. To ensure the integrity and non-redundancy of our dataset, we employed a rigorous two-step deduplication process. First, we utilized the 'Find Duplicates' function in EndNote software for initial automatic deduplication. This function systematically identifies and groups potential duplicate records based on shared metadata such as title, authors, year, and DOI. Through this automated process, 12,107 duplicate records were identified and removed.

Following the automated process, we conducted a manual review to identify and remove any remaining duplicates that the software might have missed. This careful manual screening allowed us to catch subtle duplicates that automated systems might overlook, such as those with slight variations in titles or author names. Through this manual review, an additional 465 duplicate records were identified and removed. In total, our rigorous two-step deduplication process resulted in the removal of 12,572 duplicate records. Of these, 12,107 were removed through automated deduplication and 465 through manual review. After deduplication, 64,490 unique studies were retained for further analysis. These studies were systematically organized by title and subjected to a thorough text preprocessing phase. During this phase, unstructured words were sorted and cleaned using the social networking program Netminer 4.3.3 and text editor Notepad + + (version 8.5.8).

Also, stopwords such as pronouns, adverbs, and numbers were deleted through natural language processing, while exception list, defined words, and thesaurus were registered. The exception list and thesaurus were selected by the three researchers, and if they failed to reach a unanimous agreement, the keywords were refined through consultation and the abstracts and preambles were reviewed again to examine the context in which the words were used. In case of the exception list, literature search keywords or stopwords such as pronouns, adverbs, numbers, and special symbols were considered, while ‘complementary,’ ‘medicine,’ ‘alternative,’ ‘therapeutic,’ ‘therapy,’ ‘therap,’ ‘therapies,’ ‘the,’ ‘a,’ ‘and,’ ‘of,’ ‘for,’ ‘in,’ ‘to,’ and ‘among’ were excluded. Special symbols like ‘’,:'"()&-?# <  >  + "",‘ were excluded as well. As for defined words, ‘cells → cell,’ ‘effects → effect,’ ‘staphylococcus aureus → staphylococcus,’ ‘aureus → staphylococcus,’ ‘characteristics → characterization,’ ‘efficacy → effect,’ ‘rat → mice,’ ‘radio → radiation,’ ‘systems → system,’ ‘agents → agent,’ ‘activity → activation,’ ‘carcinoma → cancer,’ ‘cases → case,’ ‘mouse → mice,’ ‘practices → practice,’ ‘radio sensitization → radiation,’ ‘years → year,’ ‘α → alpha,’ and ‘β → beta’ were selected, and data sorting for synonyms was performed. As a result of the analysis, a database consisting of 464,625 words was constructed.

Data analysis

In this study, text mining and topic modeling analysis were employed using textom and RStudio (4.3) to identify keywords related to CAM. Word analysis, TF-IDF, and degree centrality analysis were performed through text mining, with results presented via visualization. TF-IDF determines if a keyword holds actual significance within a document, as words with high TF and TF-IDF values appear frequently and are more likely keywords or important terms [ 21 , 22 ]. Following previous studies [ 22 , 23 ], the minimum word length was set to two, with the top 20 words extracted per topic. Text network analysis created word networks expressing co-occurrence frequency as links [ 24 ]. To gauge word occurrence frequency, words were converted to word-word one-mode, and degree centrality analysis identified highly influential network words. The results of these analyses, including frequency, TF-IDF, degree centrality, closeness centrality, and betweenness centrality of core keywords, can be found in Table 1 .

This study utilized Latent Dirichlet Allocation (LDA) for topic modeling, a statistical method that estimates the probability distribution of topics within documents based on the Document Term Matrix (DTM). Following established practices in the literature, we set the Markov Chain Monte Carlo (MCMC) parameters to alpha = 1.44, beta = 0.001, and iterations = 1,000 [ 25 ]. To determine the optimal number of topics, we iteratively tested configurations ranging from 1 to 20 topics. Through a combination of silhouette clustering analysis and researcher consensus, we identified that a 15-topic model best represented the research trends in our corpus.

LDA visualization indicated that larger topic sizes represented greater proportions within the analyzed studies [ 25 ]. We confirmed that the ideal number of topics, where topics do not overlap and have distinct boundaries, is 15, as shown in Fig.  2 . To validate the relevance and credibility of the topic modeling results, we consulted an expert panel consisting of physicians, nurses, and pharmacists with master's or doctoral degrees. The panel members were asked to classify the 15 derived topics into their respective academic fields. Based on the survey results, two topics (Topics 4 and 7) were identified as nursing-related, with the majority of the expert panel categorizing them as such.

LDA topic modeling visualization

Using the words from these two nursing-related topics, a keyword search was conducted within the database to identify the final set of literature containing these terms. The selected literature was then classified as either nursing-related or non-nursing-related based on the following criteria: (1) the study was published by a nursing school or department, (2) the authors were nurses or nursing researchers, (3) the authors were hospital-affiliated nurses, or (4) the study was published in a nursing journal. The classification process was carried out independently by three authors, and the final categorization was determined through a verification process among them.

Literature review

After the three researchers re-searched the database built based on the sub-words of the extracted topics, a total of 35 articles were selected, including 13 nursing-related literatures and 22 other discipline-related literatures. The sub-words used for the re-search were derived from Topic 4 and Topic 7 in Table 2  and were classified using the PICO (Population, Intervention, Comparison, Outcome) framework. The population-related sub-words included 'patient,' 'students,' and 'nursing.' The intervention-related sub-words were 'yoga,' 'treatment,' 'radiation,' 'acupuncture,' 'education,' and 'cam.' The comparison-related sub-word was 'placebo,' and the outcome-related sub-words included 'anxiety,' 'depression,' 'symptoms,' 'knowledge,' 'attitudes,' and 'perceptions.' These PICO-classified sub-words were used to conduct the database re-search.

In order to examine the research trends in nursing and other related fields, general characteristics (author, country of publication, year of publication) and research characteristics (research design model, statistical method, research subject, intervention method, outcome variable, measurement instruments) were identified, presented, and compared. Meanwhile, the three researchers independently prepared a characteristic table to ensure the accuracy of the extracted contents and if there was any discrepancy, one data was selected through the discussion process until a consensus was reached and a characteristic table was constructed.

To assess the quality of the selected studies, we employed the Mixed Methods Appraisal Tool (MMAT), a concise tool designed to evaluate various study designs, including qualitative, randomized controlled trials, non-randomized studies, quantitative descriptive studies, and mixed methods studies [ 26 ]. This comprehensive tool allowed us to systematically evaluate the methodological rigor of our diverse selection of studies. Each study was evaluated against five MMAT criteria specific to its design, focusing on aspects such as research question appropriateness, data collection methods, and result interpretation. Our assessment revealed varying levels of methodological quality. Among nursing studies (A1-A12), 25% were high quality (5/5 criteria met), 58.3% moderate quality (4/5 criteria), and 16.7% low quality (3/5 criteria). Importantly, all included studies met at least 3 out of the 5 MMAT criteria, indicating an overall moderate to high quality across the selected literature. This suggests that the studies included in our analysis provide a reliable foundation for drawing conclusions. Studies that did not meet all criteria were carefully reviewed, and their potential limitations were considered when interpreting their findings. The MMAT provided a useful overview of study quality and was deemed suitable for assessing methodological rigor while maintaining the feasibility of our analysis. This approach ensured a balanced and nuanced interpretation of the evidence in the field of complementary and alternative medicine. The detailed results of this quality assessment can be found in Tables 3  and 4 .

Data collection and ethical considerations

Since the data used in this study did not contain information that can identify individuals, the study was conducted after obtaining an IRB approval (IRB No: ewha-202311–0008-01) from the Institutional Review Board of Ewha Womans University.

Analysis of word frequency and centrality

The frequency and percentage of the top 20 words related to complementary and alternative medicine are shown in Table 1 . The frequency and percentage of the top 20 words related to complementary and alternative medicine are shown in Table 1 . The table presents the top 20 keywords ranked by frequency, TF-IDF, degree centrality, closeness centrality, and betweenness centrality. The frequency column indicates the number of times each keyword appears in the analyzed documents, while the TF-IDF column represents the importance of each keyword within the entire document set. Degree centrality, closeness centrality, and betweenness centrality are network analysis measures that indicate the importance and influence of each keyword within the text network. The words with the highest frequency included ‘cell’ (7,653 times), ‘patient’ (6,910 times), ‘treatment’ (6,851 times), ‘cancer’ (6,722 times), ‘study’ (6,295 times), and ‘effect’ (6,203 times). The words with the highest values of TF-IDF, in order, were ‘cell,’ ‘effect,’ ‘cancer,’ ‘patient,’ ‘treatment,’ and ‘study.’ As a result of centrality analysis, the top six common words, in order, were ‘effect,’ ‘treatment,’ ‘study,’ ‘analysis,’ ‘disease,’ and ‘approach.’ Except for common words, the words with the highest values in the centrality analysis, in order, were ‘model,’ ‘patient,’ ‘activation,’ and ‘use.’ The words with the highest values for closeness centrality were ‘factor,’ ‘model,’ ‘patient,’ and ‘activation,’ while the words with the highest values for betweenness centrality were ‘factor,’ ‘model,’ ‘type,’ and ‘activation.’

Results of the topic modeling

The LDA visualization provides insights into the relative importance and distinctiveness of identified topics. In this visualization, the size of each topic circle is proportional to its prevalence within the analyzed corpus, with larger circles indicating topics that are more frequently discussed across the literature. Interestingly, we observed that some topics, despite being represented by smaller circles, were positioned at considerable distances from other topics. This spatial separation suggests that these topics, while perhaps less prevalent, possess high discriminant validity and represent distinct thematic areas within the field of complementary and alternative medicine research. This interpretation is consistent with established principles in topic modeling, where spatial relationships in visualizations can indicate semantic distinctiveness. An expert panel of 9 individuals (3 doctors, 3 nurses, and 3 pharmacists), each holding a master's or doctoral degree, conducted a survey to classify the topics based on the keywords. The topic that received the most votes from the panel was designated as the representative field for that topic. Based on the resulting values of the topic modeling, 20 sub-words for each topic were presented and provided in Table 2 , Topics 1–3, 5–6, and 9–15 were classified as Medicine, Topics 4 and 7 as Nursing, and Topics 8 and 10 as Pharmacology.

The process of selecting studies for our analysis is illustrated in Fig.  2 . To determine the optimal number of topics for our analysis, we conducted Latent Dirichlet Allocation (LDA) visualization. As Greene et al. [ 25 ] suggest, larger topic sizes in LDA visualization indicate a greater proportion of that topic within the analyzed studies. We tested topic numbers ranging from 1 to 20, seeking a configuration where topics were visually distinct and non-overlapping. This approach aligns with Liu et al. [ 24 ], who note that topics with high discriminant validity appear as small but clearly separated clusters. After careful visual analysis, we determined that 15 topics provided the most coherent and distinct groupings, as shown in Fig.  2 . This visualization demonstrates the independence and non-overlapping nature of our identified topics, supporting the robustness of our topic modeling approach. Based on the resulting values of the topic modeling, 20 sub-words for each topic were presented and provided in Table 2 . The expert panel's classification suggested that Topics 4 and 7 had relevance to nursing research. However, upon closer examination of the keywords included in these topics, it became apparent that they also encompassed literature from other medical disciplines. While the expert panel's classification indicated these topics were nursing-related, the presence of medical terminology suggested a broader interdisciplinary scope. This highlighted the limitations in identifying nursing-specific research using the current topic modeling approach. To address this issue and clarify the nursing-specific research within these topics, a further refinement of the literature search was conducted using the PICO framework. The keywords from Topics 4 and 7 were used to formulate a focused research question and search strategy. This targeted approach yielded a final selection of 12 nursing-specific articles and 22 articles from other disciplines. By employing the PICO framework and leveraging the keywords from the identified nursing-related topics, it was possible to isolate the nursing research within the broader interdisciplinary landscape.

The words included in topic 4 were the following: ‘trial,’ ‘effect,’ ‘yoga,’ ‘treatment,’ ‘radiation,’ ‘phage,’ ‘protocol,’ ‘anxiety,’ ‘dose,’ ‘zinc,’ ‘symptoms,’ ‘depression,’ ‘placebo,’ ‘acupuncture,’ ‘feasibility,’ ‘training,’ ‘insights,’ ‘toxicity,’ ‘mri,’ and ‘emergency.’ The words included in the topic 7 were: ‘role,’ ‘survey,’ ‘practice,’ ‘evidence,’ ‘failure,’ ‘utilization,’ ‘heart,’ ‘students,’ ‘cam,’ education,’ ‘healthcare,’ ‘valve,’ ‘knowledge,’ ‘communication,’ ‘narrative,’ ‘practitioners,’ ‘attitudes,’ ‘nursing,’ ‘perceptions,’ and ‘pseudomonas.’

The characteristics of the 12 studies included in the literature review analysis are shown in Table 3 .

Of the 12 final literature selections in nursing, there were four randomized controlled trials [A2] [A4] [A7] [A8], three non-randomized comparative trials [A3] [A5] [A6], four descriptive survey studies [A1] [A9] [A10] [A11], and one qualitative study [A12]. Regarding the country of the study’s publication, there were five studies from the United States, three from the United Kingdom, two from Germany and Turkey, and one from Australia. As for the statistical techniques that appeared with high frequency, 10 studies, which were [A1] [A2] [A3] [A4] [A5] [A7] [A8] [A9] [A10] [A11,] used independent t-test, and it was used in most studies. On the other hand, χ2 test was used in seven studies [A3] [A4] [A7] [A8] [A9] [A10] [A11] and one-way analysis of variance was used in four studies [A1] [A9] [A10] [A11]. Regarding the studies that were conducted targeting patients, there was one study conducted on cancer patients [A5], one study on women with post-traumatic stress disorder caused by a car accident [A8], one study on hypertension patients [A7], and one study on breast cancer patients undergoing chemoradiotherapy [A4]. There were seven studies conducted on medical staffs [A1] [A3] [A6] [A9] [A10] [A11] [A12] and one study conducted on nursing students [A2]. Among the interventional therapies used in clinical trials, the most common one was yoga, which was identified in three studies. Specifically, there was one study that used yoga therapy for chemotherapy patients [A5], laughter yoga for nursing students [A2], and yoga therapy for women with post-traumatic disorder [A8]. There were also studies conducted on virtual cancer education program [A6], education on complementary and alternative medicine [A3], auricular acupressure for hypertensive patients [A7], and music therapy for those with breast cancer [A4]. In the studies conducted among medical professionals and nursing students, knowledge [A1] [A3] [A6] [A9] [A10] [A11], attitudes [A1] [A3] [A10] [A11], and usage surveys [A1] [A11] were identified as measurement variables, whereas depression [A8], pain [A7], quality of life [A7], and anxiety [A8] [A4] were identified as the measurement variables in the studies conducted on patients.

Other disciplines

The detailed characteristics of these studies, including the study design, sample, intervention, statistical methods, and outcome measures, are presented in Table 4 .

Of the 22 final literature selections in other disciplines, there were 20 randomized controlled trials [B1] [B2] [B3] [B5] [B6] [B7] [B8] [B9] [B10] [B11] [B12] [B13] [B14] [B15] [B16] [B17] [B18] [B20] [B21] [B22], one pre- and post-hoc comparative study [B4], and one scoping review [B19]. The detailed characteristics of these studies, including the study design, sample, intervention, statistical methods, and outcome measures, are presented in Table 4 . Regarding the country of the study's publication, there were seven studies from the United States of America and the United Kingdom, three studies from China, two studies from the Netherlands, and one study each from Germany, India, and Hong Kong. As for the statistical techniques that appeared with high frequency, there were 10 studies that used independent t-test [B2] [B3] [B5] [B6] [B8] [B11] [B13] [B15] [B18] and one-way ANOVA [B3] [B6] [B7] [B9] [B11] [B14] [B18] [B21] [B20] [B22], while seven studies used repeated measures ANOVA [B2] [B4] [B10] [B11] [B15] [B20] [B22]. All studies for the literature review were conducted on patients. The most common intervention used was auricular acupressure, which was applied on patients with Parkinson’s disease [B11], poststroke depression [B6] [B14], insomnia and depression [B20] [B21], carpal tunnel syndrome [B7], soldiers with PTSD [B19], migraine [B15], pelvic organ prolapse [B8], and gallbladder stones [B22]. The second most common intervention used was yoga therapy, and the subjects were those with active arthritis [B18], generalized anxiety disorder [B17], hemodialysis [B4], and hypertension [B2]. Other subjects and interventions shown in the studies were the following: irritable bladder syndrome patients treated with cinnamon patch [B13]; depression patients treated with bouldering psychotherapy [B12]; dementia patients treated with aromatherapy [B10]; insomnia patients treated with Tai-chi and meridian pressure [B9]; Crohn’s disease patients treated with moxibustion [B3]; HIV patients treated with green tea [B5]; and peripheral arterial disease patients treated with laser acupuncture [B1]. On the other hand, the following were identified as the measurement variables for yoga intervention: level of depression, arthritis stage, anxiety level, quality of life, treatment response rate, sleep, and autonomic function [B2] [B4] [B16] [B17] [B18]. Measurement variables for auricular acupressure included level of depression, sleep quality, level of pain, physical and psychological symptoms, severity of depressive symptoms pelvic organ prolapse, and gastrointestinal symptoms [B3] [B6] [B7] [B8] [B11] [B14] [B15] [B19] [B20] [B21] [B22].

In the study conducted using cinnamon patches, the overactive bladder symptom scores and residual urine volume after urination were identified [B13]. In the study which used green tea, the level of depression was assessed while measuring the severity of depressive symptoms through bouldering [B12]. In the study that used aromatherapy, the behavior, psychology, daily living ability, and cognitive function of the patients with dementia were also assessed [B10].

The present study employed text mining techniques to analyze the literature on CAM published over the past five years and identify trends in nursing research. The text network analysis revealed keywords with high TF-IDF and degree centrality, such as 'cell', 'patient', 'treatment', 'cancer', 'study', and 'effect', suggesting a strong focus on cellular mechanisms, patient-centered approaches, and treatment effects, particularly in the context of cancer [ 22 , 23 ]. The high centrality of these keywords indicates their importance and influence within the broader network of CAM research [ 24 , 25 ]. The topic modeling approach identified 15 major topics, providing a comprehensive overview of the key areas of focus in recent CAM research. This data-driven method offers a more nuanced understanding of research trends compared to previous studies that relied on arbitrary searches or focused on narrow populations or interventions [ 27 , 28 , 29 , 30 , 31 ]. By employing this systematic approach, the present study captures the breadth and diversity of CAM research, overcoming the limitations of previous nursing studies.

An expert panel of 9 individuals (3 doctors, 3 nurses, and 3 pharmacists), each holding a master's or doctoral degree, conducted a survey to classify topics based on keywords. According to the expert classification results shown in Table 2 , Topics 1–3, 5–6, and 9–15 were classified as Medicine, Topics 4 and 7 as Nursing, and Topics 8 and 10 as Pharmacology. While Topics 4 and 7 were found to be nursing-related, closer examination revealed the presence of literature from other medical disciplines within these topics. To address this issue and clarify the nursing-specific research, a further refinement of the literature search was conducted using the PICO framework. The keywords from Topics 4 and 7 were used to formulate a focused research question and search strategy, yielding a final selection of 34 articles, with 12 nursing-specific articles and 22 articles from other disciplines. Analyzing trends in nursing and interdisciplinary studies within the context of the existing literature provides a more comprehensive understanding of CAM research trends. From a nursing perspective, the identification of topics related to patient care, such as symptom management, quality of life, and patient education, highlights the potential for CAM interventions to improve patient outcomes and experiences. The prominence of keywords such as 'patient', 'treatment', and 'effect' highlights the need for evidence-based practice and the need for rigorous studies to evaluate the efficacy and safety of CAM interventions in nursing care. Furthermore, the expert panel's validation of Topics 4 and 7 as relevant to nursing research emphasizes the relevance of these areas within the nursing discipline. Topic 4, which includes keywords such as 'trial', 'effect', 'yoga', 'anxiety', and 'depression', suggests a focus on the psychological benefits of CAM interventions, particularly in the context of clinical trials. This aligns with the growing recognition of the importance of holistic, patient-centered care in nursing practice [ 3 , 4 ]. Topic 7, which includes keywords such as 'practice', 'evidence', 'education', 'knowledge', and 'attitudes', highlights the importance of evidence-based practice and the need for nurse education and training in CAM. As CAM interventions become increasingly popular among patients, it is crucial for nurses to have the knowledge and skills needed to provide safe and effective care [ 5 , 6 ]. The insights gained from this study highlight the potential of text mining and topic modeling techniques for investigating research trends in various fields [ 11 , 12 , 13 ]. By leveraging these methods, researchers can systematically analyze large volumes of literature, identify key areas of focus, and uncover patterns and trends that may not be apparent through traditional review methods [ 14 , 15 ]. This approach can lead to a more comprehensive understanding of the current state of research and inform future directions for investigation.

In conclusion, the present study demonstrates the value of text mining and topic modeling techniques in analyzing research trends, particularly in the field of CAM [ 9 , 10 ]. The systematic approach employed in this study allowed for a more comprehensive and data-driven exploration of the research landscape, overcoming the limitations of previous studies and providing valuable insights into the trends in nursing research on CAM. The findings of this study have significant implications for nursing practice, highlighting the need for evidence-based approaches, patient-centered care, and the integration of CAM interventions into nursing education and training. Future studies should consider adopting similar methodological approaches to investigate research trends in other fields, as this can lead to a more complete understanding of the current state of research and inform future directions for investigation.

The trends analysis of nursing and interdisciplinary studies on CAM revealed notable differences in research design, subject characteristics, intervention types, and assessment methods. Nursing studies exhibited a more balanced distribution of research designs, including randomized controlled trials [A2, A4, A7, A8], non-randomized comparative trials [A3, A5, A6], descriptive survey studies [A1, A9-A11], and a qualitative study [A12]. In contrast, other disciplines predominantly utilized experimental designs, with 95.2% of the studies being randomized controlled trials [B1-B3, B5-B18, B20-B22]. This disparity suggests that nursing research on CAM should expand its focus on experimental studies to enhance the evidence base and align with the methodological approaches of other disciplines.

The subject characteristics of nursing studies differed significantly from those of other disciplines, with nursing research primarily focusing on healthcare professionals and students [A1, A3, A6, A9-A12], while other disciplines exclusively studied patient populations [B1-B22]. This highlights the need for nursing research to diversify its study subjects and investigate the effects of CAM interventions on patients and healthcare providers [ 28 , 29 ], as well as broader community and general health populations [ 3 , 6 ]. By expanding its scope, nursing research can provide valuable insights into the effectiveness and applicability of CAM interventions in promoting health and well-being across diverse settings and populations [ 4 , 5 , 7 , 8 ]. Nurses, as frontline healthcare providers, are uniquely positioned to bridge the gap between healthcare settings and the community, engaging with patients and community members to assess their health needs and provide evidence-based recommendations for CAM interventions [ 1 , 2 ]. This expanded focus, coupled with interdisciplinary collaboration and knowledge exchange [ 9 , 10 ], can lead to the development of innovative, culturally sensitive, and evidence-based CAM interventions that address the complex health needs of individuals and communities alike.

A closer examination of the intervention types in nursing studies reveals that although they focused on a relatively limited range of CAM modalities, such as yoga [A2, A5, A8] and auricular acupressure [A7], these interventions demonstrated promising potential for managing various symptoms and conditions. For instance, yoga was found to be effective in reducing psychological symptoms and cortisol levels in college students [A2], alleviating chemotherapy-related symptoms in cancer patients [A5], and improving post-traumatic stress disorder among traffic accident survivors [A8]. Similarly, auricular acupressure was shown to help decrease angina symptoms in hypertensive patients [A7]. These research findings suggest that even though the scope of CAM interventions in nursing research may be limited, they can provide significant benefits to diverse patient populations [ 2 , 4 , 22 ]. In contrast, the wide array of CAM interventions investigated in other disciplines, such as aromatherapy for dementia [B10], green tea for depression in HIV patients [B5], laser acupuncture for peripheral arterial disease [B1], cinnamon patch for irritable bladder syndrome [B13], bouldering psychotherapy for depression [B12], Tai-chi and meridian pressure for insomnia [B9], and moxibustion for Crohn's disease [B3], demonstrates the potential for nursing research to explore and apply new therapies. The safety, efficacy, and potential of these diverse CAM modalities, as evidenced in other disciplines [ 23 , 24 ], should encourage nursing researchers to investigate their applicability in patient care. By conducting rigorous studies on the safety and efficacy of various CAM interventions, nursing research can provide valuable evidence to support the integration of complementary therapies into nursing practice [ 2 , 4 , 22 ]. Moreover, this trends analysis emphasizes the importance of studying CAM interventions for chronic disease management. With the increasing prevalence of chronic conditions [ 1 , 9 , 10 ], nursing research can play a pivotal role in evaluating the effectiveness of CAM for managing these diseases. Studies on yoga for hypertension [B2] and arthritis [B18], auricular acupressure for insomnia and depression [B20, B21], and moxibustion for Crohn's disease [B3] demonstrate the potential of CAM in improving patient outcomes and quality of life. As nurses have more direct and prolonged contact with patients compared to other healthcare professionals, they are well-positioned to assess the effectiveness of CAM interventions in both clinical and community settings [ 3 , 5 ]. By conducting well-designed studies on the safety and efficacy of various CAM modalities, nursing research can provide the necessary evidence to support the integration of complementary therapies into chronic disease management plans, ultimately enhancing patient care and outcomes across diverse settings. Leveraging their unique role in patient care and conducting rigorous studies on the safety and efficacy of various CAM interventions, particularly for chronic disease management, can enable nursing research to make significant contributions to the integration of complementary therapies into nursing practice. This approach has the potential to not only improve patient outcomes and experiences but also strengthen the evidence base for CAM in healthcare, fostering interdisciplinary collaboration in CAM research and advancing the field of nursing.

The analysis of assessment methods revealed that nursing studies heavily relied on self-developed measurement instruments (58.3%) [A3, A5, A6, A9-A12], while other disciplines predominantly used previously validated tools [B1-B22]. Furthermore, nursing studies rarely incorporated physiological indicators (8.3%) [A2], in contrast to the more frequent use of such measures in other disciplines (36.3%) [B1-B22]. These findings underscore the importance of utilizing validated assessment tools and physiological indicators in nursing research to enhance the reliability and validity of study results [ 31 ]. By incorporating these objective measures, nursing research can more clearly identify significant factors and strengthen the level of evidence, ultimately improving the credibility and applicability of the results.

The trends analysis of statistical techniques revealed a higher prevalence of independent t-tests in nursing research (83.3%) [A1-A5, A7-A11], while other disciplines showed a more balanced use of various techniques, including one-way ANOVA (45.5%) [B3, B6, B7, B9, B11, B14, B18, B20-B22] and repeated measures ANOVA (31.8%) [B2, B4, B10, B11, B15, B20, B22]. This difference can be attributed to the nature of the dependent variables assessed in each field, with nursing studies primarily focusing on single assessments of knowledge, attitudes, education, beliefs, and symptoms [A1, A3-A11], whereas other disciplines frequently employed repeated measures of pain, depression, response rate, serum levels, and neurological outcomes [B2-B4, B6-B8, B10, B11, B14-B22]. These findings underscore the importance of aligning the choice of statistical techniques with the nature of the outcome measures to ensure the validity and reliability of the research findings.

In conclusion, the trends analysis of nursing and interdisciplinary studies on CAM highlights the need for nursing research to expand its focus on experimental designs, diversify study subjects, explore various CAM interventions, utilize validated assessment tools and physiological indicators, and employ robust statistical techniques. By addressing these methodological considerations, nursing research can strengthen the evidence base for CAM interventions, facilitate their integration into nursing practice, and contribute to interdisciplinary dialogue in the field of CAM research [ 11 , 12 , 13 ]. As CAM use becomes increasingly prevalent among patients, particularly those with chronic conditions [ 1 , 9 , 10 ], nursing research has a crucial role to play in investigating the safety and efficacy of various CAM modalities [ 2 , 4 , 22 ]. This approach not only has the potential to improve patient outcomes and experiences but also enables nursing research to make valuable contributions to interdisciplinary collaboration in the field of CAM [ 3 , 5 ]. By embracing the diversity of CAM interventions and fostering interdisciplinary interactions, nursing research can broaden its scope, enhance the efficiency of patient-focused care, and move closer to providing truly holistic care that addresses the multifaceted needs of patients. Also, the integration of CAM into nursing practice, supported by robust research evidence, has the power to transform healthcare delivery and improve the lives of patients, particularly those with chronic conditions who stand to benefit greatly from a more comprehensive and individualized approach to care.

The trends analysis of nursing and interdisciplinary studies on CAM highlights the potential for nursing research to draw inspiration from the diverse CAM interventions studied in other disciplines and adapt them for nursing practice. For example, the use of aromatherapy for dementia [B10], green tea for depression in HIV patients [B5], and cinnamon patch for irritable bladder syndrome [B13] could be explored in nursing research to assess their feasibility and effectiveness in nursing care settings. By learning from the experiences of other disciplines and adapting promising CAM interventions for nursing practice, researchers can expand the scope of nursing research on CAM and contribute to the development of innovative, evidence-based complementary therapies for various patient populations. Given the current trends in nursing research on CAM, it is essential for future studies to consider the research directions and methodologies employed in other disciplines to guide the advancement of nursing science in this field. In summary, this trends analysis emphasizes the need for nursing research to embrace a more diverse and rigorous approach to CAM research, drawing inspiration from the methodologies and interventions studied in other disciplines. By expanding the focus on experimental designs, diversifying study subjects, exploring novel CAM interventions, utilizing validated assessment tools and physiological indicators, nursing research can strengthen the evidence base for CAM interventions, facilitate their integration into nursing practice.

Limitations

This study aimed to identify research trends in CAM through text network analysis and to analyze nursing research trends based on the findings. The use of text mining and big data analysis allowed for a more comprehensive and less biased approach to data collection and processing compared to arbitrary search strategies. However, there were still limitations in defining each field intuitively due to the diverse and wide-ranging areas of CAM used in different disciplines. Future studies should focus on analyzing overall topics across various fields as well as keyword extraction through text mining to gain a more holistic understanding of CAM research trends. Another limitation of this study is that the search languages were restricted to Korean and English. This may have excluded relevant studies published in other languages and might limit the generalizability of the findings. As CAM is rooted in diverse cultures and traditions worldwide, it is important to include studies conducted in various languages for a comprehensive understanding. Future research should incorporate more languages to provide a global perspective on CAM research trends.

Despite these limitations, this study offers a novel methodological strategy for trend analysis by combining keywords extracted using big data rather than relying on researchers' arbitrary settings. The keyword-based classification and literature analysis provide a new approach to identifying research trends and directions. The trends analysis between nursing literature and other disciplines revealed differences in subject selection, study design, statistical techniques, and measurement of dependent variables, highlighting the need for nursing research to broaden the range of subjects and measurement tools while considering randomization and generalization in experimental designs. Furthermore, this study emphasizes the importance of using design techniques that facilitate the sharing of research results beyond the nursing community.

Conclusions

This study significantly advances CAM research in nursing by providing a comprehensive, data-driven overview of research trends. We have identified key areas for improvement, such as the need for more randomized controlled trials and broader subject diversity, and have proposed innovative methodological strategies. Our findings underscore the importance of interdisciplinary collaboration and the adoption of diverse, rigorous research approaches. By addressing these gaps, nursing research in CAM can be strengthened, ultimately enhancing the integration of evidence-based CAM practices in nursing care and improving patient outcomes.

Availability of data and materials

The data and materials of this study are available from the corresponding author upon reasonable request.

Abbreviations

Complementary and Alternative Medicine

World Health Organization

National Center for Complementary and Integrative Health

Research Information Sharing Service

Korean studies Information Service System

Cumulative Index to Nursing and Allied Health Literature

Term Frequency-Inverse Document Frequency

Latent Dirichlet Allocation

Markov Chain Monte Carlo

Document Term Matrix

Mixed Methods Appraisal Tool

Institutional Review Board

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The authors thank all participants who accepted to be part of this work.

This study was supported by the National Research Foundation of Korea (NRF-2022R1F1A1071533)

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Study design: JN, HP, and HL; Data collection and Data analysis : JN and HL ;Study supervision: HP; Manuscript writing: JN, HL, and SL Critical revisions for important intellectual content: HP. All authors reviewed and approved the final manuscript.

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Nam, J., Lee, H., Lee, S. et al. Literature review of complementary and alternative therapies: using text mining and analysis of trends in nursing research. BMC Nurs 23 , 526 (2024). https://doi.org/10.1186/s12912-024-02172-9

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Barriers to the integration of building information modeling (bim) in modular construction in sub-saharan africa.

1. Introduction

2. literature review, 3. methodology, 3.1. identifying and validating potential barriers to the integration of bim in modular construction in sub-saharan africa, 3.2. recruitment of relevant respondents, 3.3. data collection survey design and data collection, demographic information of respondents, 3.4. data analysis, 4. results and findings, 4.1. frequency distribution of the barriers to the integration of bim in modular construction in sub-saharan africa, 4.2. mean, standard deviation, and ranking of the barriers to the integration of bim in modular construction, 4.3. correlation matrix of the barriers to the integration of bim in modular construction in sub-saharan africa, 5. discussion of findings, 5.1. high costs of bim software, tools, and training (b14), 5.2. insufficient cross-field expertise (b9), 5.3. poor stakeholder collaboration (b2), 5.4. limited software interoperability (b13), 5.5. shortage of bim skills (b7), 6. conclusions and recommendations, author contributions, data availability statement, conflicts of interest.

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Share and Cite

Saliu, L.O.; Monko, R.; Zulu, S.; Maro, G. Barriers to the Integration of Building Information Modeling (BIM) in Modular Construction in Sub-Saharan Africa. Buildings 2024 , 14 , 2448. https://doi.org/10.3390/buildings14082448

Saliu LO, Monko R, Zulu S, Maro G. Barriers to the Integration of Building Information Modeling (BIM) in Modular Construction in Sub-Saharan Africa. Buildings . 2024; 14(8):2448. https://doi.org/10.3390/buildings14082448

Saliu, Lukman O., Rehema Monko, Sam Zulu, and Godwin Maro. 2024. "Barriers to the Integration of Building Information Modeling (BIM) in Modular Construction in Sub-Saharan Africa" Buildings 14, no. 8: 2448. https://doi.org/10.3390/buildings14082448

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Major knowledge shortfalls for Colombian Amazonian anurans: Implications for conservation

• Camacho-Rozo, Claudia P.
• Urbina-Cardona, Nicolás

The Amazon boasts the highest anuran species diversity in the world. The Colombian Amazon has the highest rates of illegal deforestation, leading to accelerated species loss. The objective of this review was to identify knowledge shortfalls in anuran research to effectively address conservation efforts. We conducted a systematic literature search from different databases. To this end, we evaluated knowledge gaps in the published literature to pinpoint areas where information is lacking, aiming to address critical topics essential for advancing scientific understanding and informing effective conservation and management strategies. We read the Abstract, Methods, Study Area, Results and supplementary material for each document following the PRISMA (Preferred Reporting Items for Systematic reviews and Meta‑Analyses) protocol. We found 161 documents, with the earliest publications dating back to the 1940s, and the highest productivity occurring since 2000. The diversity of research topics has increased over time. The most studied topics were systematics and taxonomy, natural history, geographic distributions, while the least studied topics (with less than six documents) were cell biology and microbiology, genetics, toxicology, ethnobiology, diet, infectious diseases, biogeography and macroecology. There remains a need for further research in these underrepresented areas. Only 10 species were represented in more than 17 papers and 165 species were represented in less than three publications. Only three species (Allobates femoralis, Dendropsophus parviceps and Phyllomedusa bicolor) were studied from more than 10 topics and, in general, the studies concentrated on adult life stages, maintaining a gap in the knowledge of larval stages (Haeckelian shortfall). We found 296 anuran species reported in the published documents; and the departments of Amazonas, Caquetá and Putumayo had the highest number of studies with great knowledge gaps in Meta, Vichada, Nariño and Cauca. There was an important increase in the collection of primary field data, and the use of biological collections for specimen studies, with 30.6% and 40% of total studies in these periods, respectively, relying on these data sources. However, in the entire 76‑year span, there has been only one publication that conducted experiments on anurans, highlighting the considerable lack of eco‑physiological studies. Our review did not find a population ecology paper with detailed demographic data or life tables (Prestonian shortfall), although we did uncover six papers reporting abundance data of seven species that could be applied to conservation efforts. We found two papers that reported on functional traits such as reproductive modes and morphological traits (Raunkiæran shortfall); but we did not find a paper on biotic interactions (Eltonian shortfall), species'abiotic tolerances (Hutchinsonian shortfall), or explicit evolutionary patterns (Darwinian shortfall). Only five anuran species were listed in the "Catálogo de Anfibios y Reptiles de Colombia" and only two species have distribution models available on the BioModelos online platform to map Colombian species distribution (Wallacean shortfall). Of the 296 anuran species, 32 are classified under various IUCN threat categories, although these assessments were based solely on geographical distribution data (AOO and EOO) due to the lack of population trend information, resulting in 218 species categorized as of least conservation concern, due to their wide distribution. This study highlights the limited focus on anuran population ecology in the Colombian Amazon, despite its critical role in understanding demographic processes and species conservation. Herpetological research in the Amazon must focus on providing the following critical information for species conservation: (a) long‑term participatory population assessments in mature native forests, (b) detection of changes in the abundance and value of species' functional traits in response to landscape anthropogenic transformation and (c) the development and validation of species distribution maps for the Amazonian region. Sharing raw anuran species population and distribution data through open‑access platforms are crucial steps for the development of informed conservation strategies for the region. Such data enable early detection of habitat degradation and loss effects and establishes a research agenda for long‑term participatory monitoring of anuran species and their habitats.