aims and objectives of literature review

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

The objective of a literature review

Questions to Consider

B. In some fields or contexts, a literature review is referred to as the introduction or the background; why is this true, and does it matter?

The elements of a literature review • The first step in scholarly research is determining the “state of the art” on a topic. This is accomplished by gathering academic research and making sense of it. • The academic literature can be found in scholarly books and journals; the goal is to discover recurring themes, find the latest data, and identify any missing pieces. • The resulting literature review organizes the research in such a way that tells a story about the topic or issue.

The literature review tells a story in which one well-paraphrased summary from a relevant source contributes to and connects with the next in a logical manner, developing and fulfilling the message of the author. It includes analysis of the arguments from the literature, as well as revealing consistent and inconsistent findings. How do varying author insights differ from or conform to previous arguments?

Language in Action

A. How are the terms “critique” and “review” used in everyday life? How are they used in an academic context?

In terms of content, a literature review is intended to:

• Set up a theoretical framework for further research • Show a clear understanding of the key concepts/studies/models related to the topic • Demonstrate knowledge about the history of the research area and any related controversies • Clarify significant definitions and terminology • Develop a space in the existing work for new research

The literature consists of the published works that document a scholarly conversation or progression on a problem or topic in a field of study. Among these are documents that explain the background and show the loose ends in the established research on which a proposed project is based. Although a literature review focuses on primary, peer -reviewed resources, it may begin with background subject information generally found in secondary and tertiary sources such as books and encyclopedias. Following that essential overview, the seminal literature of the field is explored. As a result, while a literature review may consist of research articles tightly focused on a topic with secondary and tertiary sources used more sparingly, all three types of information (primary, secondary, tertiary) are critical.

The literature review, often referred to as the Background or Introduction to a research paper that presents methods, materials, results and discussion, exists in every field and serves many functions in research writing.

Adapted from Frederiksen, L., & Phelps, S. F. (2017). Literature Reviews for Education and Nursing Graduate Students. Open Textbook Library

Review and Reinforce

Two common approaches are simply outlined here. Which seems more common? Which more productive? Why? A. Forward exploration 1. Sources on a topic or problem are gathered. 2. Salient themes are discovered. 3. Research gaps are considered for future research. B. Backward exploration 1. Sources pertaining to an existing research project are gathered. 2. The justification of the research project’s methods or materials are explained and supported based on previously documented research.

Media Attributions

• 2589960988_3eeca91ba4_o © Untitled blue is licensed under a CC BY (Attribution) license

Sourcing, summarizing, and synthesizing:  Skills for effective research writing  Copyright © 2023 by Wendy L. McBride is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

• Aims and Objectives – A Guide for Academic Writing
• Doing a PhD

One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and your reader clarity, with your aims indicating what is to be achieved, and your objectives indicating how it will be achieved.

Introduction

There is no getting away from the importance of the aims and objectives in determining the success of your research project. Unfortunately, however, it is an aspect that many students struggle with, and ultimately end up doing poorly. Given their importance, if you suspect that there is even the smallest possibility that you belong to this group of students, we strongly recommend you read this page in full.

This page describes what research aims and objectives are, how they differ from each other, how to write them correctly, and the common mistakes students make and how to avoid them. An example of a good aim and objectives from a past thesis has also been deconstructed to help your understanding.

What Are Aims and Objectives?

Research aims.

A research aim describes the main goal or the overarching purpose of your research project.

In doing so, it acts as a focal point for your research and provides your readers with clarity as to what your study is all about. Because of this, research aims are almost always located within its own subsection under the introduction section of a research document, regardless of whether it’s a thesis , a dissertation, or a research paper .

A research aim is usually formulated as a broad statement of the main goal of the research and can range in length from a single sentence to a short paragraph. Although the exact format may vary according to preference, they should all describe why your research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and, briefly, how it intends to accomplish it (overview of your objectives).

To give an example, we have extracted the following research aim from a real PhD thesis:

Example of a Research Aim

The role of diametrical cup deformation as a factor to unsatisfactory implant performance has not been widely reported. The aim of this thesis was to gain an understanding of the diametrical deformation behaviour of acetabular cups and shells following impaction into the reamed acetabulum. The influence of a range of factors on deformation was investigated to ascertain if cup and shell deformation may be high enough to potentially contribute to early failure and high wear rates in metal-on-metal implants.

Note: Extracted with permission from thesis titled “T he Impact And Deformation Of Press-Fit Metal Acetabular Components ” produced by Dr H Hothi of previously Queen Mary University of London.

Research Objectives

Where a research aim specifies what your study will answer, research objectives specify how your study will answer it.

They divide your research aim into several smaller parts, each of which represents a key section of your research project. As a result, almost all research objectives take the form of a numbered list, with each item usually receiving its own chapter in a dissertation or thesis.

Following the example of the research aim shared above, here are it’s real research objectives as an example:

Example of a Research Objective

• Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
• Investigate the number, velocity and position of impacts needed to insert a cup.
• Determine the relationship between the size of interference between the cup and cavity and deformation for different cup types.
• Investigate the influence of non-uniform cup support and varying the orientation of the component in the cavity on deformation.
• Examine the influence of errors during reaming of the acetabulum which introduce ovality to the cavity.
• Determine the relationship between changes in the geometry of the component and deformation for different cup designs.
• Develop three dimensional pelvis models with non-uniform bone material properties from a range of patients with varying bone quality.
• Use the key parameters that influence deformation, as identified in the foam models to determine the range of deformations that may occur clinically using the anatomic models and if these deformations are clinically significant.

It’s worth noting that researchers sometimes use research questions instead of research objectives, or in other cases both. From a high-level perspective, research questions and research objectives make the same statements, but just in different formats.

Taking the first three research objectives as an example, they can be restructured into research questions as follows:

Restructuring Research Objectives as Research Questions

• Can finite element models using simplified experimentally validated foam models to represent the acetabulum together with explicit dynamics be used to mimic mallet blows during cup/shell insertion?
• What is the number, velocity and position of impacts needed to insert a cup?
• What is the relationship between the size of interference between the cup and cavity and deformation for different cup types?

Difference Between Aims and Objectives

Hopefully the above explanations make clear the differences between aims and objectives, but to clarify:

• The research aim focus on what the research project is intended to achieve; research objectives focus on how the aim will be achieved.
• Research aims are relatively broad; research objectives are specific.
• Research aims focus on a project’s long-term outcomes; research objectives focus on its immediate, short-term outcomes.
• A research aim can be written in a single sentence or short paragraph; research objectives should be written as a numbered list.

How to Write Aims and Objectives

Before we discuss how to write a clear set of research aims and objectives, we should make it clear that there is no single way they must be written. Each researcher will approach their aims and objectives slightly differently, and often your supervisor will influence the formulation of yours on the basis of their own preferences.

Regardless, there are some basic principles that you should observe for good practice; these principles are described below.

Your aim should be made up of three parts that answer the below questions:

• Why is this research required?
• What is this research about?
• How are you going to do it?

The easiest way to achieve this would be to address each question in its own sentence, although it does not matter whether you combine them or write multiple sentences for each, the key is to address each one.

The first question, why , provides context to your research project, the second question, what , describes the aim of your research, and the last question, how , acts as an introduction to your objectives which will immediately follow.

Scroll through the image set below to see the ‘why, what and how’ associated with our research aim example.

Note: Your research aims need not be limited to one. Some individuals per to define one broad ‘overarching aim’ of a project and then adopt two or three specific research aims for their thesis or dissertation. Remember, however, that in order for your assessors to consider your research project complete, you will need to prove you have fulfilled all of the aims you set out to achieve. Therefore, while having more than one research aim is not necessarily disadvantageous, consider whether a single overarching one will do.

Research Objectives

Each of your research objectives should be SMART :

• Specific – is there any ambiguity in the action you are going to undertake, or is it focused and well-defined?
• Measurable – how will you measure progress and determine when you have achieved the action?
• Achievable – do you have the support, resources and facilities required to carry out the action?
• Relevant – is the action essential to the achievement of your research aim?
• Timebound – can you realistically complete the action in the available time alongside your other research tasks?

In addition to being SMART, your research objectives should start with a verb that helps communicate your intent. Common research verbs include:

Table of Research Verbs to Use in Aims and Objectives

Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.

To bring all this together, let’s compare the first research objective in the previous example with the above guidance:

Checking Research Objective Example Against Recommended Approach

Research Objective:

1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.

Checking Against Recommended Approach:

Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).

Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.

Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.

Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.

Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.

Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.

Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .

Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.

2. Making Your Research Objectives Too Ambitious

Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.

3. Formulating Repetitive Research Objectives

Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.

Fortunately, this oversight can be easily avoided by using SMART objectives.

Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

Browse PhDs Now

Join thousands of students.

Join thousands of other students and stay up to date with the latest PhD programmes, funding opportunities and advice.

• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
• << Previous: Getting Started
• Next: How to Pick a Topic >>
• Last Updated: Sep 21, 2022 2:16 PM
• URL: https://guides.lib.uconn.edu/literaturereview

• Schools & departments

Literature review

A general guide on how to conduct and write a literature review.

Please check course or programme information and materials provided by teaching staff, including your project supervisor, for subject-specific guidance.

What is a literature review?

A literature review is a piece of academic writing demonstrating knowledge and understanding of the academic literature on a specific topic placed in context.  A literature review also includes a critical evaluation of the material; this is why it is called a literature review rather than a literature report. It is a process of reviewing the literature, as well as a form of writing.

To illustrate the difference between reporting and reviewing, think about television or film review articles.  These articles include content such as a brief synopsis or the key points of the film or programme plus the critic’s own evaluation.  Similarly the two main objectives of a literature review are firstly the content covering existing research, theories and evidence, and secondly your own critical evaluation and discussion of this content. 

Usually a literature review forms a section or part of a dissertation, research project or long essay.  However, it can also be set and assessed as a standalone piece of work.

What is the purpose of a literature review?

…your task is to build an argument, not a library. Rudestam, K.E. and Newton, R.R. (1992) Surviving your dissertation: A comprehensive guide to content and process. California: Sage, p49.

In a larger piece of written work, such as a dissertation or project, a literature review is usually one of the first tasks carried out after deciding on a topic.  Reading combined with critical analysis can help to refine a topic and frame research questions.  Conducting a literature review establishes your familiarity with and understanding of current research in a particular field before carrying out a new investigation. After doing a literature review, you should know what research has already been done and be able to identify what is unknown within your topic.

When doing and writing a literature review, it is good practice to:

• summarise and analyse previous research and theories;
• identify areas of controversy and contested claims;
• highlight any gaps that may exist in research to date.

Conducting a literature review

Focusing on different aspects of your literature review can be useful to help plan, develop, refine and write it.  You can use and adapt the prompt questions in our worksheet below at different points in the process of researching and writing your review.  These are suggestions to get you thinking and writing.

Developing and refining your literature review (pdf)

Developing and refining your literature review (Word)

Developing and refining your literature review (Word rtf)

Writing a literature review has a lot in common with other assignment tasks.  There is advice on our other pages about thinking critically, reading strategies and academic writing.  Our literature review top tips suggest some specific things you can do to help you submit a successful review.

Literature review top tips (pdf)

Literature review top tips (Word rtf)

Our reading page includes strategies and advice on using books and articles and a notes record sheet grid you can use.

Reading at university

The Academic writing page suggests ways to organise and structure information from a range of sources and how you can develop your argument as you read and write.

Academic writing

The Critical thinking page has advice on how to be a more critical researcher and a form you can use to help you think and break down the stages of developing your argument.

Critical thinking

As with other forms of academic writing, your literature review needs to demonstrate good academic practice by following the Code of Student Conduct and acknowledging the work of others through citing and referencing your sources.  

Good academic practice

As with any writing task, you will need to review, edit and rewrite sections of your literature review.  The Editing and proofreading page includes tips on how to do this and strategies for standing back and thinking about your structure and checking the flow of your argument.

Editing and proofreading

Guidance on literature searching from the University Library

The Academic Support Librarians have developed LibSmart I and II, Learn courses to help you develop and enhance your digital research skills and capabilities; from getting started with the Library to managing data for your dissertation.

Searching using the library’s DiscoverEd tool: DiscoverEd

Finding resources in your subject: Subject guides

The Academic Support Librarians also provide one-to-one appointments to help you develop your research strategies.

1 to 1 support for literature searching and systematic reviews

Advice to help you optimise use of Google Scholar, Google Books and Google for your research and study: Using Google

Managing and curating your references

A referencing management tool can help you to collect and organise and your source material to produce a bibliography or reference list. 

Referencing and reference management

Information Services provide access to Cite them right online which is a guide to the main referencing systems and tells you how to reference just about any source (EASE log-in may be required).

Cite them right

Published study guides

There are a number of scholarship skills books and guides available which can help with writing a literature review.  Our Resource List of study skills guides includes sections on Referencing, Dissertation and project writing and Literature reviews.

Study skills guides

This article was published on 2024-02-26

• University of Texas Libraries

Literature Reviews

• What is a literature review?
• Steps in the Literature Review Process
• Define your research question
• Determine inclusion and exclusion criteria
• Choose databases and search
• Review Results
• Synthesize Results
• Analyze Results
• Librarian Support

What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

Carolyn Cunningham : Human Development & Family Sciences, Psychology, Sociology

Larayne Dallas : Engineering

Janelle Hedstrom : Special Education, Curriculum & Instruction, Ed Leadership & Policy ​

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
• Last Updated: Oct 26, 2022 2:49 PM
• URL: https://guides.lib.utexas.edu/literaturereviews

Get science-backed answers as you write with Paperpal's Research feature

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: 
• 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  

• 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. 
• 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. 
• 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. 
• 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. 
• 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. 
• 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. 

How to write a good literature review

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. 

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. 

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 literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. 

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 . 

Paperpal is an AI writing assistant that help academics write better, faster with real-time suggestions for in-depth language and grammar correction. Trained on millions of research manuscripts enhanced by professional academic editors, Paperpal delivers human precision at machine speed.  

Try it for free or upgrade to  Paperpal Prime , which unlocks unlimited access to premium features like academic translation, paraphrasing, contextual synonyms, consistency checks and more. It’s like always having a professional academic editor by your side! Go beyond limitations and experience the future of academic writing.  Get Paperpal Prime now at just US$19 a month!

Related Reads:

• Empirical Research: A Comprehensive Guide for Academics 
• How to Write a Scientific Paper in 10 Steps 
• Life Sciences Papers: 9 Tips for Authors Writing in Biological Sciences
• What is an Argumentative Essay? How to Write It (With Examples)

6 Tips for Post-Doc Researchers to Take Their Career to the Next Level

Self-plagiarism in research: what it is and how to avoid it, you may also like, measuring academic success: definition & strategies for excellence, what is academic writing: tips for students, why traditional editorial process needs an upgrade, paperpal’s new ai research finder empowers authors to..., what is hedging in academic writing  , how to use ai to enhance your college..., ai + human expertise – a paradigm shift..., how to use paperpal to generate emails &..., ai in education: it’s time to change the..., is it ethical to use ai-generated abstracts without....

Review Articles (Health Sciences)

• Finding Review Articles
• Goals of a Literature Review
• Select Citation Management Software
• Select databases to search
• Track your searches
• Conduct searches
• Select articles to include
• Extract information from articles
• Structure your review
• Find "fill-in" information
• Other sources and help
• Systematic Reviews
• Other types of reviews

Keeping these goals in mind throughout your project will help you stay organized and focused.

A literature review helps the author:

• Understand the scope, history, and present state of knowledge in a specific topic
• Understand application of research concepts such as statistical tests and methodological choices
• Create a research project that complements the existing research or fills in gaps

A literature review helps the reader:

• Understand how your research project fits into the existing knowledge and research in a field
• Understand that a topic is important/relevant to the world and persuade them to keep reading your project
• << Previous: Literature Reviews
• Next: Select Citation Management Software >>
• Last Updated: Apr 12, 2024 2:21 PM
• URL: https://libguides.usc.edu/healthsciences/reviewarticles

• Harvard Library
• Research Guides
• Harvard Graduate School of Design - Frances Loeb Library

Write and Cite

• Literature Review
• Academic Integrity
• Citing Sources
• Fair Use, Permissions, and Copyright
• Writing Resources
• Grants and Fellowships
• Last Updated: Apr 26, 2024 10:28 AM
• URL: https://guides.library.harvard.edu/gsd/write

Harvard University Digital Accessibility Policy

How to write a literature review introduction (+ examples)

The introduction to a literature review serves as your reader’s guide through your academic work and thought process. Explore the significance of literature review introductions in review papers, academic papers, essays, theses, and dissertations. We delve into the purpose and necessity of these introductions, explore the essential components of literature review introductions, and provide step-by-step guidance on how to craft your own, along with examples.

Why you need an introduction for a literature review

When you need an introduction for a literature review, what to include in a literature review introduction, examples of literature review introductions, steps to write your own literature review introduction.

A literature review is a comprehensive examination of the international academic literature concerning a particular topic. It involves summarizing published works, theories, and concepts while also highlighting gaps and offering critical reflections.

In academic writing , the introduction for a literature review is an indispensable component. Effective academic writing requires proper paragraph structuring to guide your reader through your argumentation. This includes providing an introduction to your literature review.

It is imperative to remember that you should never start sharing your findings abruptly. Even if there isn’t a dedicated introduction section .

Instead, you should always offer some form of introduction to orient the reader and clarify what they can expect.

There are three main scenarios in which you need an introduction for a literature review:

• Academic literature review papers: When your literature review constitutes the entirety of an academic review paper, a more substantial introduction is necessary. This introduction should resemble the standard introduction found in regular academic papers.
• Literature review section in an academic paper or essay: While this section tends to be brief, it’s important to precede the detailed literature review with a few introductory sentences. This helps orient the reader before delving into the literature itself.
• Literature review chapter or section in your thesis/dissertation: Every thesis and dissertation includes a literature review component, which also requires a concise introduction to set the stage for the subsequent review.

You may also like: How to write a fantastic thesis introduction (+15 examples)

It is crucial to customize the content and depth of your literature review introduction according to the specific format of your academic work.

In practical terms, this implies, for instance, that the introduction in an academic literature review paper, especially one derived from a systematic literature review , is quite comprehensive. Particularly compared to the rather brief one or two introductory sentences that are often found at the beginning of a literature review section in a standard academic paper. The introduction to the literature review chapter in a thesis or dissertation again adheres to different standards.

Here’s a structured breakdown based on length and the necessary information:

Academic literature review paper

The introduction of an academic literature review paper, which does not rely on empirical data, often necessitates a more extensive introduction than the brief literature review introductions typically found in empirical papers. It should encompass:

• The research problem: Clearly articulate the problem or question that your literature review aims to address.
• The research gap: Highlight the existing gaps, limitations, or unresolved aspects within the current body of literature related to the research problem.
• The research relevance: Explain why the chosen research problem and its subsequent investigation through a literature review are significant and relevant in your academic field.
• The literature review method: If applicable, describe the methodology employed in your literature review, especially if it is a systematic review or follows a specific research framework.
• The main findings or insights of the literature review: Summarize the key discoveries, insights, or trends that have emerged from your comprehensive review of the literature.
• The main argument of the literature review: Conclude the introduction by outlining the primary argument or statement that your literature review will substantiate, linking it to the research problem and relevance you’ve established.
• Preview of the literature review’s structure: Offer a glimpse into the organization of the literature review paper, acting as a guide for the reader. This overview outlines the subsequent sections of the paper and provides an understanding of what to anticipate.

By addressing these elements, your introduction will provide a clear and structured overview of what readers can expect in your literature review paper.

Regular literature review section in an academic article or essay

Most academic articles or essays incorporate regular literature review sections, often placed after the introduction. These sections serve to establish a scholarly basis for the research or discussion within the paper.

In a standard 8000-word journal article, the literature review section typically spans between 750 and 1250 words. The first few sentences or the first paragraph within this section often serve as an introduction. It should encompass:

• An introduction to the topic: When delving into the academic literature on a specific topic, it’s important to provide a smooth transition that aids the reader in comprehending why certain aspects will be discussed within your literature review.
• The core argument: While literature review sections primarily synthesize the work of other scholars, they should consistently connect to your central argument. This central argument serves as the crux of your message or the key takeaway you want your readers to retain. By positioning it at the outset of the literature review section and systematically substantiating it with evidence, you not only enhance reader comprehension but also elevate overall readability. This primary argument can typically be distilled into 1-2 succinct sentences.

In some cases, you might include:

• Methodology: Details about the methodology used, but only if your literature review employed a specialized method. If your approach involved a broader overview without a systematic methodology, you can omit this section, thereby conserving word count.

By addressing these elements, your introduction will effectively integrate your literature review into the broader context of your academic paper or essay. This will, in turn, assist your reader in seamlessly following your overarching line of argumentation.

Introduction to a literature review chapter in thesis or dissertation

The literature review typically constitutes a distinct chapter within a thesis or dissertation. Often, it is Chapter 2 of a thesis or dissertation.

Some students choose to incorporate a brief introductory section at the beginning of each chapter, including the literature review chapter. Alternatively, others opt to seamlessly integrate the introduction into the initial sentences of the literature review itself. Both approaches are acceptable, provided that you incorporate the following elements:

• Purpose of the literature review and its relevance to the thesis/dissertation research: Explain the broader objectives of the literature review within the context of your research and how it contributes to your thesis or dissertation. Essentially, you’re telling the reader why this literature review is important and how it fits into the larger scope of your academic work.
• Primary argument: Succinctly communicate what you aim to prove, explain, or explore through the review of existing literature. This statement helps guide the reader’s understanding of the review’s purpose and what to expect from it.
• Preview of the literature review’s content: Provide a brief overview of the topics or themes that your literature review will cover. It’s like a roadmap for the reader, outlining the main areas of focus within the review. This preview can help the reader anticipate the structure and organization of your literature review.
• Methodology: If your literature review involved a specific research method, such as a systematic review or meta-analysis, you should briefly describe that methodology. However, this is not always necessary, especially if your literature review is more of a narrative synthesis without a distinct research method.

By addressing these elements, your introduction will empower your literature review to play a pivotal role in your thesis or dissertation research. It will accomplish this by integrating your research into the broader academic literature and providing a solid theoretical foundation for your work.

Comprehending the art of crafting your own literature review introduction becomes significantly more accessible when you have concrete examples to examine. Here, you will find several examples that meet, or in most cases, adhere to the criteria described earlier.

Example 1: An effective introduction for an academic literature review paper

To begin, let’s delve into the introduction of an academic literature review paper. We will examine the paper “How does culture influence innovation? A systematic literature review”, which was published in 2018 in the journal Management Decision.

The entire introduction spans 611 words and is divided into five paragraphs. In this introduction, the authors accomplish the following:

• In the first paragraph, the authors introduce the broader topic of the literature review, which focuses on innovation and its significance in the context of economic competition. They underscore the importance of this topic, highlighting its relevance for both researchers and policymakers.
• In the second paragraph, the authors narrow down their focus to emphasize the specific role of culture in relation to innovation.
• In the third paragraph, the authors identify research gaps, noting that existing studies are often fragmented and disconnected. They then emphasize the value of conducting a systematic literature review to enhance our understanding of the topic.
• In the fourth paragraph, the authors introduce their specific objectives and explain how their insights can benefit other researchers and business practitioners.
• In the fifth and final paragraph, the authors provide an overview of the paper’s organization and structure.

In summary, this introduction stands as a solid example. While the authors deviate from previewing their key findings (which is a common practice at least in the social sciences), they do effectively cover all the other previously mentioned points.

Example 2: An effective introduction to a literature review section in an academic paper

The second example represents a typical academic paper, encompassing not only a literature review section but also empirical data, a case study, and other elements. We will closely examine the introduction to the literature review section in the paper “The environmentalism of the subalterns: a case study of environmental activism in Eastern Kurdistan/Rojhelat”, which was published in 2021 in the journal Local Environment.

The paper begins with a general introduction and then proceeds to the literature review, designated by the authors as their conceptual framework. Of particular interest is the first paragraph of this conceptual framework, comprising 142 words across five sentences:

“ A peripheral and marginalised nationality within a multinational though-Persian dominated Iranian society, the Kurdish people of Iranian Kurdistan (a region referred by the Kurds as Rojhelat/Eastern Kurdi-stan) have since the early twentieth century been subject to multifaceted and systematic discriminatory and exclusionary state policy in Iran. This condition has left a population of 12–15 million Kurds in Iran suffering from structural inequalities, disenfranchisement and deprivation. Mismanagement of Kurdistan’s natural resources and the degradation of its natural environmental are among examples of this disenfranchisement. As asserted by Julian Agyeman (2005), structural inequalities that sustain the domination of political and economic elites often simultaneously result in environmental degradation, injustice and discrimination against subaltern communities. This study argues that the environmental struggle in Eastern Kurdistan can be asserted as a (sub)element of the Kurdish liberation movement in Iran. Conceptually this research is inspired by and has been conducted through the lens of ‘subalternity’ ” ( Hassaniyan, 2021, p. 931 ).

In this first paragraph, the author is doing the following:

• The author contextualises the research
• The author links the research focus to the international literature on structural inequalities
• The author clearly presents the argument of the research
• The author clarifies how the research is inspired by and uses the concept of ‘subalternity’.

Thus, the author successfully introduces the literature review, from which point onward it dives into the main concept (‘subalternity’) of the research, and reviews the literature on socio-economic justice and environmental degradation.

While introductions to a literature review section aren’t always required to offer the same level of study context detail as demonstrated here, this introduction serves as a commendable model for orienting the reader within the literature review. It effectively underscores the literature review’s significance within the context of the study being conducted.

Examples 3-5: Effective introductions to literature review chapters

The introduction to a literature review chapter can vary in length, depending largely on the overall length of the literature review chapter itself. For example, a master’s thesis typically features a more concise literature review, thus necessitating a shorter introduction. In contrast, a Ph.D. thesis, with its more extensive literature review, often includes a more detailed introduction.

Numerous universities offer online repositories where you can access theses and dissertations from previous years, serving as valuable sources of reference. Many of these repositories, however, may require you to log in through your university account. Nevertheless, a few open-access repositories are accessible to anyone, such as the one by the University of Manchester . It’s important to note though that copyright restrictions apply to these resources, just as they would with published papers.

Master’s thesis literature review introduction

The first example is “Benchmarking Asymmetrical Heating Models of Spider Pulsar Companions” by P. Sun, a master’s thesis completed at the University of Manchester on January 9, 2024. The author, P. Sun, introduces the literature review chapter very briefly but effectively:

PhD thesis literature review chapter introduction

The second example is Deep Learning on Semi-Structured Data and its Applications to Video-Game AI, Woof, W. (Author). 31 Dec 2020, a PhD thesis completed at the University of Manchester . In Chapter 2, the author offers a comprehensive introduction to the topic in four paragraphs, with the final paragraph serving as an overview of the chapter’s structure:

PhD thesis literature review introduction

The last example is the doctoral thesis Metacognitive strategies and beliefs: Child correlates and early experiences Chan, K. Y. M. (Author). 31 Dec 2020 . The author clearly conducted a systematic literature review, commencing the review section with a discussion of the methodology and approach employed in locating and analyzing the selected records.

Having absorbed all of this information, let’s recap the essential steps and offer a succinct guide on how to proceed with creating your literature review introduction:

• Contextualize your review : Begin by clearly identifying the academic context in which your literature review resides and determining the necessary information to include.
• Outline your structure : Develop a structured outline for your literature review, highlighting the essential information you plan to incorporate in your introduction.
• Literature review process : Conduct a rigorous literature review, reviewing and analyzing relevant sources.
• Summarize and abstract : After completing the review, synthesize the findings and abstract key insights, trends, and knowledge gaps from the literature.
• Craft the introduction : Write your literature review introduction with meticulous attention to the seamless integration of your review into the larger context of your work. Ensure that your introduction effectively elucidates your rationale for the chosen review topics and the underlying reasons guiding your selection.

Get new content delivered directly to your inbox!

Subscribe and receive Master Academia's quarterly newsletter.

The best answers to "What are your plans for the future?"

10 tips for engaging your audience in academic writing, related articles.

How to peer review an academic paper

PhD thesis types: Monograph and collection of articles

How to disagree with reviewers (with examples!)

How to introduce yourself in a conference presentation (in six simple steps)

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Doing a literature review Aims and Objectives What is a literature review

Related Papers

HUMANUS DISCOURSE

Humanus Discourse

The importance of literature review in academic writing of different categories, levels, and purposes cannot be overemphasized. The literature review establishes both the relevance and justifies why new research is relevant. It is through a literature review that a gap would be established, and which the new research would fix. Once the literature review sits properly in the research work, the objectives/research questions naturally fall into their proper perspective. Invariably, other chapters of the research work would be impacted as well. In most instances, scanning through literature also provides you with the need and justification for your research and may also well leave a hint for further research. Literature review in most instances exposes a researcher to the right methodology to use. The literature review is the nucleus of a research work that might when gotten right spotlights a work and can as well derail a research work when done wrongly. This paper seeks to unveil the practical guides to writing a literature review, from purpose, and components to tips. It follows through the exposition of secondary literature. It exposes the challenges in writing a literature review and at the same time recommended tips that when followed will impact the writing of the literature review.

Ignacio Illan Conde

Andrew Johnson

This chapter describes the process of writing a literature review and what the product should look like

Rebekka Tunombili

Cut Oktaviani

Abdullah Ramdhani , Tatam Chiway , Muhammad Ali Ramdhani

How to Practice Academic Medicine and Publish from Developing Countries?

In scientific writing, whether it is a research paper, thesis, or dissertation, it is important to investigate a problem that has not been tackled before—that is, to fill a gap in the current knowledge. The first question an editor or reviewer asks after seeing a submission is ‘Why did the authors do the work, is the subject original?’

Alfi Rahman

This Study Guide explains why literature reviews are needed, and how they can be conducted and reported. Related Study Guides are: Referencing and bibliographies, Avoiding plagiarism, Writing a dissertation, What is critical reading? What is critical writing? The focus of the Study Guide is the literature review within a dissertation or a thesis, but many of the ideas are transferable to other kinds of writing, such as an extended essay, or a report. After reading your literature review, it should be clear to the reader that you have up-to-date awareness of the relevant work of others, and that the research question you are asking is relevant. However, don't promise too much! Be wary of saying that your research will solve a problem, or that it will change practice. It would be safer and probably more realistic to say that your research will 'address a gap', rather than that it will 'fill a gap'.

A literature review is a critical consideration of the work by authors and researchers who have written on a particular topic. IT involves synthesising these writings so that a 'picture' of the issue under review forms. Therefore, it requires you to use summarising, analytical and evaluative skills. The effectiveness of these will, to a large extent, depend on your ability to link the work of various authors highlighting similarities, differences, strengths and weaknesses. A Literature Review is not a list describing or summarising one piece of literature after another, so avoid beginning each paragraph with the name of the researcher.

yakubu nawati

RELATED PAPERS

Revista Española de Educación Comparada

Marianne Teräs

Iulian Nichersu

Heidy Marin Castro

MIGUEL HERNÁNDEZ COMMUNICATION JOURNAL

Alberto Venegas Ramos

Khyber Medical University Journal

Avant: Journal of Philosophical-Interdisciplinary Vanguard

Adam Tuszyński

Asian Social Work and Policy Review

Sameena Azhar

Revista Facultad de Ciencias Económicas

Enrique Yañez Hurtado

Journal of Applied Polymer Science

Kentaro Taki

Akademik Tarih ve Araştırmalar Dergisi

Güngör Toplu

The American Journal of Gastroenterology

Pablo Oberti

Interface - Comunicação, Saúde, Educação

Mônica Mendes Gonçalves

Jurnal RISET Geologi dan Pertambangan

Dedi Mulyadi

IEEE Access

Paul B Gastin

cfilt.iitb.ac.in

Mahsa Yarmohammadi

Central European Journal of Public Health

Nikos Dedes

Marie-Christine Polge

Dominio de las Ciencias

Maria Proaño

Anna Desole

Journal of optics

Mao-kuo Wei

Infectious Diseases and Therapy

Alejandro Cane

Journal of Physical Science

Aniano Jr. Asor

Proceedings of the 35th European Peptide Symposium

Hugo Villar

hjhjgfg freghrf

Laura López Psicoanalista

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

Need a helping hand?

Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

You Might Also Like:

39 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

thank you so much, the explanation and examples are really helpful

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

• Methodology
• Open access
• Published: 01 March 2018

An introduction to overviews of reviews: planning a relevant research question and objective for an overview

• Harriet Hunt   ORCID: orcid.org/0000-0003-1254-0568 1 ,
• Alex Pollock 2 ,
• Pauline Campbell 3 ,
• Lise Estcourt 4 &
• Ginny Brunton 5  

Systematic Reviews volume  7 , Article number:  39 ( 2018 ) Cite this article

33k Accesses

181 Citations

37 Altmetric

Metrics details

Overviews of systematic reviews are a relatively new approach to synthesising evidence, and research methods and associated guidance are developing. Within this paper we aim to help readers understand key issues which are essential to consider when taking the first steps in planning an overview. These issues relate to the development of clear, relevant research questions and objectives prior to the development of an overview protocol.

Initial discussions and key concepts for this paper were formed during a workshop on overview methods at the 2016 UK Cochrane Symposium, at which all members of this author group presented work and contributed to wider discussions. Detailed descriptions of the various key features of overviews and their different objectives were created by the author group based upon current evidence (Higgins J, Green S. Cochrane Handbook Syst Rev Interv. 2011;4:5, Pollock M, et al. Sys Rev. 2016;5:190-205, Pollock A, et al. Cochrane overviews of reviews: exploring the methods and challenges. UK and Ireland: Cochrane Symposium; 2016, Pieper D, et al. Res Syn Meth. 2014;5:187–99, Lunny C, et al. Sys Rev. 2016;5:4-12, Hartling L, et al. Comparing multiple treatments: an introduction to overviews of reviews. In 23rd Cochrane Colloquium; 2015, Hartling L, et al. Plos One. 2012;7:1-8, Ballard M, Montgomery P. Res Syn Meth. 2017;8:92-108) and author experiences conducting overviews.

Within this paper we introduce different types of overviews and suggest common research questions addressed by these overviews. We briefly reflect on the key features and objectives of the example overviews discussed.

Conclusions

Clear decisions relating to the research questions and objectives are a fundamental first step during the initial planning stages for an overview. Key stakeholders should be involved at the earliest opportunity to ensure that the planned overview is relevant and meaningful to the potential end users of the overview. Following best practice in common with other forms of systematic evidence synthesis, an overview protocol should be published, ensuring transparency and reducing opportunities for introduction of bias in the conduct of the overview.

Peer Review reports

It is estimated that around 22 new systematic reviews are published every day [ 1 ]. In order to keep pace with the increasing volume of reviews, new methodological approaches have been developed for synthesising this evidence including overviews (systematic reviews of systematic reviews). Overviews are most frequently employed where multiple systematic reviews already exist on similar or related topics, and aim to systematically bring together, appraise and synthesise the results of related systematic reviews. Overviews have evolved to address a growing need to filter the information overload, improve access to targeted information and inform healthcare decision-making [ 2 , 3 ]. Overviews can be useful tools to support decision-making by clinicians, policy makers and developers of clinical guidelines [ 2 , 4 ]. There are a range of factors to reflect upon prior to deciding whether to conduct an overview, including consideration of the methodological challenges and uncertainties. These challenges are discussed in depth in our accompanying paper on this topic [ 5 ].

Overviews are known by a variety of different names, all potentially reflecting different aspects and aims of the syntheses. Terms used include: overview; umbrella review; meta-review; (systematic) review of (systematic) reviews; synthesis of systematic reviews; and summary of systematic reviews. The common feature of the methods associated with all of these terms is the fundamental process of synthesising evidence which is derived, often exclusively, from systematic reviews. The systematic review forms the primary ‘unit of analysis’ and is the basis upon which an overview is built [ 6 ].

The term ‘overview of systematic reviews’ (often shortened to ‘overview’) has gained widespread acceptance, and is the term used by Cochrane to describe a review of systematic reviews published in the Cochrane Library [ 7 ]. We use the term ‘overview’ within this paper to describe systematic summaries of systematic review evidence, in line with the most commonly used terminology.

Overviews can play a role in signposting the reader to evidence, summarising existing research or highlighting the absence of evidence [ 7 ]. For this reason, overviews can provide an ‘entry point’ for policy makers and other consumers by summarising broad issues and current knowledge around a topic, and directing the reader to more detailed, fine-grained material contained in component systematic reviews and primary research [ 8 , 9 , 10 ].

Likewise, the involvement of stakeholders at an early point in planning and conducting an overview may help in shaping these aims for maximum overview impact [ 2 , 11 , 12 ].

Overviews arguably have a valuable role where evidence relating to a specific topic exists but is conflicting, bringing together reviews in a transparent and systematic way and aiding informed decision making by gathering, appraising and systematically analysing this evidence. While the evidence synthesised within an overview may be used to generate new insights and understanding, it is important to note that overviews are fundamentally a method of bringing together, summarising and enhancing accessibility of existing evidence.

Overviews are a relatively new and emerging method of summarising evidence, and consequently universally-accepted guidance for good practice relating to the conduct of overviews is currently lacking [ 5 , 13 , 14 , 15 , 16 , 17 ]. During a 2016 UK Cochrane Symposium workshop [ 18 ] focused on the methods and challenges associated with overviews, it became apparent that there was a need to clarify, and distinguish between, different types of overviews and the objectives which these overviews addressed. Within this paper, we therefore describe types of overview and the common research questions and objectives they address. Within a second, linked paper [ 5 ], we build on this description of overview types, objectives and research questions, illustrating this through the use of five exemplar overviews, and exploring the impact and implications of different methodological approaches.

In presenting and discussing common research questions addressed by overviews with different objectives, and relating this to real examples in the second paper [ 5 ], we aim to help readers understand important issues to consider during the first steps to planning an overview.

Research questions and objectives addressed by overviews

In common with all research, overviews are carried out to address a clearly-stated research question. When planning an overview, determining the nature of the initial research question, and identifying who is asking the question, will dictate the scope of the overview objective(s). The objectives of an overview may include summarising existing evidence on a range of different topics, including: interventions; diagnostic accuracy of medical tests or procedures; prognosis or risk prediction; health equity [ 19 ]; or more qualitative aspects associated with any of the above, such as patient preference or device acceptability. In addition to summarising the results of multiple systematic reviews on related topics, overviews may also be used to investigate different aspects of questions already tackled by existing systematic reviews, such as variations in population, condition or intervention [ 10 , 12 , 12 ]. One example of this latter approach is provided in an overview which aimed to synthesise current evidence of the relationship between sedentary behaviour and health outcomes [ 20 ], reporting variation in results across populations and condition studied.

The principles which guide development of focussed clinical questions for systematic reviews remain valid for the development of research questions for overviews. Clearly defining the target population and setting, context, intervention, index test or phenomenon of interest, comparator or reference standard and outcome or treatment decisions are all essential parts of any overview protocol. The research question and overall overview objective will dictate the ‘type’ of overview that is required. This may be an overview of specific types of systematic review, or of systematic reviews which contain specific types of primary research study.

These defining elements of research questions and objectives are illustrated in Table  1 , and we consider the objectives of each overview type in more detail below.

Overviews of intervention reviews

Overviews of intervention reviews should be considered when the research question relates to the effectiveness of one or more intervention. Common objectives for overviews of intervention reviews are detailed below.

To summarise evidence from more than one systematic review of different interventions for the same condition or problem

This is the primary purpose of Cochrane Overviews of Interventions, and a number of overviews of interventions have been employed to tackle this objective [ 21 , 22 , 23 ].

For example, one overview has brought together all systematic reviews of interventions to improve arm function in people with stroke [ 22 ], whilst another overview has summarised systematic reviews of conservative interventions for the treatment of incontinence in women [ 21 ]. One example of a mixed methods overview assessed all workplace health promotion interventions using healthcare or wellbeing outcomes from systematic reviews of effectiveness, combining these with syntheses of identified policy documents and research on stakeholders’ perspectives of workplace intervention programmes [ 23 ].

To summarise evidence from more than one systematic review of the same intervention for the same condition or problem where different outcomes are addressed in different systematic reviews

Overviews of interventions can be used to summarise evidence assessing different outcomes for the same condition. Generally, systematic reviews should include all outcomes that are important to people making decisions about and influenced by an intervention. This includes the involvement of stakeholders in order to reflect aspects important to people receiving an intervention [ 24 ], and should be incorporated at the study, review and overview levels. Not all systematic reviews, however, focus on a single condition or outcome. For example, one overview has brought together all systematic reviews of the use of red cell transfusion to prevent or treat common complications in people with sickle cell disease, such as painful crises, stroke and acute chest syndrome [ 25 ]. This overview assessed the prevention of these complications during high-risk situations such as surgery, pregnancy or a sub-population identified as at high risk of a particular complication, such as abnormal transcranial Doppler and risk of stroke in children. Another overview summarised the safety of long-acting beta agonists (regular formoterol or salmeterol) in children with asthma with outcomes including all-cause mortality, non-fatal serious adverse events, asthma-related deaths and asthma-related non-fatal serious events [ 26 ]. This overview was prompted by concerns raised by two large surveillance studies in adults with asthma [ 27 , 28 ] that found an increased risk of asthma-related mortality in those who took regular salmeterol and the weaker evidence base for the effectiveness of long-acting beta agonists in children.

To summarise evidence from more than one systematic review of the same intervention for different conditions, problems or populations

The same or similar interventions are often used for different conditions or different studies and reviews may focus on different populations. This type of evidence may be of interest where more than one patient population is being addressed, as generalisability of the effect may be more extensive. One recent example is of an overview of reviews of cognitive rehabilitation for different cognitive problems in people with stroke [ 29 ].

To summarise evidence about adverse effects of an intervention from more than one systematic review of use of the intervention for one or more conditions

Systematic reviews often report information on adverse effects, but few reviews are conducted with the main aim to report rates of these events. This may well change following the recent publication of the PRISMA harms checklist [ 30 ]. Due to the rarity of many adverse events, randomised controlled trials rarely contain sufficient data to give an accurate indication of prevalence [ 31 , 32 ]. It would therefore be inappropriate to rely on systematic reviews based solely on trial data to profile adverse events of a specific intervention, except in the rare situations where the recording of adverse effects data is the primary aim of the trial [ 33 ]. It may be appropriate to include data not previously included in a systematic review such as when conducting a Health Technology Assessment (HTA) report, developing a clinical practice guideline or developing resources such as BMJ Clinical Evidence . One overview summarising evidence on adverse effects of herbal medicines across all conditions takes this broader approach to systematic review evidence and provides an example of methodological challenges encountered [ 34 ].

Overviews of diagnostic test accuracy reviews

Overviews of diagnostic test accuracy reviews should be considered when the research question relates to the accuracy of one or more diagnostic test. Common objectives for overviews of diagnostic test accuracy reviews are addressed below.

To summarise evidence from more than one systematic review of diagnostic test accuracy assessing the same medical test to address the same condition or problem

The purpose of diagnostic test accuracy overviews is to form a summary of systematic review evidence in order to address a specific research question, where the unit of interest is systematic reviews of diagnostic test accuracy. These systematic reviews are designed to assess existing evidence of the diagnostic accuracy of a test or device using standard measures of accuracy (sensitivity and specificity) rather than measures of effectiveness as with reviews of interventions. Systematic reviews of diagnostic test accuracy commonly encounter greater heterogeneity than intervention reviews, due to variation in study populations, in the testing environment and context, or in procedures used to conduct the tests involved [ 35 ]. Overviews of diagnostic test accuracy which aim to assess the accuracy of a single medical test generally have more potential for identifying sources of heterogeneity than overviews which address a number of additional variables such as multiple tests or devices [ 35 ]. An example in which this approach has been taken is the overview of systematic review evidence of the diagnostic accuracy of endoscopic ultrasonography (EUS) for the preoperative loco-regional staging of primary gastric cancer [ 36 ]. The authors reported that substantial heterogeneity may have influenced the applicability of clinical usefulness for endoscopic ultrasonography for pre-operative loco-staging of primary gastric cancer [ 36 ]. By undertaking an overview, the authors were able to identify the need for greater understanding of the sources of heterogeneity before recommendations could be made about the clinical usefulness of EUS. Overview authors were also able to make more nuanced practice recommendations on test performance, and this ability to pinpoint specific areas for further research as well as issue practice guidance demonstrates a potential benefit of overviews.

To summarise evidence from more than one systematic review of diagnostic test accuracy assessing different medical tests to address the same condition or problem

Overviews assessing the diagnostic test accuracy of different medical tests addressing the same condition are similar in terms of scope and objectives to the overviews described in the previous section, with the key difference that a number of different medical tests are being assessed within included systematic reviews. For example, a recently-conducted overview summarising the diagnostic test accuracy of brief cognitive assessments for identifying dementia in a primary care population [ 37 ] included evidence from a range of systematic reviews of diagnostic test accuracy of a number of different brief cognitive assessments. This enabled conclusions to be drawn about the accuracy of specific tests within the primary care population, and signposted a gap in current evidence for direct comparisons of the diagnostic accuracy of individual tests for identifying dementia in primary care. Again, these broader recommendations were made possible through the wider synthesis of existing evidence than had previously been conducted in this specific setting.

Overviews of reviews of prognosis/prevalence

Overviews of reviews of prognosis/prevalence should be considered when the objective is to summarise evidence about prognosis/prevalence from more than one systematic review. The implementation of overview methodology in this field is relatively recent, but there are a growing number of systematic reviews specifically investigating the predictive value of tests and devices, prognostic information and/or prognostic models. These address questions such as ‘what is the most likely course of this health condition?’ ‘What factors are associated with outcome?’ and ‘are there risk groups likely to have different outcomes?’ [ 38 ]. One example of such an overview evaluated the prognostic evidence alongside evidence on treatment, harms, diagnosis, classification and outcomes used for managing neck pain [ 39 ].

Overviews of reviews of risk factors

These overviews incorporate disease aetiology or risk factors when the risks of interest may not directly relate to prognostic variables or risk prediction models. When planning to conduct an overview of systematic review evidence in order to explore the effect of putative risk factors on a range of variables, factors to consider include whether the primary interest in conducting the overview is to explore associations between markers of a disease and known risk factors, or whether the main focus is the impact of those risk factors on single or multiple outcomes. An example overview addressing the latter purpose is an overview which aimed to evaluate the strength and validity of the evidence for the association between adiposity and risk of developing or dying from cancer [ 40 ]. The authors of this work found strong evidence of an association between obesity and 11 of the 36 studied cancer sites and subtypes. The cancers for which there was strong evidence of an association with obesity were mainly cancers of digestive organs and female hormone-related malignancies. The authors of the overview concluded that whilst other associations could be genuine, substantial uncertainty remains for the other cancers studied.

Overviews of qualitative reviews

Overviews of reviews of qualitative reviews should be considered when the objective is to summarise systematic review evidence relating to qualitative views or experiences. There is clear guidance available on the good conduct of an overview of qualitative syntheses [ 6 ], with commonalities across all types of overviews. Common features include employing an a priori peer-reviewed protocol formed around a clearly pre-specified research question with detailed inclusion and exclusion criteria, search strategies and methods for data extraction and appraisal, followed by clear and replicable methods for synthesis and summary of included data [ 6 ]. An example overview using qualitative data as well as quantitative information is provided by an overview exploring improving quality of care for persons with diabetes looking at a broad range of interventions, including patient education and support, telemedicine, organisational changes and outcomes relating to the process of care [ 10 ]. In combining these approaches, overview authors had potential to synthesise data on patient experiences of quality of care alongside quantitative evaluation of effectiveness, which could result in a richer set of evidence for informing practice and policy.

Whilst many overviews tacitly assess quantitative outcomes reported in systematic reviews [ 6 ], often the nature of overviews results in narrative synthesis which can draw on either quantitative or qualitative data within included systematic reviews. In this sense, many overviews include elements of qualitative data identified within the source systematic reviews.

Results and Discussion

There are many similarities between overviews and systematic reviews, and the principles which guide the planning of a systematic review (including production of a clinically-relevant research question and a pre-specified peer reviewed protocol) are relevant in conducting an overview [ 2 ]. Within this paper, we have described a brief classification to organise common research questions and objectives, using overviews based on frameworks developed within the Cochrane Handbooks for Systematic Reviews of Interventions [ 41 ] and Diagnostic Test Accuracy [ 42 ]. These descriptions cover overviews of intervention reviews, overviews of diagnostic test accuracy reviews, overviews of reviews of prognosis/prevalence, overviews of reviews of risk factors and overviews of reviews of qualitative studies.

Overviews aim to summarise evidence and to signpost readers to relevant sources to support decision making; this paper has highlighted that there are a wide range of potential reasons for selecting to do an overview, and that these varied reasons lead to overviews which may have a number of different methodological features.

Overviews of reviews of different interventions for the same condition, or of the same intervention but looking at different outcomes, will have high clinical relevance where clinical decisions are made between different treatments. Overviews of intervention reviews, bringing together evidence relating to the effectiveness of a specific treatment applied in alternative populations or settings will be of interest to healthcare providers delivering that treatment, or to consumers seeking information about the effective interventions. Overviews of risk factors will have similar clinical interest and potential relevance for policymakers and regulators. Overviews relating to the adverse effects of an intervention in the same or different conditions may allow commonalities to be drawn across a broader range of evidence than in a more focussed systematic review, with the potential to highlight equivalence or patterns not previously identified. Similarly, overviews of systematic reviews of diagnostic test accuracy provide an opportunity to gain greater insights into test accuracy data summarised across different populations, settings or other variables, with potential to reduce the impact of data heterogeneity by drawing on a broader evidence base. Overviews of prognosis are also increasing in number and scope, offering potential to provide useful insights by summarising evidence of the likely course of a condition, factors associated with health outcomes or identifying risk groups associated with different health outcomes [ 38 ] . When applied within systematic frameworks, overviews of qualitative evidence provide scope for creating theoretically-defined conceptions of complex topics [ 43 ].

Often, the scope of systematic reviews can be described as either ‘lumping’ or ‘splitting’ information [ 44 , 45 ]. Lumping refers to finding commonalities across different approaches, whereas splitting creates a more narrowly-refined focus within a broader research field. Systematic reviews of primary research often split data by addressing a focussed and specific research question which may not be very useful for informing broader clinical and policy decision making. Conversely, overviews commonly adopt a ‘lumping’ approach, allowing greater leeway for generality in research findings [ 45 ], and arguably having greater applicability for policy makers. There are clearly challenges in ‘lumping’ large volumes of information, and presenting this in an accessible format, which is relevant and useful to the end user. Another significant challenge in lumping information is how to consistently synthesise such information in the face of inevitable heterogeneity.

The classification we have employed here suggests a range of common objectives and research questions which may be addressed by an overview, where the primary objective is to summarise the existing body of systematic review evidence on a topic. The scope of this summary of evidence is defined by previously stated inclusion and exclusion criteria [ 6 , 13 ]. This summary of evidence should not simply duplicate the reporting of individual systematic review summaries, but instead should aim to synthesise across included systematic review evidence in order to bring new insights to existing evidence. The suitability of reanalysis of existing data within an overview is debated, and it has been argued that, where novel analyses are the aim, conducting a review of trials may be more appropriate than an overview of reviews [ 14 ]. Methodological guidance on the reporting of systematic reviews using individual participant data has been published by the PRISMA-IPD Group [ 46 ] and may prove relevant to reporting within overviews which aim to incorporate novel analyses. It is clearly important for the stated overview research questions and objectives to specify any plans for data analysis, and for this to be planned with reference to the available methodological guidance, and with appropriate justification of the use of any overview of reviews, rather than a review of trials.

At its broadest sense, the common purpose of an overview is to provide an accessible summary of evidence, in order to support decision making by clinicians, policy makers and developers of clinical guidelines [ 2 ]. It is now widely accepted that in order to ensure relevance and impact of health research, key stakeholders (including but not restricted to people with a healthcare condition, their families, friends and caregivers, health professionals and decision makers) should be involved in the process [ 47 , 48 ]. Central to the conduct of an overview are the people involved in its production. From formulating the question to conducting the overview and disseminating findings, the specific purpose of an overview may change depending on who is asking the research question and clearly stakeholders should be actively involved throughout the process. The involvement of key stakeholders, including patients and their families or carers, should occur at the earliest opportunity in order to ensure that the planned overview is relevant and meaningful to the potential end users of the overview.

Overviews are a relatively new methodological approach and consequently a number of aspects of overview methodology remain uncertain. It is the responsibility of a research team to decide on their approach before conducting an overview; central to this is determining what type of overview is to be conducted. Clear decisions relating to the research questions and objectives to be addressed by the overview are a fundamental first step during the initial planning stages for an overview, and should be developed with the involvement of key stakeholders. Following best practice, these aspects should be covered within a published overview protocol as a mechanism for ensuring transparency and reducing opportunities for introduction of bias in the conduct of the overview. Our second paper [ 5 ] outlines a number of key methodological decisions which we consider important to address when planning an overview, and which will be important to incorporate within an overview protocol.

Despite a need for improved guidance for the conduct of overviews [ 2 ], there are a number of resources available which support the conduct of overviews [ 2 , 6 , 7 , 13 ], and updates to the relevant chapter of the Cochrane Handbook are currently in production [ 7 ]. Further guidance on the less common types of overview (such as those addressing reviews of diagnostic tests accuracy and prognosis) and more challenging aspects of overview production, such as methods for narratively synthesising findings, dealing with missing data, poor reporting and dealing with complexity versus granularity [ 10 ], would be a great benefit to those tackling overviews. In the absence of empirical evidence to support the selection and implementation of overview methods, we believe that the use of illustrated examples of real-life overviews will be helpful to authors planning new overviews, and to those seeking to establish evidence relating to optimal overview methods. This is therefore the focus of our second paper on this topic [ 5 ].

Abbreviations

British Medical Journal

Health Technology Assessment

Preferred Reporting Items for Systematic Reviews and Meta-Analyses [systematic review reporting guidelines]

Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Individual Patient Data

International Prospective Register of Systematic Reviews

Randomised Controlled Trials

Page MJ, Shamseer L, Altman DG, Tetzlaff J, Sampson M, Tricco AC, Catalá-López F, Li L, Reid EK, Sarkis-Onofre R, Epidemiology MD. reporting characteristics of systematic reviews of biomedical research: a cross-sectional study. PLoS medicine. 2016;13(5):e1002028.

Article   PubMed   PubMed Central   Google Scholar  

Hartling L, et al. A descriptive analysis of overviews of reviews published between 2000 and 2011. PLoS One. 2012;7(11):e49667.

Article   CAS   PubMed   PubMed Central   Google Scholar  

Smith V, Devane D, Begley CM, Clarke M. Methodology in conducting a systematic review of systematic reviews of healthcare interventions. BMC Medical Res. Methodology. 2011;11(1):15–21.

Google Scholar  

Lunny C, et al. Toward a comprehensive evidence map of overview of systematic review methods: paper 1—purpose, eligibility, search and data extraction. Systematic Reviews. 2017;6(1):231.

Pollock A, et al. Selecting and implementing overview methods: implications from five exemplar overviews. Systematic Reviews. 2017;6(1):145.

Aromataris E, et al. Summarizing systematic reviews: methodological development, conduct and reporting of an umbrella review approach. Int J Evidence-Based Healthcare. 2015;13(3):132–40.

Article   Google Scholar  

Becker, L. and A. Oxman, Chapter 22: Overviews of reviews., in Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 H. JPT and G. S, Editors. 2011, The Cochrane Collaboration.

Pieper D, Antoine SL, Morfeld JC, Mathes T, Eikermann M. Methodological approaches in conducting overviews: current state in HTA agencies. Res Synthesis Methods. 2014;5(3):187–99.

Lunny C, Brennan SE, McDonald S, McKenzie JE. Evidence map of studies evaluating methods for conducting, interpreting and reporting overviews of systematic reviews of interventions: rationale and design. Systematic reviews. 2016;5(1):4.

Worswick J, et al. Improving quality of care for persons with diabetes: an overview of systematic reviews—what does the evidence tell us? Systematic Reviews. 2013;2(1):26.

Caird J, et al. Mediating policy-relevant evidence at speed: are systematic reviews of systematic reviews a useful approach? Evidence Policy. 2015;11(1):81–97.

Whitlock EP, et al. Using existing systematic reviews in complex systematic reviews using existing systematic reviews in complex systematic reviews. Ann Intern Med. 2008;148(10):776–82.

Article   PubMed   Google Scholar  

Pollock M, et al. What guidance is available for researchers conducting overviews of reviews of healthcare interventions? A scoping review and qualitative metasummary. Systematic Reviews. 2016;5(1):190–205.

Hartling L, et al. Comparing multiple treatments: an introduction to overviews of reviews. In 23rd Cochrane Colloquium: Filtering the information overload for better decisions. Vienna: Wiley; 2015.

Ballard M, Montgomery P. Risk of bias in overviews of reviews: a scoping review of methodological guidance and four-item checklist. Res Synthesis Methods. 2017;8

Pieper D, Buechter R, Jerinic P, Eikermann M. Overviews of reviews often have limited rigor: a systematic review. J Clin Epidemiol. 2012;65(12):1267–73.

Thomson D, Foisy M, Oleszczuk M, Wingert A, Chisholm A, Hartling L. Overview of reviews in child health: evidence synthesis and the knowledge base for a specific population. Evidence-Based Child Health: A Cochrane Rev J. 2013;8(1):3–10.

Pollock A, et al. Cochrane overviews of reviews: exploring the methods and challenges. Birmingham: UK and Ireland Cochrane Symposium; 2016.

Hoving JL, et al. Work participation and arthritis: a systematic overview of challenges, adaptations and opportunities for interventions. Rheumatology. 2013;52(7):1254–64.

de Rezende LFM, et al. Sedentary behavior and health outcomes: an overview of systematic reviews. PLoS One. 2014;9(8):e105620.

McClurg D, et al. Conservative interventions for urinary incontinence in women: an overview of Cochrane systematic reviews. Cochrane Database Syst Rev. 2016;9

Pollock A, et al. Interventions for improving upper limb function after stroke. Cochrane Database Syst Rev. 2014;11

Brunton G, et al. Developing evidence-informed, employer-led workplace health. London: EPPI-Centre, Social Science Research Unit, UCL Institute of Education, University College London; 2016.

Harris J, et al. How stakeholder participation can contribute to systematic reviews of complex interventions. J Epidemiol Community Health. 2016;70(2):207–14.

Article   CAS   PubMed   Google Scholar  

Estcourt LJ, et al. Red blood cell transfusion to treat or prevent complications in sickle cell disease: an overview of Cochrane reviews. Cochrane Database of Syst Rev. 2016;2

Cates CJ, Oleszczuk M, Stovold E, Wieland LS. Safety of regular formoterol or salmeterol in children with asthma: an overview of Cochrane reviews. Cochrane Database Syst Rev. 2012;(10):CD010005. https://doi.org/10.1002/14651858.CD010005.pub .

Castle W, et al. Serevent nationwide surveillance study: comparison of salmeterol with salbutamol in asthmatic patients who require regular bronchodilator treatment. BMJ. 1993;306(6884):1034–7.

Nelson HS, et al. The salmeterol multicenter asthma research trial: a comparison of usual pharmacotherapy for asthma or usual pharmacotherapy plus salmeterol. CHEST J. 2006;129(1):15–26.

Article   CAS   Google Scholar  

Gillespie DC, Bowen A, Chung CS, Cockburn J, Knapp P, Pollock A. Rehabilitation for post-stroke cognitive impairment: an overview of recommendations arising from systematic reviews of current evidence. Clin Rehabil. 2015;29(2):120–8.

Zorzela L, Loke YK, Ioannidis JP, Golder S, Santaguida P, Altman DG, Moher D, Vohra S. PRISMA harms checklist: improving harms reporting in systematic reviews. BMJ. 2016;352:i157.

Frieden TR. Evidence for health decision making—beyond randomized, controlled trials. N Engl J Med. 2017;377(5):465–75.

Berlin JA, Glasser SC, Ellenberg SS. Adverse event detection in drug development: recommendations and obligations beyond phase 3. Am J Public Health. 2008;98(8):1366–71.

Loke YK, et al. Systematic reviews of adverse effects: framework for a structured approach. BMC Med Res Methodol. 2007;7:32.

Posadzki P, Watson LK, Ernst E. Adverse effects of herbal medicines: an overview of systematic reviews. Clin Med (Lond). 2013;13(1):7–12.

Bossuyt P, et al., Chapter 11: Interpreting results and drawing conclusions. In:, in Cochrane Handbook for Systematic Reviews of Diagnostic Test Accuracy Deeks JJ, Bossuyt PM, and Gatsonis C, Editors. 2013, The Cochrane Collaboration.

Mocellin S, Pasquali S. Diagnostic accuracy of endoscopic ultrasonography (EUS) for the preoperative locoregional staging of primary gastric cancer. Cochrane Database Syst Rev. 2015;2

Hunt, H., E. Kuzma, and H. C, A review of existing systematic reviews summarising the accuracy of brief cognitive assessments for identifying dementia, particularly for use in primary care. Protocol., in PROSPERO 2016: PROSPERO online.

Williams, K. and C. Moons. An Introduction to Systematic Reviews of Prognosis. [Powerpoint presentation] 2012; Available from: https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwixm4Pz-6fZAhWQZlAKHbntBR8QFggxMAA&url=http%3A%2F%2Fmethods.cochrane.org%2Fsites%2Fmethods.cochrane.org.prognosis%2Ffiles%2Fpublic%2Fuploads%2FAuckland%2520presentation_p . Accessed 15 Feb 2018.

Santaguida L, et al. A description of the methodology used in an overview of reviews to evaluate evidence on the treatment, harms, diagnosis/ classification, prognosis and outcomes used in the management of neck pain. Open Orthopaedics. 2013;7(Suppl 4 : M2):461–72.

Kyrgiou M, et al. Adiposity and cancer at major anatomical sites: umbrella review of the literature. BMJ. 2017;356

Higgins JPT, Green S (editors). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 [updated March 2011]. The Cochrane Collaboration, 2011. Available from http://handbook.cochrane.org .

Deeks JJ, Bossuyt PM, and Gatsonis C, Cochrane Handbook for Systematic Reviews of Diagnostic Test Accuracy 2013, The Cochrane Collaboration: Available from: http://methods.cochrane.org/sdt/ . Accessed 15 Feb 2018.

Gentles SJ, et al. Reviewing the research methods literature: principles and strategies illustrated by a systematic overview of sampling in qualitative research. Systematic Reviews. 2016;5(1):172.

Weir MC, et al. Decisions about lumping vs. splitting of the scope of systematic reviews of complex interventions are not well justified: a case study in systematic reviews of health care professional reminders. J Clin Epidemiol. 2012;65(7):756–63.

Baker PR, et al. The benefits and challenges of conducting an overview of systematic reviews in public health: a focus on physical activity. J Public Health. 2014;36(3):517–21.

Stewart LA, et al. Preferred reporting items for a systematic review and meta-analysis of individual participant data: the PRISMA-IPD statement. JAMA. 2015;313(16):1657–65.

INVOLVE Exploring the impact of public involvement on the quality of research: examples. 2013.

Kreis J, et al. Consumer involvement in systematic reviews of comparative effectiveness research. Health Expect. 2013;16(4):323–37.

Download references

Acknowledgements

The views and opinion expressed herein are those of the authors and do not necessarily reflect those of the funding bodies.

Research conducted by Harriet Hunt referred to within this paper [ 38 ] was supported as part of doctoral programme funding by the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care South West Peninsula (PenCLAHRC). The overview conducted by Pollock [ 3 ] was supported by a project grant from the Chief Scientist Office of the Scottish Government. The overview conducted by McClurg [ 5 ] was supported by a project grant by the Physiotherapy Research Foundation.

Alex Pollock is employed by the Nursing, Midwifery and Allied Health Professions (NMAHP) Research Unit, which is supported by the Chief Scientist Office of the Scottish Government. Pauline Campbell is supported by the Chief Nurses Office of the Scottish Government.

The overview conducted by Estcourt [ 7 ] was supported by an NIHR Cochrane Programme Grant for the Safe and Appropriate Use of Blood Components.

The overview conducted by Brunton [ 10 ] was commissioned by the Department of Health as part of an ongoing programme of work on health policy research synthesis.

Availability of data and materials

Not applicable.

Author information

Authors and affiliations.

Exeter Test Group and PenCLAHRC, University of Exeter Medical School, St Luke’s Campus, Exeter, Devon, EX1 1TE, UK

Harriet Hunt

Nursing Midwifery and Allied Health Professions (NMAHP) Research Unit, Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA, UK

Alex Pollock

Pauline Campbell

NHS Blood and Transplant, Oxford and Radcliffe Department of Medicine, University of Oxford, Level 2, John Radcliffe Hospital, Oxford, OX3 9BQ, UK

Lise Estcourt

UCL Institute of Education, University College London, 20 Bedford Way, London, WC1H 0AL, UK

Ginny Brunton

You can also search for this author in PubMed   Google Scholar

Contributions

HH and AP wrote the original draft, with PC, LE and GB contributing sections and comments on following drafts of the manuscript. HH wrote the final manuscript with contributions from AP, PC, LE and GB. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Harriet Hunt .

Ethics declarations

Authors’ information, ethics approval and consent to participate.

As this work is an overview of existing systematic reviews and uses secondary anonymised data without access to individual identifiers, approval and consent to participate was not required.

Consent for publication

All authors have provided consent for publication.

Competing interests

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated.

Reprints and permissions

About this article

Cite this article.

Hunt, H., Pollock, A., Campbell, P. et al. An introduction to overviews of reviews: planning a relevant research question and objective for an overview. Syst Rev 7 , 39 (2018). https://doi.org/10.1186/s13643-018-0695-8

Download citation

Received : 02 February 2017

Accepted : 09 February 2018

Published : 01 March 2018

DOI : https://doi.org/10.1186/s13643-018-0695-8

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Systematic review
• Evidence synthesis

Systematic Reviews

ISSN: 2046-4053

• Submission enquiries: Access here and click Contact Us
• General enquiries: [email protected]

An official website of the United States government

The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings
• Browse Titles

NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

Bonell C, Jamal F, Harden A, et al. Systematic review of the effects of schools and school environment interventions on health: evidence mapping and synthesis. Southampton (UK): NIHR Journals Library; 2013 Jun. (Public Health Research, No. 1.1.)

Systematic review of the effects of schools and school environment interventions on health: evidence mapping and synthesis.

Chapter 2 aim and research objectives.

The initial, overarching purpose of this systematic review was to synthesise evidence relating to the effects of interventions addressing, and school-level measures of, schools' social and physical environments on the health and well-being of students and staff.

The research objectives and hypotheses were refined across two stages. In the first stage we developed broad research questions (RQs) geared towards developing a map of evidence and theories related to the review. These encompassed all aspect of schools' social and physical environments and the health and well-being of both students and teachers. These data were then presented to stakeholders (academics, people working in policy and practice and young people) whom we consulted with to help focus the review. We refined our research objectives in light of these consultations and in stage 2 focused specifically on student health and defined the school environment more narrowly in terms of how schools are organised/managed, how they teach, provide pastoral care and discipline students, and/or the school physical environment. We conducted five in-depth reviews of the evidence corresponding to the following RQs.

• Research question 1

What theories and conceptual frameworks are most commonly used to inform school environment interventions or explain school-level influences on health? What testable hypotheses do these suggest?

• Research question 2

What are the effects of school environment interventions (interventions aiming to promote health by modifying how schools are organised and managed; or how they teach, provide pastoral care to and discipline students; and/or the school physical environment) that do not include health education or health services as intervention components and which are evaluated using prospective experimental and quasi-experimental designs, compared with standard school practices, on student health [physical and emotional/mental health and well-being; intermediate health measures such as health behaviours, body mass index (BMI) and teenage pregnancy; and health promotion outcomes such as health-related knowledge and attitudes] and health inequalities among school staff and students aged 4–18 years? What are their direct and indirect costs?

• Research question 3

How feasible and acceptable are the school environment interventions examined in studies addressing RQ2? How does context affect this, examined through process evaluations linked to outcome evaluations reported under RQ2 above?

• Research question 4

What are the effects on health and health inequalities among school students aged 4–18 years of school-level measures of school organisation and management, teaching, pastoral care and discipline, student attitudes to school or relations with teachers, and/or the physical environment (measured using ‘objective’ data other than aggregate self-reports of the same individuals who provide data on outcomes), examined using multilevel quantitative designs?

• Research question 5

Through what processes might these school-level influences occur, examined using qualitative research?

The review protocol is available in Appendix 7 . The published version can be freely accessed from the BioMed Central website ( www.biomedcentral.com/1471-2458/11/453 ): Bonell C, Harden A, Wells H, Jamal F, Fletcher A, Petticrew M, et al. Protocol for systematic review of the effects of schools and school-environment interventions on health: evidence mapping and syntheses. BMC Public Health 2011; 11 :453.

Included under terms of UK Non-commercial Government License .

• Cite this Page Bonell C, Jamal F, Harden A, et al. Systematic review of the effects of schools and school environment interventions on health: evidence mapping and synthesis. Southampton (UK): NIHR Journals Library; 2013 Jun. (Public Health Research, No. 1.1.) Chapter 2, Aim and research objectives.
• PDF version of this title (30M)

In this Page

Other titles in this collection.

• Public Health Research

Recent Activity

• Aim and research objectives - Systematic review of the effects of schools and sc... Aim and research objectives - Systematic review of the effects of schools and school environment interventions on health: evidence mapping and synthesis

Your browsing activity is empty.

Activity recording is turned off.

Turn recording back on

Connect with NLM

National Library of Medicine 8600 Rockville Pike Bethesda, MD 20894

Web Policies FOIA HHS Vulnerability Disclosure

Help Accessibility Careers