scholarly article review sample

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An article review is a critical evaluation of a scholarly or scientific piece, which aims to summarize its main ideas, assess its contributions, and provide constructive feedback. A well-written review not only benefits the author of the article under scrutiny but also serves as a valuable resource for fellow researchers and scholars. Follow these steps to create an effective and informative article review:

1. Understand the purpose: Before diving into the article, it is important to understand the intent of writing a review. This helps in focusing your thoughts, directing your analysis, and ensuring your review adds value to the academic community.

2. Read the article thoroughly: Carefully read the article multiple times to get a complete understanding of its content, arguments, and conclusions. As you read, take notes on key points, supporting evidence, and any areas that require further exploration or clarification.

3. Summarize the main ideas: In your review’s introduction, briefly outline the primary themes and arguments presented by the author(s). Keep it concise but sufficiently informative so that readers can quickly grasp the essence of the article.

4. Evaluate the strengths and weaknesses: In subsequent paragraphs, assess the strengths and limitations of the article based on factors such as methodology, quality of evidence presented, coherence of arguments, and alignment with existing literature in the field. Be fair and objective while providing your critique.

5. Discuss any implications: Deliberate on how this particular piece contributes to or challenges existing knowledge in its discipline. You may also discuss potential improvements for future research or explore real-world applications stemming from this study.

6. Provide recommendations: Finally, offer suggestions for both the author(s) and readers regarding how they can further build on this work or apply its findings in practice.

7. Proofread and revise: Once your initial draft is complete, go through it carefully for clarity, accuracy, and coherence. Revise as necessary, ensuring your review is both informative and engaging for readers.

Sample Review:

A Critical Review of “The Effects of Social Media on Mental Health”

Introduction:

“The Effects of Social Media on Mental Health” is a timely article which investigates the relationship between social media usage and psychological well-being. The authors present compelling evidence to support their argument that excessive use of social media can result in decreased self-esteem, increased anxiety, and a negative impact on interpersonal relationships.

Strengths and weaknesses:

One of the strengths of this article lies in its well-structured methodology utilizing a variety of sources, including quantitative surveys and qualitative interviews. This approach provides a comprehensive view of the topic, allowing for a more nuanced understanding of the effects of social media on mental health. However, it would have been beneficial if the authors included a larger sample size to increase the reliability of their conclusions. Additionally, exploring how different platforms may influence mental health differently could have added depth to the analysis.

Implications:

The findings in this article contribute significantly to ongoing debates surrounding the psychological implications of social media use. It highlights the potential dangers that excessive engagement with online platforms may pose to one’s mental well-being and encourages further research into interventions that could mitigate these risks. The study also offers an opportunity for educators and policy-makers to take note and develop strategies to foster healthier online behavior.

Recommendations:

Future researchers should consider investigating how specific social media platforms impact mental health outcomes, as this could lead to more targeted interventions. For practitioners, implementing educational programs aimed at promoting healthy online habits may be beneficial in mitigating the potential negative consequences associated with excessive social media use.

Conclusion:

Overall, “The Effects of Social Media on Mental Health” is an important and informative piece that raises awareness about a pressing issue in today’s digital age. Given its minor limitations, it provides valuable

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• Critical Reviews

How to Write an Article Review (With Examples)

Last Updated: July 27, 2024 Fact Checked

Preparing to Write Your Review

Writing the article review, sample article reviews, expert q&a.

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,126,415 times.

An article review is both a summary and an evaluation of another writer's article. Teachers often assign article reviews to introduce students to the work of experts in the field. Experts also are often asked to review the work of other professionals. Understanding the main points and arguments of the article is essential for an accurate summation. Logical evaluation of the article's main theme, supporting arguments, and implications for further research is an important element of a review . Here are a few guidelines for writing an article review.

Education specialist Alexander Peterman recommends: "In the case of a review, your objective should be to reflect on the effectiveness of what has already been written, rather than writing to inform your audience about a subject."

Article Review 101

• Read the article very closely, and then take time to reflect on your evaluation. Consider whether the article effectively achieves what it set out to.
• Write out a full article review by completing your intro, summary, evaluation, and conclusion. Don't forget to add a title, too!
• Proofread your review for mistakes (like grammar and usage), while also cutting down on needless information.

• Article reviews present more than just an opinion. You will engage with the text to create a response to the scholarly writer's ideas. You will respond to and use ideas, theories, and research from your studies. Your critique of the article will be based on proof and your own thoughtful reasoning.
• An article review only responds to the author's research. It typically does not provide any new research. However, if you are correcting misleading or otherwise incorrect points, some new data may be presented.
• An article review both summarizes and evaluates the article.

• Summarize the article. Focus on the important points, claims, and information.
• Discuss the positive aspects of the article. Think about what the author does well, good points she makes, and insightful observations.
• Identify contradictions, gaps, and inconsistencies in the text. Determine if there is enough data or research included to support the author's claims. Find any unanswered questions left in the article.

• Make note of words or issues you don't understand and questions you have.
• Look up terms or concepts you are unfamiliar with, so you can fully understand the article. Read about concepts in-depth to make sure you understand their full context.

• Pay careful attention to the meaning of the article. Make sure you fully understand the article. The only way to write a good article review is to understand the article.

• With either method, make an outline of the main points made in the article and the supporting research or arguments. It is strictly a restatement of the main points of the article and does not include your opinions.
• After putting the article in your own words, decide which parts of the article you want to discuss in your review. You can focus on the theoretical approach, the content, the presentation or interpretation of evidence, or the style. You will always discuss the main issues of the article, but you can sometimes also focus on certain aspects. This comes in handy if you want to focus the review towards the content of a course.
• Review the summary outline to eliminate unnecessary items. Erase or cross out the less important arguments or supplemental information. Your revised summary can serve as the basis for the summary you provide at the beginning of your review.

• What does the article set out to do?
• What is the theoretical framework or assumptions?
• Are the central concepts clearly defined?
• How adequate is the evidence?
• How does the article fit into the literature and field?
• Does it advance the knowledge of the subject?
• How clear is the author's writing? Don't: include superficial opinions or your personal reaction. Do: pay attention to your biases, so you can overcome them.

• For example, in MLA , a citation may look like: Duvall, John N. "The (Super)Marketplace of Images: Television as Unmediated Mediation in DeLillo's White Noise ." Arizona Quarterly 50.3 (1994): 127-53. Print. [9] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• For example: The article, "Condom use will increase the spread of AIDS," was written by Anthony Zimmerman, a Catholic priest.

• Your introduction should only be 10-25% of your review.
• End the introduction with your thesis. Your thesis should address the above issues. For example: Although the author has some good points, his article is biased and contains some misinterpretation of data from others’ analysis of the effectiveness of the condom.

• Use direct quotes from the author sparingly.
• Review the summary you have written. Read over your summary many times to ensure that your words are an accurate description of the author's article.

• Support your critique with evidence from the article or other texts.
• The summary portion is very important for your critique. You must make the author's argument clear in the summary section for your evaluation to make sense.
• Remember, this is not where you say if you liked the article or not. You are assessing the significance and relevance of the article.
• Use a topic sentence and supportive arguments for each opinion. For example, you might address a particular strength in the first sentence of the opinion section, followed by several sentences elaborating on the significance of the point.

• This should only be about 10% of your overall essay.
• For example: This critical review has evaluated the article "Condom use will increase the spread of AIDS" by Anthony Zimmerman. The arguments in the article show the presence of bias, prejudice, argumentative writing without supporting details, and misinformation. These points weaken the author’s arguments and reduce his credibility.

• Make sure you have identified and discussed the 3-4 key issues in the article.

You Might Also Like

• ↑ https://libguides.cmich.edu/writinghelp/articlereview
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4548566/
• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 24 July 2020.
• ↑ https://guides.library.queensu.ca/introduction-research/writing/critical
• ↑ https://www.iup.edu/writingcenter/writing-resources/organization-and-structure/creating-an-outline.html
• ↑ https://writing.umn.edu/sws/assets/pdf/quicktips/titles.pdf
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_periodicals.html
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4548565/
• ↑ https://writingcenter.uconn.edu/wp-content/uploads/sites/593/2014/06/How_to_Summarize_a_Research_Article1.pdf
• ↑ https://www.uis.edu/learning-hub/writing-resources/handouts/learning-hub/how-to-review-a-journal-article
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

If you have to write an article review, read through the original article closely, taking notes and highlighting important sections as you read. Next, rewrite the article in your own words, either in a long paragraph or as an outline. Open your article review by citing the article, then write an introduction which states the article’s thesis. Next, summarize the article, followed by your opinion about whether the article was clear, thorough, and useful. Finish with a paragraph that summarizes the main points of the article and your opinions. To learn more about what to include in your personal critique of the article, keep reading the article! Did this summary help you? Yes No

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Article Review Examples and Samples

Reviewing an article is not as easy as it sounds: it requires a critical mind and doing some extra research. Check out our article review samples to gain a better understanding of how to review articles yourself.

How to Write an Article Review: A Comprehensive Guide

Writing an article review can be a complex task. It requires a careful summary of the writer’s article, a thorough evaluation of its key arguments, and a clear understanding of the subject area or discipline. This guide provides guidelines and tips for preparing and writing an effective article review.

Understanding an Article Review

An article review is a critique or assessment of another’s work, typically written by experts in the field. It involves summarizing the writer’s piece, evaluating its main points, and providing an analysis of the content. A review article isn’t just a simple summary; it’s a critical assessment that reflects your understanding and interpretation of the writer’s work.

Preparing for an Article Review

Before you start writing, you need to spend time preparing. This involves getting familiar with the author’s work, conducting research, and identifying the main points or central ideas in the text. It’s crucial to understand the subject area or discipline the writer’s article falls under to provide a comprehensive review.

Writing the Summary

The first part of your article review should provide a summary of the writer’s article. This isn’t a simple recounting of the article; it’s an overview or summation that highlights the key arguments and central ideas. It should give the reader a clear understanding of the writer’s main points and the overall structure of the article.

Evaluating the Article

The evaluation or assessment is the heart of your article review. Here, you analyze the writer’s piece, critique their main points, and assess the validity of their arguments. This evaluation should be based on your research and your understanding of the subject area. It’s important to be critical, but fair in your assessment.

Consulting Experts

Consulting experts or professionals in the field can be a valuable part of writing an article review. They can provide insights, add depth to your critique, and validate your evaluation. Remember, an article review is not just about your opinion, but also about how the writer’s piece is perceived by experts in the field.

Writing the Review

Now that you have your summary and evaluation, it’s time to start writing your review. Begin with an introduction that provides a brief overview of the writer’s article and your intended critique. The body of your review should contain your detailed summary and evaluation. Finally, conclude your review by summarizing your critique and providing your final thoughts on the writer’s piece.

Following Guidelines

While writing your article review, it’s important to adhere to the guidelines provided by your instructor or the journal you’re writing for. These recommendations often include specific formatting and structure requirements, as well as suggestions on the tone and style of your review.

Revisiting the Writer’s Article

As you work on your article review, don’t forget to revisit the writer’s article from time to time. This allows you to maintain a fresh perspective on the writer’s piece and ensures that your evaluation is accurate and comprehensive. The ability to relate to the author’s work is crucial in writing an effective critique.

Highlighting the Main Points

The main points or key arguments of the writer’s article should be at the forefront of your review. These central ideas form the crux of the author’s work and are, therefore, essential to your summary and evaluation. Be sure to clearly identify these points and discuss their significance and impact in the context of the field.

Engaging with the Field

An article review isn’t just about the writer’s article – it’s also about the broader subject area or discipline. Engage with the field by discussing relevant research, theories, and debates. This not only adds depth to your review but also positions the writer’s piece within a larger academic conversation.

Incorporating Expert Opinions

Incorporating the opinions of experts or authorities in the field strengthens your review. Experts can provide valuable insights, challenge your assumptions, and help you see the writer’s article from different perspectives. They can also validate your evaluation and lend credibility to your review.

The Role of Research in Your Review

Research plays a vital role in crafting an article review. It informs your understanding of the writer’s article, the main points, and the field. It also provides the necessary context for your evaluation. Be sure to conduct thorough research and incorporate relevant studies and investigations into your review.

Finalizing Your Review

Before submitting your review, take some time to revise and refine your writing. Check for clarity, coherence, and conciseness. Ensure your summary accurately represents the writer’s article and that your evaluation is thorough and fair. Adhere to the guidelines and recommendations provided by your instructor or the journal. If you need to add citations and reference page – don’t forget to include those. You can refer to one of our tools like acm reference generator to help you do everything correctly

In summary, writing an article review is a meticulous process that requires a detailed summary of the writer’s piece, a comprehensive evaluation of its main points, and a deep engagement with the field. By preparing adequately, consulting experts, and conducting thorough research, you can write a critique that is insightful, informed, and impactful.

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How to Write an Article Review: Tips and Examples

Did you know that article reviews are not just academic exercises but also a valuable skill in today's information age? In a world inundated with content, being able to dissect and evaluate articles critically can help you separate the wheat from the chaff. Whether you're a student aiming to excel in your coursework or a professional looking to stay well-informed, mastering the art of writing article reviews is an invaluable skill.

Short Description

In this article, our research paper writing service experts will start by unraveling the concept of article reviews and discussing the various types. You'll also gain insights into the art of formatting your review effectively. To ensure you're well-prepared, we'll take you through the pre-writing process, offering tips on setting the stage for your review. But it doesn't stop there. You'll find a practical example of an article review to help you grasp the concepts in action. To complete your journey, we'll guide you through the post-writing process, equipping you with essential proofreading techniques to ensure your work shines with clarity and precision!

What Is an Article Review: Grasping the Concept 

A review article is a type of professional paper writing that demands a high level of in-depth analysis and a well-structured presentation of arguments. It is a critical, constructive evaluation of literature in a particular field through summary, classification, analysis, and comparison.

If you write a scientific review, you have to use database searches to portray the research. Your primary goal is to summarize everything and present a clear understanding of the topic you've been working on.

Writing Involves:

• Summarization, classification, analysis, critiques, and comparison.
• The analysis, evaluation, and comparison require the use of theories, ideas, and research relevant to the subject area of the article.
• It is also worth nothing if a review does not introduce new information, but instead presents a response to another writer's work.
• Check out other samples to gain a better understanding of how to review the article.

Types of Review

When it comes to article reviews, there's more than one way to approach the task. Understanding the various types of reviews is like having a versatile toolkit at your disposal. In this section, we'll walk you through the different dimensions of review types, each offering a unique perspective and purpose. Whether you're dissecting a scholarly article, critiquing a piece of literature, or evaluating a product, you'll discover the diverse landscape of article reviews and how to navigate it effectively.

Journal Article Review

Just like other types of reviews, a journal article review assesses the merits and shortcomings of a published work. To illustrate, consider a review of an academic paper on climate change, where the writer meticulously analyzes and interprets the article's significance within the context of environmental science.

Research Article Review

Distinguished by its focus on research methodologies, a research article review scrutinizes the techniques used in a study and evaluates them in light of the subsequent analysis and critique. For instance, when reviewing a research article on the effects of a new drug, the reviewer would delve into the methods employed to gather data and assess their reliability.

Science Article Review

In the realm of scientific literature, a science article review encompasses a wide array of subjects. Scientific publications often provide extensive background information, which can be instrumental in conducting a comprehensive analysis. For example, when reviewing an article about the latest breakthroughs in genetics, the reviewer may draw upon the background knowledge provided to facilitate a more in-depth evaluation of the publication.

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Formatting an Article Review

The format of the article should always adhere to the citation style required by your professor. If you're not sure, seek clarification on the preferred format and ask him to clarify several other pointers to complete the formatting of an article review adequately.

How Many Publications Should You Review?

• In what format should you cite your articles (MLA, APA, ASA, Chicago, etc.)?
• What length should your review be?
• Should you include a summary, critique, or personal opinion in your assignment?
• Do you need to call attention to a theme or central idea within the articles?
• Does your instructor require background information?

When you know the answers to these questions, you may start writing your assignment. Below are examples of MLA and APA formats, as those are the two most common citation styles.

Using the APA Format

Articles appear most commonly in academic journals, newspapers, and websites. If you write an article review in the APA format, you will need to write bibliographical entries for the sources you use:

• Web : Author [last name], A.A [first and middle initial]. (Year, Month, Date of Publication). Title. Retrieved from {link}
• Journal : Author [last name], A.A [first and middle initial]. (Publication Year). Publication Title. Periodical Title, Volume(Issue), pp.-pp.
• Newspaper : Author [last name], A.A [first and middle initial]. (Year, Month, Date of Publication). Publication Title. Magazine Title, pp. xx-xx.

Using MLA Format

• Web : Last, First Middle Initial. “Publication Title.” Website Title. Website Publisher, Date Month Year Published. Web. Date Month Year Accessed.
• Newspaper : Last, First M. “Publication Title.” Newspaper Title [City] Date, Month, Year Published: Page(s). Print.
• Journal : Last, First M. “Publication Title.” Journal Title Series Volume. Issue (Year Published): Page(s). Database Name. Web. Date Month Year Accessed.

Enhance your writing effortlessly with EssayPro.com , where you can order an article review or any other writing task. Our team of expert writers specializes in various fields, ensuring your work is not just summarized, but deeply analyzed and professionally presented. Ideal for students and professionals alike, EssayPro offers top-notch writing assistance tailored to your needs. Elevate your writing today with our skilled team at your article review writing service !

The Pre-Writing Process

Facing this task for the first time can really get confusing and can leave you unsure of where to begin. To create a top-notch article review, start with a few preparatory steps. Here are the two main stages from our dissertation services to get you started:

Step 1: Define the right organization for your review. Knowing the future setup of your paper will help you define how you should read the article. Here are the steps to follow:

• Summarize the article — seek out the main points, ideas, claims, and general information presented in the article.
• Define the positive points — identify the strong aspects, ideas, and insightful observations the author has made.
• Find the gaps —- determine whether or not the author has any contradictions, gaps, or inconsistencies in the article and evaluate whether or not he or she used a sufficient amount of arguments and information to support his or her ideas.
• Identify unanswered questions — finally, identify if there are any questions left unanswered after reading the piece.

Step 2: Move on and review the article. Here is a small and simple guide to help you do it right:

• Start off by looking at and assessing the title of the piece, its abstract, introductory part, headings and subheadings, opening sentences in its paragraphs, and its conclusion.
• First, read only the beginning and the ending of the piece (introduction and conclusion). These are the parts where authors include all of their key arguments and points. Therefore, if you start with reading these parts, it will give you a good sense of the author's main points.
• Finally, read the article fully.

These three steps make up most of the prewriting process. After you are done with them, you can move on to writing your own review—and we are going to guide you through the writing process as well.

Outline and Template

As you progress with reading your article, organize your thoughts into coherent sections in an outline. As you read, jot down important facts, contributions, or contradictions. Identify the shortcomings and strengths of your publication. Begin to map your outline accordingly.

If your professor does not want a summary section or a personal critique section, then you must alleviate those parts from your writing. Much like other assignments, an article review must contain an introduction, a body, and a conclusion. Thus, you might consider dividing your outline according to these sections as well as subheadings within the body. If you find yourself troubled with the pre-writing and the brainstorming process for this assignment, seek out a sample outline.

Your custom essay must contain these constituent parts:

• Pre-Title Page - Before diving into your review, start with essential details: article type, publication title, and author names with affiliations (position, department, institution, location, and email). Include corresponding author info if needed.
• Running Head - In APA format, use a concise title (under 40 characters) to ensure consistent formatting.
• Summary Page - Optional but useful. Summarize the article in 800 words, covering background, purpose, results, and methodology, avoiding verbatim text or references.
• Title Page - Include the full title, a 250-word abstract, and 4-6 keywords for discoverability.
• Introduction - Set the stage with an engaging overview of the article.
• Body - Organize your analysis with headings and subheadings.
• Works Cited/References - Properly cite all sources used in your review.
• Optional Suggested Reading Page - If permitted, suggest further readings for in-depth exploration.
• Tables and Figure Legends (if instructed by the professor) - Include visuals when requested by your professor for clarity.

Example of an Article Review

You might wonder why we've dedicated a section of this article to discuss an article review sample. Not everyone may realize it, but examining multiple well-constructed examples of review articles is a crucial step in the writing process. In the following section, our essay writing service experts will explain why.

Looking through relevant article review examples can be beneficial for you in the following ways:

• To get you introduced to the key works of experts in your field.
• To help you identify the key people engaged in a particular field of science.
• To help you define what significant discoveries and advances were made in your field.
• To help you unveil the major gaps within the existing knowledge of your field—which contributes to finding fresh solutions.
• To help you find solid references and arguments for your own review.
• To help you generate some ideas about any further field of research.
• To help you gain a better understanding of the area and become an expert in this specific field.
• To get a clear idea of how to write a good review.

View Our Writer’s Sample Before Crafting Your Own!

Why Have There Been No Great Female Artists?

Steps for Writing an Article Review

Here is a guide with critique paper format on how to write a review paper:

Step 1: Write the Title

First of all, you need to write a title that reflects the main focus of your work. Respectively, the title can be either interrogative, descriptive, or declarative.

Step 2: Cite the Article

Next, create a proper citation for the reviewed article and input it following the title. At this step, the most important thing to keep in mind is the style of citation specified by your instructor in the requirements for the paper. For example, an article citation in the MLA style should look as follows:

Author's last and first name. "The title of the article." Journal's title and issue(publication date): page(s). Print

Abraham John. "The World of Dreams." Virginia Quarterly 60.2(1991): 125-67. Print.

Step 3: Article Identification

After your citation, you need to include the identification of your reviewed article:

• Title of the article
• Title of the journal
• Year of publication

All of this information should be included in the first paragraph of your paper.

The report "Poverty increases school drop-outs" was written by Brian Faith – a Health officer – in 2000.

Step 4: Introduction

Your organization in an assignment like this is of the utmost importance. Before embarking on your writing process, you should outline your assignment or use an article review template to organize your thoughts coherently.

• If you are wondering how to start an article review, begin with an introduction that mentions the article and your thesis for the review.
• Follow up with a summary of the main points of the article.
• Highlight the positive aspects and facts presented in the publication.
• Critique the publication by identifying gaps, contradictions, disparities in the text, and unanswered questions.

Step 5: Summarize the Article

Make a summary of the article by revisiting what the author has written about. Note any relevant facts and findings from the article. Include the author's conclusions in this section.

Step 6: Critique It

Present the strengths and weaknesses you have found in the publication. Highlight the knowledge that the author has contributed to the field. Also, write about any gaps and/or contradictions you have found in the article. Take a standpoint of either supporting or not supporting the author's assertions, but back up your arguments with facts and relevant theories that are pertinent to that area of knowledge. Rubrics and templates can also be used to evaluate and grade the person who wrote the article.

Step 7: Craft a Conclusion

In this section, revisit the critical points of your piece, your findings in the article, and your critique. Also, write about the accuracy, validity, and relevance of the results of the article review. Present a way forward for future research in the field of study. Before submitting your article, keep these pointers in mind:

• As you read the article, highlight the key points. This will help you pinpoint the article's main argument and the evidence that they used to support that argument.
• While you write your review, use evidence from your sources to make a point. This is best done using direct quotations.
• Select quotes and supporting evidence adequately and use direct quotations sparingly. Take time to analyze the article adequately.
• Every time you reference a publication or use a direct quotation, use a parenthetical citation to avoid accidentally plagiarizing your article.
• Re-read your piece a day after you finish writing it. This will help you to spot grammar mistakes and to notice any flaws in your organization.
• Use a spell-checker and get a second opinion on your paper.

The Post-Writing Process: Proofread Your Work

Finally, when all of the parts of your article review are set and ready, you have one last thing to take care of — proofreading. Although students often neglect this step, proofreading is a vital part of the writing process and will help you polish your paper to ensure that there are no mistakes or inconsistencies.

To proofread your paper properly, start by reading it fully and checking the following points:

• Punctuation
• Other mistakes

Afterward, take a moment to check for any unnecessary information in your paper and, if found, consider removing it to streamline your content. Finally, double-check that you've covered at least 3-4 key points in your discussion.

And remember, if you ever need help with proofreading, rewriting your essay, or even want to buy essay , our friendly team is always here to assist you.

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What Is A Review Article?

How to write an article review, how to write an article review in apa format.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

How to Review a Journal Article

For many kinds of assignments, like a  literature review , you may be asked to offer a critique or review of a journal article. This is an opportunity for you as a scholar to offer your  qualified opinion  and  evaluation  of how another scholar has composed their article, argument, and research. That means you will be expected to go beyond a simple  summary  of the article and evaluate it on a deeper level. As a college student, this might sound intimidating. However, as you engage with the research process, you are becoming immersed in a particular topic, and your insights about the way that topic is presented are valuable and can contribute to the overall conversation surrounding your topic.

IMPORTANT NOTE!!

Some disciplines, like Criminal Justice, may only want you to summarize the article without including your opinion or evaluation. If your assignment is to summarize the article only, please see our literature review handout.

Before getting started on the critique, it is important to review the article thoroughly and critically. To do this, we recommend take notes,  annotating , and reading the article several times before critiquing. As you read, be sure to note important items like the thesis, purpose, research questions, hypotheses, methods, evidence, key findings, major conclusions, tone, and publication information. Depending on your writing context, some of these items may not be applicable.

Questions to Consider

To evaluate a source, consider some of the following questions. They are broken down into different categories, but answering these questions will help you consider what areas to examine. With each category, we recommend identifying the strengths and weaknesses in each since that is a critical part of evaluation.

Evaluating Purpose and Argument

• How well is the purpose made clear in the introduction through background/context and thesis?
• How well does the abstract represent and summarize the article’s major points and argument?
• How well does the objective of the experiment or of the observation fill a need for the field?
• How well is the argument/purpose articulated and discussed throughout the body of the text?
• How well does the discussion maintain cohesion?

Evaluating the Presentation/Organization of Information

• How appropriate and clear is the title of the article?
• Where could the author have benefited from expanding, condensing, or omitting ideas?
• How clear are the author’s statements? Challenge ambiguous statements.
• What underlying assumptions does the author have, and how does this affect the credibility or clarity of their article?
• How objective is the author in his or her discussion of the topic?
• How well does the organization fit the article’s purpose and articulate key goals?

Evaluating Methods

• How appropriate are the study design and methods for the purposes of the study?
• How detailed are the methods being described? Is the author leaving out important steps or considerations?
• Have the procedures been presented in enough detail to enable the reader to duplicate them?

Evaluating Data

• Scan and spot-check calculations. Are the statistical methods appropriate?
• Do you find any content repeated or duplicated?
• How many errors of fact and interpretation does the author include? (You can check on this by looking up the references the author cites).
• What pertinent literature has the author cited, and have they used this literature appropriately?

Following, we have an example of a summary and an evaluation of a research article. Note that in most literature review contexts, the summary and evaluation would be much shorter. This extended example shows the different ways a student can critique and write about an article.

Chik, A. (2012). Digital gameplay for autonomous foreign language learning: Gamers’ and language teachers’ perspectives. In H. Reinders (ed.),  Digital games in language learning and teaching  (pp. 95-114). Eastbourne, UK: Palgrave Macmillan.

Be sure to include the full citation either in a reference page or near your evaluation if writing an  annotated bibliography .

In Chik’s article “Digital Gameplay for Autonomous Foreign Language Learning: Gamers’ and Teachers’ Perspectives”, she explores the ways in which “digital gamers manage gaming and gaming-related activities to assume autonomy in their foreign language learning,” (96) which is presented in contrast to how teachers view the “pedagogical potential” of gaming. The research was described as an “umbrella project” consisting of two parts. The first part examined 34 language teachers’ perspectives who had limited experience with gaming (only five stated they played games regularly) (99). Their data was recorded through a survey, class discussion, and a seven-day gaming trial done by six teachers who recorded their reflections through personal blog posts. The second part explored undergraduate gaming habits of ten Hong Kong students who were regular gamers. Their habits were recorded through language learning histories, videotaped gaming sessions, blog entries of gaming practices, group discussion sessions, stimulated recall sessions on gaming videos, interviews with other gamers, and posts from online discussion forums. The research shows that while students recognize the educational potential of games and have seen benefits of it in their lives, the instructors overall do not see the positive impacts of gaming on foreign language learning.

The summary includes the article’s purpose, methods, results, discussion, and citations when necessary.

This article did a good job representing the undergraduate gamers’ voices through extended quotes and stories. Particularly for the data collection of the undergraduate gamers, there were many opportunities for an in-depth examination of their gaming practices and histories. However, the representation of the teachers in this study was very uneven when compared to the students. Not only were teachers labeled as numbers while the students picked out their own pseudonyms, but also when viewing the data collection, the undergraduate students were more closely examined in comparison to the teachers in the study. While the students have fifteen extended quotes describing their experiences in their research section, the teachers only have two of these instances in their section, which shows just how imbalanced the study is when presenting instructor voices.

Some research methods, like the recorded gaming sessions, were only used with students whereas teachers were only asked to blog about their gaming experiences. This creates a richer narrative for the students while also failing to give instructors the chance to have more nuanced perspectives. This lack of nuance also stems from the emphasis of the non-gamer teachers over the gamer teachers. The non-gamer teachers’ perspectives provide a stark contrast to the undergraduate gamer experiences and fits neatly with the narrative of teachers not valuing gaming as an educational tool. However, the study mentioned five teachers that were regular gamers whose perspectives are left to a short section at the end of the presentation of the teachers’ results. This was an opportunity to give the teacher group a more complex story, and the opportunity was entirely missed.

Additionally, the context of this study was not entirely clear. The instructors were recruited through a master’s level course, but the content of the course and the institution’s background is not discussed. Understanding this context helps us understand the course’s purpose(s) and how those purposes may have influenced the ways in which these teachers interpreted and saw games. It was also unclear how Chik was connected to this masters’ class and to the students. Why these particular teachers and students were recruited was not explicitly defined and also has the potential to skew results in a particular direction.

Overall, I was inclined to agree with the idea that students can benefit from language acquisition through gaming while instructors may not see the instructional value, but I believe the way the research was conducted and portrayed in this article made it very difficult to support Chik’s specific findings.

Some professors like you to begin an evaluation with something positive but isn’t always necessary.

The evaluation is clearly organized and uses transitional phrases when moving to a new topic.

This evaluation includes a summative statement that gives the overall impression of the article at the end, but this can also be placed at the beginning of the evaluation.

This evaluation mainly discusses the representation of data and methods. However, other areas, like organization, are open to critique.

• Peterborough

How to Write Academic Reviews

• What is a review?
• Common problems with academic reviews
• Getting started: approaches to reading and notetaking
• Understanding and analyzing the work
• Organizing and writing the review

What Is a Review?

A scholarly review describes, analyzes, and evaluates an article, book, film, or performance (through this guide we will use the term “work” to refer to the text or piece to be reviewed).  A review also shows how a work fits into its disciplines and explains the value or contribution of the work to the field.

Reviews play an important role in scholarship. They give scholars the opportunity to respond to one another’s research, ideas and interpretations. They also provide an up-to-date view of a discipline. We recommend you seek out reviews in current scholarly journals to become familiar with recent scholarship on a topic and to understand the forms review writing takes in your discipline. Published scholarly reviews are helpful models for beginner review-writers. However, we remind you that you are to write your own assessment of the work, not rely on the assessment from a review you found in a journal or on a blog.

As a review-writer, your objective is to:

• understand a work on its own terms (analyze it)
• bring your own knowledge to bear on a work (respond to it)
• critique the work while considering validity, truth, and slant (evaluate it)
• place the work in context (compare it to other works).

Common Problems with Academic Reviews

A review is not a research paper.

Rather than a research paper on the subject of the work,an academic review is an evaluation about the work’s message, strengths, and value. For example, a review of Finis Dunaway’s Seeing Green would not include your own research about media coverage of the environmental movement; instead, your review would assess Dunaway’s argument and its significance to the field.

A review is not a summary

It is important to synthesize the contents and significance of the work you review, but the main purpose of a review is to evaluate, critically analyze, or comment on the text. Keep your summary of the work brief, and make specific references to its message and evidence in your assessment of the work.

A review is not an off-the-cuff, unfair personal response

An effective review must be fair and accurate. It is important to see what is actually in front of you when your first reaction to the tone, argument, or subject of what you are reviewing is extremely negative or positive.

You will present your personal views on the work, but they must be explained and supported with evidence. Rather than writing, “I thought the book was interesting,” you can explain why the book was interesting and how it might offer new insights or important ideas. Further, you can expand on a statement such as “The movie was boring,” by explaining how it failed to interest you and pointing toward specific disappointing moments.

Getting Started: Approaches to Reading and Notetaking

Pre-reading.

Pre-reading helps a reader to see a book as a whole. Often, the acknowledgments, preface, and table of contents of a book offer insights about the book’s purpose and direction. Take time before you begin chapter one to read the introduction and conclusion, examine chapter titles, and to explore the index or references pages.

Read more about strategies for critical and efficient reading

Reverse outline

A reverse outline helps a reader analyze the content and argument of a work of non-fiction. Read each section of a text carefully and write down two things: 1) the main point or idea, and 2) its function in the text. In other words, write down what each section says and what it does. This will help you to see how the author develops their argument and uses evidence for support.

Double-entry notebook

In its simplest form, the double-entry notebook separates a page into two columns. In one column, you make observations about the work. In the other, you note your responses to the work. This notetaking method has two advantages. It forces you to make both sorts of notes — notes about the work and notes about your reaction to the work — and it helps you to distinguish between the two.

Whatever method of notetaking you choose, do take notes, even if these are scribbles in the margin. If you don’t, you might rely too heavily on the words, argument, or order of what you are reviewing when you come to write your review.                                              

Understand and Analyze the Work

It is extremely important to work toward seeing a clear and accurate picture of a work. One approach is to try to suspend your judgment for a while, focusing instead on describing or outlining a text. A student once described this as listening to the author’s voice rather than to their own.

Ask questions to support your understanding of the work.

Questions for Works of Non-Fiction

• What is the subject/topic of the work? What key ideas do you think you should describe in your review?
• What is the thesis, main theme, or main point?
• What major claims or conclusions does the author make? What issues does the work illuminate?
• What is the structure of the work? How does the author build their argument?
• What sources does the author consult? What evidence is used to support claims? Do these sources in any way “predetermine” certain conclusions?
• Is there any claim for which the evidence presented is insufficient or slight? Do any conclusions rest on evidence that may be atypical?
• How is the argument developed? How do the claims relate? What does the conclusion reveal?

Questions for Works of Fiction

• What is the main theme or message? What issues does the book illuminate?
• How does the work proceed? How does the author build their plot?
• What kind of language, descriptions, or sections of plot alert you to the themes and significance of the book?
• What does the conclusion reveal when compared with the beginning?

Read Critically

Being critical does not mean criticizing. It means asking questions and formulating answers. Critical reading is not reading with a “bad attitude.” Critical readers do not reject a text or take a negative approach to it; they inquire about a text, an author, themselves, and the context surrounding all three, and they attempt to understand how and why the author has made the particular choices they have.

Think about the Author

You can often tell a lot about an author by examining a text closely, but sometimes it helps to do a little extra research. Here are some questions about the author that would be useful to keep in mind when you are reading a text critically:

• Who is the author? What else has the author written?
• What does the author do? What experiences of the author’s might influence the writing of this book?
• What is the author’s main purpose or goal for the text? Why did they write it and what do they want to achieve?
• Does the author indicate what contribution the text makes to scholarship or literature? What does the author say about their point of view or method of approaching the subject? In other words, what position does the author take?

Think about Yourself

Because you are doing the interpreting and evaluating of a text, it is important to examine your own perspective, assumptions, and knowledge (positionality) in relation to the text. One way to do this is by writing a position statement that outlines your view of the subject of the work you are reviewing. What do you know, believe, or assume about this subject? What in your life might influence your approach to this text?

Here are some prompts that might help you generate a personal response to a book:

• I agree that ... because ...                    
• I disagree that ... because ...
• I don’t understand ...
• This reminds me of …
• I’m surprised by …                 

Another way to examine your thoughts in relation to a text is to note your initial response to the work. Consider your experience of the text – did you like it? Why or why not?

• What did I feel when I read this book? Why?
• How did I experience the style or tone of the author? How would I characterize each?
• What questions would I ask this author if I could?
• For me, what are the three best things about this book? The three worst things? Why?

Consider Context

A reviewer needs to examine the context of the book to arrive at a fair understanding and evaluation of its contents and importance. Context may include the scholarship to which this book responds or the author’s personal motive for writing. Or perhaps the context is simply contemporary society or today’s headlines. It is certainly important to consider how the work relates to the course that requires the review.

Here are some useful questions:

• What are the connections between this work and others on similar subjects? How does it relate to core concepts in my course or my discipline?
• What is the scholarly or social significance of this work? What contribution does it make to our understanding?
• What, of relevance, is missing from the work: certain kinds of evidence or methods of analysis/development? A particular theoretical approach? The experiences of certain groups?
• What other perspectives or conclusions are possible?

Once you have taken the time to thoroughly understand and analyze the work, you will have a clear perspective on its strengths and weaknesses and its value within the field. Take time to categorize your ideas and develop an outline; this will ensure your review is well organized and clear.

Organizing and Writing the Review

A review is organized around an assessment of the work or a focused message about its value to the field. Revisit your notes and consider your responses to your questions from critical reading to develop a clear statement that evaluates the work and provides an explanation for that evaluation.

For example:

X is an important work because it provides a new perspective on . . .

X’s argument is compelling because . . . ; however, it fails to address . . .

Although X claims to . . ., they make assumptions about . . . , which diminishes the impact . . .

This statement or evaluation is presented in the introduction. The body of the review works to support or explain your assessment; organize your key ideas or supporting arguments into paragraphs and use evidence from the book, article, or film to demonstrate how the work is (or is not) effective, compelling, provocative, novel, or informative.

As with all scholarly writing, a well-organized structure supports the clarity of your review. There is not a rigid formula for organization, but you may find the following guidelines to be helpful. Note that reviews do not typically include subheadings; the headings listed here serve to help you think about the main sections of your academic review.

Introduction

Introduce the work, the author (or director/producer), and the points you intend to make about this work. In addition, you should

• give relevant bibliographic information
• give the reader a clear idea of the nature, scope, and significance of the work
• indicate your evaluation of the work in a clear 1-2 sentence thesis statement

Provide background information to help your readers understand the importance of the work or the reasons for your appraisal. Background information could include:

• why the issue examined is of current interest
• other scholarship about this subject
• the author’s perspective, methodology, purpose
• the circumstances under which the book was created

Sample Introduction

Within educational research, much attention has been given to the importance of diversity and equity, and the literature is rife with studies detailing the best ways to create environments that are supportive of diverse students. In “Guidance Matters,” however, Carpenter and Diem (2015) examined these concepts in a less-studied source: policy documents related to leadership training.  Using discourse analysis, they explored the ways in which government policies concerning the training of educational administrators discussed issues of diversity and equity. While their innovative methods allowed them to reveal the ways in which current policy promotes superficial platitudes to diversity rather than a deep commitment to promoting social justice, their data analysis left many of their identified themes vague and their discussion did not provide a clear explanation of the applications of their findings.

What works in this sample introduction:

• The nature of the larger issue, how best to create diversity and equity within educational environments, is clearly laid out.
• The paragraph clearly introduces the authors and study being reviewed and succinctly explains how they have addressed the larger issue of equity and diversity in a unique way.
• The paragraph ends with a clear thesis that outlines the strengths and weaknesses of the work.

Summary of the Work

Keep the summary of the work short! A paragraph or two should be sufficient. Summarize its contents very briefly and focus on:

• the purpose of the work
• the main points of the work
• the ideas, themes, or arguments that you will evaluate or discuss in the review

Analysis and Evaluation

Analyze and explain the significance of the main points of the work. Evaluate the work, answering questions such as the following:

• Does the work do what its author claimed it would?
• Is the work valid and accurate?
• How does the work fit into scholarship in the field?
• What are your reasons for agreeing, disagreeing, liking, disliking, believing, disbelieving?

Note that this section will take up the bulk of your review and should be organized into paragraphs. Because this form of writing typically does not use subheadings, strong paragraphing, particularly the use of clear topic sentences, is essential. Read more on paragraphing.

Reviews are informed by your critical reading or viewing of a work; therefore you need to include specific evidence from the work to support your claims about its message and its impact. Your writing and  your assessment of the work will be most effective if you paraphrase or summarize the evidence you use, rather than relying on direct quotations. Be sure to follow the rules for citation in your discipline. Read more on paraphrasing and summarizing.

Sample Body Paragraph

One of the strengths of Carpenter and Diem’s  (2015) study was innovative use of  and nuanced explanation of discourse analysis. Critiquing much of the research on policy for its positivist promises of “value neutral and empirically objective” (p. 518) findings, Carpenter and Diem (2015) argued that discourse theory can provide an important lens through which to view policy and its relationship to educational outcomes.  By interrogating the “inscribed discourses of policy making” (p. 518), they showed how policy language constructs particular social meanings of concepts such as diversity and equity. Significantly, this analysis was not simply about the language used within documents; instead, Carpenter and Diem (2015) argued that the language used was directly related to reality. Their “study examine[d] how dominant discourses related to equity, and their concretization within guiding policy documents, may shape the ways in which states, local school districts, and educational leaders are asked to consider these issues in their everyday practice” (Carpenter & Diem, 2015, p. 519). Thus, through the use of discourse theory, Carpenter and Diem (2015) framed policy language, which some might consider abstract or distant from daily life, as directly connected to the experience of educational leaders.

What works in this sample body paragraph:

• The paragraph begins with a clear topic sentence that connects directly to a strength mentioned in the thesis of the review.
• The paragraph provides specific details and examples to support how and why their methods are innovative.
• The direct quotations used are short and properly integrated into the sentences.

The paragraph concludes by explaining the significance of the innovative methods to the larger work.

Conclusion and Recommendation

Give your overall assessment of the work. Explain the larger significance of your assessment. Consider who would benefit from engaging with this work.

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Writing a Literature Review

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

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

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

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

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

There are five key steps to writing a literature review:

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

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

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Table of contents

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

• Quick Run-through
• Step 1 & 2

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

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

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

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

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

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

Download Word doc Download Google doc

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

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

Make a list of keywords

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

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

Search for relevant sources

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

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

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

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

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

For each publication, ask yourself:

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

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

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

Take notes and cite your sources

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

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

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

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

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

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

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

Chronological

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

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

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

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

Methodological

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

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

Theoretical

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

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

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

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

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

As you write, you can follow these tips:

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

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

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

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

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

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

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

 Statistics

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

Research bias

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

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

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

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

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

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

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

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

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

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Journal Article Review in APA Style

Journal article reviews refer to the appraisal of potencies and limitations of an article’s opinion and subject matter. The article reviews offer the readers with an explanation, investigation and clarification to evaluate the importance of the article. A journal article review usually follows the APA style, which is in itself an exceptional mode of writing. Writing a journal article review in APA style requires a thorough reading of an article and then present our personal opinions on its subject matter.

In order to write a journal article review in APA style, one must necessarily conform to the detailed guidelines of APA style of writing. As such, a few tips for writing a journal article review in APA style have been provided in details below.

Tips for Writing Journal Article Review in APA Style

Getting started.

Read the complete article. Most journal articles use highly complicated and difficult language and wording. Thus, it is suggested to read the article thoroughly several times to understand it perfectly. Select a statement that effectively conveys the main idea of your review. Present the ideas in a rational order, keeping in mind that all opinions must sustain the main idea.

Start with a header with citation

Journal article reviews start with a header, including citation of the sources being reviewed. This citation is mentioned at the top of the review, following the APA style (refer to the APA style manual for more information). We will need the author’s name for the article, title of the article, journal of the published article, volume and issue number, publication date, and page numbers for the article.

Write a summary

The introductory paragraph of the review should provide a brief summary of the article, strictly limiting it to one to three paragraphs depending on the article length. The summary should discuss only the most imperative details about the article, like the author’s intention in writing the article, how the study was conducted, how the article relates to other work on the same subject, the results and other relevant information from the article.

Body of the review

The succeeding paragraphs of the review should present your ideas and opinions on the article. Discuss the significance and suggestion of the results of the study. The body of the article review should be limited to one to two paragraphs, including your understanding of the article, quotations from the article demonstrating your main ideas, discussing the article’s limitations and how to overcome them.

Concluding the review

The concluding paragraphs of the review should provide your personal appraisal of the journal article. Discuss whether the article is well-written or not, whether any information is missing, or if further research is necessary on the subject. Also, write a paragraph on how the author could develop the study results, what the information means on a large scale, how further investigation can develop the subject matter, and how the knowledge of this field can be extended further.

Citation and Revision

In-text citation of direct quotes or paraphrases from the article can be done using the author’s name, year of publication and page numbers (refer to the APA-style manual for citation guidelines). After finishing the writing of journal article review in APA style, it would be advised to re-visit the review after a few days and then re-read it altogether. By doing this, you will be able to view the review with a new perspective and may detect mistakes that were previously left undetected.

The above mentioned tips will help and guide you for writing a journal article review in APA style. However, while writing a journal article review, remember that you are undertaking more than just a narrative review. Thus, the article review should not merely focus on discussing what the article is about, but should reveal your personal ideas and opinions on the article.

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How to write a review article?

In the medical sciences, the importance of review articles is rising. When clinicians want to update their knowledge and generate guidelines about a topic, they frequently use reviews as a starting point. The value of a review is associated with what has been done, what has been found and how these findings are presented. Before asking ‘how,’ the question of ‘why’ is more important when starting to write a review. The main and fundamental purpose of writing a review is to create a readable synthesis of the best resources available in the literature for an important research question or a current area of research. Although the idea of writing a review is attractive, it is important to spend time identifying the important questions. Good review methods are critical because they provide an unbiased point of view for the reader regarding the current literature. There is a consensus that a review should be written in a systematic fashion, a notion that is usually followed. In a systematic review with a focused question, the research methods must be clearly described. A ‘methodological filter’ is the best method for identifying the best working style for a research question, and this method reduces the workload when surveying the literature. An essential part of the review process is differentiating good research from bad and leaning on the results of the better studies. The ideal way to synthesize studies is to perform a meta-analysis. In conclusion, when writing a review, it is best to clearly focus on fixed ideas, to use a procedural and critical approach to the literature and to express your findings in an attractive way.

The importance of review articles in health sciences is increasing day by day. Clinicians frequently benefit from review articles to update their knowledge in their field of specialization, and use these articles as a starting point for formulating guidelines. [ 1 , 2 ] The institutions which provide financial support for further investigations resort to these reviews to reveal the need for these researches. [ 3 ] As is the case with all other researches, the value of a review article is related to what is achieved, what is found, and the way of communicating this information. A few studies have evaluated the quality of review articles. Murlow evaluated 50 review articles published in 1985, and 1986, and revealed that none of them had complied with clear-cut scientific criteria. [ 4 ] In 1996 an international group that analyzed articles, demonstrated the aspects of review articles, and meta-analyses that had not complied with scientific criteria, and elaborated QUOROM (QUality Of Reporting Of Meta-analyses) statement which focused on meta-analyses of randomized controlled studies. [ 5 ] Later on this guideline was updated, and named as PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). [ 6 ]

Review articles are divided into 2 categories as narrative, and systematic reviews. Narrative reviews are written in an easily readable format, and allow consideration of the subject matter within a large spectrum. However in a systematic review, a very detailed, and comprehensive literature surveying is performed on the selected topic. [ 7 , 8 ] Since it is a result of a more detailed literature surveying with relatively lesser involvement of author’s bias, systematic reviews are considered as gold standard articles. Systematic reviews can be diivded into qualitative, and quantitative reviews. In both of them detailed literature surveying is performed. However in quantitative reviews, study data are collected, and statistically evaluated (ie. meta-analysis). [ 8 ]

Before inquring for the method of preparation of a review article, it is more logical to investigate the motivation behind writing the review article in question. The fundamental rationale of writing a review article is to make a readable synthesis of the best literature sources on an important research inquiry or a topic. This simple definition of a review article contains the following key elements:

• The question(s) to be dealt with
• Methods used to find out, and select the best quality researches so as to respond to these questions.
• To synthetize available, but quite different researches

For the specification of important questions to be answered, number of literature references to be consulted should be more or less determined. Discussions should be conducted with colleagues in the same area of interest, and time should be reserved for the solution of the problem(s). Though starting to write the review article promptly seems to be very alluring, the time you spend for the determination of important issues won’t be a waste of time. [ 9 ]

The PRISMA statement [ 6 ] elaborated to write a well-designed review articles contains a 27-item checklist ( Table 1 ). It will be reasonable to fulfill the requirements of these items during preparation of a review article or a meta-analysis. Thus preparation of a comprehensible article with a high-quality scientific content can be feasible.

PRISMA statement: A 27-item checklist

Contents and format

Important differences exist between systematic, and non-systematic reviews which especially arise from methodologies used in the description of the literature sources. A non-systematic review means use of articles collected for years with the recommendations of your colleagues, while systematic review is based on struggles to search for, and find the best possible researches which will respond to the questions predetermined at the start of the review.

Though a consensus has been reached about the systematic design of the review articles, studies revealed that most of them had not been written in a systematic format. McAlister et al. analyzed review articles in 6 medical journals, and disclosed that in less than one fourth of the review articles, methods of description, evaluation or synthesis of evidence had been provided, one third of them had focused on a clinical topic, and only half of them had provided quantitative data about the extend of the potential benefits. [ 10 ]

Use of proper methodologies in review articles is important in that readers assume an objective attitude towards updated information. We can confront two problems while we are using data from researches in order to answer certain questions. Firstly, we can be prejudiced during selection of research articles or these articles might be biased. To minimize this risk, methodologies used in our reviews should allow us to define, and use researches with minimal degree of bias. The second problem is that, most of the researches have been performed with small sample sizes. In statistical methods in meta-analyses, available researches are combined to increase the statistical power of the study. The problematic aspect of a non-systematic review is that our tendency to give biased responses to the questions, in other words we apt to select the studies with known or favourite results, rather than the best quality investigations among them.

As is the case with many research articles, general format of a systematic review on a single subject includes sections of Introduction, Methods, Results, and Discussion ( Table 2 ).

Structure of a systematic review

Preparation of the review article

Steps, and targets of constructing a good review article are listed in Table 3 . To write a good review article the items in Table 3 should be implemented step by step. [ 11 – 13 ]

Steps of a systematic review

The research question

It might be helpful to divide the research question into components. The most prevalently used format for questions related to the treatment is PICO (P - Patient, Problem or Population; I-Intervention; C-appropriate Comparisons, and O-Outcome measures) procedure. For example In female patients (P) with stress urinary incontinence, comparisons (C) between transobturator, and retropubic midurethral tension-free band surgery (I) as for patients’ satisfaction (O).

Finding Studies

In a systematic review on a focused question, methods of investigation used should be clearly specified.

Ideally, research methods, investigated databases, and key words should be described in the final report. Different databases are used dependent on the topic analyzed. In most of the clinical topics, Medline should be surveyed. However searching through Embase and CINAHL can be also appropriate.

While determining appropriate terms for surveying, PICO elements of the issue to be sought may guide the process. Since in general we are interested in more than one outcome, P, and I can be key elements. In this case we should think about synonyms of P, and I elements, and combine them with a conjunction AND.

One method which might alleviate the workload of surveying process is “methodological filter” which aims to find the best investigation method for each research question. A good example of this method can be found in PubMed interface of Medline. The Clinical Queries tool offers empirically developed filters for five different inquiries as guidelines for etiology, diagnosis, treatment, prognosis or clinical prediction.

Evaluation of the Quality of the Study

As an indispensable component of the review process is to discriminate good, and bad quality researches from each other, and the outcomes should be based on better qualified researches, as far as possible. To achieve this goal you should know the best possible evidence for each type of question The first component of the quality is its general planning/design of the study. General planning/design of a cohort study, a case series or normal study demonstrates variations.

A hierarchy of evidence for different research questions is presented in Table 4 . However this hierarchy is only a first step. After you find good quality research articles, you won’t need to read all the rest of other articles which saves you tons of time. [ 14 ]

Determination of levels of evidence based on the type of the research question

Formulating a Synthesis

Rarely all researches arrive at the same conclusion. In this case a solution should be found. However it is risky to make a decision based on the votes of absolute majority. Indeed, a well-performed large scale study, and a weakly designed one are weighed on the same scale. Therefore, ideally a meta-analysis should be performed to solve apparent differences. Ideally, first of all, one should be focused on the largest, and higher quality study, then other studies should be compared with this basic study.

Conclusions

In conclusion, during writing process of a review article, the procedures to be achieved can be indicated as follows: 1) Get rid of fixed ideas, and obsessions from your head, and view the subject from a large perspective. 2) Research articles in the literature should be approached with a methodological, and critical attitude and 3) finally data should be explained in an attractive way.

Article Review

Ai generator.

Article reviews are an essential part of academic article writing , providing an opportunity to evaluate and analyze published research . A well-written review can help readers understand the simple subject matter and determine the value of the article . In this article, we’ll cover what is an article review, provide step-by-step guidance on how to write one, and answer some common questions.

What is an Article Review?

An article review is a critical assessment of a scholarly article or research paper. It involves analyzing the content, methodology, and findings of the article and providing an evaluation of its strengths and weaknesses. The review typically includes a summary of the article’s main points, an evaluation of its contribution to the subject, and suggestions for improvement.

Examples of Article Review

1. literary analysis of “the great gatsby”.

Title : “The American Dream in F. Scott Fitzgerald’s ‘The Great Gatsby'” Summary : This article delves into the theme of the American Dream in “The Great Gatsby”. It explores how the characters of Jay Gatsby, Daisy Buchanan, and Tom Buchanan each represent different facets of this dream. The review highlights the contrast between Gatsby’s idealistic pursuit of wealth and love, and the moral decay of society depicted in the novel. Evaluation : The article offers a thorough and insightful analysis, drawing on specific passages to support its claims. However, it occasionally lacks depth in exploring secondary characters. Recommendation : Overall, this article is a valuable resource for understanding the complexities of the American Dream in Fitzgerald’s work. It is recommended for students and literary enthusiasts.

2. Scientific Study on Climate Change

Title : “Impact of Global Warming on Arctic Ice Melting Rates” Summary : This article examines recent research on the accelerated melting of Arctic ice due to global warming. The study uses satellite data and climate models to project future ice loss and its implications for global sea levels. Evaluation : The article presents data in a clear and accessible manner, making complex scientific concepts understandable for a general audience. The visual aids, such as graphs and maps, effectively complement the text. Recommendation : This article is highly recommended for anyone interested in climate science and environmental studies. It provides a comprehensive overview of current research and its global significance.

3. Technology Review of the Latest iPhone

Title : “A Comprehensive Review of the iPhone 14 Pro” Summary : The article provides an in-depth review of the iPhone 14 Pro, covering its design, performance, camera capabilities, and new features. It compares the latest model with previous versions and other smartphones on the market. Evaluation : The review is detailed and well-organized, highlighting both strengths and weaknesses of the device. However, it could benefit from more user testimonials to provide a broader perspective. Recommendation : This review is a must-read for potential buyers considering the iPhone 14 Pro. It offers valuable insights into the device’s capabilities and overall performance.

4. Health and Wellness Article on Yoga Benefits

Title : “The Health Benefits of Practicing Yoga Daily” Summary : This article explores the various physical and mental health benefits of incorporating yoga into a daily routine. It discusses how yoga can improve flexibility, reduce stress, and enhance overall well-being. Evaluation : The article is informative and engaging, backed by scientific research and expert opinions. It includes practical tips for beginners and links to additional resources. Recommendation : This article is highly recommended for individuals seeking to improve their health through yoga. It provides a comprehensive guide to the benefits and practice of yoga.

5. Historical Analysis of World War II

Title : “The Role of Codebreakers in World War II” Summary : The article examines the critical role that codebreakers played in the Allied victory during World War II. It focuses on the efforts at Bletchley Park and the breaking of the Enigma code. Evaluation : The article is well-researched and presents a compelling narrative of the contributions of codebreakers. It includes firsthand accounts and historical documents to support its analysis. Recommendation : This article is recommended for history buffs and students. It offers a fascinating insight into a lesser-known aspect of World War II and highlights the importance of intelligence work in warfare.

Examples of Article Review for Students

Review of “the effects of sleep deprivation on cognitive performance”.

Title : The Effects of Sleep Deprivation on Cognitive Performance: A Detailed Review Introduction : This review evaluates the article’s investigation into how lack of sleep affects cognitive functions such as memory, attention, and problem-solving skills. Summary : The article explores various studies showing that sleep deprivation significantly impairs cognitive performance, leading to reduced attention spans, poor memory retention, and slower reaction times. Critique : The article is thorough in its examination of the negative effects of sleep deprivation. However, it could include more information on the long-term consequences and potential mitigation strategies. Some studies cited have small sample sizes, which could limit the findings’ reliability. Conclusion : Overall, the article effectively highlights the critical impact of sleep on cognitive functions, though it would benefit from more comprehensive data and solutions to counteract sleep deprivation.

Review of “Renewable Energy Sources and Their Impact on the Environment”

Title : Renewable Energy Sources and Their Impact on the Environment: An In-Depth Review Introduction : This review analyzes the article discussing the environmental impacts of various renewable energy sources, including solar, wind, and hydroelectric power. Summary : The article covers the benefits of renewable energy in reducing carbon emissions and dependence on fossil fuels. It also examines potential environmental concerns such as habitat disruption and resource consumption. Critique : The article provides a balanced view of renewable energy’s benefits and challenges. However, it lacks detailed case studies and comparative analysis with non-renewable energy sources. The discussion on environmental impacts could be more nuanced. Conclusion : The article is informative and highlights the importance of renewable energy, though it would be stronger with more specific examples and a deeper environmental impact analysis.

Review of “The Influence of Advertising on Consumer Behavior”

Title : The Influence of Advertising on Consumer Behavior: A Comprehensive Review Introduction : This review evaluates the article’s exploration of how advertising affects consumer purchasing decisions and behavior. Summary : The article examines various advertising techniques and their psychological effects on consumers, including the use of emotional appeal, repetition, and celebrity endorsements. Critique : The article effectively discusses different advertising strategies and their impact on consumers. However, it could include more recent examples and data to reflect current trends. Additionally, it would benefit from a broader range of perspectives, including consumer psychology. Conclusion : The article provides a solid overview of advertising’s influence on consumer behavior, but it needs more up-to-date examples and a wider scope of analysis.

Review of “The Role of Nutrition in Child Development”

Title : The Role of Nutrition in Child Development: An Analytical Review Introduction : This review analyzes the article’s discussion on the critical role of nutrition in children’s physical and cognitive development. Summary : The article highlights the importance of a balanced diet for children’s growth, emphasizing nutrients such as proteins, vitamins, and minerals. It also examines the consequences of malnutrition and dietary deficiencies. Critique : The article is well-researched and presents a comprehensive view of the subject. However, it could benefit from more practical dietary recommendations and a discussion on the challenges faced by different socioeconomic groups. Conclusion : The article effectively underscores the importance of nutrition in child development, though it would be improved by including practical advice and addressing socioeconomic disparities.

Review of “Artificial Intelligence in Healthcare: Opportunities and Challenges”

Title : Artificial Intelligence in Healthcare: Opportunities and Challenges: A Detailed Review Introduction : This review evaluates the article’s exploration of the potential benefits and obstacles of implementing artificial intelligence (AI) in healthcare. Summary : The article discusses various AI applications in healthcare, such as diagnostic tools, personalized medicine, and administrative support. It also addresses ethical concerns, data privacy issues, and the need for regulatory frameworks. Critique : The article provides a balanced and insightful analysis of AI in healthcare. However, it could include more case studies and examples of successful AI implementations. The discussion on ethical concerns is somewhat limited and could be expanded. Conclusion : The article offers a thorough overview of AI’s potential in healthcare, but it would benefit from more real-world examples and a deeper exploration of ethical issues.

Examples of Article Review for Research

Review of “the impact of remote work on employee productivity”.

Title : The Impact of Remote Work on Employee Productivity: A Research Review Introduction : This review assesses the research article’s investigation into how remote work influences employee productivity, examining both positive and negative aspects. Summary : The research article explores various factors affecting productivity in remote work settings, such as flexible schedules, work-life balance, and the use of digital communication tools. It presents data from surveys and case studies to support its findings. Critique : The article provides a comprehensive analysis backed by empirical data. However, it could benefit from a more detailed exploration of the long-term impacts of remote work and potential industry-specific variations. Additionally, the research could include a larger, more diverse sample size. Conclusion : The research article effectively highlights the key factors influencing productivity in remote work environments, though it would be strengthened by broader data and long-term impact analysis.

Review of “Climate Change and Agricultural Sustainability”

Title : Climate Change and Agricultural Sustainability: A Review of Current Research Introduction : This review evaluates the research article’s examination of the relationship between climate change and agricultural sustainability, focusing on crop yields and farming practices. Summary : The article discusses the effects of changing weather patterns, increased CO2 levels, and extreme weather events on agricultural productivity. It includes case studies and statistical models to illustrate potential future scenarios. Critique : The research is thorough and well-supported by data. However, it could include more practical recommendations for farmers and policymakers. The article would also benefit from a more detailed discussion of regional differences and adaptation strategies. Conclusion : The research article provides valuable insights into the challenges posed by climate change to agriculture, though it would be improved by offering actionable solutions and considering regional variations.

Review of “The Role of Artificial Intelligence in Modern Healthcare”

Title : The Role of Artificial Intelligence in Modern Healthcare: A Comprehensive Research Review Introduction : This review analyzes the research article’s exploration of AI’s applications in healthcare, including diagnostic tools, patient care, and administrative efficiency. Summary : The article outlines various AI technologies used in healthcare, such as machine learning algorithms for diagnostics, robotic surgeries, and AI-driven patient management systems. It presents data from clinical trials and expert opinions to support its claims. Critique : The research is well-rounded and provides a clear overview of AI’s potential in healthcare. However, it could address more of the ethical considerations and data privacy issues associated with AI implementation. Additionally, more real-world examples of AI applications would enhance the article’s relevance. Conclusion : The research article effectively showcases AI’s transformative potential in healthcare, though it could be strengthened by a deeper exploration of ethical issues and more practical examples.

Review of “The Psychological Effects of Social Media Use on Adolescents”

Title : The Psychological Effects of Social Media Use on Adolescents: A Research-Based Review Introduction : This review evaluates the research article’s examination of how social media affects adolescents’ mental health, focusing on anxiety, depression, and self-esteem. Summary : The article presents data from longitudinal studies and surveys to show the correlation between social media use and various psychological issues. It discusses the impact of online interactions, cyberbullying, and the pressure to conform to social norms. Critique : The research is detailed and presents significant findings. However, it could benefit from a more balanced view that includes positive aspects of social media, such as support networks and educational content. Additionally, the sample sizes in some studies are limited, which may affect the generalizability of the results. Conclusion : The research article provides a comprehensive overview of the negative psychological effects of social media on adolescents, though it would be improved by a more balanced perspective and larger sample sizes.

Review of “The Effectiveness of Mindfulness-Based Stress Reduction Programs”

Title : The Effectiveness of Mindfulness-Based Stress Reduction Programs: A Research Review Introduction : This review analyzes the research article’s evaluation of mindfulness-based stress reduction (MBSR) programs and their impact on mental health and well-being. Summary : The article reviews various studies on MBSR, highlighting its benefits for reducing stress, anxiety, and depression. It includes meta-analyses and randomized controlled trials to provide a robust evidence base. Critique : The research is comprehensive and well-supported by empirical data. However, it could explore more on the long-term benefits and potential limitations of MBSR programs. The article would also benefit from discussing the accessibility and applicability of these programs across different populations. Conclusion : The research article effectively demonstrates the benefits of MBSR programs for mental health, though it could be enhanced by addressing long-term effects and broader applicability.

Journal Article Review Examples

Review of “the impact of social media on academic performance”.

Title : The Impact of Social Media on Academic Performance: A Comprehensive Review Introduction : This review evaluates the journal article’s investigation into the relationship between social media usage and academic performance among students. Summary : The article discusses various studies that explore how social media affects students’ academic outcomes. It highlights both positive effects, such as improved communication and resource sharing, and negative impacts like distraction and reduced study time. Critique : The article is thorough, providing a balanced view supported by empirical data. However, it could benefit from more longitudinal studies to understand long-term effects. Additionally, the article does not address differences in impact based on the type of social media platform used. Conclusion : The journal article effectively highlights the dual impact of social media on academic performance. To strengthen the research, including more long-term studies and platform-specific analyses would be beneficial.

Review of “Climate Change Adaptation in Urban Areas”

Title : Climate Change Adaptation in Urban Areas: An Analytical Review Introduction : This review analyzes the journal article’s discussion on how urban areas are adapting to climate change, focusing on infrastructure and policy changes. Summary : The article examines various adaptation strategies employed by cities worldwide, such as green infrastructure, zoning laws, and disaster preparedness programs. It presents case studies from different regions to illustrate successful adaptation efforts. Critique : The article is well-researched and provides a comprehensive overview of adaptation strategies. However, it could include more data on the effectiveness of these strategies over time. Additionally, the article would benefit from a discussion on the socio-economic challenges that hinder adaptation in less developed areas. Conclusion : The journal article provides valuable insights into urban climate change adaptation strategies. It would be strengthened by including long-term effectiveness data and addressing socio-economic barriers.

Review of “The Role of Artificial Intelligence in Personalized Medicine”

Title : The Role of Artificial Intelligence in Personalized Medicine: A Detailed Review Introduction : This review evaluates the journal article’s exploration of AI applications in personalized medicine, including diagnostics and treatment plans. Summary : The article discusses how AI technologies, such as machine learning and data analytics, are revolutionizing personalized medicine. It highlights examples where AI has improved diagnostic accuracy and tailored treatment plans to individual patient needs. Critique : The article is insightful and well-supported by clinical data. However, it could delve deeper into the ethical considerations and potential biases in AI algorithms. Additionally, more real-world examples of AI implementation in diverse healthcare settings would enhance the article’s applicability. Conclusion : The journal article effectively demonstrates the transformative potential of AI in personalized medicine. To improve, it should include a more detailed discussion on ethics and practical applications across different healthcare systems.

Review of “The Psychological Impact of COVID-19 on Healthcare Workers”

Title : The Psychological Impact of COVID-19 on Healthcare Workers: A Research Review Introduction : This review analyzes the journal article’s investigation into the mental health effects of the COVID-19 pandemic on healthcare workers. Summary : The article presents data from surveys and interviews with healthcare professionals, highlighting increased levels of stress, anxiety, and burnout due to the pandemic. It discusses the factors contributing to these psychological impacts, such as workload, exposure risk, and lack of support. Critique : The article provides a comprehensive analysis of the psychological challenges faced by healthcare workers during the pandemic. However, it could benefit from more longitudinal studies to understand long-term mental health outcomes. Additionally, the article would be improved by offering more detailed recommendations for institutional support and intervention strategies. Conclusion : The journal article effectively sheds light on the mental health struggles of healthcare workers during COVID-19. To strengthen the research, including long-term studies and detailed support recommendations would be beneficial.

Review of “Sustainable Agriculture Practices and Food Security”

Title : Sustainable Agriculture Practices and Food Security: An In-Depth Review Introduction : This review evaluates the journal article’s discussion on the role of sustainable agriculture practices in enhancing food security. Summary : The article explores various sustainable agriculture techniques, such as crop rotation, organic farming, and agroforestry, and their impact on food security. It presents case studies demonstrating how these practices can increase crop yields and improve resilience to climate change. Critique : The article is well-researched and provides a detailed analysis of sustainable agriculture practices. However, it could include more quantitative data on the economic viability of these practices for small-scale farmers. Additionally, the article would benefit from discussing the policy frameworks needed to support widespread adoption of sustainable agriculture. Conclusion : The journal article effectively highlights the importance of sustainable agriculture for food security. It would be enhanced by including more economic data and policy recommendations to support these practices.

College Article Review Examples

Review of “the effects of sleep deprivation on academic performance”.

Title : The Effects of Sleep Deprivation on Academic Performance: A Detailed Review Introduction : This review assesses the article’s exploration of how sleep deprivation impacts college students’ academic performance, focusing on cognitive functions and overall well-being. Summary : The article examines studies showing that insufficient sleep negatively affects memory, concentration, and problem-solving skills, leading to lower grades and academic achievement. It also discusses the role of stress and lifestyle factors contributing to sleep deprivation. Critique : The article provides a thorough analysis supported by empirical data. However, it could benefit from a broader range of studies, including different demographic groups. Additionally, practical solutions for improving sleep habits among students are not adequately addressed. Conclusion : The article effectively highlights the critical relationship between sleep and academic performance but would be strengthened by more diverse studies and practical recommendations for students.

Review of “The Impact of Technology on Modern Education”

Title : The Impact of Technology on Modern Education: A Comprehensive Review Introduction : This review evaluates the article’s discussion on the integration of technology in higher education and its effects on teaching and learning processes. Summary : The article explores various technological tools used in education, such as online learning platforms, interactive simulations, and digital resources. It discusses the benefits, including increased accessibility and personalized learning, as well as challenges like digital divide and technological distractions. Critique : The article is well-researched and balanced, highlighting both positive and negative aspects of technology in education. However, it could include more recent data and specific examples of successful technology implementations in colleges. Additionally, the article should address potential long-term impacts on traditional teaching methods. Conclusion : The article provides valuable insights into the role of technology in education, though it would be enhanced by including more up-to-date examples and long-term impact analysis.

Review of “Mental Health Awareness Among College Students”

Title : Mental Health Awareness Among College Students: An Analytical Review Introduction : This review analyzes the article’s exploration of mental health awareness programs in colleges and their effectiveness in addressing student mental health issues. Summary : The article examines various initiatives aimed at improving mental health awareness, such as workshops, counseling services, and peer support groups. It highlights the importance of early intervention and the role of campus resources in supporting student well-being. Critique : The article provides a comprehensive overview of mental health awareness programs and their benefits. However, it could benefit from more quantitative data on program effectiveness and student outcomes. Additionally, the article should discuss the barriers to accessing mental health services, such as stigma and resource limitations. Conclusion : The article effectively underscores the significance of mental health awareness in colleges, but it would be improved by including more data on program effectiveness and addressing access barriers.

Review of “The Role of Extracurricular Activities in Student Development”

Title : The Role of Extracurricular Activities in Student Development: A Detailed Review Introduction : This review evaluates the article’s discussion on how participation in extracurricular activities impacts college students’ personal and academic development. Summary : The article explores various benefits of extracurricular activities, such as improved social skills, leadership development, and enhanced academic performance. It includes case studies and survey data to support its findings. Critique : The article is well-rounded and provides clear evidence of the positive impacts of extracurricular activities. However, it could include more diverse examples from different types of colleges and regions. Additionally, the article should address potential negative aspects, such as time management challenges and academic pressure. Conclusion : The article effectively highlights the importance of extracurricular activities in student development, though it would benefit from a more diverse range of examples and a balanced discussion of potential drawbacks.

Review of “The Influence of Social Media on College Students’ Mental Health”

Title : The Influence of Social Media on College Students’ Mental Health: A Research Review Introduction : This review analyzes the article’s investigation into how social media usage affects the mental health of college students, focusing on both positive and negative impacts. Summary : The article discusses various studies showing that social media can lead to increased anxiety, depression, and feelings of isolation among students. It also highlights positive aspects, such as enhanced communication, social support, and access to mental health resources. Critique : The article provides a balanced view, supported by empirical data and real-world examples. However, it could benefit from more recent studies and a deeper exploration of how different social media platforms uniquely impact mental health. Additionally, the article should include practical advice for students on managing social media use. Conclusion : The article effectively addresses the complex relationship between social media and mental health among college students, but it would be strengthened by including more recent research and practical recommendations.

Scientific Article Review Examples

Review of “the effects of microplastics on marine life”.

Title : The Effects of Microplastics on Marine Life: A Comprehensive Review Introduction : This review assesses the scientific article’s investigation into the impact of microplastics on marine organisms, focusing on ingestion, toxicity, and ecological consequences. Summary : The article presents various studies showing that microplastics are ingested by a wide range of marine species, leading to physical harm and chemical toxicity. It discusses how microplastics affect growth, reproduction, and survival rates of marine life. Critique : The article is well-researched, providing detailed evidence of the harmful effects of microplastics. However, it could benefit from a broader geographic scope, including more diverse marine environments. Additionally, the article lacks a discussion on potential mitigation strategies to reduce microplastic pollution. Conclusion : The article effectively highlights the detrimental impact of microplastics on marine life, but it would be strengthened by including a wider range of environments and discussing mitigation measures.

Review of “The Role of CRISPR-Cas9 in Gene Editing”

Title : The Role of CRISPR-Cas9 in Gene Editing: A Detailed Review Introduction : This review evaluates the scientific article’s exploration of the CRISPR-Cas9 technology and its applications in gene editing, focusing on its potential and ethical considerations. Summary : The article discusses the mechanism of CRISPR-Cas9 and its use in various fields such as medicine, agriculture, and biotechnology. It highlights successful case studies, including the treatment of genetic disorders and the development of disease-resistant crops. Critique : The article is insightful and provides a comprehensive overview of CRISPR-Cas9. However, it could delve deeper into the ethical issues and potential unintended consequences of gene editing. Additionally, the article would benefit from more recent examples of CRISPR applications. Conclusion : The article effectively demonstrates the potential of CRISPR-Cas9 in gene editing, though it could be enhanced by addressing ethical considerations and providing more up-to-date examples.

Review of “Climate Change and Its Impact on Global Food Security”

Title : Climate Change and Its Impact on Global Food Security: An Analytical Review Introduction : This review analyzes the scientific article’s examination of how climate change affects global food security, focusing on crop yields, food supply, and nutrition. Summary : The article explores various factors influenced by climate change, including temperature changes, altered precipitation patterns, and increased frequency of extreme weather events. It discusses how these factors affect agricultural productivity and food availability. Critique : The article is thorough and supported by extensive data. However, it could include more case studies from different regions to provide a global perspective. Additionally, the article would benefit from discussing adaptation strategies and policy recommendations to mitigate the impact of climate change on food security. Conclusion : The article provides valuable insights into the effects of climate change on food security, but it would be improved by including more regional case studies and discussing mitigation strategies.

Review of “The Advancements in Renewable Energy Technologies”

Title : The Advancements in Renewable Energy Technologies: A Research Review Introduction : This review evaluates the scientific article’s discussion on the latest advancements in renewable energy technologies, including solar, wind, and bioenergy. Summary : The article highlights recent innovations in renewable energy, such as improved solar panel efficiency, advanced wind turbine designs, and sustainable bioenergy production methods. It presents data on the cost-effectiveness and environmental benefits of these technologies. Critique : The article is well-researched and presents a clear overview of advancements in renewable energy. However, it could benefit from a more detailed analysis of the challenges and limitations associated with each technology. Additionally, the article should include projections on the future adoption of these technologies. Conclusion : The article effectively showcases the progress in renewable energy technologies, though it would be enhanced by addressing challenges and providing future adoption projections.

Review of “The Impact of Artificial Intelligence on Healthcare”

Title : The Impact of Artificial Intelligence on Healthcare: A Comprehensive Review Introduction : This review analyzes the scientific article’s exploration of AI’s impact on healthcare, focusing on diagnostic tools, patient care, and administrative efficiency. Summary : The article discusses various AI applications in healthcare, such as machine learning algorithms for disease diagnosis, robotic surgeries, and AI-driven patient management systems. It highlights the potential benefits and challenges of AI integration in healthcare. Critique : The article is insightful and supported by clinical data. However, it could delve deeper into the ethical considerations and data privacy issues associated with AI in healthcare. Additionally, more real-world examples and case studies would enhance the article’s relevance. Conclusion : The article effectively demonstrates AI’s transformative potential in healthcare, but it would be strengthened by addressing ethical concerns and including more practical examples.

Examples of Article Review for Psychology

Review of “the influence of parenting styles on child development”.

Title : The Influence of Parenting Styles on Child Development: A Comprehensive Review Introduction : This review evaluates the article’s investigation into how different parenting styles affect children’s psychological and emotional development. Summary : The article explores various parenting styles—authoritative, authoritarian, permissive, and neglectful—and their impacts on children’s behavior, self-esteem, academic performance, and social skills. It presents data from longitudinal studies and surveys. Critique : The article is thorough and well-supported by empirical data. However, it could benefit from more recent studies and a broader demographic scope. Additionally, practical recommendations for parents based on the findings are not adequately addressed. Conclusion : The article effectively highlights the significant role of parenting styles in child development. It would be strengthened by including more up-to-date research and practical advice for parents.

Review of “The Effects of Social Media on Adolescent Mental Health”

Title : The Effects of Social Media on Adolescent Mental Health: A Detailed Review Introduction : This review analyzes the article’s exploration of the psychological effects of social media use on adolescents, focusing on issues like anxiety, depression, and self-esteem. Summary : The article discusses various studies that show a correlation between social media use and increased rates of mental health issues among adolescents. It examines factors such as cyberbullying, social comparison, and screen time. Critique : The article provides a balanced view supported by empirical data. However, it could include more recent studies and a deeper exploration of positive aspects of social media, such as support networks and educational content. Additionally, practical strategies for managing social media use are not sufficiently addressed. Conclusion : The article effectively discusses the negative impacts of social media on adolescent mental health but would benefit from more recent research and practical recommendations.

Review of “Cognitive Behavioral Therapy for Treating Depression”

Title : Cognitive Behavioral Therapy for Treating Depression: An Analytical Review Introduction : This review evaluates the article’s discussion on the effectiveness of cognitive behavioral therapy (CBT) in treating depression, focusing on clinical outcomes and patient experiences. Summary : The article reviews various studies demonstrating CBT’s effectiveness in reducing depressive symptoms and preventing relapse. It discusses CBT’s core components, including cognitive restructuring and behavioral activation. Critique : The article is well-researched and provides a comprehensive overview of CBT’s effectiveness. However, it could benefit from more detailed comparisons with other therapeutic approaches and a discussion on the accessibility and scalability of CBT. Additionally, the article should address potential limitations and criticisms of CBT. Conclusion : The article effectively showcases CBT’s effectiveness in treating depression, though it would be enhanced by including comparisons with other therapies and addressing accessibility issues.

Review of “The Role of Mindfulness Meditation in Stress Reduction”

Title : The Role of Mindfulness Meditation in Stress Reduction: A Research Review Introduction : This review analyzes the article’s examination of mindfulness meditation as a technique for reducing stress and improving mental health. Summary : The article discusses various studies that show how mindfulness meditation can reduce stress, anxiety, and depressive symptoms. It explains the underlying mechanisms, such as increased self-awareness and emotional regulation. Critique : The article is insightful and supported by empirical data. However, it could include more longitudinal studies to understand the long-term effects of mindfulness meditation. Additionally, the article should address potential barriers to practicing mindfulness, such as time constraints and individual differences in response to meditation. Conclusion : The article effectively highlights the benefits of mindfulness meditation for stress reduction but would be improved by including long-term studies and discussing barriers to practice.

Review of “The Impact of Sleep on Cognitive Function”

Title : The Impact of Sleep on Cognitive Function: A Comprehensive Review Introduction : This review evaluates the article’s investigation into the relationship between sleep and cognitive function, focusing on memory, attention, and problem-solving skills. Summary : The article presents various studies demonstrating that adequate sleep is crucial for optimal cognitive performance. It discusses how sleep deprivation negatively affects cognitive functions and the underlying biological mechanisms involved. Critique : The article is thorough and well-supported by empirical data. However, it could benefit from a more detailed exploration of the differences in sleep needs across different age groups and a discussion on strategies to improve sleep quality. Additionally, practical recommendations for individuals suffering from sleep disorders are not adequately addressed. Conclusion : The article effectively highlights the critical role of sleep in cognitive function but would be strengthened by including more age-specific research and practical advice for improving sleep quality.

Types of Article Reviews

Article reviews are critical assessments of scholarly articles, often used to evaluate the quality, relevance, and significance of the research. Understanding the different types of article reviews helps in identifying the purpose and approach suitable for various academic and professional needs. Here are the main types of article reviews:

1. Narrative Review

A narrative review provides a comprehensive summary of literature on a specific topic. It focuses on discussing the findings of the research studies and offers a narrative explanation of the trends and themes.

Characteristics:

• Summarizes and synthesizes a body of literature.
• Identifies gaps in current research.
• Provides a background for understanding the topic.
• Less structured compared to systematic reviews.

Example: Reviewing literature on the impact of social media on mental health.

2. Systematic Review

A systematic review is a methodical and comprehensive literature review that aims to answer a specific research question. It uses systematic methods to collect secondary data, critically appraise research studies, and synthesize findings.

• Uses explicit, systematic methods.
• Pre-defined criteria for selecting studies.
• Often includes meta-analysis.
• Highly structured and replicable.

Example: Evaluating the effectiveness of different interventions for reducing hypertension.

3. Meta-Analysis

A meta-analysis is a statistical technique that combines the results of multiple studies to identify overall trends and determine the effectiveness of interventions.

• Integrates quantitative data from multiple studies.
• Provides a higher statistical power.
• Often included in systematic reviews.
• Focuses on effect sizes and statistical significance.

Example: Combining data from various studies on the effectiveness of cognitive-behavioral therapy for anxiety.

4. Critical Review

A critical review evaluates the strengths and weaknesses of a scholarly article. It involves analyzing the methodology, arguments, evidence, and contributions of the article.

• In-depth critique of a single article.
• Focuses on the validity and reliability of the research.
• Discusses the implications and limitations.
• Offers suggestions for improvement.

Example: Critiquing the research design and conclusions of a study on climate change impacts on agriculture.

5. Literature Review

A literature review surveys books, scholarly articles, and other sources relevant to a particular issue, area of research, or theory, providing a description, summary, and critical evaluation of these works.

• Broad overview of existing research.
• Identifies patterns and trends.
• Highlights gaps in current knowledge.
• Provides a foundation for new research.

Example: Reviewing literature on renewable energy sources and their environmental impacts.

6. Scoping Review

A scoping review maps the key concepts underpinning a research area and the main sources and types of evidence available. It aims to provide an overview of the range of research activity.

• Identifies the scope of literature on a topic.
• Useful for emerging areas of research.
• Highlights areas for future research.
• Less detailed than systematic reviews.

Example: Exploring the range of studies on artificial intelligence applications in healthcare.

7. Integrative Review

An integrative review synthesizes theoretical and empirical literature to provide a more comprehensive understanding of a specific phenomenon or healthcare problem.

• Combines qualitative and quantitative research.
• Generates new frameworks and perspectives.
• Addresses mature topics with substantial research.
• Useful for policy and practice implications.

Example: Integrating research on patient-centered care models in nursing.

8. Conceptual Review

A conceptual review focuses on theories and concepts in a particular field. It examines how these concepts are defined, measured, and applied in the literature.

• Emphasizes theoretical frameworks.
• Analyzes the development of concepts over time.
• Identifies theoretical gaps.
• Proposes new conceptual models.

Example: Reviewing the evolution of the concept of resilience in psycholog

More Article Review Examples & Samples in PDF

1. formal article review.

2. Article Review Guideline

3. Format for Review Article

4. Scientific Article Review

5. Research Experience Article Review

6. Review of Research Articles

Components of Article Review

An article review involves evaluating and summarizing a scholarly article, presenting critical insights, and reflecting on its implications. Understanding the essential components helps in crafting a thorough and insightful review. Here are the key components:

• Clearly indicates the focus of the review.
• Should include the article’s title and author(s).

Example: “Review of ‘The Impact of Social Media on Mental Health’ by John Smith”

2. Introduction

• Provides context for the review.
• Introduces the article’s main topic and objectives.
• States the purpose of the review.

The article “The Impact of Social Media on Mental Health” by John Smith explores the relationship between social media usage and mental health outcomes. This review aims to critically evaluate the article’s findings and discuss its implications for future research.

3. Summary of the Article

• Concisely summarizes the article’s main points.
• Includes the research question, methodology, findings, and conclusions.

The article investigates both positive and negative effects of social media on mental health. Using a mixed-methods approach, the study finds that while social media can enhance social support and community building, it also contributes to anxiety, depression, and cyberbullying.

4. Critical Analysis

• Evaluates the strengths and weaknesses of the article.
• Discusses the validity and reliability of the research.
• Analyzes the methodologies used and the evidence provided.
• Considers the implications of the findings.

The article provides a balanced view of social media’s impact, effectively synthesizing current research. However, it lacks in-depth analysis of the methodologies used, which could affect the validity of the findings. Future research should include longitudinal studies to better understand causal relationships.

5. Conclusion

• Summarizes the key points of the review.
• Restates the significance of the article.
• Provides final thoughts and suggestions for future research.

In conclusion, Smith’s article offers valuable insights into the complex relationship between social media and mental health. While the study is comprehensive, addressing methodological limitations in future research would enhance our understanding of this important issue.

6. Personal Reflection

• Discusses the reviewer’s personal perspective on the article.
• Explains how the article’s findings relate to the reviewer’s own experiences or studies.
• Offers insights on how the article influenced their understanding of the topic.

As a student, I find the article’s discussion on the negative impacts of social media particularly relevant. It underscores the importance of mindful social media use to maintain mental well-being. This review has deepened my understanding of the subject and will inform my future research.

7. References

• Lists all the sources cited in the review.
• Follows a specific citation style (e.g., APA, MLA).

Example: Smith, J. (2023). The Impact of Social Media on Mental Health. Journal of Psychological Studies, 45(2), 123-145.

How to write an Article Review?

Writing an article review involves summarizing and critically evaluating a scholarly article. This process helps in understanding the article’s contributions and limitations, and it enhances critical thinking skills. Follow these steps to write an effective article review:

1. Read and Understand the Article

• Read the Article Thoroughly : Start with a quick overview to understand the main idea, then read in detail.
• Identify Key Points : Note the research question, methodology, findings, and conclusions.
• Understand the Context : Research the background information and the article’s significance in its field.

2. Plan Your Review

• Outline the Structure : Plan the sections of your review: Introduction, Summary, Critical Analysis, Conclusion, Personal Reflection, and References.
• Determine the Focus : Decide what aspects of the article you will highlight and critique.

3. Write the Introduction

• Provide Context : Introduce the topic of the article and its relevance.
• State the Purpose : Explain the purpose of your review.
• Mention the Article : Include the title of the article and the author’s name.

The article “The Impact of Social Media on Mental Health” by John Smith explores the relationship between social media usage and mental health outcomes. This review aims to critically evaluate Smith’s findings and discuss their implications for future research.

4. Summarize the Article

• Concise Summary : Summarize the main points of the article without inserting personal opinions.
• Include Key Elements : Mention the research question, methodology, findings, and conclusions.

Smith’s article investigates both positive and negative effects of social media on mental health. Using a mixed-methods approach, the study finds that social media can enhance social support and community building but also contributes to anxiety, depression, and cyberbullying.

5. Critical Analysis

• Evaluate Strengths and Weaknesses : Discuss the strengths of the article, such as comprehensive literature review or innovative methodology. Point out weaknesses, such as limited sample size or potential biases.
• Analyze Methodology and Evidence : Critically assess the research methods and the evidence provided.
• Discuss Implications : Consider the significance of the findings and how they contribute to the field.

The article provides a balanced view of social media’s impact, effectively synthesizing current research. However, it lacks an in-depth analysis of the methodologies used, which could affect the validity of the findings. Future research should include longitudinal studies to better understand causal relationships.

6. Write the Conclusion

• Summarize Key Points : Briefly restate the main points of your review.
• Restate the Article’s Significance : Emphasize the importance of the article’s contributions.
• Provide Final Thoughts : Offer any concluding thoughts and suggestions for future research.

7. Personal Reflection

• Discuss Personal Insights : Share how the article relates to your own experiences or studies.
• Explain Impact on Understanding : Describe how the article influenced your understanding of the topic.

8. Include References

• Cite the Article : Include a full citation of the article you reviewed.
• Follow Citation Style : Use the appropriate citation style (e.g., APA, MLA).

Smith, J. (2023). The Impact of Social Media on Mental Health. Journal of Psychological Studies, 45(2), 123-145.

How do I start an article review?

Begin with a brief introduction that provides context, states the purpose of your review, and mentions the article’s title and author.

What should be included in the summary?

Summarize the main points of the article, including the research question, methodology, findings, and conclusions without inserting personal opinions.

How do I write a critical analysis?

Evaluate the strengths and weaknesses of the article, analyze the methodology and evidence, and discuss the significance and implications of the findings.

How long should an article review be?

The length varies, but typically an article review is 2-4 pages, balancing summary, critical analysis, and personal reflection.

How do I conclude an article review?

Summarize the key points of your review, restate the article’s significance, and provide final thoughts and suggestions for future research.

What is the difference between a summary and a critique?

A summary restates the article’s main points objectively, while a critique evaluates the article’s strengths, weaknesses, and overall contribution.

How do I incorporate personal reflection?

Discuss how the article relates to your own experiences or studies and describe how it influenced your understanding of the topic.

Should I include direct quotes from the article?

Use direct quotes sparingly, only when they enhance your analysis. Always explain their relevance to your critique.

How do I properly cite the article in my review?

Follow the appropriate citation style (e.g., APA, MLA) to include a full citation of the article at the end of your review.

Can I express my opinion in an article review?

Yes, but primarily in the critical analysis and personal reflection sections. Ensure your opinions are supported by evidence from the article.

Text prompt

• Instructive
• Professional

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Article review writing format, steps, examples and illustration PDF Compiled by Mohammed Yismaw

2021, Article review writing format, steps, examples and illustration PDF Compiled by Mohammed Yismaw

The purpose of this document is to help students and researchers understand how a review of an academic journal is conducted and reported in different fields of study. Review articles in academic journals that analyze or discuss researches previously published by others, rather than reporting new research results or findings. Summaries and critiques are two ways to write a review of a scientific journal article. Both types of writing ask you first to read and understand an article from the primary literature about your topic. The summary involves briefly but accurately stating the key points of the article for a reader who has not read the original article. The critique begins by summarizing the article and then analyzes and evaluates the author’s research. Summaries and critiques help you learn to synthesize information from different sources and are usually limited to two pages maximum.

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The History of Peer Review Is More Interesting Than You Think

The term “peer review” was coined in the 1970s, but the referee principle is usually assumed to be as old as the scientific enterprise itself. (It isn’t.)

Peer review has become a cornerstone of academic publishing, a fundamental part of scholarship itself. With peer review, independent, third-party experts in the relevant field(s) assess manuscripts submitted to journals. The idea is that these expert peers referee the process, especially when it comes to technical matters that may be beyond the knowledge of editors.

“In all fields of academia, reputations and careers are now expected to be built on peer-reviewed publication; concerns with its efficacy and appropriateness thus seem to strike at the heart of scholarship,” write historians Noah Moxham and Aileen Fyfe .

The peer review system, continue Moxham and Fyfe, is “crucial to building the reputation both of individual scientists and of the scientific enterprise at large” because the process

is believed to certify the quality and reliability of research findings. It promises supposedly impartial evaluation of research, through close scrutiny by specialists, and is widely used by journal editors, grant-making bodies, and government.

As with any human enterprise, peer review is far from foolproof . Errors and downright frauds have made it through the process. In addition, as Moxham and Fyfe note, there can be “inappropriate bias due to the social dynamics of the process.” (Some peer review types may introduce less bias than others.)

The term “peer review” was coined in the early 1970s, but the referee principle is usually assumed to be about as old as the scientific enterprise itself, dating to the Royal Society of London’s Philosophical Transactions , which began publication in 1665.

Moxham and Fyfe complicate this history, using the Royal Society’s “rich archives” to trace the evolution of editorial practices at one of the earliest scientific societies.

Initially, the publication of Philosophical Transactions was a private venture managed by the Society’s secretaries. Secretary Henry Oldenburg, the first editor, ran it from 1665 to 1677, without, write Moxham and Fyfe, any “clear set of standards.”

Research sponsored by the Royal Society itself was published separately from the Transactions . In fact, the royally chartered Society had the power to license publication of books and periodicals (like the Transactions ) as “part of a wider mechanism of state censorship intended to ensure the proscription of politically seditious or religious heterodox material.” But as time passed, there wasn’t really much Society oversight over the publication at all.

The situation came to a crisis in the early 1750s, when an unsuccessful candidate for a Society fellowship raised a ruckus, conflating the separate administrations of the Society and the now rather stodgy Transactions. The bad press compelled the Society to take over financial and editorial control—by committee—of the Transactions in 1752. The editorial committee could refer submissions to fellows with particular expertise—but papers were already being vetted since they needed to be referred by fellows in the first place.

Formalization of the use of expert referees would be institutionalized by 1832. A “written report of fitness” of submissions by one or more fellows was to be made before acceptance. This followed similar procedures already introduced abroad, particularly at the Académie des sciences in Paris.

All of this, Moxham and Fyfe argue, was more about institution-building (and fortification) than what we know as peer reviewing today.

“Refereeing and associated editorial practices” were intended to “disarm specific attacks upon the eighteenth-century Society; sometimes, to protect the Society’s finances; and, by the later nineteenth century, to award prestige to members of the nascent profession of natural scientists.”

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From 1752 to 1957, the front of every Transactions included an “ Advertisement ” noting that the Society could not pretend to “answer for the certainty of the facts, or propriety of the reasonings” of the papers contained within; all that “must still rest on the credit or judgement of their respective authors.”

The twentieth century saw a plethora of independent scientific journals and an exponential increase in scientific papers. “Professional, international scientific research” burst the bounds of the old learned societies with their gentlemanly ways. In 1973, the journal Nature (founded in 1869) made refereeing standard practice, to “raise the journal above accusations of cronyism and elitism.” Since then, peer review, as it came to be called in preference to refereeing, has become universal. At least in avowed “peer-reviewed journals.”

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• Harvard Library
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Finding and Reading Journal Articles

• Journal Articles: Why You Use Them

Why are articles so important to research?

• Subject Databases: Organizing Research Conversations
• Databases We Recommend For You
• Sources in the Disciplines
• Reading in the Disciplines

Journal articles are the academic's stock in trade, t he basic means of communicating research findings to an audience of one’s peers. That holds true across the disciplinary spectrum, so no matter where you land as a concentrator, you can expect to rely on them heavily. 

Regardless of the discipline, moreover,  journal articles perform an important knowledge-updating function .

Textbooks and handbooks and manuals will have a secondary function for chemists and physicists and biologists, of course. But in the sciences, articles are the standard and  preferred publication form. 

In the social sciences and humanities , where knowledge develops a little less rapidly or is driven less by issues of time-sensitivity , journal articles and books are more often used together.

Not all important and influential ideas warrant book-length studies, and some inquiry is just better suited to the size and scope and concentrated discussion that the article format offers.

Journal articles sometimes just present the most  appropriate  solution for communicating findings or making a convincing argument.  A 20-page article may perfectly fit a researcher's needs.  Sustaining that argument for 200 pages might be unnecessary -- or impossible.

The quality of a research article and the legitimacy of its findings are verified by other scholars, prior to publication, through a rigorous evaluation method called peer-review . This seal of approval by other scholars doesn't mean that an article is the best, or truest, or last word on a topic. If that were the case, research on lots of things would cease. Peer review simply means other experts believe the methods, the evidence, the conclusions of an article have met important standards of legitimacy, reliability, and intellectual honesty.

Searching the journal literature is part of being a responsible researcher at any level: professor, grad student, concentrator, first-year. Knowing why academic articles matter will help you make good decisions about what you find -- and what you choose to rely on in your work.

Think of journal articles as the way you tap into the ongoing scholarly conversation , as a way of testing the currency of  a finding, analysis, or argumentative position, and a way of bolstering the authority (or plausibility) of explanations you'll offer in the papers and projects you'll complete at Harvard. 

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Except where otherwise noted, this work is subject to a Creative Commons Attribution 4.0 International License , which allows anyone to share and adapt our material as long as proper attribution is given. For details and exceptions, see the Harvard Library Copyright Policy ©2021 Presidents and Fellows of Harvard College.

• Open access
• Published: 23 July 2024

The “what, why, and how?” of story completion in health services research: a scoping review

• Candelyn Yu Pong 1 ,
• Nicola J. Roberts 4 &
• Elaine Lum 1 , 2 , 3  

BMC Medical Research Methodology volume  24 , Article number:  159 ( 2024 ) Cite this article

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The story completion method provides a different way of doing qualitative research. We note the emergent popularity of this method in health-related research, while much remains to be negotiated in terms of best practices for such studies. This scoping review aims to provide a synthesis on how researchers have used the story completion method in health services research. We offer implications for research and practice for further discussion by the scholarly community.

We used the JBI methodology for scoping reviews. Six databases were searched for published literature till March 1, 2023: Medline, Embase, CINAHL, PsycINFO, SAGE Journals Online databases, and SAGE Research Methods. We included primary studies of any study design using the story completion method in health services research.

A total of 17 studies were included. Findings suggest that the story completion method is useful for research on sensitive topics, and affords the use of comparative study designs and large sample sizes which may be difficult with conventional qualitative research methods. More than 80% of included studies used story completion as the sole method. However, the data collected from this method were limited in terms of the inferences that can be drawn; and richness of participant responses may vary widely. Less than 30% of included studies reported piloting of the story stems. Most studies were conducted online and analyzed qualitatively, though the story stem design and sample size varied widely.

The story completion method, with its attendant affordances for larger sample sizes, comparative study designs, and streamlined data collection is an innovative and useful stand-alone or adjunct qualitative method for health services research.

Peer Review reports

Qualitative methods increasingly underpin robust population health research, health services research, and implementation research [ 1 , 2 , 3 ]. The insights provided by qualitative methods allow us to appropriately design, execute, and evaluate a plethora of healthcare programs and innovations, including digital health and AI-augmented healthcare [ 4 , 5 , 6 ].

Qualitative methods used in these fields include interviews and focus groups. These methods are often time and resource intensive [ 7 ], and arguably less efficacious in eliciting uncensored views especially for topics that are socio-culturally sensitive [ 8 ]. In that, participants may adjust their positions on an issue to align with what they perceive as accepted social or cultural discourses, perhaps to avoid potential repercussions [ 9 ].

Story completion is a method not often used in population health, health services, and implementation research. Given its attributes, apart from being used on its own to explore socio-culturally sensitive topics, story completion promises to be a useful adjunct to semi-structured interviews and focus groups. The story completion method has already garnered much interest in the scholarly community, with several published discussions regarding its utility and issues [ 10 , 11 ], flexibility as a method across disciplines [ 12 ], and potential for decolonizing research methodologies [ 13 ].

What is story completion?

Story completion, first used in quantitative developmental psychology research and in psychoanalysis as a projective technique for clinical assessment, was subsequently re-developed as a qualitative method by Kitzinger for feminist research [ 8 ]. Importantly, Kitzinger re-conceptualized story completion in the mid-1990s as a way “to access not just psychological meanings but also social discourses” [ 8 ]. More recently, Clarke and colleagues re-ignited interest in this method with the publication of a special issue “Using Story Completion Methods in Qualitative Research” in the Qualitative Research in Psychology journal [ 8 ]. Although story completion originated as a pen-and-paper task, this method has been increasingly administered online. Hence, the moniker, digital story completion.

In typical story completion studies, participants are presented with one or several hypothetical scenarios that act as writing prompts (story stems) and asked to complete the story however they like (Table 1 ). In example 1, researchers used story completion as a stand-alone qualitative method to collect narratives from Australian adults regarding their views on the COVID-19 restrictions implemented, and how it affected their health and well-being [ 14 ]. The story completion method was chosen due to its ability to examine social discourses, meanings, norms, and assumptions; and researchers were interested to understand how individuals would react to constantly changing situations, such as COVID-19 restrictions [ 14 ]. In example 2, researchers also used story completion as a stand-alone method to explore how evangelical Christians perceive depression [ 15 ]. Story completion method was chosen in this case due to the stigma associated with depression or mental health in general; and as this method does not explicitly obtain respondents’ personal experiences or views, it reduces the risk of social desirability bias [ 15 ].

A key advantage of the story completion method is its ability to side-step solely direct personal experiences to include socio-cultural discourse and representations, which enables researchers to understand meaning-making frameworks of a particular social group [ 10 ]. Other notable advantages of the method include the ability to accommodate larger samples of participants relative to traditional qualitative methods, and the contentious use of comparative study designs, uncommon in qualitative research [ 10 ].

A perceived weakness of this method has to do with the invitation to participants to be imaginative when responding to the story stem, triggering some researchers (and users of research) to be concerned that “anything goes.” To alleviate this concern, we recognize the bi-directional connection between imagination and experience, where imagination is influenced by an individual’s experiences [ 16 ] and “experiences are partly constituted through the stories within [one’s] socio-cultural landscapes [ 17 ]. So, despite its apparent playfulness, story completion holds merit as a sole method and as a useful adjunct to traditional qualitative methods in multiple- or mixed-methods studies.

Rationale for this review

We observed a steady increase via PubMed in the number of studies using story completion for health-related research in the last five years. While each study justifies and explains its use, it is our opinion that much needs to be clarified and negotiated about best practices for this method. For example, how should story stems be derived? How and when to use comparator groups? How large should the sample be to yield adequate data for meaningful analysis? These questions pertain to future discussions about best practices or ‘shoulds’. However, we first need to understand the current landscape. In this scoping review we elicited how the story completion method has been used in health-related research. Specifically, we were interested in: (a) the target populations and/or health conditions, (b) the study designs used, (c) how story stems were derived, (d) how data were analyzed, (e) other research methods used to triangulate data from the story completion method, and (f) strengths and weaknesses of the method stated by study authors. Our findings serve as a useful resource or starting point for health services researchers interested in using the story completion method, when planning or designing their study.

Search strategy

This study was carried out in accordance with the JBI methodology for scoping review [ 18 ]. The protocol was published on Open Science Framework (available here: https://osf.io/rk2e6/ ) [ 19 ]. We developed a search strategy using the PRESS guidelines [ 20 ] and consulted university librarians for refinement around the following key terms: story completion and health services research (Additional File 1 ). We searched six databases: Medline, Embase, CINAHL, PsycINFO, SAGE Journals Online databases, and SAGE Research Methods for published literature till March 1, 2023.

Eligibility criteria

Inclusion criteria: a primary study of any study design using the story completion method in health services research. For the purposes of this review, we defined story completion as a type of qualitative research method where study participants are asked to complete a story based on an assigned story “stem” or opening [ 8 ], and health services research as an interdisciplinary study of scientific investigation that explores how social determinants, financial policies, organizational systems and structures, medical technology, and individual actions influence cost, access, quality of healthcare, and also our well-being and health [ 21 ]. This definition of health services research does not confine it to the provision of health services or health structures, but also includes the exploration of how social determinants and individual behaviors affect health and well-being. The World Health Organization recognizes social determinants such as social exclusion and discrimination as important factors that can affect access to healthcare and health equity in negative ways [ 22 ]. Hence, studies investigating perceptions of potentially stigmatizing conditions or sexual orientations which are likely to influence how/whether those individuals seek help/healthcare have been included. Studies were excluded if they were editorials, commentaries, discussion papers, methodological papers (non-empirical), conference papers, systematic reviews, meta-analyses, or study protocols.

Selection of studies

Three researchers (CP, NJR, EL) independently conducted title/abstract and full text screening of studies captured by the search strategy. Conflicts at both screening stages were resolved through discussion by two lead researchers (NJR, EL). Covidence ® , a web-based software for conducting reviews (Veritas Health Innovation, Melbourne, Australia) and Endnote 20 (Clarivate Analytics, PA, USA) were used for screening and managing citations respectively. Studies in languages other than English were translated using ChatGPT (OpenAI, CA, USA) and screened by two researchers (CP, EL), to determine eligibility.

Data extraction and data analysis

A standardized form was developed for data extraction using Google Forms. The following data were extracted: publication year, author, country of study, characteristics of the study population, study aim(s), study design, description of the story completion study, sample size, how story stems were derived, how data was captured and analyzed including type of analysis (e.g. Braun & Clarke’s reflexive thematic analysis, etc.), other research methods used to triangulate data (e.g. semi-structured interviews, surveys, focus groups, etc.), reported strengths and weaknesses of the story completion method, assumptions and underlying theories.

The form was piloted by three researchers (CP, NJR, EL) using three included studies, and refined accordingly. How we operationalized data extraction is shown in Additional File 2 . Two researchers (CP, EL) independently completed data extraction for the remaining studies. Publication year and sample size were extracted as numerical values. Other data points expressed as textual data were summarized rather than extracted verbatim from included studies, apart from author, country of study, and study aims. For example, data point “characteristics of the study population” were summarized as “Australia-based adults aged 18 and above during the COVID-19 pandemic”, “adolescents aged 14–25 years old with complex regional pain syndrome” and so forth. Descriptive statistics, where appropriate, were used to summarize extracted data in Excel ® (Version 1808 (Microsoft)). For example, to provide a numerical count of how many included studies were single country versus multi-country, and so forth.

The search yielded 278 studies. After removing 75 duplicates, 203 studies remained for screening. At full text screening stage there were nine studies reported in languages other than English which were translated using ChatGPT; these did not meet eligibility criteria and were excluded. A total of 17 studies were included in this review (Fig.  1 ). The list of included studies is provided as Additional File 3 .

PRISMA-scoping review flow diagram [ 18 ]

Study characteristics

The main characteristics of included studies are summarized in Table  2 . The majority were single country studies (15/17, 88·2%), originating from the European region (9/17, 52·9%) and Western Pacific region (4/17, 23·5%). Most of the studies were published between 2021 and 2023 (9/17, 52·9%). In terms of the study design used, of the 17 studies, 13 (76·5%) were qualitative, three (3/17, 17·6%) used a mixed-method design, and one (1/17, 5·9%) used a multi-method design (Table  2 ). We used the following definitions for mixed-method and multi-method studies, respectively. Mixed-method studies use two or more methods in a single research project comprising both qualitative and quantitative approaches, that involves the connection, integration, or linking of these two approaches [ 23 ]. Multi-method studies use two or more solely qualitative or solely quantitative methods in a single research project [ 24 ]. In addition, although the story completion method allows for comparative study designs, this was adopted by only three studies (3/17, 17·6%) [ 25 , 26 , 27 ].

Description of the story completion study

Most studies asked participants to complete one story stem each, with the exception of five studies (5/17, 29·4%) which asked each participant to complete either two [ 30 , 31 , 32 ] or three story stems [ 33 , 34 ]. Of these five studies, four provided multiple story stems to allow a diversity of illnesses, genders, socio-economic groups, or occupations to be included in the stem [ 30 , 32 , 33 , 34 ]; while one did not provide a rationale for having multiple stems. Story stems provided were fairly brief, consisting of two to five short sentences. Examples of story stems can be found in Table 1 .

For single story stem studies ( n  = 12), most provided the same story opening to every participant, except three (3/12, 25.0%) which adopted a comparative design where study authors developed two story stems of the same narrative but with different protagonists in terms of gender [ 25 , 26 ] or occupation [ 27 ]. Participants were allocated [ 25 ] or randomly allocated to either stem [ 26 , 27 ]. Another study (1/12, 8.3%) randomized each participant to one of three story stems pertaining to the research, with results from each stem analyzed separately [ 35 ]. Of the five multi-story stems studies, three (3/5, 60.0%) provided the story openings in the same order for participants [ 31 , 33 , 34 ]. Two studies (2/5, 40.0%) counterbalanced the order of the story openings with half the participants presented with the first story stem followed by the second story stem while the other half were presented with the second story stem followed by the first [ 30 , 32 ].

Most studies provided participant guidelines for either time (minutes) and/or length (number of words/ characters/ sentences) for story responses (10/17, 58·8%), though these varied widely among studies (Table  3 ). Sample size varied widely among studies as well; ranging from 17 to as large as 227 (Table  3 ).

Populations studied and health conditions

Study aims, populations studied, and health conditions are shown in Table  3 . Study participants were recruited from general populations or subgroups of general populations (e.g. adolescents, gay men), or were working adults in the healthcare industry and/or students in a health-related course. Most studies targeted a particular health condition (13/17, 76·5%). Of those that did, six studies focused on mental health conditions (6/17, 35·3%), three on chronic diseases (3/17, 17·6%), and one on cancer (1/17, 5·9%).

Study aims of some included studies are socio-culturally sensitive. For example, in the study by Lloyd et al 2022 one of the aims was to “explore how self-harm is perceived” [ 36 ], while Walsh et al 2010 aimed to “explore the ways in which ‘anorexic’ and ‘bulimic’ young women are discursively constructed by those who neither self-identify as ‘eating disordered’ nor are involved in ‘eating disorder’ interventions” [ 32 ].

How story stems were derived

Story stems were constructed by study authors in most studies, except for four studies (4/17, 23.5%) where study authors reported using either published literature or a theoretical framework to inform the development of story stems [ 27 , 33 , 36 , 37 ], and one study (1/17, 5.9%) which derived and modified the story stems based on the Wallace (1956) measure [ 31 , 38 ]. The Wallace measure estimates how far into the future a person typically plans (future time perspective) and consists of two types of questions concerning timeframes about future actions or outcomes [ 38 ]. For example, the first type of question may ask participants to list 10 events that will occur in their lives and the age they would expect to be for each event. The second type of question asks participants to write endings to story stems (i.e. story completion) and to indicate the duration in which the story occurred (e.g. “x” minutes, days, years).

The majority of studies did not pre-test the story stems (12/17, 70·6%); of those that did, they were either piloted to ensure clarity [ 15 , 30 , 35 , 36 ] or to prevent potential narrowing of responses [ 9 ]. Most studies adopted third-person story stem(s), except two studies (2/17, 11.8%) that used a first-person story stem to allow participants to reflect on their perceived future [ 39 , 40 ].

How data was captured and analyzed

Twelve out of 17 studies (70·6%) administered the story completion task online. The remaining five studies (5/17, 29.4%) were administered either in-person [ 31 , 34 ], a combination of both in-person and online [ 9 ], or did not report the mode of data collection [ 30 , 32 ]. Most studies analyzed the data qualitatively (14/17, 82·4%), with Braun & Clarke’s reflexive thematic analysis [ 41 ] as the most commonly used approach (12/17, 70·6%) (Table  2 ). However, three studies (3/17, 17.6%) applied a quantitative approach to the analysis of story completion data, as follows. The study by Nimbley et al. 2021 analyzed the stories collected using the Linguistic Inquiry and Word Count (LIWC) program which identified and coded words against pre-selected categories pertaining to positive or negative emotions, social, and cognitive dimensions determined by study authors [ 39 ]. The LIWC program subsequently generated quantitative data in the form of frequencies (counts) and proportions of words against these categories, which were further analyzed using statistical programs such as SPSS [ 39 ]. In the study by Jones et al. 2009, participants were asked to complete two story stems and to also indicate the duration in which the story occurred (e.g. minutes, days, years). The duration was quantitatively analyzed (salient to their research question), while the stories collected were not subjected to further analysis [ 31 ]. The study by Tichenor et al. 1977 analyzed the stories collected via deductive coding using a schema of 12 categories pre-developed by study authors, then assigning a frequency score [ 34 ]. The rates of expression for each of these categories were standardized through dividing the frequency scores by the number of words written by participants and multiplying this number by a constant of 1000 [ 34 ].

Research methods used to triangulate data

The majority of studies did not use other research methods to triangulate the data from the story completion method, with the exception of two (2/17, 11.8%) that used surveys [ 30 , 34 ] and one that used semi-structured interviews (1/17, 5·9%) [ 40 ]. Of the two studies that used surveys to triangulate data, one conducted the survey prior to the story completion task [ 30 ] whilst the other did not specify the order in which the tasks were carried out [ 34 ]. The sole study that used semi-structured interviews conducted them after the story completion task to explore the stories crafted by participants in greater detail [ 40 ].

Reported strengths and weaknesses of the story completion method

The story completion method is reported to be useful for exploring sensitive topics and vulnerable populations [ 9 , 15 , 25 , 32 , 36 , 37 , 42 ] as it does not require participants to reveal their personal experiences [ 14 , 27 , 33 ]. Instead of actual behaviors, story completion method uncovers participants’ unconscious and subconscious patterns and ways of sense-making as well as perceptions towards a given scenario, beyond their lived experiences [ 9 , 14 , 15 , 27 , 35 , 42 ], thereby reducing the risk of social desirability bias [ 15 , 36 ].

Hence, this method reportedly allows study authors the potential to obtain rich data pertaining to both individual and collective experiences of major social events and problems [ 14 , 30 ] that may not be elicited through more conventional data collection methods [ 26 , 27 ]. Additionally, data from a larger group of participants can be collected more efficiently, relative to other forms of qualitative methods [ 26 , 40 ].

However, the story completion method is not without weaknesses. Study authors discerned that as the story completion method does not explicitly obtain participants’ personal experiences [ 15 , 27 , 36 ], it limits the inferences that can be derived from the findings [ 14 , 37 ]. When crafting responses, participants may exaggerate the protagonist’s life to produce a “good” story that they would otherwise not have done in a more conventional data collection method [ 32 ] or orientate their responses to include more social elements than what they would have otherwise given due to the type of story stem provided [ 40 ].

Additionally, study authors reported that participants’ engagement with the story stem varied widely. Some would provide complex and detailed responses while others produced superficial and short stories [ 25 ], and some may misinterpret the task and provide a theoretical account of the assigned story opening instead of completing the story [ 25 , 26 ]. Study authors also noted that in common with other qualitative research, it is hard to recruit male participants [ 26 ].

Underpinning philosophy

Most studies specified the ontology, epistemology, or theoretical lens used (10/17, 58·8%). The top three were social constructionism (4/17, 23·5%), critical realism (2/17, 11·8%), and epistemic contextualism (2/17, 11·8%) (Table  2 ). Study authors deemed the story completion method to be compatible with their selected underpinning philosophy, which was in turn used to inform interpretation of the narratives collected.

This scoping review provides a synthesis of how the story completion method has been used in health services research thus far. Our findings serve as a useful resource for health services researchers interested in exploring and using the story completion method, when planning or designing their study. We found several distinct advantages of the story completion method, suggesting its usefulness as either a sole or adjunct approach to undertaking qualitative research, provided its shortcomings are mitigated.

First, the story completion method enables large sample sizes as the collection of data can be done in a relatively efficient way, compared to traditional qualitative methods such as semi-structured interviews. Several studies included in this scoping review reported sample sizes of over 100 [ 9 , 15 , 26 , 31 , 36 , 37 ], the largest being 227 [ 31 ]. In contrast, the average sample size was between 18 and 45 in a recent systematic analysis of sample sizes for interview-based studies published over a 15-year period in health research journals [ 43 ]. Second, the story completion method can accommodate comparative study designs, which is unusual in qualitative methods, and useful for systematically eliciting differences in variables salient to the research question (e.g. male/female, novice/expert, and so forth). An overview of the story completion method by Clarke et al. 2019 underscores that this advantage allows a more “nuanced understanding of how a particular phenomenon is socially constructed” [ 8 ]. Third, story completion is especially appropriate for research on sensitive topics as it minimizes the risk of social desirability bias, a common problem reported in qualitative health research literature [ 44 ]. This is because in contrast to qualitative methods such as semi-structured interviews, the story completion method allows participants to respond to socio-culturally sensitive topics as a third party and to participate anonymously (assuming the story stem references a third party e.g. “Tom”, “Ali”, and data collection was conducted via an online platform). In our review, conditions that carry social stigma such as mental health issues and eating disorders, were target health conditions among included studies.

The shortcomings of the story completion method reported by study authors are acknowledged in methodological discussions about this innovative approach [ 10 , 11 ]. The non-intrusive data collection afforded by the story completion method might limit the inferences study authors can draw from the findings as responses might not reflect participants’ lived experiences [ 14 , 15 , 27 , 36 , 37 ]. However, Clarke et al. 2019 cautions that whether this constitutes a problem depends on the ontological stance taken: “Essentialist/realist/(post)positivist researchers may be concerned that data may not reflect or predict “real-life” behaviour. By contrast, for social constructionist or critical realist researchers interested in the sociocultural meanings or discourses people draw on when writing their stories, this critique holds no water” [ 8 ].

Additionally, story completion is a fixed self-administered task unlike other qualitative research methods such as semi-structured interviews or focus groups where researchers and participants interact to co-shape the research-in-progress. Hence, some participants may misinterpret the task [ 25 , 26 ] or provide responses that fall short of the study authors’ requirements or expectations. When confronted with such data, researchers need to judge whether these responses are sufficiently meaningful to warrant inclusion in the dataset for analysis [ 11 ]. Misinterpretation of the story completion task can be mitigated by piloting to ensure clarity [ 15 , 30 , 35 , 36 ] or to prevent potential narrowing of responses [ 9 ]. Yet, piloting of story stems was conducted by less than a third of included studies.

We note that most studies used story completion as the sole method rather than as an adjunct method. For example, other quantitative or qualitative research methods were not used to triangulate data from the story completion method. Admittedly, some research questions may not require more than a single method. However, the wider literature recognizes the potentially complementary pairing of the story completion method with another method such as semi-structured interviews [ 11 , 12 ].

Most studies adopted a qualitative approach to data analysis, with Braun & Clarke’s reflexive thematic analysis [ 41 ] being the most prominently used. Story stems were brief to allow participants the freedom to construct their own stories; and story stem design varied widely, with the most common being participants completing a single third-person story stem, with the same story opening provided to all.

Since the COVID-19 pandemic, the pace of research has sped up significantly [ 45 ]. Researchers engaged in population health, health services, or implementation research have worked on ways to accelerate actionable outputs without compromising scientific rigor; for example, rapid qualitative analysis to reduce the time taken to analyze qualitative data [ 46 , 47 ] and methods to hasten on-the-ground implementation [ 48 ]. The story completion method, with its attendant affordances for larger sample sizes, comparative study designs, and streamlined data collection adds to these innovative methods.

Limitations and strengths

There are some limitations to this review. First, we may have missed capturing some studies as the search was restricted to peer-reviewed articles and we did not manually search the reference lists of included papers to identify potential studies for inclusion. Second, we did not include an assessment of the reporting quality of included studies. We attempted to assess the reporting quality of 14 out of 17 included studies which conducted qualitative analysis on collected data, using an established checklist for reporting qualitative research — the Consolidated Criteria for Reporting Qualitative Research, COREQ [ 49 ]. However, many items on the COREQ checklist were neither appropriate nor relevant to the reporting of story completion studies; for example, interview guide, repeat interviews, field notes, participant checking, and so forth. We are mindful of salient scholarly critique regarding COREQ’s trustworthiness and reliability in reflecting the quality of reporting [ 50 ]. Therefore, we could not justifiably adapt COREQ for the purposes of this study.

Strengths of this review include having an extensive search strategy and broad inclusion criteria, allowing us to retrieve as many relevant studies as possible. University librarians were consulted for refinement of search strategy and included studies were not limited to a particular search period or geographical area. We piloted our data extraction form to evaluate its ability to capture relevant study information. Issues were flagged and the form was revised accordingly prior to actual extraction by two researchers.

Implications for research and practice

Currently, there are no universally agreed best practice nor reporting standard for the story completion method in health services research. Given the various ways in which the story completion method has been used in this scoping review, we offer several suggestions for research and practice for further discussions by the scholarly community.

First, piloting is crucial and recommended by key proponents of the story completion method [ 8 , 11 ]. Story completion is a fixed task unlike other qualitative methods such as semi-structured interviews or focus groups where it is possible to iteratively modify the questions as participants co-shape the research-in-progress. Piloting is a smart way to ensure that both the instructions and story stem(s) provided to participants are clear, to prevent misinterpretations.

Second, consider using other quantitative or qualitative research methods to triangulate or corroborate the data from the story completion method if thorough investigation of the research question(s) requires more than one method. While a methodological strength of the story completion method is that it uncovers participants’ patterns and ways of sense-making beyond their lived experiences [ 9 , 14 , 15 , 27 , 35 , 42 ], this also means that there may be limited inferences that can be drawn from the findings since responses may not reflect participants’ realities. Hence, pairing story completion with a story-mediated interview, for example, may lend further insights [ 12 ].

Third, as story completion studies are markedly different from traditional qualitative research methods, having an agreed set of reporting criteria for such studies will be useful for health services researchers. For example, a minimalist set of reporting criteria could comprise the 10-item JBI critical appraisal checklist for qualitative research [ 51 ] plus a description of the study design, development of the story stems, number of participants/sample size, and how participants completed the task in terms of modality, the number of story stems per participant, and sequence of story stem presentation.

The story completion method is an exciting and innovative way of doing qualitative research, and has the potential to be used more widely. This scoping review generated a comprehensive summary of how the story completion method has been used in health-related research. Findings and suggestions for research and practice serve as useful resources for researchers interested in experimenting with and adopting the story completion method in their work.

Data availability

The dataset supporting the conclusions of this article are available in the Open Science Framework repository, https://osf.io/rk2e6/.

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Acknowledgements

We thank university librarians from these institutions for consultations on the search strategy: Queensland University of Technology, Australia and Edinburgh Napier University, United Kingdom.

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Author contributions described according to the CRediT taxonomy as follows. Conceptualized the study: EL. Drafted, revised, and finalized the study protocol including search strategy: CYP, EL, and NJR. Conducted the study: CYP and EL. Curated and analyzed the data: CYP and EL. Interpreted the data: EL, CYP, and NJR. Supervised the study: EL. Wrote the first draft of the manuscript including data visualizations: CYP and EL. Revised the manuscript following peer review: EL. Provided critical input to the first draft of the manuscript: NJR. Provided critical input to the revised manuscript: NJR and CYP. All authors approved the final manuscript for submission.

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Pong, C.Y., Roberts, N.J. & Lum, E. The “what, why, and how?” of story completion in health services research: a scoping review. BMC Med Res Methodol 24 , 159 (2024). https://doi.org/10.1186/s12874-024-02274-7

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Proteomics approach to discovering non-invasive diagnostic biomarkers and understanding the pathogenesis of endometriosis: a systematic review and meta-analysis

• Getnet Gedefaw Azeze   ORCID: orcid.org/0000-0003-4906-2555 1 , 2 ,
• Ling Wu   ORCID: orcid.org/0000-0001-7684-7636 1 ,
• Bekalu Kassie Alemu   ORCID: orcid.org/0000-0002-9719-6331 1 , 3 ,
• Wing Fong Lee 1 ,
• Linda Wen Ying Fung 1 ,
• Eva Chun Wai Cheung 1 ,
• Tao Zhang   ORCID: orcid.org/0000-0002-8644-8468 1 &
• Chi Chiu Wang   ORCID: orcid.org/0000-0002-3928-7278 1 , 4  

Journal of Translational Medicine volume  22 , Article number:  685 ( 2024 ) Cite this article

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Endometriosis is one of the most common gynaecological diseases, yet it lacks efficient biomarkers for early detection and unravels disease mechanisms. Proteomic profiling has revealed diverse patterns of protein changes in various clinical samples. Integrating and systematically analysing proteomics data can facilitate the development of biomarkers, expediting diagnosis and providing insights for potential clinical and therapeutic applications. Hence, this systematic review and meta-analysis aimed to explore potential non-invasive diagnostic biomarkers in various biological samples and therapeutic targets for endometriosis.

Online databases, including Scopus, PubMed, Web of Science, MEDLINE, Embase via Ovid, and Google Scholar, were searched using MeSH terms. Two independent authors screened the articles, extracted the data, and assessed the methodological quality of the included studies. GO and KEGG analyses were performed to identify the pathways that were significantly enriched. Protein‑protein interaction and hub gene selection analyses were also conducted to identify biomarker networks for endometriosis.

Twenty-six observational studies with a total of 2,486 participants were included. A total of 644 differentially expressed proteins (180 upregulated and 464 downregulated) were identified from 9 studies. Proteins in peripheral blood exhibited a sensitivity and specificity of 38-100% and 59-99%, respectively, for detecting endometriosis, while proteins in urine had a sensitivity of 58-91% and specificity of 76-93%. Alpha-1-antitrypsin, albumin, and vitamin D binding proteins were significantly DEPs in both serum and urine. Complement C3 is commonly expressed in serum, menstrual blood, and cervical mucus. Additionally, S100-A8 is commonly expressed in both menstrual blood and cervical mucus. Haptoglobin is commonly detected in both serum and plasma, whereas cathepsin G is found in urine, serum, and plasma. GO and KEGG enrichment analyses revealed that proteoglycans in cancer pathways, which regulate cell-to-cell interactions, modulate the extracellular matrix, and promote the proliferation and invasion of endometrial cells, are commonly enriched in serum and urine.

This comprehensive study revealed potential proteomes that were significantly differentially expressed in women with endometriosis utilizing various non-invasive clinical samples. Exploring common differentially expressed proteins in various biological samples provides insights into the diagnosis and pathophysiology of endometriosis, as well as potential clinical and therapeutic applications.

Graphical abstract

Endometriosis is characterized by the development of endometrium-like tissue and/or stroma outside the endometrium and myometrium [ 1 , 2 ]. It is a chronic inflammatory disease that affects more than 170 million women worldwide, predominantly women of reproductive age, with a wide range of clinical symptoms, including dysmenorrhea, dyspareunia, dyschezia, dysuria, chronic pelvic pain, and infertility, affecting women’s health from the time of menarche to menopause, regardless of their ethnicity or social status [ 1 , 3 ].

In clinical settings, the gold standard diagnostic method for confirming endometriosis is laparoscopy, a minimally invasive surgical procedure that involves inserting an imaging tube through a small incision in the abdomen [ 4 ]. Although laparoscopy is effective and the gold standard, it has potential complications, requires general anaesthesia, and demands advanced surgical skills [ 5 , 6 , 7 ]. Moreover, it is not always available or accessible, particularly in low- and middle-income countries where healthcare facilities and resources are lacking [ 5 ]. Ultrasound is the first-line non-invasive diagnostic method for detecting endometriosis [ 8 ]. It has been widely used to enhance the diagnosis and identification of endometriomas and nodules in adjacent structures of the pelvis but lacks both sensitivity and specificity for ruling out peritoneal endometriosis, endometriosis-associated adhesions, and deep infiltrating endometriosis [ 9 , 10 ]. Imaging techniques such as transvaginal ultrasound (TVS), transrectal ultrasound (TRS), and magnetic resonance imaging (MRI) can bridge the gap between clinical and surgical diagnosis by providing a non-invasive visual diagnosis that can be achieved more quickly, safely, and accessibly than surgery. However, different studies have reported wide variation in diagnostic accuracy between MRI and TVS, mainly due to the variability of techniques, examiners’ experience, and anatomic locations of the lesions/subtypes of the disease [ 11 ]. Given these challenges, non-invasive diagnostic approaches for endometriosis are urgently needed.

While various non-invasive diagnostic modalities involving blood, cervicovaginal fluid, and urine have been proposed, a definitive diagnostic biomarker for endometriosis remains elusive. Despite extensive research into blood and urine tests and the investigation of altered levels of cytokines, angiogenic factors, and growth factors, none of these biomarkers have been used to conclusively diagnose endometriosis [ 12 , 13 , 14 , 15 ]. In addition, numerous studies have demonstrated that nanoparticles, which are materials with dimensions smaller than 100 nanometers, hold promise for improving diagnostic and imaging techniques for non-invasive detection, understanding target signalling pathways, and identifying therapeutic options for diverse diseases [ 16 , 17 , 18 , 19 ]. Notably, nanoparticles can serve as carriers for transporting anti-inflammatory, antioxidant, anti-angiogenic, or immunomodulatory molecules to specific locations [ 20 , 21 , 22 , 23 ], owing to their low toxicity, high stability, and capacity for conjugating with various biomolecules [ 21 , 24 , 25 ]. Moreover, nanotechnology may offer a promising non-invasive diagnostic method for detecting endometriosis by identifying specific biomarkers, such as proteins or genetic materials [ 26 ]. Although studies have shown that CA 19 − 9 and CA-125 have been detected in blood using immunochemical sensing [ 27 , 28 ], the recognition of iron oxide nanoparticles as contrast agents for magnetic resonance imaging [ 26 , 29 ], and the investigation of gold nanorods and carbon nanotubes as photoacoustic imaging agents for visualizing endometriosis lesions in vivo [ 26 , 30 ]. However, it is important to note that none of the biomarkers/methods have been clinically proven biomarkers for endometriosis detection. Among all techniques, proteomic approaches are essential for identifying biomarkers by characterizing the protein content of biological samples [ 31 ]. These approaches enable proteome profiling, comparative expression analysis of proteins in various biological samples, identification of posttranslational modifications, and identification of protein–protein interactions. Notably, proteomic analysis is invaluable because proteins, unlike DNA or RNA, directly mediate cellular functions and disease mechanisms [ 32 , 33 ]. Mass spectrometry (MS) proteomic methods have appeared to be powerful platforms for discovering novel and potential diagnostic and prognostic biomarkers for various diseases. MS-based approaches are substantially helpful for consistently identifying proteins with high diagnostic accuracy for endometriosis [ 34 ]. Furthermore, proteomics studies offer functional insights into expressed proteins and significantly enriched pathways, providing valuable information for understanding the pathogenesis of this disease.

Our hypothesis is that biomarkers of endometriosis commonly found in various biological samples may have substantial significance and have a direct impact on the development and progression of endometriosis. Therefore, our aim is to gain a thorough understanding of the diagnosis, pathogenesis, and possible therapeutic approaches for endometriosis utilizing diverse clinical samples, which could ultimately result in improved patient outcomes and quality of care. Hence, this systematic review aims to assess the utility of proteomic (MS-targeted) analysis for biomarker discovery and navigate the pathogenesis of endometriosis development. Additionally, this study explored the sensitivity and specificity of expressed proteins as promising biomarkers for detecting endometriosis. Moreover, this study involved mass spectrometry-based diagnostic testing for endometriosis and a comprehensive understanding of the pathogenesis of endometriosis in various non-invasive biological samples, including peripheral blood, cervical mucus, menstrual blood, and urine. Remarkably, this study examined commonly enriched pathways associated with disease conditions to better understand the mechanism of disease development.

Protocol registration

Following the PRISMA 2020 checklist, we conducted a systematic review and registered the protocol with PROSPERO (registration ID: CRD42023397217).

Study search strategy

Searches were performed in the following databases: PubMed, EMBASE through OVID, Google Scholar, Scopus, and Web of Science. The following terms were used in the search strategy, with alternatives as shown using Boolean operators: “mass spectrometry” AND (“diagnostic” OR “test”) AND (“endometriosis” OR “endometrioma”) & (‘’proteomics’’ OR’’ proteome’’ AND (‘’endometriosis’’ OR’’ endometrioma”).

In addition, manual searches were performed for the reference lists of all studies identified by the search strategy described above. Web sources and databases were searched for published articles and preprint research papers written in the English language up to January 31, 2024.

Study participants

The participants in the study were reproductive-aged women who underwent laparoscopy or abdominal surgery for one of the following reasons: pelvic pain, infertility, dysmenorrhea, abnormal pelvic examination, or a combination of the aforementioned conditions, an ovarian mass regardless of symptoms, or other pelvic pathologies. Only confirmed cases with laparoscopy and/or histology data were included in the review after surgery, while women with confirmed benign pelvic pathologies, such as uterine fibroids, ovarian cysts, unexplained infertility, and fertile healthy women were considered as controls.

Study selection

From the initial 2,273 retrieved articles, we included 22 case-control, 2 cross-sectional, and 2 prospective cohort studies that met our eligibility criteria. Laparoscopy or laparotomy with or without histological confirmation and mass spectrometry techniques were used as reference standards and index tests, respectively.

Inclusion criteria

In this study, women with a confirmed diagnosis of endometriosis, either combined with one phenotype (I) ovarian endometriosis, (II) deep pelvic infiltrating endometriosis (DIE), and (III) peritoneal endometriosis, were enrolled as cases, whereas women with benign uterine conditions such as uterine fibroids and ovarian cysts and healthy women (self-declaration) were enrolled as controls. All observational studies, such as cohort, cross-sectional, and case-control studies, that were published exclusively in the English language were considered for inclusion.

Exclusion criteria

Endometriosis with other coincidental pelvic pathologies, such as pelvic malignancy, adenomyosis, polycystic ovarian syndrome (PCOS), and pelvic inflammatory disease (PID), studies conducted with approaches other than mass spectrometry-based series, proteomics studies with invasive sources of samples, such as peritoneal fluid, endometrial biopsy, follicular fluid, and endometrial fluid, and studies reporting proteins with other index tests, such as enzyme-linked immunosorbent assay (ELISA), polymerase chain reaction (PCR/qPCR), and western blot, were excluded from the study. Additionally, case reports or series, articles without full text and abstracts, duplicated studies, anonymous reports, editorial reports, reviews, perspectives, and book sections or chapters were also excluded.

Data extraction

The authors’ names, year of study, country, diagnostic criteria for endometriosis, type of sample, protein alterations, menstrual phase, proteomics platform, sensitivity, and specificity of biomarkers with a molecular weight of m/z were extracted from each article (Table  1 ). In addition, for the bioinformatics analysis, the protein ID (UniProt), protein accession, and fold change (up- and downregulated) were extracted. Moreover, the protein lists from the 8 articles were extracted, including the identification codes and the level of regulation (up/downregulated). The UniProt website ( https://www.uniprot.org/ ) was used to standardize the protein identification codes. Subsequently, a comparison was conducted on the significantly differentially expressed proteins extracted from the 8 papers to identify consistent proteins. Studies reporting the p  value ( p  < 0.05) and fold change (FC) of differentially expressed proteins were included in the meta-analysis.

Risk of bias and applicability

Two authors (GGA & BKA) conducted independent assessments of risks associated with bias and applicability using the Diagnostic Precision Study Quality Assessment Tool (QUADAS-2) for the studies included in the diagnostic accuracy review [ 35 ]. Conflicts between the two authors were evaluated and reviewed by a third author (LW). Patient selection, index test, reference standard, and flow and timing were the four domains used to evaluate the risk of bias, whereas patient selection, index test, and reference standard were the domains employed to assess the applicability of each article. The distribution of risk-of-bias and applicability judgments within each bias domain was assessed (Figure S1 ).

Identification and enrichment of DEPs

Gene Ontology (GO) and Kyoto Encyclopedia of Genes and Genomes (KEGG) pathway enrichment analyses were performed to elucidate the biological characteristics of the overlapping DEGs via the online tool database for annotation, visualization, and integrated discovery (DAVID) ( https://david.ncifcrf.gov/ ). GO annotation and KEGG pathway analyses were performed with Metascape ( https://metascape.org/ ). Furthermore, a science and research online plot (SRplot) ( https://www.bioinformatics.com.cn/en ) was used to present the findings. GO and KEGG analyses were performed for each clinical sample separately, such as peripheral blood (serum, plasma), urine, and menstrual blood. DEPs from the supernatant and mesenchymal stem cells derived from menstrual blood were combined and analysed as menstrual blood-expressed proteins. For each given gene list, pathway and process enrichment analyses were carried out with KEGG and GO pathway analyses. Metascape ( https://metascape.org/ ) default parameters: terms with a p  value < 0.05, a minimum count of 3, and an enrichment factor > 1.5 were deemed significant. Moreover, p  values are calculated based on the cumulative hypergeometric distribution, and q-values are calculated using the Benjamini‒Hochberg procedure to account for multiple tests [ 36 ].

Protein‒protein interaction (PPI) network construction and analysis

The PPI network was constructed with the STRING ( https://string-db.org/ ) database with a threshold of a combined score > 0.4, and the interaction networks were visualized with Cytoscape (version 3.10.1). In addition, the molecular complex detection (MCODE) plug-in was used to screen strongly interconnected modules in the PPI network with default parameters (degree cut-off = 2, node score cut-off = 0.2, and K-score = 2).

Hub gene selection and analyses

The Cyto-Hubba plug-in in Cytoscape (version 3.10.1) was used to select hub genes in the PPI network. Based on the evidence in the literature, we selected five of the 12 algorithms in the cyto-Hubba plug-in and took the intersection of the five parameters (degree, edge percolated component, maximum neighborhood component, maximal clique centrality, and eccentricity) to determine the hub genes in each biological sample.

Study characteristics

A total of 2,273 articles were identified from the online databases with the search strategy. After removing 351 duplicate results, 1922 articles remained. Moreover, 1851 articles were excluded after reviewing the title and abstract, and 71 articles met the eligibility criteria for full-text review and further consideration. Finally, 26 of the 71 identified articles met the eligibility criteria. All selected studies were performed in Asian, American, and European countries (9 in China, 1 in India, 1 in Japan, 3 in the USA, 2 in South Korea, 1 in Belgium, 1 in Germany, 1 in Austria, 2 in Italy, 1 in Australia, 2 in the UK, 1 in Brazil, and 1 in Croatia). Platforms for proteomics included surface-enhanced laser desorption/ionization-time of flight mass spectrometry (SELDI-TOF-MS) (8 studies), SOMA scanning (1 study), electrospray ionization quadrupole time-of-flight mass spectrometry (ESI-Q-TOF-MS) (1 study), liquid chromatography‒mass spectrometry (LC‒MS/MS) (9 studies), and matrix-assisted laser desorption ionization-time of flight mass spectrometry (MALDI-TOF/MS) (7 studies). The biological samples included in this study were peripheral blood (15 studies), urine (8 studies), cervical mucus (1 study), and menstrual blood (2 studies). A PRISMA flow chart that depicts each step is shown in Fig.  1 . The studies analysed in this review were all conducted from 2007 to 2023, and a total of 2,486 women were enrolled.

PRISMA flowchart

Diagnostic accuracy of proteins

Various proteomic techniques have been used to investigate potential biomarkers for detecting endometriosis. Peripheral blood (serum and plasma) protein biomarker analysis has a sensitivity of 38–100% and a specificity of 59–99% for detecting endometriosis (Table  2 ). Additionally, urine proteomic profiling revealed that single and/or combined proteins could detect endometriosis with a sensitivity ranging from 58 to 91% and a specificity ranging from 76 to 93% (Table  2 ).

Common DEPs in endometriosis

In endometriosis, different proteins are expressed in various biological samples. Peroxiredoxin-6, angiopoietin-related protein, heterogeneous nuclear ribonucleoproteins, peroxiredoxin-1, leucine-rich alpha-2-glycoprotein, alpha-2-macroglobulin, apolipoprotein L1 and haptoglobin are commonly expressed proteins in plasma and serum samples. Alpha-1-antitrypsin, alpha-enolase, albumin, and vitamin D-binding protein are commonly expressed in both urine and serum, whereas S100-A8 and complement proteins are expressed in cervical mucus and menstrual blood as well as serum. Additionally, dynamin-1-like protein, rho GTPase-activating protein 6, rho GTPase-activating protein 18, zinc finger protein 185, FYN-binding protein 1, rho GTPase-activating protein 45, neurosecretory protein VGF, cartilage oligomeric matrix protein, stromal interaction molecule 1, polymeric immunoglobulin receptor, adipogenesis regulatory factor, complement C3, serum amyloid A-1 protein, fibrinogen gamma chain and ATP-dependent RNA helicase A are differentially expressed proteins in both serum and menstrual blood (Fig.  2 and Table S1 ).

The distribution of DEPs (overexpressed) in endometriosis patients in different clinical samples supplemented with Table S1 : List of differentially expressed proteins

GO, KEGG, and PPI analyses of the DEPs in women with endometriosis

A total of 644 DEPs (180 upregulated and 464 downregulated) were identified from 9 studies in different clinical samples, such as peripheral blood (serum, plasma), menstrual blood, cervical mucus, and urine. Among these studies, 8 met the eligibility requirements for meta-analysis, and the remaining cervical mucus clinical samples were comprehensively reviewed and described (Fig.  3 ).

Top five DEPs in ( a ) plasma, ( b ) serum, ( c ) menstrual blood, and ( d ) urine of women with endometriosis

The DEPs from plasma samples were analysed using GO terms that were categorized into molecular functions, cellular components, and biological processes. The molecular functions of the DEPs were primarily enriched in signalling receptor activator activity, signalling receptor regulator activity, and kinase activity. The GO terms in the cellular component category were mainly related to the collagen-containing extracellular matrix, the external secretory granule lumen, and the extracellular matrix. The biological process GO terms were primarily involved in the regulation of cell activation, regulation of leukocyte activation, and regulation of lymphocyte activation (Fig.  4 & Fig. S6 ). The enriched GO networks are also illustrated in Fig. S2 .

GO and KEGG analyses of the DEPs in women with endometriosis

We conducted KEGG pathway enrichment analysis of DEPs from plasma samples to explore DEP-related gene pathways in endometriosis. Nitrogen metabolism pathways, the phosphatidylinositol 3 kinase-protein kinase B (PI3K-Akt) pathway, and microRNAs in cancer pathways were the most significant (Fig.  4 & Fig. S7 ). In general, GO and KEGG analyses revealed that cell proliferation, adhesion, migration, and inflammation are involved in the pathophysiology of endometriosis.

PPI network analysis was performed for the 69 DEPs using the STRING database. After removing proteins without standard symbols, a total of 68 nodes and 121 edges were obtained that represented the interaction network with a p  value of 1.98e-10. The top five hub genes identified using the cyto-Hubba plugin included casein kinase II subunit alpha (CSNK2A1, CSNK2A2), mammalian topoisomerase 1 (TOP1), cAMP-dependent protein kinase catalytic subunit alpha (PRKACA) and RNA-binding protein 39 (RBM39) (Fig.  2 ). The MCODE plugin distinguished two cluster networks, and all the top five hub genes, CSNK2A2, CSNK2A1, TOP1, PRKACA and RBM39, were included in the cluster with the highest score.

Category-based GO analysis of the DEPs from serum samples was performed. The cellular component of the DEPs was predominantly enriched in collagen-containing extracellular matrix binding, extracellular matrix, and secretory vesicle lumen. The molecular function category was mainly involved in cell adhesion molecule binding, kinase binding, and actin binding (Fig.  4 & Fig S6 ). Actin filament organization, supramolecular fiber organization, and regulation of body fluid levels are predominantly involved in biological processes. The enriched GO term networks are also illustrated in Fig S3 .

KEGG enrichment pathway analysis was carried out on serum samples to elucidate the pathogenesis of endometriosis. The top ten enriched pathways are illustrated in Fig.  4 and Fig. S7 . The complement and coagulation cascades, platelet activation, neutrophil extracellular trap formation, and tight junction pathways were the most enriched KEGG pathways.

PPI network analysis of the 428 DEPs in serum was performed using the STRING database. A total of 396 nodes and 3186 edges associated with the PPI network were identified after removing proteins with no symbol name (PPI enrichment p  value: < 1.0e-16). The five top hub genes were identified using the cytoHubba plugin and included albumin (ALB), actin, cytoplasmic 1 (ACTB), glyceraldehyde-3-phosphate dehydrogenase (GAPDH), fibronectin (FN1), and apolipoprotein A-I (APOA1) (Fig.  2 ). The MCODE plugin distinguished two cluster networks, and all the top five hub genes, ALB, ACTB, GAPDH, FN1, and APOA1, were included in the cluster with the highest score.

Menstrual blood

GO analysis demonstrated that DEPs derived from menstrual blood are involved in the pathophysiology of endometriosis. In addition, the GO analysis results were categorized into three components, i.e., molecular functions, cellular components, and biological processes. The molecular functions of the DEPs were mainly enriched in protease binding, receptor‒ligand activity, and fatty acid binding. The GO terms in the cellular component category were mainly involved in the vesicle lumen, secretory granule lumen and cytoplasmic vesicle lumen (Fig.  4 & Fig. S6 ). Granulocyte migration, granulocyte chemotaxis, and leukocyte chemotaxis are the main biological processes involved. The enriched GO networks are also shown in Fig. S4 .

The enriched KEGG pathways of DEPs from menstrual blood samples were used to further investigate DEP-related gene pathways. The top ten enriched pathways are illustrated in Fig.  4 and Fig. S7 . IL-17 signalling pathway, complement and coagulation cascades, cytokine‒cytokine receptor interaction, and TNF signalling pathway. In conclusion, the GO and KEGG enrichment pathway analyses revealed that angiogenesis, cell proliferation, differentiation, and the induction of inflammation are highly important for the pathogenesis of endometriosis.

The STRING database was used for the PPI network analysis of 110 DEPs. After identifying proteins with no symbol name, there were 89 nodes and 134 edges associated with the PPI network ( p  value < 1.0e-16).

The top five hub genes identified using the cyto-Hubba plugin included protein S100 calcium-binding protein A9 (S100-A9), C-X-C motif chemokine ligand 1 (CXCL1), interleukin-1 receptor antagonist protein (IL1RN), cystatin-A (CSTA), and protein S100-A8 (Fig.  2 ). The MCODE plugin illustrated three cluster networks (cluster one: 7 nodes (desmoglein 1 & 3 (DSG1&DSG3), small proline-rich protein 3 (SPRR3), CSTA, small proline-rich protein 1B (SPRR1B), ajuba LIM protein (JUB) and serpin Family B Member 13 (SERPINB13), 19 edges; cluster two: 7 nodes (S100-A8, S100-A9, myeloperoxidase (MPO), IL1RN, C-X-C motif chemokine ligand 1 & 5 (CXCL1, CXCL5); and growth differentiation factor 15 (GDF15), 14 edges; and cluster three: 3 nodes (haptoglobin (HP), cyclic adenosine 3′,5′-monophosphate (CAMP) and resistin (RETN) and 3 edges). The top five hub genes, S100A9, IL1RN, CSTA, S100A8, and CXCL1, were included in the cluster with the highest score.

The three categories of GO term analysis, i.e., molecular functions, cellular components, and biological processes, of the DEPs from urine samples were notably involved in the pathophysiology of endometriosis. The molecular functions of the DEPs were mainly enriched in collagen binding, cytokine binding, and transforming growth factor binding. The GO terms in the cellular components category were mainly involved in the collagen-containing extracellular matrix, secretory vesicle lumen, and extracellular matrix (Fig.  4 & Fig. S6 ). Cell‒cell adhesion, plasminogen activity regulation, and body fluid level regulation are the main biological processes involved. The enriched GO networks are also illustrated in Fig S5 .

The KEGG pathway enrichment of DEPs from urine samples revealed the DEP-related gene pathways that are involved in the mechanism of endometriosis pathogenesis. ECM receptor interactions and microRNAs in cancer pathways were the pathways most significantly associated with endometriosis development (Fig.  4 & Fig. S7 ). Generally, GO and KEGG analyses revealed that cell growth and invasion, adhesion, and angiogenesis were implicated in the pathophysiology of endometriosis.

PPI network analysis of the 22 DEPs was performed using the STRING database, which revealed 22 nodes and 39 edges associated with the PPI network ( p  value: 9.7e-14). The top five hub genes identified using the cyto-Hubba plugin included thrombospondin-1 (THBS1), albumin (ALB), CD44 antigen (CD44), annexin A2 (ANXA2), and (LUM) (Fig.  2 ). The MCODE plugin distinguished two cluster networks. In cluster one, CD44, alkaline phosphatase (ALP), zinc-alpha-2-glycoprotein (AZGP1), alpha-1-antitrypsin (SERPINA1), ANAX2, and enolase 1 (ENO1) were the most sub connected proteins, whereas transforming growth factor beta receptor 2 ( TGFBR2), endoglin (ENG), THBS1 and LUM were the most highly connected subnetworks in cluster two.

This is a comprehensive systematic review and meta-analysis of proteomics data to explore common pathways and non-invasive diagnostic biomarkers for detecting endometriosis. Proteomic platforms offer an extraordinary opportunity to overcome the challenges associated with endometriosis by providing valuable insights into the mechanisms underlying the disease and identifying potential markers for diagnosis and therapeutic targeting. Hence, this study focused on recent improvements in proteomics technology aimed at identifying potential non-invasive diagnostic biomarkers and establishing mechanistic pathways to understand the pathogenesis of endometriosis.

Alteration of proteins in endometriosis

This study investigated DEPs in peripheral blood, cervical mucus, menstrual blood, and urine from women with endometriosis. Although many proteins are altered in women with endometriosis, this review illustrates the common DEPs in diverse biological samples from women with endometriosis. DEPs commonly found in multiple biological samples, including vitamin D binding protein (VDBP), haptoglobin, S100-A8, cathepsin G, and complement component 3, are discussed.

VDBP is one of the most common proteins whose expression is altered in women with endometriosis. A line of evidence has shown that the expression of VDBP is substantially increased in the urine [ 37 ] and serum [ 38 ] of women with endometriosis compared to women without endometriosis. Similarly, the expression level of VDBP is markedly higher in endometrial tissue [ 39 ] but lower in peritoneal fluid [ 40 ] in women with endometriosis. Although studies have shown that VDBP may be implicated in the pathogenesis of endometriosis because of its chemotactic characteristics and ability to attract immune cells [ 39 , 40 ], inconsistent patterns of VDBP expression have been observed across studies. The potential reasons for discrepancies may be observed in various studies, attributing them to differences in biological specimens, protein extraction procedures, centrifugal forces, and analysis platforms. Regarding the abundance of VDBP, studies have described diverse techniques for sample handling and analysis, such as 2DE-gel electrophoresis with LC‒MS/MS [ 37 , 38 ] and ELISA [ 41 , 42 ]. These disparities highlight the potential influence of methodological applications, as evidenced by (1) the superior sensitivity of LC‒MS/MS compared to ELISA, (2) the possibility of cell loss in the supernatant, affecting the abundance and concentration of proteins when employing low centrifugation force or short processing time, and (3) the superior sensitivity and ability of ELISA to detect very small amounts of target proteins compared to 2DE-gel electrophoresis [ 43 , 44 ]. These perspectives highlight the clinical utility of LC‒MS/MS, which is a standard and high-throughput proteomics technology with a lesser tendency for bias or interference, as well as greater quantitative agreement among laboratories and biological samples [ 45 , 46 ]. Given the wide range of variation within biological samples that does not adequately explore protein alterations across the severity and phenotype of endometriosis, conducting further large-scale multi-omics studies would be helpful to elucidate the association between VDBP and the underlying mechanism of endometriosis.

The expression level of haptoglobin decreased in the plasma and serum of women with endometriosis [ 47 ]. However, this finding contradicts the findings of Wölfler et al., who demonstrated that the alteration of haptoglobin is significantly increased in the peritoneal fluid of patients with ovarian and peritoneal endometriosis [ 48 ]. The potential variation may be due to the diverse phenotypes of endometriosis, including ovarian, peritoneal, and deep endometriotic lesions, as well as the timing of sample collection. The upregulation of estrogen and the estrogen receptor on macrophages in the peritoneal cavity generates an abnormal immune microenvironment, potentially resulting in increased haptoglobin production [ 49 ]. In addition to the phenotype of endometriosis, the depletion of proteins should also be considered for the variations that ensue. Some studies depleted the most abundant proteins, such as albumin and globulin, to detect low-abundance proteins, which may be putative disease biomarkers in biological samples [ 47 ], whereas other studies did not mention the depletion process during protein extraction and identification [ 50 , 51 , 52 ]. Therefore, protein depletion can affect the haptoglobin concentration during protein extraction via different mechanisms, including reduced solubility, altered protein‒ligand interactions, and competitive binding [ 53 , 54 , 55 ]. The proteomics analysis platform is also another confounding factor. The two common analysis platforms are mass spectrometry and enzyme-linked immunoassay. Both techniques are used to detect the concentration and expression of proteins. However, compared with ELISA, mass spectrometry (MS)-based proteomics analysis [ 47 , 50 ] provides high accuracy, resolution, reproducibility, and sensitivity in identifying and quantifying proteins in a complex mixture, often not allowing differentiation between the peptide and its derivatives or degradation fragments [ 49 , 56 ].

This study similarly demonstrated that the protein S100-A8 is markedly reduced in the cervical mucus of women with endometriosis. This finding supports the findings of a study conducted in France, which identified S100-A8 as a promising endometrial diagnostic marker for both the proliferative and secretory phases [ 57 ]. Additionally, another study showed that S100A8 is predominant in the peritoneal fluid of women with early-stage deep endometriosis [ 51 ]. In addition, the presence of higher levels of S100A8 in the peritoneal fluid of women with endometriosis suggests its potential contribution to the development and formation of lesions within the peritoneal cavity through inflammatory pathways by activating neutrophils [ 58 , 59 ].

This study also revealed that cathepsin G is a common DEP in the urine, serum, and plasma of women with endometriosis. This finding supports the findings of a study conducted in Poland, which revealed that cathepsin G is significantly elevated in the endometrial tissue of women with endometriosis and may play a role in disease development and progression [ 60 ]. Several lines of evidence have demonstrated that cathepsin G plays an essential role in the pathogenesis of endometriosis by promoting extracellular matrix degradation and invasion [ 61 ], activating collagen production [ 61 ], and stimulating the inflammatory process [ 62 ], which facilitates the implantation and growth of endometrial tissue outside the uterus.

This comprehensive study also showed that complement C3 levels are significantly higher in women with endometriosis than in those without endometriosis. Similarly, it has been reported that the abundance of C3 is significantly higher in peritoneal fluid [ 63 ] and endometrial tissue [ 64 , 65 ] in women with endometriosis. The involvement of complement C3, as expressed by ectopic endometrial tissue, in the formation of endometriotic lesions is mediated by mast cell activation. Additionally, it may be generated locally by ectopic endometrial tissue and can promote the engraftment of endometriotic cysts [ 65 , 66 ]. Moreover, cyto-hub gene analysis revealed that CSNK2A1, CSNK2A2, TOP1, PRKACA, RBM39 (plasma), ALB, ACTB, GAPDH, FN1, APOA1 (serum), S100-A9, CXCL1, IL1RN, CSTA, S100-A8 (menstrual blood) and THBS1, ALB, CD44, ANXA2, and LUM (urine) were the top 5 proteins expressed in women with endometriosis. Among all the proteins, ALB is commonly expressed in both serum and urine. These disparities were also revealed by a study conducted by Donal S et al., who reported that the percentages of proteins in venous blood, menstrual blood, and vaginal fluid were 61%, 36%, and 35%, respectively. These body fluid-derived proteins could contribute to augmenting the diagnosis of endometriosis combined with imaging techniques and physical examinations. Nevertheless, to enhance the diagnostic accuracy of non-invasive biological sample-derived proteins, further comprehensive functional and validation multi-omics studies with large sample sizes are needed.

GO analysis revealed that the modulation of molecular, functional, and cellular processes contributes to the pathophysiology of endometriosis through the activation of the collagen-containing extracellular matrix, extracellular matrix, secretory granule lumen, and others [ 67 ]. These GO terms play a role in cell migration, adhesion, angiogenesis, immune response, lymphocyte activation, tissue survival, and facilitating the implantation and potential growth of ectopic endometrial lesions [ 13 , 68 , 69 , 70 , 71 ].

KEGG enrichment analysis revealed that nitrogen metabolism [ 72 ], PI3K-Akt [ 73 ], platelet activation [ 74 ], the NOD-like receptor signalling pathway [ 75 ], ECM-receptor interactions [ 76 ], cytokine‒cytokine receptor interactions [ 76 ], IL-17 signalling [ 77 ], complement and coagulation cascades [ 78 ], TNF signalling and proteoglycans in cancer [ 79 ] have been implicated in the pathogenesis of endometriosis. These pathways play a significant role in the cellular growth and survival of endometriotic lesions [ 80 , 81 , 82 ]. The ECM pathway plays a key role in cell migration, adhesion, and tissue remodelling through the modulation of matrix metalloproteinases that interact with various growth factors and proinflammatory cytokines, such as transforming growth factor-beta (TGF-β), interleukin-1 (IL-1), and tumor necrosis factor-alpha (TNF-α) [ 83 , 84 , 85 ].

The NOD-like receptor pathway is an important signalling pathway that is involved in the pathogenesis of endometriosis [ 86 ]. This pathway encompasses the family pyrin domain containing 3 (NLRP3), an intracellular receptor that initiates the release of proinflammatory cytokines such as interleukin-1β (IL-1β) upon the activation of NLRP3. Abnormal activation of the NLRP3 inflammasome has been observed within ectopic endometrial lesions, peritoneal fluid, and the eutopic endometrium of women with endometriosis. This dysregulated activation significantly contributes to persistent inflammation and accompanying pain related to the condition [ 86 , 87 , 88 , 89 ]. Cytokine‒cytokine receptor interactions and the IL-17 signalling pathway have been implicated in the pathogenesis of endometriosis. IL-17 has been shown to promote the production of other proinflammatory cytokines, such as IL-1α and IL-1β, involved in the pathogenesis of endometriosis [ 77 ]. Additionally, an interaction between the complement system and coagulation system might contribute to the pathophysiology of endometriosis following the monthly shedding of endometrial tissues, triggering complement activation resulting from the activation of the microenvironment in women diagnosed with endometriosis [ 90 ].

Proteoglycans involved in cancer pathways are commonly enriched in both the serum and urine of women with endometriosis. Proteoglycans are complex molecules that are secreted by cancer cells and stromal cells and are composed of glycosaminoglycan (GAG) chains [ 91 ]. The literature has shown that proteoglycans play a significant role in regulating cell-to-cell and cell-to-matrix interactions, releasing growth factors and cytokines that can promote cell proliferation and invasion [ 92 ]. Hence, the trapping and release of angiogenic factors and cytokines that trigger proliferation and invasion are implicated in the pathophysiology of endometriosis.

Overall, this proteomics study provides insights into the expression of common and distinct proteins that are expressed in women with endometriosis. Given the different conditions of the study participants, the phenotype and severity of endometriosis, sample handling, and processing methods, proteomic platforms, and different menstrual cycles, we recommend the use of an integrated multi-OMICS study in which all non-invasive biological samples from the same patients are adjusted for confounders to enhance the mechanism of disease development and provide an opportunity to identify novel diagnostic and therapeutic targets for endometriosis (Fig.  5 ).

Newly proposed approach for the integrative study of endometriosis

Strengths and limitations

This is a comprehensive systematic review and meta-analysis to explore the applicability of the proteomics approach to discover novel diagnostic biomarkers and unravel therapeutic targets from non-invasive biological samples. Additionally, this study serves as an input for further multi-OMICS studies to uncover and establish novel diagnostic and therapeutic targets in endometriosis. There are some limitations in our study. First, there is a lack of sufficient studies on the overall diagnostic accuracy of individual or combined proteins based on the expression molecular weight of proteins/peptides in different phases of the menstrual cycle. Although the literature has shown protein expression in endometriosis during different phases of the human menstrual cycle, the difference in protein expression between the proliferative and secretory phases remains controversial. Therefore, further evidence is required to explore the diagnostic accuracy of protein biomarkers concerning the m/z ratio in different phases of the menstrual cycle. Second, the lack of available raw data and/or full protein lists allowed us to focus only on the differentially expressed protein lists, which could affect the conclusions of the findings. Additionally, the lack of studies did not allow us to look at the differentially expressed proteins across the stages (early vs. advanced, subtypes of endometriosis (ovarian, peritoneal & deep infiltrating) and menstrual cycles (secretary, proliferative and menstrual phases).

In summary, this comprehensive meta-analysis of differentially expressed proteins from non-invasive clinical samples highlights the pathophysiology of endometriosis with GO and enriched KEGG pathways. Moreover, proteomics holds promise for the discovery of peripheral blood, menstrual blood, cervical mucus, and urine-based biomarkers for endometriosis. Various upregulated and downregulated proteins have been identified, suggesting their potential utility as promising non-invasive biomarkers for endometriosis detection and disease development mechanisms.

Furthermore, this review explored how the expression of different proteins and pathways in multiple clinical samples from non-invasive sources can be used to elucidate the pathophysiology of endometriosis. Finally, our findings provide new knowledge that will be helpful in understanding the pathophysiology of endometriosis, and future integrated studies involving peripheral blood, menstrual blood, and urine samples are needed. The identified proteins and pathways not only expand our understanding of the disease but also offer promising targets for future research. Furthermore, validation of these findings, exploration of hub genes for diagnostic accuracy, and further research across a wider range of samples and endometriosis types are key to revealing new options for non-invasive diagnosis and helping to explore more effective potential treatment options. Moreover, further research is needed to validate these findings and potentially help to improve the diagnosis, enhance pathophysiology, and offer hints for potential treatments for endometriosis.

Data availability

The data underlying this article are available upon the request of the corresponding authors.

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Department of Obstetrics and Gynaecology, Faculty of Medicine, Prince of Wales Hospital, The Chinese University of Hong Kong, Shatin, Hong Kong SAR

Getnet Gedefaw Azeze, Ling Wu, Bekalu Kassie Alemu, Wing Fong Lee, Linda Wen Ying Fung, Eva Chun Wai Cheung, Tao Zhang & Chi Chiu Wang

Department of Midwifery, College of Medicine and Health Sciences, Injibara University, Injibara, Ethiopia

Getnet Gedefaw Azeze

Department of Midwifery, College of Medicine and Health Sciences, Debre Markos University, Debre Markos, Ethiopia

Bekalu Kassie Alemu

School of Biomedical Sciences; Li Ka Shing Institute of Health Sciences; Chinese University of Hong Kong – Sichuan University Joint Laboratory in Reproductive Medicine, The Chinese University of Hong Kong, Shatin, Hong Kong SAR

Chi Chiu Wang

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G.G.A. initially began the review and wrote the protocol with help from W.C.C. and Z.T. G.G.A. and B.A.K. performed the data extraction and quality assessment for the selected articles. The analysis was carried out by G.G.A. and W.L. G.G.A. wrote the first draft of the manuscript with the help of W.C.C., Z.T., C.E.C.W., L.W.F., F.L.W.Y. and W.L., who provided feedback on the review and modifications. All authors contributed to and approved the final version of this article.

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Supplementary Material 1

: Figure S1. QUADAS-2 tool: The distribution of risk-of-bias (A) and applicability (B) judgments within each bias domain. Figure S2. Network of enriched GO terms in peripheral blood (plasma): (a) biological process, (b) cellular component and (c) molecular function. Figure S3. Network of enriched GO terms in peripheral blood (serum): (a) biological process, (b) cellular component and (c) molecular function. Figure S4. Network of enriched GO terms in menstrual blood. (a) biological process (b) cellular component and (c) molecular function. Figure S5. Network of enriched GO terms in urine: (a) biological process, (b) cellular component and (c) molecular function. Figure S6. GO term analysis of DEPs in plasma, serum, menstrual blood, and urine from patients with endometriosis

Supplementary Material 2

: Table S1. List of differentially expressed proteins

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Azeze, G.G., Wu, L., Alemu, B.K. et al. Proteomics approach to discovering non-invasive diagnostic biomarkers and understanding the pathogenesis of endometriosis: a systematic review and meta-analysis. J Transl Med 22 , 685 (2024). https://doi.org/10.1186/s12967-024-05474-3

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DOI : https://doi.org/10.1186/s12967-024-05474-3

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