what are different types of literature reviews

Literature Review: Types of literature reviews

• Traditional or narrative literature reviews
• Scoping Reviews
• Systematic literature reviews
• Annotated bibliography
• Keeping up to date with literature
• Finding a thesis
• Evaluating sources and critical appraisal of literature
• Managing and analysing your literature
• Further reading and resources

Types of literature reviews

The type of literature review you write will depend on your discipline and whether you are a researcher writing your PhD, publishing a study in a journal or completing an assessment task in your undergraduate study.

A literature review for a subject in an undergraduate degree will not be as comprehensive as the literature review required for a PhD thesis.

An undergraduate literature review may be in the form of an annotated bibliography or a narrative review of a small selection of literature, for example ten relevant articles. If you are asked to write a literature review, and you are an undergraduate student, be guided by your subject coordinator or lecturer.

The common types of literature reviews will be explained in the pages of this section.

• Narrative or traditional literature reviews
• Critically Appraised Topic (CAT)
• Scoping reviews
• Annotated bibliographies

These are not the only types of reviews of literature that can be conducted. Often the term "review" and "literature" can be confusing and used in the wrong context. Grant and Booth (2009) attempt to clear up this confusion by discussing 14 review types and the associated methodology, and advantages and disadvantages associated with each review.

Grant, M. J. and Booth, A. (2009), A typology of reviews: an analysis of 14 review types and associated methodologies . Health Information & Libraries Journal, 26 , 91–108. doi:10.1111/j.1471-1842.2009.00848.x

What's the difference between reviews?

Researchers, academics, and librarians all use various terms to describe different types of literature reviews, and there is often inconsistency in the ways the types are discussed. Here are a couple of simple explanations.

• The image below describes common review types in terms of speed, detail, risk of bias, and comprehensiveness:

"Schematic of the main differences between the types of literature review" by Brennan, M. L., Arlt, S. P., Belshaw, Z., Buckley, L., Corah, L., Doit, H., Fajt, V. R., Grindlay, D., Moberly, H. K., Morrow, L. D., Stavisky, J., & White, C. (2020). Critically Appraised Topics (CATs) in veterinary medicine: Applying evidence in clinical practice. Frontiers in Veterinary Science, 7 , 314. https://doi.org/10.3389/fvets.2020.00314 is licensed under CC BY 3.0

• The table below lists four of the most common types of review , as adapted from a widely used typology of fourteen types of reviews (Grant & Booth, 2009).  

Grant, M.J. & Booth, A. (2009).  A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26 (2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

See also the Library's  Literature Review guide.

Critical Appraised Topic (CAT)

For information on conducting a Critically Appraised Topic or CAT

Callander, J., Anstey, A. V., Ingram, J. R., Limpens, J., Flohr, C., & Spuls, P. I. (2017).  How to write a Critically Appraised Topic: evidence to underpin routine clinical practice.  British Journal of Dermatology (1951), 177(4), 1007-1013. https://doi.org/10.1111/bjd.15873 

Books on Literature Reviews

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Systematic Reviews: Types of literature review, methods, & resources

• Types of literature review, methods, & resources
• Protocol and registration
• Search strategy
• Medical Literature Databases to search
• Study selection and appraisal
• Data Extraction/Coding/Study characteristics/Results
• Reporting the quality/risk of bias
• Manage citations using RefWorks This link opens in a new window
• GW Box file storage for PDF's This link opens in a new window

Analytical reviews

GUIDELINES FOR HOW TO CARRY OUT AN ANALYTICAL REVIEW OF QUANTITATIVE RESEARCH

Enhancing the QUAlity and Transparency Of health Research (EQUATOR) network. (Tracking and listing over 550 reporting guidelines for various different study types including Randomised trials, Systematic reviews, Study protocols, Diagnostic/prognostic studies, Case reports, Clinical practice guidelines, Animal pre-clinical studies, etc). http://www.equator-network.org/resource-centre/library-of-health-research-reporting/

When comparing therapies :

PRISMA (Guideline on how to perform and write-up a systematic review and/or meta-analysis of the outcomes reported in multiple clinical trials of therapeutic interventions. PRISMA  replaces the previous QUORUM statement guidelines ):  Liberati, A,, Altman, D,, Moher, D, et al. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration.  Plos Medicine, 6 (7):e1000100. doi:10.1371/journal.pmed.1000100 

When comparing diagnostic methods :

Checklist for Artificial Intelligence in Medical Imaging (CLAIM). CLAIM is modeled after the STARD guideline and has been extended to address applications of AI in medical imaging that include classification, image reconstruction, text analysis, and workflow optimization. The elements described here should be viewed as a “best practice” to guide authors in presenting their research. Reported in Mongan, J., Moy, L., & Kahn, C. E., Jr (2020). Checklist for Artificial Intelligence in Medical Imaging (CLAIM): A Guide for Authors and Reviewers.  Radiology. Artificial intelligence ,  2 (2), e200029. https://doi.org/10.1148/ryai.2020200029

STAndards for the Reporting of Diagnostic accuracy studies (STARD) Statement. (Reporting guidelines for writing up a study comparing the accuracy of competing diagnostic methods)  http://www.stard-statement.org/

When evaluating clinical practice guidelines :

AGREE Research Trust (ART) (2013).  Appraisal of Guidelines for Research & Evaluation (AGREE-II) . (A 23-item instrument for as sessing th e quality of Clinical Practice Guidelines. Used internationally for evaluating or deciding which guidelines could be recommended for use in practice or to inform health policy decisions.)

National Guideline Clearinghouse Extent of Adherence to Trustworthy Standards (NEATS) Instrument (2019). (A 15-item instrument using scales of 1-5 to evaluate a guideline's adherence to the Institute of Medicine's standard for trustworthy guidelines. It has good external validity among guideline developers and good interrater reliability across trained reviewers.)

When reviewing genetics studies

Human genetics review reporting guidelines.  Little J, Higgins JPT (eds.). The HuGENet™ HuGE Review Handbook, version 1.0 . 

When you need to re-analyze individual participant data

If you wish to collect, check, and re-analyze individual participant data (IPD) from clinical trials addressing a particular research question, you should follow the  PRISMA-IPD  guidelines as reported in  Stewart, L.A., Clarke, M., Rovers, M., et al. (2015). Preferred Reporting Items for a Systematic Review and Meta-analysis of Individual Participant Data: The PRISMA-IPD Statement. JAMA, 313(16):1657-1665. doi:10.1001/jama.2015.3656 .

When comparing Randomized studies involving animals, livestock, or food:

O’Connor AM, et al. (2010).  The REFLECT statement: methods and processes of creating reporting guidelines for randomized controlled trials for livestock and food safety by modifying the CONSORT statement.  Zoonoses Public Health. 57(2):95-104. Epub 2010/01/15. doi: 10.1111/j.1863-2378.2009.01311.x. PubMed PMID: 20070653.

Sargeant JM, et al. (2010).  The REFLECT Statement: Reporting Guidelines for Randomized Controlled Trials in Livestock and Food Safety: Explanation and Elaboration.  Zoonoses Public Health. 57(2):105-36. Epub 2010/01/15. doi: JVB1312 [pii] 10.1111/j.1863-2378.2009.01312.x. PubMed PMID: 20070652.

GUIDELINES FOR HOW TO WRITE UP FOR PUBLICATION THE RESULTS OF ONE QUANTITATIVE CLINICAL TRIAL

When reporting the results of a Randomized Controlled Trial :

Consolidated Standards of Reporting Trials (CONSORT) Statement. (2010 reporting guideline for writing up a Randomized Controlled Clinical Trial).  http://www.consort-statement.org . Since updated in 2022, see Butcher, M. A., et al. (2022). Guidelines for Reporting Outcomes in Trial Reports: The CONSORT-Outcomes 2022 Extension . JAMA : the Journal of the American Medical Association, 328(22), 2252–2264. https://doi.org/10.1001/jama.2022.21022

Kilkenny, C., Browne, W. J., Cuthill, I. C., Emerson, M., & Altman, D. G. (2010). Improving bioscience research reporting: The ARRIVE guidelines for reporting animal research. PLoS Biology, 8(6), e1000412–e1000412. https://doi.org/10.1371/journal.pbio.1000412 (A 20-item checklist, following the CONSORT approach, listing the information that published articles reporting research using animals should include, such as the number and specific characteristics of animals used; details of housing and husbandry; and the experimental, statistical, and analytical methods used to reduce bias.)

Narrative reviews

GUIDELINES  FOR HOW TO CARRY OUT  A  NARRATIVE REVIEW / QUALITATIVE RESEARCH /  OBSERVATIONAL STUDIES

Campbell, M. (2020). Synthesis without meta-analysis (SWiM) in systematic reviews: reporting guideline. BMJ, 368. doi: https://doi.org/10.1136/bmj.l6890  (guideline on how to analyse evidence for a narrative review, to provide a recommendation based on heterogenous study types).

Community Preventive Services Task Force (2021).  The Methods Manual for Community Guide Systematic Reviews . (Public Health Prevention systematic review guidelines)

Enhancing the QUAlity and Transparency Of health Research (EQUATOR) network. (Tracking and listing over 550 reporting guidelines for various different study types including Observational studies, Qualitative research, Quality improvement studies, and Economic evaluations). http://www.equator-network.org/resource-centre/library-of-health-research-reporting/

Cochrane Qualitative & Implementation Methods Group. (2019). Training resources. Retrieved from  https://methods.cochrane.org/qi/training-resources . (Training materials for how to do a meta-synthesis, or qualitative evidence synthesis). 

Cornell University Library (2019). Planning worksheet for structured literature reviews. Retrieved 4/8/22 from  https://osf.io/tnfm7/  (offers a framework for a narrative literature review).

Green, B. N., Johnson, C. D., & Adams, A. (2006).  Writing narrative literature reviews for peer-reviewed journals: secrets of the trade . Journal of Chiropractic Medicine, 5(3): 101-117. DOI: 10.1016/ S0899-3467 (07)60142-6.  This is a very good article about what to take into consideration when writing any type of narrative review.

When reviewing observational studies/qualitative research :

STrengthening the Reporting of OBservational studies in Epidemiology (STROBE) statement. (Reporting guidelines for various types of health sciences observational studies).  http://www.strobe-statement.org 

Meta-analysis of Observational Studies in Epidemiology (MOOSE)  http://jama.jamanetwork.com/article.aspx?articleid=192614

RATS Qualitative research systematic review guidelines.  https://www.equator-network.org/reporting-guidelines/qualitative-research-review-guidelines-rats/

Methods/Guidance

Right Review , this decision support website provides an algorithm to help reviewers choose a review methodology from among 41 knowledge synthesis methods.

The Systematic Review Toolbox , an online catalogue of tools that support various tasks within the systematic review and wider evidence synthesis process. Maintained by the UK University of York Health Economics Consortium, Newcastle University NIHR Innovation Observatory, and University of Sheffield School of Health and Related Research.

Institute of Medicine. (2011).  Finding What Works in Health Care: Standards for Systematic Reviews . Washington, DC: National Academies  (Systematic review guidelines from the Health and Medicine Division (HMD) of the U.S. National Academies of Sciences, Engineering, and Medicine (formerly called the Institute of Medicine)).

International Committee of Medical Journal Editors (2022).  Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly work in Medical Journals . Guidance on how to prepare a manuscript for submission to a Medical journal.

Cochrane Handbook of Systematic Reviews of Interventions (International Cochrane Collaboration systematic review guidelines). The various Cochrane review groups comporise around 30,000 physicians around the world working in the disciplines on reviews of interventions with very detailed methods for verifying the validity of the research methods and analysis performed in screened-in Randmized Controlled Clinical Trials. Typically published Cochrane Reviews are the most exhaustive review of the evidence of effectiveness of a particular drug or intervention, and include a statistical meta-analysis. Similar to practice guidelines, Cochrane reviews are periodically revised and updated.

Joanna Briggs Institute (JBI) Manual of Evidence Synthesis . (International systematic review guidelines). Based at the University of Adelaide, South Australia, and collaborating with around 80 academic and medical entities around the world. Unlike Cochrane Reviews that strictly focus on efficacy of interventions, JBI offers a broader, inclusive approach to evidence, to accommodate a range of diverse questions and study designs. The JBI manual provides guidance on how to analyse and include both quantitative and qualitative research.

Cochrane Methods Support Unit, webinar recordings on methodological support questions 

Cochrane Qualitative & Implementation Methods Group. (2019). Training resources. Retrieved from https://methods.cochrane.org/qi/training-resources . (How to do a meta-synthesis, or qualitative evidence synthesis). 

Center for Reviews and Dissemination (University of York, England) (2009).  Systematic Reviews: CRD's guidance for undertaking systematic reviews in health care . (British systematic review guidelines). 

Agency for Health Research & Quality (AHRQ) (2013). Methods guide for effectiveness and comparative effectiveness reviews . (U.S. comparative effectiveness review guidelines)

Hunter, K. E., et al. (2022). Searching clinical trials registers: guide for systematic reviewers.  BMJ (Clinical research ed.) ,  377 , e068791. https://doi.org/10.1136/bmj-2021-068791

Patient-Centered Outcomes Research Institute (PCORI).  The PCORI Methodology Report . (A 47-item methodology checklist for U.S. patient-centered outcomes research. Established under the Patient Protection and Affordable Care Act, PCORI funds the development of guidance on the comparative effectivess of clinical healthcare, similar to the UK National Institute for Clinical Evidence but without reporting cost-effectiveness QALY metrics). 

Canadian Agency for Drugs and Technologies in Health (CADTH) (2019). Grey Matters: a practical tool for searching health-related grey literature. Retrieved from https://www.cadth.ca/resources/finding-evidence/grey-matters . A checklist of N American & international online databases and websites you can use to search for unpublished reports, posters, and policy briefs, on topics including general medicine and nursing, public and mental health, health technology assessment, drug and device regulatory, approvals, warnings, and advisories.

Hempel, S., Xenakis, L., & Danz, M. (2016). Systematic Reviews for Occupational Safety and Health Questions: Resources for Evidence Synthesis. Retrieved 8/15/16 from http://www.rand.org/pubs/research_reports/RR1463.html . NIOSH guidelines for how to carry out a systematic review in the occupational safety and health domain.

A good source for reporting guidelines is the  NLM's  Research Reporting Guidelines and Initiatives .

Grading of Recommendations Assessment, Development and Evaluation (GRADE). (An international group of academics/clinicians working to promote a common approach to grading the quality of evidence and strength of recommendations.) 

Phillips, B., Ball, C., Sackett, D., et al. (2009). Oxford Centre for Evidence Based Medicine: Levels of Evidence. Retrieved 3/20/17 from https://www.cebm.net/wp-content/uploads/2014/06/CEBM-Levels-of-Evidence-2.1.pdf . (Another commonly used criteria for grading the quality of evidence and strength of recommendations, developed in part by EBM guru David Sackett.) 

Systematic Reviews for Animals & Food  (guidelines including the REFLECT statement for carrying out a systematic review on animal health, animal welfare, food safety, livestock, and agriculture)

Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies . Health Information & Libraries Journal, 26(2), 91-108. doi:10.1111/j.1471-1842.2009.00848.x. (Describes 14 different types of literature and systematic review, useful for thinking at the outset about what sort of literature review you want to do.)

Sutton, A., Clowes, M., Preston, L., & Booth, A. (2019). Meeting the review family: exploring review types and associated information retrieval requirements . Health information and libraries journal, 36(3), 202–222. doi:10.1111/hir.12276  (An updated look at different types of literature review, expands on the Grant & Booth 2009 article listed above).

Garrard, J. (2007).  Health Sciences Literature Review Made Easy: The Matrix Method  (2nd Ed.).   Sudbury, MA:  Jones & Bartlett Publishers. (Textbook of health sciences literature search methods).

Zilberberg, M. (2012).  Between the lines: Finding the truth in medical literature . Goshen, MA: Evimed Research Press. (Concise book on foundational concepts of evidence-based medicine).

Lang, T. (2009). The Value of Systematic Reviews as Research Activities in Medical Education . In: Lang, T. How to write, publish, & present in the health sciences : a guide for clinicians & laboratory researchers. Philadelphia : American College of Physicians.  (This book chapter has a helpful bibliography on systematic review and meta-analysis methods)

Brown, S., Martin, E., Garcia, T., Winter, M., García, A., Brown, A., Cuevas H.,  & Sumlin, L. (2013). Managing complex research datasets using electronic tools: a meta-analysis exemplar . Computers, Informatics, Nursing: CIN, 31(6), 257-265. doi:10.1097/NXN.0b013e318295e69c. (This article advocates for the programming of electronic fillable forms in Adobe Acrobat Pro to feed data into Excel or SPSS for analysis, and to use cloud based file sharing systems such as Blackboard, RefWorks, or EverNote to facilitate sharing knowledge about the decision-making process and keep data secure. Of particular note are the flowchart describing this process, and their example screening form used for the initial screening of abstracts).

Brown, S., Upchurch, S., & Acton, G. (2003). A framework for developing a coding scheme for meta-analysis . Western Journal Of Nursing Research, 25(2), 205-222. (This article describes the process of how to design a coded data extraction form and codebook, Table 1 is an example of a coded data extraction form that can then be used to program a fillable form in Adobe Acrobat or Microsoft Access).

Elamin, M. B., Flynn, D. N., Bassler, D., Briel, M., Alonso-Coello, P., Karanicolas, P., & ... Montori, V. M. (2009). Choice of data extraction tools for systematic reviews depends on resources and review complexity .  Journal Of Clinical Epidemiology ,  62 (5), 506-510. doi:10.1016/j.jclinepi.2008.10.016  (This article offers advice on how to decide what tools to use to extract data for analytical systematic reviews).

Riegelman R.   Studying a Study and Testing a Test: Reading Evidence-based Health Research , 6th Edition.  Lippincott Williams & Wilkins, 2012. (Textbook of quantitative statistical methods used in health sciences research).

Rathbone, J., Hoffmann, T., & Glasziou, P. (2015). Faster title and abstract screening? Evaluating Abstrackr, a semi-automated online screening program for systematic reviewers. Systematic Reviews, 480. doi:10.1186/s13643-015-0067-6

Guyatt, G., Rennie, D., Meade, M., & Cook, D. (2015). Users' guides to the medical literature (3rd ed.). New York: McGraw-Hill Education Medical.  (This is a foundational textbook on evidence-based medicine and of particular use to the reviewer who wants to learn about the different types of published research article e.g. "what is a case report?" and to understand what types of study design best answer what types of clinical question).

Glanville, J., Duffy, S., Mccool, R., & Varley, D. (2014). Searching ClinicalTrials.gov and the International Clinical Trials Registry Platform to inform systematic reviews: what are the optimal search approaches? Journal of the Medical Library Association : JMLA, 102(3), 177–183. https://doi.org/10.3163/1536-5050.102.3.007

Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan a web and mobile app for systematic reviews.  Systematic Reviews, 5 : 210, DOI: 10.1186/s13643-016-0384-4. http://rdcu.be/nzDM

Kwon Y, Lemieux M, McTavish J, Wathen N. (2015). Identifying and removing duplicate records from systematic review searches. J Med Libr Assoc. 103 (4): 184-8. doi: 10.3163/1536-5050.103.4.004. https://www.ncbi.nlm.nih.gov/pubmed/26512216

Bramer WM, Giustini D, de Jonge GB, Holland L, Bekhuis T. (2016). De-duplication of database search results for systematic reviews in EndNote. J Med Libr Assoc. 104 (3):240-3. doi: 10.3163/1536-5050.104.3.014. Erratum in: J Med Libr Assoc. 2017 Jan;105(1):111. https://www.ncbi.nlm.nih.gov/pubmed/27366130

McGowan J, Sampson M, Salzwedel DM, Cogo E, Foerster V, Lefebvre C. PRESS Peer Review of Electronic Search Strategies: 2015 Guideline Statement. J Clin Epidemiol. 2016;75:40–46. doi: 10.1016/j.jclinepi.2016.01.021 . PRESS is a guideline with a checklist for librarians to critically appraise the search strategy for a systematic review literature search.

Clark, JM, Sanders, S, Carter, M, Honeyman, D, Cleo, G, Auld, Y, Booth, D, Condron, P, Dalais, C, Bateup, S, Linthwaite, B, May, N, Munn, J, Ramsay, L, Rickett, K, Rutter, C, Smith, A, Sondergeld, P, Wallin, M, Jones, M & Beller, E 2020, 'Improving the translation of search strategies using the Polyglot Search Translator: a randomized controlled trial',  Journal of the Medical Library Association , vol. 108, no. 2, pp. 195-207.

Journal articles describing systematic review methods can be searched for in PubMed using this search string in the PubMed search box: sysrev_methods [sb] . 

Software tools for systematic reviews

• Covidence GW in 2019 has bought a subscription to this Cloud based tool for facilitating screening decisions, used by the Cochrane Collaboration. Register for an account.
• NVIVO for analysis of qualitative research NVIVO is used for coding interview data to identify common themes emerging from interviews with several participants. GW faculty, staff, and students may download NVIVO software.
• RedCAP RedCAP is software that can be used to create survey forms for research or data collection or data extraction. It has very detailed functionality to enable data exchange with Electronic Health Record Systems, and to integrate with study workflow such as scheduling follow up reminders for study participants.
• SRDR tool from AHRQ Free, web-based and has a training environment, tutorials, and example templates of systematic review data extraction forms
• RevMan 5 RevMan 5 is the desktop version of the software used by Cochrane systematic review teams. RevMan 5 is free for academic use and can be downloaded and configured to run as stand alone software that does not connect with the Cochrane server if you follow the instructions at https://training.cochrane.org/online-learning/core-software-cochrane-reviews/revman/revman-5-download/non-cochrane-reviews
• Rayyan Free, web-based tool for collecting and screening citations. It has options to screen with multiple people, masking each other.
• GradePro Free, web application to create, manage and share summaries of research evidence (called Evidence Profiles and Summary of Findings Tables) for reviews or guidelines, uses the GRADE criteria to evaluate each paper under review.
• DistillerSR Needs subscription. Create coded data extraction forms from templates.
• EPPI Reviewer Needs subscription. Like DistillerSR, tool for text mining, data clustering, classification and term extraction
• SUMARI Needs subscription. Qualitative data analysis.
• Dedoose Needs subscription. Qualitative data analysis, similar to NVIVO in that it can be used to code interview transcripts, identify word co-occurence, cloud based.
• Meta-analysis software for statistical analysis of data for quantitative reviews SPSS, SAS, and STATA are popular analytical statistical software that include macros for carrying out meta-analysis. Himmelfarb has SPSS on some 3rd floor computers, and GW affiliates may download SAS to your own laptop from the Division of IT website. To perform mathematical analysis of big data sets there are statistical analysis software libraries in the R programming language available through GitHub and RStudio, but this requires advanced knowledge of the R and Python computer languages and data wrangling/cleaning.
• PRISMA 2020 flow diagram generator The PRISMA Statement website has a page listing example flow diagram templates and a link to software for creating PRISMA 2020 flow diagrams using R software.

GW researchers may want to consider using Refworks to manage citations, and GW Box to store the full text PDF's of review articles. You can also use online survey forms such as Qualtrics, RedCAP, or Survey Monkey, to design and create your own coded fillable forms, and export the data to Excel or one of the qualitative analytical software tools listed above.

Forest Plot Generators

• RevMan 5 the desktop version of the software used by Cochrane systematic review teams. RevMan 5 is free for academic use and can be downloaded and configured to run as stand alone software that does not connect with the Cochrane server if you follow the instructions at https://training.cochrane.org/online-learning/core-software-cochrane-reviews/revman/revman-5-download/non-cochrane-reviews.
• Meta-Essentials a free set of workbooks designed for Microsoft Excel that, based on your input, automatically produce meta-analyses including Forest Plots. Produced for Erasmus University Rotterdam joint research institute.
• Neyeloff, Fuchs & Moreira Another set of Excel worksheets and instructions to generate a Forest Plot. Published as Neyeloff, J.L., Fuchs, S.C. & Moreira, L.B. Meta-analyses and Forest plots using a microsoft excel spreadsheet: step-by-step guide focusing on descriptive data analysis. BMC Res Notes 5, 52 (2012). https://doi-org.proxygw.wrlc.org/10.1186/1756-0500-5-52
• For R programmers instructions are at https://cran.r-project.org/web/packages/forestplot/vignettes/forestplot.html and you can download the R code package from https://github.com/gforge/forestplot
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Systematic Reviews

• Types of Literature Reviews

What Makes a Systematic Review Different from Other Types of Reviews?

• Planning Your Systematic Review
• Database Searching
• Creating the Search
• Search Filters and Hedges
• Grey Literature
• Managing and Appraising Results
• Further Resources

Reproduced from Grant, M. J. and Booth, A. (2009), A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26: 91–108. doi:10.1111/j.1471-1842.2009.00848.x

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Lau F, Kuziemsky C, editors. Handbook of eHealth Evaluation: An Evidence-based Approach [Internet]. Victoria (BC): University of Victoria; 2017 Feb 27.

Handbook of eHealth Evaluation: An Evidence-based Approach [Internet].

Chapter 9 methods for literature reviews.

Guy Paré and Spyros Kitsiou .

9.1. Introduction

Literature reviews play a critical role in scholarship because science remains, first and foremost, a cumulative endeavour ( vom Brocke et al., 2009 ). As in any academic discipline, rigorous knowledge syntheses are becoming indispensable in keeping up with an exponentially growing eHealth literature, assisting practitioners, academics, and graduate students in finding, evaluating, and synthesizing the contents of many empirical and conceptual papers. Among other methods, literature reviews are essential for: (a) identifying what has been written on a subject or topic; (b) determining the extent to which a specific research area reveals any interpretable trends or patterns; (c) aggregating empirical findings related to a narrow research question to support evidence-based practice; (d) generating new frameworks and theories; and (e) identifying topics or questions requiring more investigation ( Paré, Trudel, Jaana, & Kitsiou, 2015 ).

Literature reviews can take two major forms. The most prevalent one is the “literature review” or “background” section within a journal paper or a chapter in a graduate thesis. This section synthesizes the extant literature and usually identifies the gaps in knowledge that the empirical study addresses ( Sylvester, Tate, & Johnstone, 2013 ). It may also provide a theoretical foundation for the proposed study, substantiate the presence of the research problem, justify the research as one that contributes something new to the cumulated knowledge, or validate the methods and approaches for the proposed study ( Hart, 1998 ; Levy & Ellis, 2006 ).

The second form of literature review, which is the focus of this chapter, constitutes an original and valuable work of research in and of itself ( Paré et al., 2015 ). Rather than providing a base for a researcher’s own work, it creates a solid starting point for all members of the community interested in a particular area or topic ( Mulrow, 1987 ). The so-called “review article” is a journal-length paper which has an overarching purpose to synthesize the literature in a field, without collecting or analyzing any primary data ( Green, Johnson, & Adams, 2006 ).

When appropriately conducted, review articles represent powerful information sources for practitioners looking for state-of-the art evidence to guide their decision-making and work practices ( Paré et al., 2015 ). Further, high-quality reviews become frequently cited pieces of work which researchers seek out as a first clear outline of the literature when undertaking empirical studies ( Cooper, 1988 ; Rowe, 2014 ). Scholars who track and gauge the impact of articles have found that review papers are cited and downloaded more often than any other type of published article ( Cronin, Ryan, & Coughlan, 2008 ; Montori, Wilczynski, Morgan, Haynes, & Hedges, 2003 ; Patsopoulos, Analatos, & Ioannidis, 2005 ). The reason for their popularity may be the fact that reading the review enables one to have an overview, if not a detailed knowledge of the area in question, as well as references to the most useful primary sources ( Cronin et al., 2008 ). Although they are not easy to conduct, the commitment to complete a review article provides a tremendous service to one’s academic community ( Paré et al., 2015 ; Petticrew & Roberts, 2006 ). Most, if not all, peer-reviewed journals in the fields of medical informatics publish review articles of some type.

The main objectives of this chapter are fourfold: (a) to provide an overview of the major steps and activities involved in conducting a stand-alone literature review; (b) to describe and contrast the different types of review articles that can contribute to the eHealth knowledge base; (c) to illustrate each review type with one or two examples from the eHealth literature; and (d) to provide a series of recommendations for prospective authors of review articles in this domain.

9.2. Overview of the Literature Review Process and Steps

As explained in Templier and Paré (2015) , there are six generic steps involved in conducting a review article:

• formulating the research question(s) and objective(s),
• searching the extant literature,
• screening for inclusion,
• assessing the quality of primary studies,
• extracting data, and
• analyzing data.

Although these steps are presented here in sequential order, one must keep in mind that the review process can be iterative and that many activities can be initiated during the planning stage and later refined during subsequent phases ( Finfgeld-Connett & Johnson, 2013 ; Kitchenham & Charters, 2007 ).

Formulating the research question(s) and objective(s): As a first step, members of the review team must appropriately justify the need for the review itself ( Petticrew & Roberts, 2006 ), identify the review’s main objective(s) ( Okoli & Schabram, 2010 ), and define the concepts or variables at the heart of their synthesis ( Cooper & Hedges, 2009 ; Webster & Watson, 2002 ). Importantly, they also need to articulate the research question(s) they propose to investigate ( Kitchenham & Charters, 2007 ). In this regard, we concur with Jesson, Matheson, and Lacey (2011) that clearly articulated research questions are key ingredients that guide the entire review methodology; they underscore the type of information that is needed, inform the search for and selection of relevant literature, and guide or orient the subsequent analysis. Searching the extant literature: The next step consists of searching the literature and making decisions about the suitability of material to be considered in the review ( Cooper, 1988 ). There exist three main coverage strategies. First, exhaustive coverage means an effort is made to be as comprehensive as possible in order to ensure that all relevant studies, published and unpublished, are included in the review and, thus, conclusions are based on this all-inclusive knowledge base. The second type of coverage consists of presenting materials that are representative of most other works in a given field or area. Often authors who adopt this strategy will search for relevant articles in a small number of top-tier journals in a field ( Paré et al., 2015 ). In the third strategy, the review team concentrates on prior works that have been central or pivotal to a particular topic. This may include empirical studies or conceptual papers that initiated a line of investigation, changed how problems or questions were framed, introduced new methods or concepts, or engendered important debate ( Cooper, 1988 ). Screening for inclusion: The following step consists of evaluating the applicability of the material identified in the preceding step ( Levy & Ellis, 2006 ; vom Brocke et al., 2009 ). Once a group of potential studies has been identified, members of the review team must screen them to determine their relevance ( Petticrew & Roberts, 2006 ). A set of predetermined rules provides a basis for including or excluding certain studies. This exercise requires a significant investment on the part of researchers, who must ensure enhanced objectivity and avoid biases or mistakes. As discussed later in this chapter, for certain types of reviews there must be at least two independent reviewers involved in the screening process and a procedure to resolve disagreements must also be in place ( Liberati et al., 2009 ; Shea et al., 2009 ). Assessing the quality of primary studies: In addition to screening material for inclusion, members of the review team may need to assess the scientific quality of the selected studies, that is, appraise the rigour of the research design and methods. Such formal assessment, which is usually conducted independently by at least two coders, helps members of the review team refine which studies to include in the final sample, determine whether or not the differences in quality may affect their conclusions, or guide how they analyze the data and interpret the findings ( Petticrew & Roberts, 2006 ). Ascribing quality scores to each primary study or considering through domain-based evaluations which study components have or have not been designed and executed appropriately makes it possible to reflect on the extent to which the selected study addresses possible biases and maximizes validity ( Shea et al., 2009 ). Extracting data: The following step involves gathering or extracting applicable information from each primary study included in the sample and deciding what is relevant to the problem of interest ( Cooper & Hedges, 2009 ). Indeed, the type of data that should be recorded mainly depends on the initial research questions ( Okoli & Schabram, 2010 ). However, important information may also be gathered about how, when, where and by whom the primary study was conducted, the research design and methods, or qualitative/quantitative results ( Cooper & Hedges, 2009 ). Analyzing and synthesizing data : As a final step, members of the review team must collate, summarize, aggregate, organize, and compare the evidence extracted from the included studies. The extracted data must be presented in a meaningful way that suggests a new contribution to the extant literature ( Jesson et al., 2011 ). Webster and Watson (2002) warn researchers that literature reviews should be much more than lists of papers and should provide a coherent lens to make sense of extant knowledge on a given topic. There exist several methods and techniques for synthesizing quantitative (e.g., frequency analysis, meta-analysis) and qualitative (e.g., grounded theory, narrative analysis, meta-ethnography) evidence ( Dixon-Woods, Agarwal, Jones, Young, & Sutton, 2005 ; Thomas & Harden, 2008 ).

9.3. Types of Review Articles and Brief Illustrations

EHealth researchers have at their disposal a number of approaches and methods for making sense out of existing literature, all with the purpose of casting current research findings into historical contexts or explaining contradictions that might exist among a set of primary research studies conducted on a particular topic. Our classification scheme is largely inspired from Paré and colleagues’ (2015) typology. Below we present and illustrate those review types that we feel are central to the growth and development of the eHealth domain.

9.3.1. Narrative Reviews

The narrative review is the “traditional” way of reviewing the extant literature and is skewed towards a qualitative interpretation of prior knowledge ( Sylvester et al., 2013 ). Put simply, a narrative review attempts to summarize or synthesize what has been written on a particular topic but does not seek generalization or cumulative knowledge from what is reviewed ( Davies, 2000 ; Green et al., 2006 ). Instead, the review team often undertakes the task of accumulating and synthesizing the literature to demonstrate the value of a particular point of view ( Baumeister & Leary, 1997 ). As such, reviewers may selectively ignore or limit the attention paid to certain studies in order to make a point. In this rather unsystematic approach, the selection of information from primary articles is subjective, lacks explicit criteria for inclusion and can lead to biased interpretations or inferences ( Green et al., 2006 ). There are several narrative reviews in the particular eHealth domain, as in all fields, which follow such an unstructured approach ( Silva et al., 2015 ; Paul et al., 2015 ).

Despite these criticisms, this type of review can be very useful in gathering together a volume of literature in a specific subject area and synthesizing it. As mentioned above, its primary purpose is to provide the reader with a comprehensive background for understanding current knowledge and highlighting the significance of new research ( Cronin et al., 2008 ). Faculty like to use narrative reviews in the classroom because they are often more up to date than textbooks, provide a single source for students to reference, and expose students to peer-reviewed literature ( Green et al., 2006 ). For researchers, narrative reviews can inspire research ideas by identifying gaps or inconsistencies in a body of knowledge, thus helping researchers to determine research questions or formulate hypotheses. Importantly, narrative reviews can also be used as educational articles to bring practitioners up to date with certain topics of issues ( Green et al., 2006 ).

Recently, there have been several efforts to introduce more rigour in narrative reviews that will elucidate common pitfalls and bring changes into their publication standards. Information systems researchers, among others, have contributed to advancing knowledge on how to structure a “traditional” review. For instance, Levy and Ellis (2006) proposed a generic framework for conducting such reviews. Their model follows the systematic data processing approach comprised of three steps, namely: (a) literature search and screening; (b) data extraction and analysis; and (c) writing the literature review. They provide detailed and very helpful instructions on how to conduct each step of the review process. As another methodological contribution, vom Brocke et al. (2009) offered a series of guidelines for conducting literature reviews, with a particular focus on how to search and extract the relevant body of knowledge. Last, Bandara, Miskon, and Fielt (2011) proposed a structured, predefined and tool-supported method to identify primary studies within a feasible scope, extract relevant content from identified articles, synthesize and analyze the findings, and effectively write and present the results of the literature review. We highly recommend that prospective authors of narrative reviews consult these useful sources before embarking on their work.

Darlow and Wen (2015) provide a good example of a highly structured narrative review in the eHealth field. These authors synthesized published articles that describe the development process of mobile health ( m-health ) interventions for patients’ cancer care self-management. As in most narrative reviews, the scope of the research questions being investigated is broad: (a) how development of these systems are carried out; (b) which methods are used to investigate these systems; and (c) what conclusions can be drawn as a result of the development of these systems. To provide clear answers to these questions, a literature search was conducted on six electronic databases and Google Scholar . The search was performed using several terms and free text words, combining them in an appropriate manner. Four inclusion and three exclusion criteria were utilized during the screening process. Both authors independently reviewed each of the identified articles to determine eligibility and extract study information. A flow diagram shows the number of studies identified, screened, and included or excluded at each stage of study selection. In terms of contributions, this review provides a series of practical recommendations for m-health intervention development.

9.3.2. Descriptive or Mapping Reviews

The primary goal of a descriptive review is to determine the extent to which a body of knowledge in a particular research topic reveals any interpretable pattern or trend with respect to pre-existing propositions, theories, methodologies or findings ( King & He, 2005 ; Paré et al., 2015 ). In contrast with narrative reviews, descriptive reviews follow a systematic and transparent procedure, including searching, screening and classifying studies ( Petersen, Vakkalanka, & Kuzniarz, 2015 ). Indeed, structured search methods are used to form a representative sample of a larger group of published works ( Paré et al., 2015 ). Further, authors of descriptive reviews extract from each study certain characteristics of interest, such as publication year, research methods, data collection techniques, and direction or strength of research outcomes (e.g., positive, negative, or non-significant) in the form of frequency analysis to produce quantitative results ( Sylvester et al., 2013 ). In essence, each study included in a descriptive review is treated as the unit of analysis and the published literature as a whole provides a database from which the authors attempt to identify any interpretable trends or draw overall conclusions about the merits of existing conceptualizations, propositions, methods or findings ( Paré et al., 2015 ). In doing so, a descriptive review may claim that its findings represent the state of the art in a particular domain ( King & He, 2005 ).

In the fields of health sciences and medical informatics, reviews that focus on examining the range, nature and evolution of a topic area are described by Anderson, Allen, Peckham, and Goodwin (2008) as mapping reviews . Like descriptive reviews, the research questions are generic and usually relate to publication patterns and trends. There is no preconceived plan to systematically review all of the literature although this can be done. Instead, researchers often present studies that are representative of most works published in a particular area and they consider a specific time frame to be mapped.

An example of this approach in the eHealth domain is offered by DeShazo, Lavallie, and Wolf (2009). The purpose of this descriptive or mapping review was to characterize publication trends in the medical informatics literature over a 20-year period (1987 to 2006). To achieve this ambitious objective, the authors performed a bibliometric analysis of medical informatics citations indexed in medline using publication trends, journal frequencies, impact factors, Medical Subject Headings (MeSH) term frequencies, and characteristics of citations. Findings revealed that there were over 77,000 medical informatics articles published during the covered period in numerous journals and that the average annual growth rate was 12%. The MeSH term analysis also suggested a strong interdisciplinary trend. Finally, average impact scores increased over time with two notable growth periods. Overall, patterns in research outputs that seem to characterize the historic trends and current components of the field of medical informatics suggest it may be a maturing discipline (DeShazo et al., 2009).

9.3.3. Scoping Reviews

Scoping reviews attempt to provide an initial indication of the potential size and nature of the extant literature on an emergent topic (Arksey & O’Malley, 2005; Daudt, van Mossel, & Scott, 2013 ; Levac, Colquhoun, & O’Brien, 2010). A scoping review may be conducted to examine the extent, range and nature of research activities in a particular area, determine the value of undertaking a full systematic review (discussed next), or identify research gaps in the extant literature ( Paré et al., 2015 ). In line with their main objective, scoping reviews usually conclude with the presentation of a detailed research agenda for future works along with potential implications for both practice and research.

Unlike narrative and descriptive reviews, the whole point of scoping the field is to be as comprehensive as possible, including grey literature (Arksey & O’Malley, 2005). Inclusion and exclusion criteria must be established to help researchers eliminate studies that are not aligned with the research questions. It is also recommended that at least two independent coders review abstracts yielded from the search strategy and then the full articles for study selection ( Daudt et al., 2013 ). The synthesized evidence from content or thematic analysis is relatively easy to present in tabular form (Arksey & O’Malley, 2005; Thomas & Harden, 2008 ).

One of the most highly cited scoping reviews in the eHealth domain was published by Archer, Fevrier-Thomas, Lokker, McKibbon, and Straus (2011) . These authors reviewed the existing literature on personal health record ( phr ) systems including design, functionality, implementation, applications, outcomes, and benefits. Seven databases were searched from 1985 to March 2010. Several search terms relating to phr s were used during this process. Two authors independently screened titles and abstracts to determine inclusion status. A second screen of full-text articles, again by two independent members of the research team, ensured that the studies described phr s. All in all, 130 articles met the criteria and their data were extracted manually into a database. The authors concluded that although there is a large amount of survey, observational, cohort/panel, and anecdotal evidence of phr benefits and satisfaction for patients, more research is needed to evaluate the results of phr implementations. Their in-depth analysis of the literature signalled that there is little solid evidence from randomized controlled trials or other studies through the use of phr s. Hence, they suggested that more research is needed that addresses the current lack of understanding of optimal functionality and usability of these systems, and how they can play a beneficial role in supporting patient self-management ( Archer et al., 2011 ).

9.3.4. Forms of Aggregative Reviews

Healthcare providers, practitioners, and policy-makers are nowadays overwhelmed with large volumes of information, including research-based evidence from numerous clinical trials and evaluation studies, assessing the effectiveness of health information technologies and interventions ( Ammenwerth & de Keizer, 2004 ; Deshazo et al., 2009 ). It is unrealistic to expect that all these disparate actors will have the time, skills, and necessary resources to identify the available evidence in the area of their expertise and consider it when making decisions. Systematic reviews that involve the rigorous application of scientific strategies aimed at limiting subjectivity and bias (i.e., systematic and random errors) can respond to this challenge.

Systematic reviews attempt to aggregate, appraise, and synthesize in a single source all empirical evidence that meet a set of previously specified eligibility criteria in order to answer a clearly formulated and often narrow research question on a particular topic of interest to support evidence-based practice ( Liberati et al., 2009 ). They adhere closely to explicit scientific principles ( Liberati et al., 2009 ) and rigorous methodological guidelines (Higgins & Green, 2008) aimed at reducing random and systematic errors that can lead to deviations from the truth in results or inferences. The use of explicit methods allows systematic reviews to aggregate a large body of research evidence, assess whether effects or relationships are in the same direction and of the same general magnitude, explain possible inconsistencies between study results, and determine the strength of the overall evidence for every outcome of interest based on the quality of included studies and the general consistency among them ( Cook, Mulrow, & Haynes, 1997 ). The main procedures of a systematic review involve:

• Formulating a review question and developing a search strategy based on explicit inclusion criteria for the identification of eligible studies (usually described in the context of a detailed review protocol).
• Searching for eligible studies using multiple databases and information sources, including grey literature sources, without any language restrictions.
• Selecting studies, extracting data, and assessing risk of bias in a duplicate manner using two independent reviewers to avoid random or systematic errors in the process.
• Analyzing data using quantitative or qualitative methods.
• Presenting results in summary of findings tables.
• Interpreting results and drawing conclusions.

Many systematic reviews, but not all, use statistical methods to combine the results of independent studies into a single quantitative estimate or summary effect size. Known as meta-analyses , these reviews use specific data extraction and statistical techniques (e.g., network, frequentist, or Bayesian meta-analyses) to calculate from each study by outcome of interest an effect size along with a confidence interval that reflects the degree of uncertainty behind the point estimate of effect ( Borenstein, Hedges, Higgins, & Rothstein, 2009 ; Deeks, Higgins, & Altman, 2008 ). Subsequently, they use fixed or random-effects analysis models to combine the results of the included studies, assess statistical heterogeneity, and calculate a weighted average of the effect estimates from the different studies, taking into account their sample sizes. The summary effect size is a value that reflects the average magnitude of the intervention effect for a particular outcome of interest or, more generally, the strength of a relationship between two variables across all studies included in the systematic review. By statistically combining data from multiple studies, meta-analyses can create more precise and reliable estimates of intervention effects than those derived from individual studies alone, when these are examined independently as discrete sources of information.

The review by Gurol-Urganci, de Jongh, Vodopivec-Jamsek, Atun, and Car (2013) on the effects of mobile phone messaging reminders for attendance at healthcare appointments is an illustrative example of a high-quality systematic review with meta-analysis. Missed appointments are a major cause of inefficiency in healthcare delivery with substantial monetary costs to health systems. These authors sought to assess whether mobile phone-based appointment reminders delivered through Short Message Service ( sms ) or Multimedia Messaging Service ( mms ) are effective in improving rates of patient attendance and reducing overall costs. To this end, they conducted a comprehensive search on multiple databases using highly sensitive search strategies without language or publication-type restrictions to identify all rct s that are eligible for inclusion. In order to minimize the risk of omitting eligible studies not captured by the original search, they supplemented all electronic searches with manual screening of trial registers and references contained in the included studies. Study selection, data extraction, and risk of bias assessments were performed inde­­pen­dently by two coders using standardized methods to ensure consistency and to eliminate potential errors. Findings from eight rct s involving 6,615 participants were pooled into meta-analyses to calculate the magnitude of effects that mobile text message reminders have on the rate of attendance at healthcare appointments compared to no reminders and phone call reminders.

Meta-analyses are regarded as powerful tools for deriving meaningful conclusions. However, there are situations in which it is neither reasonable nor appropriate to pool studies together using meta-analytic methods simply because there is extensive clinical heterogeneity between the included studies or variation in measurement tools, comparisons, or outcomes of interest. In these cases, systematic reviews can use qualitative synthesis methods such as vote counting, content analysis, classification schemes and tabulations, as an alternative approach to narratively synthesize the results of the independent studies included in the review. This form of review is known as qualitative systematic review.

A rigorous example of one such review in the eHealth domain is presented by Mickan, Atherton, Roberts, Heneghan, and Tilson (2014) on the use of handheld computers by healthcare professionals and their impact on access to information and clinical decision-making. In line with the methodological guide­lines for systematic reviews, these authors: (a) developed and registered with prospero ( www.crd.york.ac.uk/ prospero / ) an a priori review protocol; (b) conducted comprehensive searches for eligible studies using multiple databases and other supplementary strategies (e.g., forward searches); and (c) subsequently carried out study selection, data extraction, and risk of bias assessments in a duplicate manner to eliminate potential errors in the review process. Heterogeneity between the included studies in terms of reported outcomes and measures precluded the use of meta-analytic methods. To this end, the authors resorted to using narrative analysis and synthesis to describe the effectiveness of handheld computers on accessing information for clinical knowledge, adherence to safety and clinical quality guidelines, and diagnostic decision-making.

In recent years, the number of systematic reviews in the field of health informatics has increased considerably. Systematic reviews with discordant findings can cause great confusion and make it difficult for decision-makers to interpret the review-level evidence ( Moher, 2013 ). Therefore, there is a growing need for appraisal and synthesis of prior systematic reviews to ensure that decision-making is constantly informed by the best available accumulated evidence. Umbrella reviews , also known as overviews of systematic reviews, are tertiary types of evidence synthesis that aim to accomplish this; that is, they aim to compare and contrast findings from multiple systematic reviews and meta-analyses ( Becker & Oxman, 2008 ). Umbrella reviews generally adhere to the same principles and rigorous methodological guidelines used in systematic reviews. However, the unit of analysis in umbrella reviews is the systematic review rather than the primary study ( Becker & Oxman, 2008 ). Unlike systematic reviews that have a narrow focus of inquiry, umbrella reviews focus on broader research topics for which there are several potential interventions ( Smith, Devane, Begley, & Clarke, 2011 ). A recent umbrella review on the effects of home telemonitoring interventions for patients with heart failure critically appraised, compared, and synthesized evidence from 15 systematic reviews to investigate which types of home telemonitoring technologies and forms of interventions are more effective in reducing mortality and hospital admissions ( Kitsiou, Paré, & Jaana, 2015 ).

9.3.5. Realist Reviews

Realist reviews are theory-driven interpretative reviews developed to inform, enhance, or supplement conventional systematic reviews by making sense of heterogeneous evidence about complex interventions applied in diverse contexts in a way that informs policy decision-making ( Greenhalgh, Wong, Westhorp, & Pawson, 2011 ). They originated from criticisms of positivist systematic reviews which centre on their “simplistic” underlying assumptions ( Oates, 2011 ). As explained above, systematic reviews seek to identify causation. Such logic is appropriate for fields like medicine and education where findings of randomized controlled trials can be aggregated to see whether a new treatment or intervention does improve outcomes. However, many argue that it is not possible to establish such direct causal links between interventions and outcomes in fields such as social policy, management, and information systems where for any intervention there is unlikely to be a regular or consistent outcome ( Oates, 2011 ; Pawson, 2006 ; Rousseau, Manning, & Denyer, 2008 ).

To circumvent these limitations, Pawson, Greenhalgh, Harvey, and Walshe (2005) have proposed a new approach for synthesizing knowledge that seeks to unpack the mechanism of how “complex interventions” work in particular contexts. The basic research question — what works? — which is usually associated with systematic reviews changes to: what is it about this intervention that works, for whom, in what circumstances, in what respects and why? Realist reviews have no particular preference for either quantitative or qualitative evidence. As a theory-building approach, a realist review usually starts by articulating likely underlying mechanisms and then scrutinizes available evidence to find out whether and where these mechanisms are applicable ( Shepperd et al., 2009 ). Primary studies found in the extant literature are viewed as case studies which can test and modify the initial theories ( Rousseau et al., 2008 ).

The main objective pursued in the realist review conducted by Otte-Trojel, de Bont, Rundall, and van de Klundert (2014) was to examine how patient portals contribute to health service delivery and patient outcomes. The specific goals were to investigate how outcomes are produced and, most importantly, how variations in outcomes can be explained. The research team started with an exploratory review of background documents and research studies to identify ways in which patient portals may contribute to health service delivery and patient outcomes. The authors identified six main ways which represent “educated guesses” to be tested against the data in the evaluation studies. These studies were identified through a formal and systematic search in four databases between 2003 and 2013. Two members of the research team selected the articles using a pre-established list of inclusion and exclusion criteria and following a two-step procedure. The authors then extracted data from the selected articles and created several tables, one for each outcome category. They organized information to bring forward those mechanisms where patient portals contribute to outcomes and the variation in outcomes across different contexts.

9.3.6. Critical Reviews

Lastly, critical reviews aim to provide a critical evaluation and interpretive analysis of existing literature on a particular topic of interest to reveal strengths, weaknesses, contradictions, controversies, inconsistencies, and/or other important issues with respect to theories, hypotheses, research methods or results ( Baumeister & Leary, 1997 ; Kirkevold, 1997 ). Unlike other review types, critical reviews attempt to take a reflective account of the research that has been done in a particular area of interest, and assess its credibility by using appraisal instruments or critical interpretive methods. In this way, critical reviews attempt to constructively inform other scholars about the weaknesses of prior research and strengthen knowledge development by giving focus and direction to studies for further improvement ( Kirkevold, 1997 ).

Kitsiou, Paré, and Jaana (2013) provide an example of a critical review that assessed the methodological quality of prior systematic reviews of home telemonitoring studies for chronic patients. The authors conducted a comprehensive search on multiple databases to identify eligible reviews and subsequently used a validated instrument to conduct an in-depth quality appraisal. Results indicate that the majority of systematic reviews in this particular area suffer from important methodological flaws and biases that impair their internal validity and limit their usefulness for clinical and decision-making purposes. To this end, they provide a number of recommendations to strengthen knowledge development towards improving the design and execution of future reviews on home telemonitoring.

9.4. Summary

Table 9.1 outlines the main types of literature reviews that were described in the previous sub-sections and summarizes the main characteristics that distinguish one review type from another. It also includes key references to methodological guidelines and useful sources that can be used by eHealth scholars and researchers for planning and developing reviews.

Typology of Literature Reviews (adapted from Paré et al., 2015).

As shown in Table 9.1 , each review type addresses different kinds of research questions or objectives, which subsequently define and dictate the methods and approaches that need to be used to achieve the overarching goal(s) of the review. For example, in the case of narrative reviews, there is greater flexibility in searching and synthesizing articles ( Green et al., 2006 ). Researchers are often relatively free to use a diversity of approaches to search, identify, and select relevant scientific articles, describe their operational characteristics, present how the individual studies fit together, and formulate conclusions. On the other hand, systematic reviews are characterized by their high level of systematicity, rigour, and use of explicit methods, based on an “a priori” review plan that aims to minimize bias in the analysis and synthesis process (Higgins & Green, 2008). Some reviews are exploratory in nature (e.g., scoping/mapping reviews), whereas others may be conducted to discover patterns (e.g., descriptive reviews) or involve a synthesis approach that may include the critical analysis of prior research ( Paré et al., 2015 ). Hence, in order to select the most appropriate type of review, it is critical to know before embarking on a review project, why the research synthesis is conducted and what type of methods are best aligned with the pursued goals.

9.5. Concluding Remarks

In light of the increased use of evidence-based practice and research generating stronger evidence ( Grady et al., 2011 ; Lyden et al., 2013 ), review articles have become essential tools for summarizing, synthesizing, integrating or critically appraising prior knowledge in the eHealth field. As mentioned earlier, when rigorously conducted review articles represent powerful information sources for eHealth scholars and practitioners looking for state-of-the-art evidence. The typology of literature reviews we used herein will allow eHealth researchers, graduate students and practitioners to gain a better understanding of the similarities and differences between review types.

We must stress that this classification scheme does not privilege any specific type of review as being of higher quality than another ( Paré et al., 2015 ). As explained above, each type of review has its own strengths and limitations. Having said that, we realize that the methodological rigour of any review — be it qualitative, quantitative or mixed — is a critical aspect that should be considered seriously by prospective authors. In the present context, the notion of rigour refers to the reliability and validity of the review process described in section 9.2. For one thing, reliability is related to the reproducibility of the review process and steps, which is facilitated by a comprehensive documentation of the literature search process, extraction, coding and analysis performed in the review. Whether the search is comprehensive or not, whether it involves a methodical approach for data extraction and synthesis or not, it is important that the review documents in an explicit and transparent manner the steps and approach that were used in the process of its development. Next, validity characterizes the degree to which the review process was conducted appropriately. It goes beyond documentation and reflects decisions related to the selection of the sources, the search terms used, the period of time covered, the articles selected in the search, and the application of backward and forward searches ( vom Brocke et al., 2009 ). In short, the rigour of any review article is reflected by the explicitness of its methods (i.e., transparency) and the soundness of the approach used. We refer those interested in the concepts of rigour and quality to the work of Templier and Paré (2015) which offers a detailed set of methodological guidelines for conducting and evaluating various types of review articles.

To conclude, our main objective in this chapter was to demystify the various types of literature reviews that are central to the continuous development of the eHealth field. It is our hope that our descriptive account will serve as a valuable source for those conducting, evaluating or using reviews in this important and growing domain.

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• Cite this Page Paré G, Kitsiou S. Chapter 9 Methods for Literature Reviews. In: Lau F, Kuziemsky C, editors. Handbook of eHealth Evaluation: An Evidence-based Approach [Internet]. Victoria (BC): University of Victoria; 2017 Feb 27.
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• Introduction
• Overview of the Literature Review Process and Steps
• Types of Review Articles and Brief Illustrations
• Concluding Remarks

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Literature Reviews

• Types of reviews
• Getting started

Types of reviews and examples

Choosing a review type.

• 1. Define your research question
• 2. Plan your search
• 3. Search the literature
• 4. Organize your results
• 5. Synthesize your findings
• 6. Write the review
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• Meta-analysis
• Systematized

Definition:

"A term used to describe a conventional overview of the literature, particularly when contrasted with a systematic review (Booth et al., 2012, p. 265).

Characteristics:

• Provides examination of recent or current literature on a wide range of subjects
• Varying levels of completeness / comprehensiveness, non-standardized methodology
• May or may not include comprehensive searching, quality assessment or critical appraisal

Mitchell, L. E., & Zajchowski, C. A. (2022). The history of air quality in Utah: A narrative review.  Sustainability ,  14 (15), 9653.  doi.org/10.3390/su14159653

Booth, A., Papaioannou, D., & Sutton, A. (2012). Systematic approaches to a successful literature review. London: SAGE Publications Ltd.

"An assessment of what is already known about a policy or practice issue...using systematic review methods to search and critically appraise existing research" (Grant & Booth, 2009, p. 100).

• Assessment of what is already known about an issue
• Similar to a systematic review but within a time-constrained setting
• Typically employs methodological shortcuts, increasing risk of introducing bias, includes basic level of quality assessment
• Best suited for issues needing quick decisions and solutions (i.e., policy recommendations)

Learn more about the method:

Khangura, S., Konnyu, K., Cushman, R., Grimshaw, J., & Moher, D. (2012). Evidence summaries: the evolution of a rapid review approach.  Systematic reviews, 1 (1), 1-9.  https://doi.org/10.1186/2046-4053-1-10

Virginia Commonwealth University Libraries. (2021). Rapid Review Protocol .

Quarmby, S., Santos, G., & Mathias, M. (2019). Air quality strategies and technologies: A rapid review of the international evidence.  Sustainability, 11 (10), 2757.  https://doi.org/10.3390/su11102757

Grant, M.J. & Booth, A. (2009). A typology of reviews: an analysis of the 14 review types and associated methodologies.  Health Information & Libraries Journal , 26(2), 91-108. https://www.doi.org/10.1111/j.1471-1842.2009.00848.x

Developed and refined by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre), this review "map[s] out and categorize[s] existing literature on a particular topic, identifying gaps in research literature from which to commission further reviews and/or primary research" (Grant & Booth, 2009, p. 97).

Although mapping reviews are sometimes called scoping reviews, the key difference is that mapping reviews focus on a review question, rather than a topic

Mapping reviews are "best used where a clear target for a more focused evidence product has not yet been identified" (Booth, 2016, p. 14)

Mapping review searches are often quick and are intended to provide a broad overview

Mapping reviews can take different approaches in what types of literature is focused on in the search

Cooper I. D. (2016). What is a "mapping study?".  Journal of the Medical Library Association: JMLA ,  104 (1), 76–78. https://doi.org/10.3163/1536-5050.104.1.013

Miake-Lye, I. M., Hempel, S., Shanman, R., & Shekelle, P. G. (2016). What is an evidence map? A systematic review of published evidence maps and their definitions, methods, and products.  Systematic reviews, 5 (1), 1-21.  https://doi.org/10.1186/s13643-016-0204-x

Tainio, M., Andersen, Z. J., Nieuwenhuijsen, M. J., Hu, L., De Nazelle, A., An, R., ... & de Sá, T. H. (2021). Air pollution, physical activity and health: A mapping review of the evidence.  Environment international ,  147 , 105954.  https://doi.org/10.1016/j.envint.2020.105954

Booth, A. (2016). EVIDENT Guidance for Reviewing the Evidence: a compendium of methodological literature and websites . ResearchGate. https://doi.org/10.13140/RG.2.1.1562.9842 . 

Grant, M.J. & Booth, A. (2009). A typology of reviews: an analysis of the 14 review types and associated methodologies.  Health Information & Libraries Journal , 26(2), 91-108.  https://www.doi.org/10.1111/j.1471-1842.2009.00848.x

"A type of review that has as its primary objective the identification of the size and quality of research in a topic area in order to inform subsequent review" (Booth et al., 2012, p. 269).

• Main purpose is to map out and categorize existing literature, identify gaps in literature—great for informing policy-making
• Search comprehensiveness determined by time/scope constraints, could take longer than a systematic review
• No formal quality assessment or critical appraisal

Learn more about the methods :

Arksey, H., & O'Malley, L. (2005) Scoping studies: towards a methodological framework.  International Journal of Social Research Methodology ,  8 (1), 19-32.  https://doi.org/10.1080/1364557032000119616

Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science: IS, 5, 69. https://doi.org/10.1186/1748-5908-5-69

Example : 

Rahman, A., Sarkar, A., Yadav, O. P., Achari, G., & Slobodnik, J. (2021). Potential human health risks due to environmental exposure to nano-and microplastics and knowledge gaps: A scoping review.  Science of the Total Environment, 757 , 143872.  https://doi.org/10.1016/j.scitotenv.2020.143872

A review that "[compiles] evidence from multiple...reviews into one accessible and usable document" (Grant & Booth, 2009, p. 103). While originally intended to be a compilation of Cochrane reviews, it now generally refers to any kind of evidence synthesis.

• Compiles evidence from multiple reviews into one document
• Often defines a broader question than is typical of a traditional systematic review

Choi, G. J., & Kang, H. (2022). The umbrella review: a useful strategy in the rain of evidence.  The Korean Journal of Pain ,  35 (2), 127–128.  https://doi.org/10.3344/kjp.2022.35.2.127

Aromataris, E., Fernandez, R., Godfrey, C. M., Holly, C., Khalil, H., & Tungpunkom, P. (2015). Summarizing systematic reviews: Methodological development, conduct and reporting of an umbrella review approach. International Journal of Evidence-Based Healthcare , 13(3), 132–140. https://doi.org/10.1097/XEB.0000000000000055

Rojas-Rueda, D., Morales-Zamora, E., Alsufyani, W. A., Herbst, C. H., Al Balawi, S. M., Alsukait, R., & Alomran, M. (2021). Environmental risk factors and health: An umbrella review of meta-analyses.  International Journal of Environmental Research and Public Dealth ,  18 (2), 704.  https://doi.org/10.3390/ijerph18020704

A meta-analysis is a "technique that statistically combines the results of quantitative studies to provide a more precise effect of the result" (Grant & Booth, 2009, p. 98).

• Statistical technique for combining results of quantitative studies to provide more precise effect of results
• Aims for exhaustive, comprehensive searching
• Quality assessment may determine inclusion/exclusion criteria
• May be conducted independently or as part of a systematic review

Berman, N. G., & Parker, R. A. (2002). Meta-analysis: Neither quick nor easy. BMC Medical Research Methodology , 2(1), 10. https://doi.org/10.1186/1471-2288-2-10

Hites R. A. (2004). Polybrominated diphenyl ethers in the environment and in people: a meta-analysis of concentrations.  Environmental Science & Technology ,  38 (4), 945–956.  https://doi.org/10.1021/es035082g

A systematic review "seeks to systematically search for, appraise, and [synthesize] research evidence, often adhering to the guidelines on the conduct of a review" provided by discipline-specific organizations, such as the Cochrane Collaboration (Grant & Booth, 2009, p. 102).

• Aims to compile and synthesize all known knowledge on a given topic
• Adheres to strict guidelines, protocols, and frameworks
• Time-intensive and often takes months to a year or more to complete
• The most commonly referred to type of evidence synthesis. Sometimes confused as a blanket term for other types of reviews

Gascon, M., Triguero-Mas, M., Martínez, D., Dadvand, P., Forns, J., Plasència, A., & Nieuwenhuijsen, M. J. (2015). Mental health benefits of long-term exposure to residential green and blue spaces: a systematic review.  International Journal of Environmental Research and Public Health ,  12 (4), 4354–4379.  https://doi.org/10.3390/ijerph120404354

"Systematized reviews attempt to include one or more elements of the systematic review process while stopping short of claiming that the resultant output is a systematic review" (Grant & Booth, 2009, p. 102). When a systematic review approach is adapted to produce a more manageable scope, while still retaining the rigor of a systematic review such as risk of bias assessment and the use of a protocol, this is often referred to as a  structured review  (Huelin et al., 2015).

• Typically conducted by postgraduate or graduate students
• Often assigned by instructors to students who don't have the resources to conduct a full systematic review

Salvo, G., Lashewicz, B. M., Doyle-Baker, P. K., & McCormack, G. R. (2018). Neighbourhood built environment influences on physical activity among adults: A systematized review of qualitative evidence.  International Journal of Environmental Research and Public Health ,  15 (5), 897.  https://doi.org/10.3390/ijerph15050897

Huelin, R., Iheanacho, I., Payne, K., & Sandman, K. (2015). What’s in a name? Systematic and non-systematic literature reviews, and why the distinction matters. https://www.evidera.com/resource/whats-in-a-name-systematic-and-non-systematic-literature-reviews-and-why-the-distinction-matters/

• Review Decision Tree - Cornell University For more information, check out Cornell's review methodology decision tree.
• LitR-Ex.com - Eight literature review methodologies Learn more about 8 different review types (incl. Systematic Reviews and Scoping Reviews) with practical tips about strengths and weaknesses of different methods.
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Methodological Approaches to Literature Review

• Living reference work entry
• First Online: 09 May 2023
• Cite this living reference work entry

• Dennis Thomas 2 ,
• Elida Zairina 3 &
• Johnson George 4  

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The literature review can serve various functions in the contexts of education and research. It aids in identifying knowledge gaps, informing research methodology, and developing a theoretical framework during the planning stages of a research study or project, as well as reporting of review findings in the context of the existing literature. This chapter discusses the methodological approaches to conducting a literature review and offers an overview of different types of reviews. There are various types of reviews, including narrative reviews, scoping reviews, and systematic reviews with reporting strategies such as meta-analysis and meta-synthesis. Review authors should consider the scope of the literature review when selecting a type and method. Being focused is essential for a successful review; however, this must be balanced against the relevance of the review to a broad audience.

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Thomas, D., Zairina, E., George, J. (2023). Methodological Approaches to Literature Review. In: Encyclopedia of Evidence in Pharmaceutical Public Health and Health Services Research in Pharmacy. Springer, Cham. https://doi.org/10.1007/978-3-030-50247-8_57-1

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

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

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
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What are Literature Reviews?

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

Goals of Literature Reviews

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

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

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

What kinds of sources require a Literature Review?

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

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

Types of Literature Reviews

What kinds of literature reviews are written?

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

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

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

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

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

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

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

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

Literature Reviews in the Health Sciences

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Literature Reviews

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Literature Reviews within a Scholarly Work

Literature reviews as a scholarly work.

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Literature reviews summarize and analyze what has been written on a particular topic and identify gaps or disagreements in the scholarly work on that topic.

Within a scholarly work, the literature review situates the current work within the larger scholarly conversation and emphasizes how that particular scholarly work contributes to the conversation on the topic. The literature review portion may be as brief as a few paragraphs focusing on a narrow topic area.

When writing this type of literature review, it's helpful to start by identifying sources most relevant to your research question. A citation tracking database such as Web of Science can also help you locate seminal articles on a topic and find out who has more recently cited them. See "Your Literature Search" for more details.

A literature review may itself be a scholarly publication and provide an analysis of what has been written on a particular topic without contributing original research. These types of literature reviews can serve to help keep people updated on a field as well as helping scholars choose a research topic to fill gaps in the knowledge on that topic. Common types include:

Systematic Review

Systematic literature reviews follow specific procedures in some ways similar to setting up an experiment to ensure that future scholars can replicate the same steps. They are also helpful for evaluating data published over multiple studies. Thus, these are common in the medical field and may be used by healthcare providers to help guide diagnosis and treatment decisions. Cochrane Reviews are one example of this type of literature review.

Semi-Systematic Review

When a systematic review is not feasible, a semi-systematic review can help synthesize research on a topic or how a topic has been studied in different fields (Snyder 2019). Rather than focusing on quantitative data, this review type identifies themes, theoretical perspectives, and other qualitative information related to the topic. These types of reviews can be particularly helpful for a historical topic overview, for developing a theoretical model, and for creating a research agenda for a field (Snyder 2019). As with systematic reviews, a search strategy must be developed before conducting the review.

Integrative Review

An integrative review is less systematic and can be helpful for developing a theoretical model or to reconceptualize a topic. As Synder (2019) notes, " This type of review often re quires a more creative collection of data, as the purpose is usually not to cover all articles ever published on the topic but rather to combine perspectives and insights from di ff erent fi elds or research traditions" (p. 336).

Source: Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research. 104. 333-339. doi: 10.1016/j.jbusres.2019.07.039

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Types of Literature Review

There are many types of literature review. The choice of a specific type depends on your research approach and design. The following types of literature review are the most popular in business studies:

Narrative literature review , also referred to as traditional literature review, critiques literature and summarizes the body of a literature. Narrative review also draws conclusions about the topic and identifies gaps or inconsistencies in a body of knowledge. You need to have a sufficiently focused research question to conduct a narrative literature review

Systematic literature review requires more rigorous and well-defined approach compared to most other types of literature review. Systematic literature review is comprehensive and details the timeframe within which the literature was selected. Systematic literature review can be divided into two categories: meta-analysis and meta-synthesis.

When you conduct meta-analysis you take findings from several studies on the same subject and analyze these using standardized statistical procedures. In meta-analysis patterns and relationships are detected and conclusions are drawn. Meta-analysis is associated with deductive research approach.

Meta-synthesis, on the other hand, is based on non-statistical techniques. This technique integrates, evaluates and interprets findings of multiple qualitative research studies. Meta-synthesis literature review is conducted usually when following inductive research approach.

Scoping literature review , as implied by its name is used to identify the scope or coverage of a body of literature on a given topic. It has been noted that “scoping reviews are useful for examining emerging evidence when it is still unclear what other, more specific questions can be posed and valuably addressed by a more precise systematic review.” [1] The main difference between systematic and scoping types of literature review is that, systematic literature review is conducted to find answer to more specific research questions, whereas scoping literature review is conducted to explore more general research question.

Argumentative literature review , as the name implies, examines literature selectively in order to support or refute an argument, deeply imbedded assumption, or philosophical problem already established in the literature. It should be noted that a potential for bias is a major shortcoming associated with argumentative literature review.

Integrative literature review reviews , critiques, and synthesizes secondary data about research topic in an integrated way such that new frameworks and perspectives on the topic are generated. If your research does not involve primary data collection and data analysis, then using integrative literature review will be your only option.

Theoretical literature review focuses on a pool of theory that has accumulated in regard to an issue, concept, theory, phenomena. Theoretical literature reviews play an instrumental role in establishing what theories already exist, the relationships between them, to what degree existing theories have been investigated, and to develop new hypotheses to be tested.

At the earlier parts of the literature review chapter, you need to specify the type of your literature review your chose and justify your choice. Your choice of a specific type of literature review should be based upon your research area, research problem and research methods.  Also, you can briefly discuss other most popular types of literature review mentioned above, to illustrate your awareness of them.

[1] Munn, A. et. al. (2018) “Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach” BMC Medical Research Methodology

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Literature Review

Definition:

A literature review is a comprehensive and critical analysis of the existing literature on a particular topic or research question. It involves identifying, evaluating, and synthesizing relevant literature, including scholarly articles, books, and other sources, to provide a summary and critical assessment of what is known about the topic.

Types of Literature Review

Types of Literature Review are as follows:

• Narrative literature review : This type of review involves a comprehensive summary and critical analysis of the available literature on a particular topic or research question. It is often used as an introductory section of a research paper.
• Systematic literature review: This is a rigorous and structured review that follows a pre-defined protocol to identify, evaluate, and synthesize all relevant studies on a specific research question. It is often used in evidence-based practice and systematic reviews.
• Meta-analysis: This is a quantitative review that uses statistical methods to combine data from multiple studies to derive a summary effect size. It provides a more precise estimate of the overall effect than any individual study.
• Scoping review: This is a preliminary review that aims to map the existing literature on a broad topic area to identify research gaps and areas for further investigation.
• Critical literature review : This type of review evaluates the strengths and weaknesses of the existing literature on a particular topic or research question. It aims to provide a critical analysis of the literature and identify areas where further research is needed.
• Conceptual literature review: This review synthesizes and integrates theories and concepts from multiple sources to provide a new perspective on a particular topic. It aims to provide a theoretical framework for understanding a particular research question.
• Rapid literature review: This is a quick review that provides a snapshot of the current state of knowledge on a specific research question or topic. It is often used when time and resources are limited.
• Thematic literature review : This review identifies and analyzes common themes and patterns across a body of literature on a particular topic. It aims to provide a comprehensive overview of the literature and identify key themes and concepts.
• Realist literature review: This review is often used in social science research and aims to identify how and why certain interventions work in certain contexts. It takes into account the context and complexities of real-world situations.
• State-of-the-art literature review : This type of review provides an overview of the current state of knowledge in a particular field, highlighting the most recent and relevant research. It is often used in fields where knowledge is rapidly evolving, such as technology or medicine.
• Integrative literature review: This type of review synthesizes and integrates findings from multiple studies on a particular topic to identify patterns, themes, and gaps in the literature. It aims to provide a comprehensive understanding of the current state of knowledge on a particular topic.
• Umbrella literature review : This review is used to provide a broad overview of a large and diverse body of literature on a particular topic. It aims to identify common themes and patterns across different areas of research.
• Historical literature review: This type of review examines the historical development of research on a particular topic or research question. It aims to provide a historical context for understanding the current state of knowledge on a particular topic.
• Problem-oriented literature review : This review focuses on a specific problem or issue and examines the literature to identify potential solutions or interventions. It aims to provide practical recommendations for addressing a particular problem or issue.
• Mixed-methods literature review : This type of review combines quantitative and qualitative methods to synthesize and analyze the available literature on a particular topic. It aims to provide a more comprehensive understanding of the research question by combining different types of evidence.

Parts of Literature Review

Parts of a literature review are as follows:

Introduction

The introduction of a literature review typically provides background information on the research topic and why it is important. It outlines the objectives of the review, the research question or hypothesis, and the scope of the review.

Literature Search

This section outlines the search strategy and databases used to identify relevant literature. The search terms used, inclusion and exclusion criteria, and any limitations of the search are described.

Literature Analysis

The literature analysis is the main body of the literature review. This section summarizes and synthesizes the literature that is relevant to the research question or hypothesis. The review should be organized thematically, chronologically, or by methodology, depending on the research objectives.

Critical Evaluation

Critical evaluation involves assessing the quality and validity of the literature. This includes evaluating the reliability and validity of the studies reviewed, the methodology used, and the strength of the evidence.

The conclusion of the literature review should summarize the main findings, identify any gaps in the literature, and suggest areas for future research. It should also reiterate the importance of the research question or hypothesis and the contribution of the literature review to the overall research project.

The references list includes all the sources cited in the literature review, and follows a specific referencing style (e.g., APA, MLA, Harvard).

How to write Literature Review

Here are some steps to follow when writing a literature review:

• Define your research question or topic : Before starting your literature review, it is essential to define your research question or topic. This will help you identify relevant literature and determine the scope of your review.
• Conduct a comprehensive search: Use databases and search engines to find relevant literature. Look for peer-reviewed articles, books, and other academic sources that are relevant to your research question or topic.
• Evaluate the sources: Once you have found potential sources, evaluate them critically to determine their relevance, credibility, and quality. Look for recent publications, reputable authors, and reliable sources of data and evidence.
• Organize your sources: Group the sources by theme, method, or research question. This will help you identify similarities and differences among the literature, and provide a structure for your literature review.
• Analyze and synthesize the literature : Analyze each source in depth, identifying the key findings, methodologies, and conclusions. Then, synthesize the information from the sources, identifying patterns and themes in the literature.
• Write the literature review : Start with an introduction that provides an overview of the topic and the purpose of the literature review. Then, organize the literature according to your chosen structure, and analyze and synthesize the sources. Finally, provide a conclusion that summarizes the key findings of the literature review, identifies gaps in knowledge, and suggests areas for future research.
• Edit and proofread: Once you have written your literature review, edit and proofread it carefully to ensure that it is well-organized, clear, and concise.

Examples of Literature Review

Here’s an example of how a literature review can be conducted for a thesis on the topic of “ The Impact of Social Media on Teenagers’ Mental Health”:

• Start by identifying the key terms related to your research topic. In this case, the key terms are “social media,” “teenagers,” and “mental health.”
• Use academic databases like Google Scholar, JSTOR, or PubMed to search for relevant articles, books, and other publications. Use these keywords in your search to narrow down your results.
• Evaluate the sources you find to determine if they are relevant to your research question. You may want to consider the publication date, author’s credentials, and the journal or book publisher.
• Begin reading and taking notes on each source, paying attention to key findings, methodologies used, and any gaps in the research.
• Organize your findings into themes or categories. For example, you might categorize your sources into those that examine the impact of social media on self-esteem, those that explore the effects of cyberbullying, and those that investigate the relationship between social media use and depression.
• Synthesize your findings by summarizing the key themes and highlighting any gaps or inconsistencies in the research. Identify areas where further research is needed.
• Use your literature review to inform your research questions and hypotheses for your thesis.

For example, after conducting a literature review on the impact of social media on teenagers’ mental health, a thesis might look like this:

“Using a mixed-methods approach, this study aims to investigate the relationship between social media use and mental health outcomes in teenagers. Specifically, the study will examine the effects of cyberbullying, social comparison, and excessive social media use on self-esteem, anxiety, and depression. Through an analysis of survey data and qualitative interviews with teenagers, the study will provide insight into the complex relationship between social media use and mental health outcomes, and identify strategies for promoting positive mental health outcomes in young people.”

Reference: Smith, J., Jones, M., & Lee, S. (2019). The effects of social media use on adolescent mental health: A systematic review. Journal of Adolescent Health, 65(2), 154-165. doi:10.1016/j.jadohealth.2019.03.024

Reference Example: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, volume number(issue number), page range. doi:0000000/000000000000 or URL

Applications of Literature Review

some applications of literature review in different fields:

• Social Sciences: In social sciences, literature reviews are used to identify gaps in existing research, to develop research questions, and to provide a theoretical framework for research. Literature reviews are commonly used in fields such as sociology, psychology, anthropology, and political science.
• Natural Sciences: In natural sciences, literature reviews are used to summarize and evaluate the current state of knowledge in a particular field or subfield. Literature reviews can help researchers identify areas where more research is needed and provide insights into the latest developments in a particular field. Fields such as biology, chemistry, and physics commonly use literature reviews.
• Health Sciences: In health sciences, literature reviews are used to evaluate the effectiveness of treatments, identify best practices, and determine areas where more research is needed. Literature reviews are commonly used in fields such as medicine, nursing, and public health.
• Humanities: In humanities, literature reviews are used to identify gaps in existing knowledge, develop new interpretations of texts or cultural artifacts, and provide a theoretical framework for research. Literature reviews are commonly used in fields such as history, literary studies, and philosophy.

Role of Literature Review in Research

Here are some applications of literature review in research:

• Identifying Research Gaps : Literature review helps researchers identify gaps in existing research and literature related to their research question. This allows them to develop new research questions and hypotheses to fill those gaps.
• Developing Theoretical Framework: Literature review helps researchers develop a theoretical framework for their research. By analyzing and synthesizing existing literature, researchers can identify the key concepts, theories, and models that are relevant to their research.
• Selecting Research Methods : Literature review helps researchers select appropriate research methods and techniques based on previous research. It also helps researchers to identify potential biases or limitations of certain methods and techniques.
• Data Collection and Analysis: Literature review helps researchers in data collection and analysis by providing a foundation for the development of data collection instruments and methods. It also helps researchers to identify relevant data sources and identify potential data analysis techniques.
• Communicating Results: Literature review helps researchers to communicate their results effectively by providing a context for their research. It also helps to justify the significance of their findings in relation to existing research and literature.

Purpose of Literature Review

Some of the specific purposes of a literature review are as follows:

• To provide context: A literature review helps to provide context for your research by situating it within the broader body of literature on the topic.
• To identify gaps and inconsistencies: A literature review helps to identify areas where further research is needed or where there are inconsistencies in the existing literature.
• To synthesize information: A literature review helps to synthesize the information from multiple sources and present a coherent and comprehensive picture of the current state of knowledge on the topic.
• To identify key concepts and theories : A literature review helps to identify key concepts and theories that are relevant to your research question and provide a theoretical framework for your study.
• To inform research design: A literature review can inform the design of your research study by identifying appropriate research methods, data sources, and research questions.

Characteristics of Literature Review

Some Characteristics of Literature Review are as follows:

• Identifying gaps in knowledge: A literature review helps to identify gaps in the existing knowledge and research on a specific topic or research question. By analyzing and synthesizing the literature, you can identify areas where further research is needed and where new insights can be gained.
• Establishing the significance of your research: A literature review helps to establish the significance of your own research by placing it in the context of existing research. By demonstrating the relevance of your research to the existing literature, you can establish its importance and value.
• Informing research design and methodology : A literature review helps to inform research design and methodology by identifying the most appropriate research methods, techniques, and instruments. By reviewing the literature, you can identify the strengths and limitations of different research methods and techniques, and select the most appropriate ones for your own research.
• Supporting arguments and claims: A literature review provides evidence to support arguments and claims made in academic writing. By citing and analyzing the literature, you can provide a solid foundation for your own arguments and claims.
• I dentifying potential collaborators and mentors: A literature review can help identify potential collaborators and mentors by identifying researchers and practitioners who are working on related topics or using similar methods. By building relationships with these individuals, you can gain valuable insights and support for your own research and practice.
• Keeping up-to-date with the latest research : A literature review helps to keep you up-to-date with the latest research on a specific topic or research question. By regularly reviewing the literature, you can stay informed about the latest findings and developments in your field.

Advantages of Literature Review

There are several advantages to conducting a literature review as part of a research project, including:

• Establishing the significance of the research : A literature review helps to establish the significance of the research by demonstrating the gap or problem in the existing literature that the study aims to address.
• Identifying key concepts and theories: A literature review can help to identify key concepts and theories that are relevant to the research question, and provide a theoretical framework for the study.
• Supporting the research methodology : A literature review can inform the research methodology by identifying appropriate research methods, data sources, and research questions.
• Providing a comprehensive overview of the literature : A literature review provides a comprehensive overview of the current state of knowledge on a topic, allowing the researcher to identify key themes, debates, and areas of agreement or disagreement.
• Identifying potential research questions: A literature review can help to identify potential research questions and areas for further investigation.
• Avoiding duplication of research: A literature review can help to avoid duplication of research by identifying what has already been done on a topic, and what remains to be done.
• Enhancing the credibility of the research : A literature review helps to enhance the credibility of the research by demonstrating the researcher’s knowledge of the existing literature and their ability to situate their research within a broader context.

Limitations of Literature Review

Limitations of Literature Review are as follows:

• Limited scope : Literature reviews can only cover the existing literature on a particular topic, which may be limited in scope or depth.
• Publication bias : Literature reviews may be influenced by publication bias, which occurs when researchers are more likely to publish positive results than negative ones. This can lead to an incomplete or biased picture of the literature.
• Quality of sources : The quality of the literature reviewed can vary widely, and not all sources may be reliable or valid.
• Time-limited: Literature reviews can become quickly outdated as new research is published, making it difficult to keep up with the latest developments in a field.
• Subjective interpretation : Literature reviews can be subjective, and the interpretation of the findings can vary depending on the researcher’s perspective or bias.
• Lack of original data : Literature reviews do not generate new data, but rather rely on the analysis of existing studies.
• Risk of plagiarism: It is important to ensure that literature reviews do not inadvertently contain plagiarism, which can occur when researchers use the work of others without proper attribution.

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Literature Reviews

• Getting Started

Selecting a Review Type

Defining the scope of your review, four common types of reviews.

• Developing a Research Question
• Searching the Literature
• Searching Tips
• ChatGPT [beta]
• Documenting your Search
• Using Citation Managers
• Concept Mapping
• Writing the Review
• Further Resources

More Review Types

This article by Sutton & Booth (2019) explores 48 distinct types of Literature Reviews:

Which Review is Right for You?

The  Right Review tool  has questions about your lit review process and plans. It offers a qualitative and quantitative option. At completion, you are given a lit review type recommendation.

You'll want to think about the kind of review you are doing. Is it a selective or comprehensive review? Is the review part of a larger work or a stand-alone work ?

For example, if you're writing the Literature Review section of a journal article, that's a selective review which is part of a larger work. Alternatively, if you're writing a review article, that's a comprehensive review which is a stand-alone work. Thinking about this will help you develop the scope of the review.

This exercise will help define the scope of your Literature Review, setting the boundaries for which literature to include and which to exclude.

A FEW GENERAL CONSIDERATIONS WHEN DEFINING SCOPE

• Which populations to investigate — this can include gender, age, socio-economic status, race, geographic location, etc., if the research area includes humans.
• What years to include — if researching the legalization of medicinal cannabis, you might only look at the previous 20 years; but if researching dolphin mating practices, you might extend many more decades.
• Which subject areas — if researching artificial intelligence, subject areas could be computer science, robotics, or health sciences
• How many sources  — a selective review for a class assignment might only need ten, while a comprehensive review for a dissertation might include hundreds. There is no one right answer.
• There will be many other considerations that are more specific to your topic. 

Most databases will allow you to limit years and subject areas, so look for those tools while searching. See the Searching Tips tab for information on how use these tools.

LITERATURE REVIEW

• Often used as a generic term to describe any type of review
• More precise definition:  Published materials that provide an examination of published literature . Can cover wide range of subjects at various levels of comprehensiveness.
• Identifies gaps in research, explains importance of topic, hypothesizes future work, etc.
• Usually written as part of a larger work like a journal article or dissertation

SCOPING REVIEW

• Conducted to address broad research questions with the goal of understanding the extent of research that has been conducted.
• Provides a preliminary assessment of the potential size and scope of available research literature. It aims to identify the nature and extent of research evidence (usually including ongoing research) 
• Doesn't assess the quality of the literature gathered (i.e. presence of literature on a topic shouldn’t be conflated w/ the quality of that literature)
• " Preparing scoping reviews for publication using methodological guides and reporting standards " is a great article to read on Scoping Reviews

SYSTEMATIC REVIEW

• Common in the health sciences ( Taubman Health Sciences Library guide to Systematic Reviews )
• Goal: collect all literature that meets specific criteria (methodology, population, treatment, etc.) and then appraise its quality and synthesize it
• Follows strict protocol for literature collection, appraisal and synthesis
• Typically performed by research teams 
• Takes 12-18 months to complete
• Often written as a stand alone work

META-ANALYSIS

• Goes one step further than a systematic review by statistically combining the results of quantitative studies to provide a more precise effect of the results. 
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Review Typologies

There are many types of evidence synthesis projects, including systematic reviews as well as others. The selection of review type is wholly dependent on the research question. Not all research questions are well-suited for systematic reviews.

• Review Typologies (from LITR-EX) This site explores different review methodologies such as, systematic, scoping, realist, narrative, state of the art, meta-ethnography, critical, and integrative reviews. The LITR-EX site has a health professions education focus, but the advice and information is widely applicable.

Review the table to peruse review types and associated methodologies. Librarians can also help your team determine which review type might be appropriate for your project. 

Reproduced from Grant, M. J. and Booth, A. (2009), A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26: 91-108.  doi:10.1111/j.1471-1842.2009.00848.x

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Literature Review: Types of Literature Reviews

• Literature Review
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Types of Literature Reviews

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• Know the Difference! Systematic Review vs. Literature Review

It is important to think of knowledge in a given field as consisting of three layers.

• First, there are the primary studies that researchers conduct and publish.
• Second, are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the original studies.
• Third, there are the perceptions, conclusions, opinions, and interpretations that are shared informally that become part of the lore of the field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews.

Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are several approaches to how they can be done, depending upon the type of analysis underpinning your study. Listed below are definitions of types of literature reviews:

Argumentative Review      This form examines literature selectively in order to support or refute an argument, deeply embedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to make summary claims of the sort found in systematic reviews.

Integrative Review      Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication.

Historical Review      Few things rest in isolation from historical precedent. Historical reviews are focused on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomenon emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review      A review does not always focus on what someone said [content], but how they said it [method of analysis]. This approach provides a framework of understanding at different levels (i.e. those of theory, substantive fields, research approaches, and data collection and analysis techniques), enables researchers to draw on a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection and data analysis, and helps highlight many ethical issues which we should be aware of and consider as we go through our study.

Systematic Review      This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyze data from the studies that are included in the review. Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?"

Theoretical Review      The purpose of this form is to concretely examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomenon. The theoretical literature review help establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

* Kennedy, Mary M. "Defining a Literature." Educational Researcher 36 (April 2007): 139-147.

All content is from The Literature Review created by Dr. Robert Larabee USC

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Literature Reviews, Introduction to Different Types of

There are many different types of literature reviews, each with its own approach, analysis, and purpose. To confuse matters, these types aren't named consistently. The following are some of the more common types of literature reviews.

These are more rigorous, with some level of appraisal:

• The Systematic Review is important to health care and medical trials, and other subjects where methodology and data are important. Through rigorous review and analysis of literature that meets a specific criteria, the systematic review identifies and compares answers to health care related questions. The systematic review may include meta-analysis and meta-synthesis, which leads us to...
• The Quantitative or Qualitative Meta-analysis Review can both make up the whole or part of systematic review(s). Both are thorough and comprehensive in condensing and making sense of a large body of research. The quantitative meta-analysis reviews quantitative research, is objective, and includes statistical analysis. The qualitative meta-analysis reviews qualitative research, is subjective (or evaluative, or interpretive), and identifies new themes or concepts.

These don't always include a formal assessment or analysis:

• The Literature Review (see our Literature Review video) or Narrative Review often appears as a chapter in a thesis or dissertation. It describes what related research has already been conducted, how it informs the thesis, and how the thesis fits into the research in the field. (See https://student.unsw.edu.au/writing-critical-review for more information.)
• The Critical Review is like a literature review, but requires a more detailed examination of the literature, in order to compare and evaluate a number of perspectives.
• The Scoping Review is often used at the beginning of an article, dissertation or research proposal. It is conducted before the research begins, and sets the stage for this research by highlighting gaps in the literature, and explaining the need for the research about to be conducted, which is presented in the remainder of the article.
• The Conceptual Review groups articles according to concepts, or categories, or themes. It identifies the current 'understanding' of the given research topic, discusses how this understanding was reached, and attempts to determine whether a greater understanding can be suggested. It provides a snapshot of where things are with this particular field of research.
• The State-of-the-Art Review is conducted periodically, with a focus on the most recent research. It describes what is currently known, understood, or agreed upon regarding the research topic, and highlights where are there still disagreements.

Source: Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal , 26 (2), 91-108. http://doi.org/10.1111/j.1471-1842.2009.00848.x

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Types of Literature Reviews : Home

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• Types of Literature Reviews

Need More Help?

• Knowledge Synthesis Support
• Literature Search Request
• The Right Review for You - Workshop Recording (YouTube) 27min video From UHN Libraries Recorded Nov 2021
• The Screening Phase for Reviews Tutorial This tutorial presents information on the screening process for systematic reviews or other knowledge syntheses, and contains a variety of resources for successfully preparing to complete this important research stage.
• Workshops Find more UHN Libraries workshops, live and on-demand, and other learning opportunities helpful for knowledge synthesis projects.

How to Choose Your Review Method

TREAD* Lightly and Consider...

• Available T ime for conducting your review
• Any R esource constraints within which you must deliver your review
• Any requirements for specialist E xpertise in order to complete the review
• The requirements of the A udience for your review and its intended purpose
• The richness, thickness and availability of D ata within included studies

* Booth A, Sutton A, Papaioannou D.  Systematic approaches to a successful literature review.  2nd edition.  Los Angeles, CA:  Sage, 2016.  (p.36)

How do I write a Review Protocol?

• What is a Protocol? (UofT)
• Guidance on Registering a Review with PROSPERO

Writing Resources

• Advice on Academic Writing (University of Toronto)
• How to write a great research paper using reporting guidelines (EQUATOR Network)
• Instructions to Authors in the Health Sciences
• Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly work in Medical Journals (ICMJE)
• Writing resources guide (BMC)

What is a Literature Review?

A literature review provides an overview of what's been written about a specific topic. It is a generic term. There are many different types of literature reviews which can cover a wide range of subjects at various levels of completeness and comprehensiveness. Choosing the type of review you wish to conduct will depend on the purpose of your review, and the time and resources you have available.

This page will provide definitions of some of the most common review types in the health sciences and links to relevant reporting guidelines or methodological papers.

Grant MJ, Booth A. A typology of reviews: an analysis of 14 review types and associated methodologies . Health Information & Libraries Journal . 2009 Jun 1;26(2):91-108. 

• Summary of Five Types of Reviews Table summarizing the characteristics, guidelines etc. of 5 common types of review article.

Traditional (Narrative) Review

Traditional (narrative) literature reviews provide a broad overview of a research topic with no clear methodological approach. Information is collected and interpreted unsystematically with subjective summaries of findings. Authors aim to describe and discuss the literature from a contextual or theoretical point of view. Although the reviews may be conducted by topic experts, due to preconceived ideas or conclusions, they could be subject to bias. This sort of literature review can be appropriate if you have a broad topic area, are working on your own, or have time constraints.

Agarwal S, Charlesworth M, Elrakhawy M. How to write a narrative review . Anaesthesia . 2023;78(9):1162-1166. doi:10.1111/anae.16016

Green BN, Johnson CD, Adams A. Writing narrative literature reviews for peer-reviewed journals: secrets of the trade . Journal of Chiropractic Medicine . 2006;5(3):101-117. doi:10.1016/S0899-3467(07)60142-6.

Ferrari R. Writing narrative style literature reviews . Medical Writing. 2015 Dec 1;24(4):230-5.

Greenhalgh T, Thorne S, Malterud K. Time to challenge the spurious hierarchy of systematic over narrative reviews ? European journal of clinical investigation . 2018;48:e12931.

Knowledge Synthesis

• What is Knowledge Synthesis?
• Learn more!

CIHR Definition of Knowledge Syntheses:

“The contextualization and integration of research findings of individual research studies within the larger body of knowledge on the topic. A synthesis must be reproducible and transparent in its methods, using quantitative and/or qualitative methods.”  - A Guide to Knowledge Synthesis, CIHR

Grimshaw J. A Guide to Knowledge Synthesis [Internet]. CIHR. Canadian Institutes of Health Research; 2010.

Canadian Institutes of Health Research. Synthesis Resources [Internet]. CIHR. Canadian Institutes of Health Research; 2013.

Booth A, Noyes J, Flemming K, Gerhardus A, Wahlster P, van der Wilt, Gert Jan, et al.  Structured methodology review identified seven (RETREAT) criteria for selecting qualitative evidence synthesis approaches . Journal of clinical epidemiology. 2018;99:41-52.

Kastner M, Tricco AC, Soobiah C, et al. What is the most appropriate knowledge synthesis method to conduct a review? Protocol for a scoping review . BMC Medical Research Methodology . 2012;12:114. doi:10.1186/1471-2288-12-114.

Kastner M, Antony J, Soobiah C, Straus SE, Tricco AC. Conceptual recommendations for selecting the most appropriate knowledge synthesis method to answer research questions related to complex evidence . Journal of Clinical Epidemiology . 2016;73:43-49.

Knowledge Synthesis Support at UHN

Common Types of Knowledge Syntheses

• Systematic Reviews
• Meta-Analysis
• Scoping Reviews
• Rapid or Restricted Reviews
• Clinical Practice Guidelines
• Realist Reviews
• Mixed Methods Reviews
• Qualitative Synthesis
• Narrative Synthesis

A systematic review attempts to identify, appraise and synthesize all the empirical evidence that meets pre-specified eligibility criteria to answer a given research question. Researchers conducting systematic reviews use explicit methods aimed at minimizing bias, in order to produce more reliable findings that can be used to inform decision making. (See Section 1.2 in the Cochrane Handbook for Systematic Reviews of Interventions .)

A systematic review is not the same as a traditional (narrative) review or a literature review. Unlike other kinds of reviews, systematic reviews must be as thorough and unbiased as possible, and must also make explicit how the search was conducted. Systematic reviews may or may not include a meta-analysis.

On average, a systematic review project takes a year. If your timelines are shorter, you may wish to consider other types of synthesis projects or a traditional (narrative) review. See suggested timelines for a Cochrane Review for reference.

Systematic Review Overview (UHN)

Systematic Review Overview workshop recording (UHN)

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)

Greyson D, Rafferty E, Slater L, et al. Systematic review searches must be systematic, comprehensive, and transparent: a critique of Perman et al. BMC public health . 2019;19:153.

Ioannidis J. P. (2016). The Mass Production of Redundant, Misleading, and Conflicted Systematic Reviews and Meta-analyses . The Milbank quarterly , 94 (3), 485-514.

A subset of systematic reviews. Meta-analysis is a technique that statistically combines the results of quantitative studies to provide a more precise effect of the results.

"..a form of knowledge synthesis that addresses an exploratory research question aimed at mapping key concepts, types of evidence, and gaps in research related to a defined area or field by systematically searching, selecting and synthesizing existing knowledge." (Colquhoun, HL et al., 2014)

Arksey, H., & O'Malley, L. (2005). Scoping studies: Towards a methodological framework .   International Journal of Social Research Methodology: Theory and Practice , 8 (1), 19-32. doi:10.1080/1364557032000119616.

Levac, D., Colquhoun, H. & O'Brien, K.K. Scoping studies: advancing the methodology . Implementation Sci 5 , 69 (2010). https://doi.org/10.1186/1748-5908-5-69

Colquhoun, H. L., Levac, D., O'Brien, K. K., Straus, S., Tricco, A. C., Perrier, L., . . . Moher, D. (2014). Scoping reviews: Time for clarity in definition, methods, and reporting . Journal of Clinical Epidemiology , 67(12), 1291-1294. doi:10.1016/j.jclinepi.2014.03.013.

Peters MD, Godfrey CM, Khalil H, McInerney P, Parker D, Soares CB. Guidance for conducting systematic scoping reviews . Int.J.Evid Based.Healthc . 2015 Sep;13(3):141-146.

Peters MDJ, Godfrey C, McInerney P, Munn Z, Tricco AC, Khalil, H. Chapter 11: Scoping Reviews (2020 version). In: Aromataris E, Munn Z (Editors). JBI Manual for Evidence Synthesis , JBI, 2020.

Tricco AC, Lillie E, Zarin W, O'Brien KK, Colquhoun H, Levac D, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation . Ann Intern Med . [Epub ahead of print ] doi: 10.7326/M18-0850.

“…a type of knowledge synthesis in which systematic review processes are accelerated and methods are streamlined to complete the review more quickly than is the case for typical systematic reviews. Rapid reviews take an average of 5–12 weeks to complete, thus providing evidence within a shorter time frame required for some health policy and systems decisions.” (Tricco AC et al., 2017)

Ganann R, Ciliska D, Thomas H. Expediting systematic reviews: methods and implications of rapid reviews . Implementation Science : IS . 2010;5:56. doi:10.1186/1748-5908-5-56.

Langlois EV, Straus SE, Antony J, King VJ, Tricco AC. Using rapid reviews to strengthen health policy and systems and progress towards universal health coverage . BMJ Global Health . 2019;4:e001178.

Tricco AC, Langlois EV, Straus SE, editors. Rapid reviews to strengthen health policy and systems: a practical guide . Geneva: World Health Organization; 2017. Licence: CC BY-NC-SA 3.0 IGO.

Watt A, Cameron A, Sturm L, Lathlean T , Babidge W, Blamey S, et al. Rapid reviews versus full systematic reviews: An inventory of current methods and practice in health technology assessment . International Journal of Technology Assessment in Health Care . 2008;24(2):133-9.

“Clinical practice guidelines are systematically developed statements to assist practitioner and patient decisions about appropriate health care for specific clinical circumstances.” Source: Institute of Medicine. (1990). Clinical Practice Guidelines: Directions for a New Program, M.J. Field and K.N. Lohr (eds.) Washington, DC: National Academy Press. Page 38.

–Disclosure of any author conflicts of interest

AGREE Reporting Checklist

Alonso-Coello, P., Oxman, A. D., Moberg, J., Brignardello-Petersen, R., Akl, E. A., Davoli, M., ... & Guyatt, G. H. (2016). GRADE Evidence to Decision (EtD) frameworks: a systematic and transparent approach to making well informed healthcare choices. 2: Clinical practice guidelines . BMJ , 353 , i2089.

Pawson R, Greenhalgh T, Harvey G, Walshe K. Realist review - a new method of systematic review designed for complex policy interventions . Journal of Health Services Research & Policy . 2005;10:21-34.

Rycroft-Malone J, McCormack B, Hutchinson AM, et al. Realist synthesis: illustrating the method for implementation research . Implementation science : IS . 2012;7:33.

Wong G, Greenhalgh T, Westhorp G, Pawson R. Realist methods in medical education research: what are they and what can they contribute? Medical Education . 2012;46(1):89-96.

"Mixed-methods systematic reviews can be defined as combining the findings of qualitative and quantitative studies within a single systematic review to address the same overlapping or complementary review questions." (Harden A, 2010)

Harden A.   Mixed-Methods Systematic Reviews: Integrating quantitative and qualitative findings .   NCDDR:FOCUS. 2010.

Lizarondo L, Stern C, Apostolo J, et al. Five common pitfalls in mixed methods systematic reviews: lessons learned . J Clin Epidemiol . 2022;148:178-183. doi:10.1016/j.jclinepi.2022.03.014

Pluye P, Hong QN. Combining the power of stories and the power of numbers: mixed methods research and mixed studies reviews . Annual review of public health . 2014;35:29-45.

Pearson A, White H, Bath-Hextall F, Salmond S, Apostolo J, Kirkpatrick P. A mixed-methods approach to systematic reviews . International journal of evidence-based healthcare . 2015;13:121-131.

The Joanna Briggs Institute 2014 Reviewers Manual: Methodology for JBI Mixed Methods Systematic Reviews .

There are various methods for integrating the results from qualitative studies. "Systematic reviews of qualitative research have an important role in informing the delivery of evidence-based healthcare. Qualitative systematic reviews have investigated the culture of communities, exploring how consumers experience, perceive and manage their health and journey through the health system, and can evaluate components and activities of health services such as health promotion and community development." (Lockwood C et al., 2015)

Booth A, Noyes J, Flemming K, Gerhardus A, Wahlster P, van der Wilt, Gert Jan, et al. Structured methodology review identified seven (RETREAT) criteria for selecting qualitative evidence synthesis approaches . Journal of clinical epidemiology. 2018;99:41-52.

Ring N, Jepson R, Ritchie K. Methods of synthesizing qualitative research studies for health technology assessment . International Journal of Technology Assessment in Health Care . 2011;27:384-390.

Lockwood C, Munn Z, Porritt K. Qualitative research synthesis: methodological guidance for systematic reviewers utilizing meta-aggregation . International journal of evidence-based healthcare . 2015;13:179-187.

France EF, Cunningham M, Ring N, et al. Improving reporting of meta-ethnography: The eMERGe reporting guidance . Journal of advanced nursing . 2019.

Barnett-Page E, Thomas J. Methods for the synthesis of qualitative research: a critical review . BMC Med Res Methodol . 2009;9:59. Published 2009 Aug 11. doi:10.1186/1471-2288-9-59.

Thomas J, Harden A. Methods for the thematic synthesis of qualitative research in systematic reviews . BMC Med Res Methodol . 2008;8:45. Published 2008 Jul 10. doi:10.1186/1471-2288-8-45

Lewin S, Booth A, Glenton C, et al. Applying GRADE-CERQual to qualitative evidence synthesis findings: introduction to the series . Implementation science : IS . 2018;13:2.

"Narrative synthesis refers to an approach to the systematic review and synthesis of findings from multiple studies that relies primarily on the use of words and text to summarise and explain the findings of the synthesis. Whilst narrative synthesis can involve the manipulation of statistical data, the defining characteristic is that it adopts a textual approach to the process of synthesis to ‘tell the story’ of the findings from the included studies." (Popay J, 2006)

Tricco AC, Soobiah C, Antony J, et al. A scoping review identifies multiple emerging knowledge synthesis methods, but few studies operationalize the method . Journal of Clinical Epidemiology . 2016;73:19-28.

Popay J, Roberts H, Sowden A, Petticrew M, Arai L, Rodgers M, et al. Guidance on the conduct of narrative synthesis in systematic reviews . Lancaster: ESRC Research Methods Programme; 2006.

Snilstveit B, Oliver S, Vojtkova M. Narrative approaches to systematic review and synthesis of evidence for international development policy and practice . Journal of development effectiveness . 2012 Sep 1;4(3):409-29. 

Lucas PJ, Baird J, Arai L, Law C, Roberts HM. Worked examples of alternative methods for the synthesis of qualitative and quantitative research in systematic reviews . BMC medical research methodology . 2007 Dec;7(1):4.

Ryan R. Cochrane Consumer sand Communication Review Group. Cochrane Consumers and Communication Review Group: data synthesis and analysis . June 2013.

• Last Updated: May 8, 2024 10:29 AM
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Systematic Reviews & Evidence Synthesis Methods

Types of reviews.

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Not sure what type of review you want to conduct?

There are many types of reviews ---  narrative reviews ,  scoping reviews , systematic reviews, integrative reviews, umbrella reviews, rapid reviews and others --- and it's not always straightforward to choose which type of review to conduct. These Review Navigator tools (see below) ask a series of questions to guide you through the various kinds of reviews and to help you determine the best choice for your research needs.

• Which review is right for you? (Univ. of Manitoba)
• What type of review is right for you? (Cornell)
• Review Ready Reckoner - Assessment Tool (RRRsAT)
• A typology of reviews: an analysis of 14 review types and associated methodologies. by Grant & Booth
• Meeting the review family: exploring review types and associated information retrieval requirements | Health Info Libr J, 2019

Reproduced from Grant MJ, Booth A. A typology of reviews: an analysis of 14 review types and associated methodologies . Health Info Libr J. 2009 Jun;26(2):91-108. doi: 10.1111/j.1471-1842.2009.00848.x

• Last Updated: Apr 9, 2024 8:57 PM
• URL: https://guides.lib.utexas.edu/systematicreviews

How to Write a Literature Review

What is a literature review.

• What Is the Literature
• Writing the Review

A literature review is much more than an annotated bibliography or a list of separate reviews of articles and books. It is a critical, analytical summary and synthesis of the current knowledge of a topic. Thus it should compare and relate different theories, findings, etc, rather than just summarize them individually. In addition, it should have a particular focus or theme to organize the review. It does not have to be an exhaustive account of everything published on the topic, but it should discuss all the significant academic literature and other relevant sources important for that focus.

This is meant to be a general guide to writing a literature review: ways to structure one, what to include, how it supplements other research. For more specific help on writing a review, and especially for help on finding the literature to review, sign up for a Personal Research Session .

The specific organization of a literature review depends on the type and purpose of the review, as well as on the specific field or topic being reviewed. But in general, it is a relatively brief but thorough exploration of past and current work on a topic. Rather than a chronological listing of previous work, though, literature reviews are usually organized thematically, such as different theoretical approaches, methodologies, or specific issues or concepts involved in the topic. A thematic organization makes it much easier to examine contrasting perspectives, theoretical approaches, methodologies, findings, etc, and to analyze the strengths and weaknesses of, and point out any gaps in, previous research. And this is the heart of what a literature review is about. A literature review may offer new interpretations, theoretical approaches, or other ideas; if it is part of a research proposal or report it should demonstrate the relationship of the proposed or reported research to others' work; but whatever else it does, it must provide a critical overview of the current state of research efforts. 

Literature reviews are common and very important in the sciences and social sciences. They are less common and have a less important role in the humanities, but they do have a place, especially stand-alone reviews.

Types of Literature Reviews

There are different types of literature reviews, and different purposes for writing a review, but the most common are:

• Stand-alone literature review articles . These provide an overview and analysis of the current state of research on a topic or question. The goal is to evaluate and compare previous research on a topic to provide an analysis of what is currently known, and also to reveal controversies, weaknesses, and gaps in current work, thus pointing to directions for future research. You can find examples published in any number of academic journals, but there is a series of Annual Reviews of *Subject* which are specifically devoted to literature review articles. Writing a stand-alone review is often an effective way to get a good handle on a topic and to develop ideas for your own research program. For example, contrasting theoretical approaches or conflicting interpretations of findings can be the basis of your research project: can you find evidence supporting one interpretation against another, or can you propose an alternative interpretation that overcomes their limitations?
• Part of a research proposal . This could be a proposal for a PhD dissertation, a senior thesis, or a class project. It could also be a submission for a grant. The literature review, by pointing out the current issues and questions concerning a topic, is a crucial part of demonstrating how your proposed research will contribute to the field, and thus of convincing your thesis committee to allow you to pursue the topic of your interest or a funding agency to pay for your research efforts.
• Part of a research report . When you finish your research and write your thesis or paper to present your findings, it should include a literature review to provide the context to which your work is a contribution. Your report, in addition to detailing the methods, results, etc. of your research, should show how your work relates to others' work.

A literature review for a research report is often a revision of the review for a research proposal, which can be a revision of a stand-alone review. Each revision should be a fairly extensive revision. With the increased knowledge of and experience in the topic as you proceed, your understanding of the topic will increase. Thus, you will be in a better position to analyze and critique the literature. In addition, your focus will change as you proceed in your research. Some areas of the literature you initially reviewed will be marginal or irrelevant for your eventual research, and you will need to explore other areas more thoroughly. 

Examples of Literature Reviews

See the series of Annual Reviews of *Subject* which are specifically devoted to literature review articles to find many examples of stand-alone literature reviews in the biomedical, physical, and social sciences. 

Research report articles vary in how they are organized, but a common general structure is to have sections such as:

• Abstract - Brief summary of the contents of the article
• Introduction - A explanation of the purpose of the study, a statement of the research question(s) the study intends to address
• Literature review - A critical assessment of the work done so far on this topic, to show how the current study relates to what has already been done
• Methods - How the study was carried out (e.g. instruments or equipment, procedures, methods to gather and analyze data)
• Results - What was found in the course of the study
• Discussion - What do the results mean
• Conclusion - State the conclusions and implications of the results, and discuss how it relates to the work reviewed in the literature review; also, point to directions for further work in the area

Here are some articles that illustrate variations on this theme. There is no need to read the entire articles (unless the contents interest you); just quickly browse through to see the sections, and see how each section is introduced and what is contained in them.

The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects , in The Journal of Human Resources , v. 34 no. 2 (Spring 1999), p. 268-293.

This article has a standard breakdown of sections:

• Introduction
• Literature Review
• Some discussion sections

First Encounters of the Bureaucratic Kind: Early Freshman Experiences with a Campus Bureaucracy , in The Journal of Higher Education , v. 67 no. 6 (Nov-Dec 1996), p. 660-691.

This one does not have a section specifically labeled as a "literature review" or "review of the literature," but the first few sections cite a long list of other sources discussing previous research in the area before the authors present their own study they are reporting.

• Next: What Is the Literature >>
• Last Updated: Jan 11, 2024 9:48 AM
• URL: https://libguides.wesleyan.edu/litreview

Types of Literature Reviews

Barry Mauer and John Venecek

Strategies for Getting Started

Composition guidelines, how to locate reviews by discipline.

We also provide the following activities:

Types of Literature Reviews [Refresher]

The previous page provided an introduction to literature reviews and guidelines for determining the scope and purpose of your review. Next, we take a look at the different types of literature reviews and why a researcher might select one type over another.

A literature review helps your reader understand the relationship of your research project to the work of other scholars. It covers the existing knowledge about a problem, and allows you to show the relevance/significance of your contribution to the discussion. Your reader may or may not have read scholarly literature about the theories, methodologies, and literary works you are discussing. But they want to know that you have read it and have thought about it. Your literature review provides not only a summary of the existing scholarship for readers; it also offers your perspective on it.

In general, literature reviews occur in the first half of a research paper, after the introduction. The literature review familiarizes your reader with the relevant scholarly discussion that has occurred to this time, and in the second half of your paper, you introduce your contribution to the discussion.

Not all humanities research projects contain literature reviews, but many do. Keep in mind that the type of literature review you choose (see list below) pertains to the secondary research – other scholarly sources – and not to the primary literary work. For instance, a literature review about Kate Chopin’s writing will be your thoughts about the scholarship on Chopin and not about Chopin’s text itself. You are summarizing what you see in the scholarly literature about Chopin’s writing. The literature review puts you in the position of authority not just on Chopin’s writing but on the scholarship about her writing. You are seeking to understand what scholars have said about her work. Scholars might belong to different schools of thought (psychoanalytic, feminist, Marxist, etc.). They might make different arguments about Chopin. They might use different methodological approaches. 

If your research involves two or more theories, such as psychology and genre studies, you may need to create multiple literature reviews, one for each theory or methodology. If the theories overlap with each other significantly (i.e., Marxism and Cultural Studies), you may combine them. Your literature review need not include everything about the subject area – you would need to write a book to cover a single theory – but only those concepts and methods that are most relevant to your research problem.

Factors to Consider When Developing Your Literature Review

• Determine the Scope : How broad or narrow should your literature review be? You may want to focus on recent scholarship only, or on a particular school of thought in the literature. Your scope is determined by your purpose; what is it you aim to achieve with your research?
• Establish Criteria : We discussed the importance of defining the purpose and scope of your review on the previous page, but it’s worth reviewing here as well. This step will help you establish important criteria and focus your searching. For example, how many sources will you need? What types of sources (primary, secondary, statistics, media)? Is currency important? Do you know who the prominent authors or theorists are in your subject area? Take some time to map out these or other important factors before you begin searching journals and databases.
• Consider Your Audience : Unlike a work cited page or an annotated bibliography, both of which are lists of sources, a literature review is essayistic and can be considered a precursor to your final paper. Therefore, it should be written in your own voice, and it should be geared toward a specific audience. Considering audience during this early stage will help focus your final paper as well.
• Find Models : We’ll discuss the different types of literature reviews and how to locate examples in the section below. However, even if you’re undecided about what type of review will work best for you, you may want to review some example literature reviews to get a sense of what they look like before you begin your own.

One piece of advice before starting: look for existing literature reviews on your area of scholarship. You can build on the work that other scholars have put into reviewing the scholarly literature. There’s no need to completely “reinvent the wheel” if some of the work is already done.

Scholars sometimes publish “stand-alone” literature reviews that are not part of a larger work; such literature reviews are valuable contributions to the field, as they summarize the state of knowledge for other scholars.

Maria J. Grant and Andrew Booth’s “A Typology of Reviews” identifies 14 distinct types of literature reviews. Further, the UCLA library created a chart to complement the article and for easy comparison of those 14 types of reviews. This section provides a brief summary of the most common literature reviews. For a more complete analysis, please see the full article and the chart .

To choose the most appropriate structure, put yourself in your reader’s shoes and think through their need for information. The literature review is about providing context for your contribution. How much context do people need? Keep it to the minimum necessary; compressing a lot of information into a small amount of text is a must.

These structures are not meant to be straightjackets but tools to help you organize your research. If you find that the tool is working, then keep using it. If not, switch tools or modify the one you are using. Keep in mind that the types of literature reviews are just different ways of organizing information. So, you can discuss literary trends without organizing your review of secondary literature by trend; your discussion can be organized by theory or theme, for examples. In our literature reviews, we are not recounting other scholars’ arguments at length but merely providing key concepts so we can summarize the discussion so far and position our own claims. You don’t have to adhere strictly to one structure or another. They are just organizing tools that help you manage your material (and help your reader make sense of it).

Types of Reviews

• Traditional or narrative reviews : This approach will generate a comprehensive, critical analysis of the published research on your topic. However, rather than merely compiling as many sources as possible, use this approach to establish a theoretical framework for your paper, establish trends, and identify gaps in the research. This process should bring your research question into clearer focus and help define a thesis that you will argue for in your paper. This is perhaps the most common and general type of literature review. The examples listed below are all designed to serve a more specific purpose.
• Argumentative : The purpose of an argumentative literature review is to select sources for the purpose of supporting or refuting a specific claim. While this type of review can help the author make a strong case for or against an issue, they can also be prone to claims of bias. Later in this textbook, we will read about the distinction between warranted and unwarranted bias . One is ok and the other is not.
• Chronological : A chronological review is used when the author wants to demonstrate the progression of how a theory, methodology, or issue has progressed over time. This method is most effective when there is a clear chronological path to the research about a specific historical event or trend as opposed to a more recursive theoretical concept.
• By trend : This is similar to the chronological approach except it focuses on clearly-defined trends rather than date ranges. This would be most appropriate if you want to illustrate changing perspectives or attitudes about a given issue when specific date ranges are less important than the ebb and flow of the trend.
• Thematic : In this type of literature review, the author will select specific themes that he or she feels are important to understanding a larger topic or concept. Then, the author will organize the sources around those themes, which are often based on relevance or importance. The value of this method is that the process of organizing the review by theme is similar to constructing an argument. This can help the author see how resources connect to each other and determine how as well as why specific sources support their thesis.
• Theoretical : The goal of this type of review is to examine how theory has shaped the research on a given topic. It establishes existing theoretical models, their connections, and how extensively they have been developed in the published research. For example, Jada applied critical race theory to her analysis of Sonny’s Blues , but she might also consider conducting a more comprehensive review of other theoretical frameworks such as feminism, Marxism, or postmodernism. Doing so could provide insight into alternate readings, and help her identify theoretical gaps such as unexplored or under-developed approaches to Baldwin’s work.
• Methodological : The approach focuses on the various methodologies used by researchers in a specific area rather than an analysis of their findings. In this case, you would create a framework of approaches to data collection related to your topic or research question. This is perhaps more common in education or the social and hard sciences where published research often includes a methods section, but it is sometimes appropriate for the digital humanities as well.
• Scoping : The aim of a scoping review is to provide a comprehensive overview or map of the published research or evidence related to a research question. This might be considered a prelude to a systematic review that would take the scoping review one step further toward answering a clearly defined research question. See below for more details.
• Systematic : The systematic review is most appropriate when you have a clearly-defined research question and have established criteria for the types of sources you need. In this way, the systematic review is less exploratory than other types of reviews. Rather, it is comprehensive, strategic, and focused on answering a specific research question. For this reason, the systematic review is more common in the health and social sciences, where comprehensiveness is more important. Literature reviews in the Humanities are not usually exhaustive but tend to show only the most representative or salient developments in the scholarship.
• Meta-analysis : Does your research deal with statistics or large amounts of data? If so, then a meta-analysis might be best for you rather than providing a critical review, the meta-analysis will summarize and synthesize the results of numerous studies that involve statistics or data to provide a more comprehensive picture than would be possible from just one study.

An argumentative literature review presents and takes sides in scholarly arguments about the literary work. It makes arguments about other scholars’ work. It does not necessarily involve a claim that the literary work is itself making an argument. Likewise, a chronological literature review presents the scholarly literature in chronological order.

You don’t need to keep strictly to one type. Scholars often combine features from various types of literature reviews. A sample review that combines the follow types –

• Argumentative
• Theoretical
• Methodological

– is the excellent work of Eiranen, Reetta, Mari Hatavara, Ville Kivimäki, Maria Mäkelä & Raisa Maria Toivo (2022) “ Narrative and Experience: Interdisciplinary Methodologies between History and Narratology , ” Scandinavian Journal of History , 47:1, 1-15

When writing your literature review, please follow these pointers:

• Conduct systematic searches
• Use Evidence
• Be Selective
• Use Quotes Sparingly
• Summarize & Synthesize
• Use Caution when Paraphrasing
• Use Your Own Voice

Advice from James Mason University’s “Literature Reviews: An Overview”

A note on synthesizing : Don’t make the common mistake of summarizing individual studies or articles one after the other. The goal is to synthesize — that is, to make observations about groups of studies. Synthesis often uses language like this:

• Much of the literature on [topic x ] focuses on [major themes].
• In recent years, researchers have begun investigating [facets a , b , and c ] of [topic x ].
• The studies in this review of [topic x ] confirm / suggest / call into question / support [idea / practice / finding / method / theory / guideline y ].
• In the reviewed studies [variable x ] was generally associated with higher / lower rates of [outcome y ].
• A limitation of some / most / all of these studies is [ y ].

Please see this sample annotated literature review  from James Mason University.

Structure of a literature review [1]

• Problematization: The 2 to 3 pages of problematization are a distinct, iterative, step. It may take doing such a statement a few times before moving forward to writing the actual paper.
• Search: Write down your keyword sets, your updated keyword sets, and databases. It is perfectly within a reviewer’s rights to ask for these details.
• Summary: Really getting to know major themes requires some annotation of articles. You want to identify core papers and themes and write about them. This helps you really learn the material. [ChatGPT or Wikipedia are no substitute for deep engagement with a paper.]
• Argument: Either outline or create a slide deck that help you express the arguments in your paper. Read them out loud. Have friends look at them. Present them. [Every literature review has an argument. If not, it’s a summary. A summary does not merit publication in a top outlet.]
• Unpacking: Once you’ve nailed the short pitch, unpack the full argument. [ a) Take time in each major section to map out a) the argument, b) the supporting evidence, and the takeaway. b) Take those major sections, reconcile them, make sure they don’t overlap, then move on to writing. c) Sketch out the paper’s sections, tables, figures, and appendices.]
• Writing: Writing is the easy part. You can always put words to the screen. [Revising and improving is hard. Make time to write every day. Improving requires feedback. Find a writing partner to give feedback. Create your tables and figures. Write to them. Make sure the words in the paper align to the visuals.]
• Communicate: When the paper is done, go back and create a paper presentation. [I do this for the papers that I’m most serious about. The act of storyboarding helps me sort out the small pieces of the story that don’t fit together. If I really want it to succeed, I present it. The act of presenting helps me get it right. My best papers sometimes take seven or eight presentations to get it right. Then I return to the paper and fine tune it. Only then, does it have a shot at a top outlet.]

Literature reviews can be published as part of a scholarly article, often after the introduction and sometimes with a header, but they can also be published as a standalone essay. To find examples of what reviews look like in your discipline, choose an appropriate subject database (such as MLA for literary criticism) and conduct a keyword search with the term “Literature Review” added in quotes:

Not only do these examples demonstrate how to structure different types of literature reviews, but some offer insights into trends and directions for future research. In the next section, we’ll take a closer look at some reading strategies to help guide you through this process.

Since scholars already have produced literature reviews on various scholarly conversations, you don’t always need to “reinvent the wheel” (start a literature review from nothing). You can find a published literature review and update it or amend it; scholars do that all the time. However, you must properly cite work you incorporate from others.

• What types of literature review will you be using for your paper? Why did you make this selection over others? If you haven’t made a selection yet, which types are you considering?
• What specific challenges do you face in following a literature review structure?
• If there are any elements of your assignment that need clarification, please list them.
• What was the most important lesson you learned from this page? What point was confusing or difficult to understand?
• Richard West, Brigham Young University, amended by Jason Thatcher, Temple University - https://www.linkedin.com/posts/jason-thatcher-0329764_academicwriting-topten2023-activity-7146507675021766656-BB0O ↵

Types of Literature Reviews Copyright © 2021 by Barry Mauer and John Venecek is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Different Types of Literature Review: Which One Fits Your Research?

By Laura Brown on 13th October 2023

You might not have heard that there are multiple kinds of literature review. However, with the progress in your academic career you will learn these classifications and may need to use different types of them. However, there is nothing to worry if you aren’t aware of them now, as here we are going to discuss this topic in detail.

There are approximately 14 types of literature review on the basis of their specific objectives, methodologies, and the way they approach and analyse existing literature in academic research. Of those 14, there are 4 major types. But before we delve into the details of each one of them and how they are useful in academics, let’s first understand the basics of literature review.

What is Literature Review?

A literature review is a critical and systematic summary and evaluation of existing research. It is an essential component of academic and research work, providing an overview of the current state of knowledge in a particular field.

In easy words, a literature review is like making a big, organised summary of all the important research and smart books or articles about a particular topic or question. It’s something scholars and researchers do, and it helps everyone see what we already know about that topic. It’s kind of like taking a snapshot of what we understand right now in a certain field.

It serves with some specific purpose in the research.

• Provides a comprehensive understanding of existing research on a topic.
• Identifies gaps, trends, and inconsistencies in the literature.
• Contextualise your own research within the broader academic discourse.
• Supports the development of theoretical frameworks or research hypotheses.

4 Major Types Of Literature Review

The four major types include, Narrative Review, Systematic Review, Meta-Analysis, and Scoping Review. These are known as the major ones because they’re like the “go-to” methods for researchers in academic and research circles. Think of them as the classic tools in the researcher’s toolbox. They’ve earned their reputation because they have a unique style for literature review introduction , clear steps and specific qualities that make them super handy for different research needs.

1. Narrative Review

Narrative reviews present a well-structured narrative that reads like a cohesive story, providing a comprehensive overview of a specific topic. These reviews often incorporate historical context and offer a broad understanding of the subject matter, making them valuable for researchers looking to establish a foundational understanding of their area of interest. They are particularly useful when a historical perspective or a broad context is necessary to comprehend the current state of knowledge in a field.

2. Systematic Review

Systematic reviews are renowned for their methodological rigour. They involve a meticulously structured process that includes the systematic selection of relevant studies, comprehensive data extraction, and a critical synthesis of their findings. This systematic approach is designed to minimise bias and subjectivity, making systematic reviews highly reliable and objective. They are considered the gold standard for evidence-based research as they provide a clear and rigorous assessment of the available evidence on a specific research question.

3. Meta Analysis

Meta analysis is a powerful method for researchers who prefer a quantitative and statistical perspective. It involves the statistical synthesis of data from various studies, allowing researchers to draw more precise and generalisable conclusions by combining data from multiple sources. Meta analyses are especially valuable when the aim is to quantitatively measure the effect size or impact of a particular intervention, treatment, or phenomenon.

4. Scoping Review

Scoping reviews are invaluable tools, especially for researchers in the early stages of exploring a topic. These reviews aim to map the existing literature, identifying gaps and helping clarify research questions. Scoping reviews provide a panoramic view of the available research, which is particularly useful when researchers are embarking on exploratory studies or trying to understand the breadth and depth of a subject before conducting more focused research.

Different Types Of Literature review In Research

There are some more approaches to conduct literature review. Let’s explore these classifications quickly.

5. Critical Review

Critical reviews provide an in-depth evaluation of existing literature, scrutinising sources for their strengths, weaknesses, and relevance. They offer a critical perspective, often highlighting gaps in the research and areas for further investigation.

6. Theoretical Review

Theoretical reviews are centred around exploring and analysing the theoretical frameworks, concepts, and models present in the literature. They aim to contribute to the development and refinement of theoretical perspectives within a specific field.

7. Integrative Review

Integrative reviews synthesise a diverse range of studies, drawing connections between various research findings to create a comprehensive understanding of a topic. These reviews often bridge gaps between different perspectives and provide a holistic overview.

8. Historical Review

Historical reviews focus on the evolution of a topic over time, tracing its development through past research, events, and scholarly contributions. They offer valuable context for understanding the current state of research.

9. Methodological Review

Among the different kinds of literature reviews, methodological reviews delve into the research methods and methodologies employed in existing studies. Researchers assess these approaches for their effectiveness, validity, and relevance to the research question at hand.

10. Cross-Disciplinary Review

Cross-disciplinary reviews explore a topic from multiple academic disciplines, emphasising the diversity of perspectives and insights that each discipline brings. They are particularly useful for interdisciplinary research projects and uncovering connections between seemingly unrelated fields.

11. Descriptive Review

Descriptive reviews provide an organised summary of existing literature without extensive analysis. They offer a straightforward overview of key findings, research methods, and themes present in the reviewed studies.

12. Rapid Review

Rapid reviews expedite the literature review process, focusing on summarising relevant studies quickly. They are often used for time-sensitive projects where efficiency is a priority, without sacrificing quality.

13. Conceptual Review

Conceptual reviews concentrate on clarifying and developing theoretical concepts within a specific field. They address ambiguities or inconsistencies in existing theories, aiming to refine and expand conceptual frameworks.

14. Library Research

Library research reviews rely primarily on library and archival resources to gather and synthesise information. They are often employed in historical or archive-based research projects, utilising library collections and historical documents for in-depth analysis.

Each type of literature review serves distinct purposes and comes with its own set of strengths and weaknesses, allowing researchers to choose the one that best suits their research objectives and questions.

Choosing the Ideal Literature Review Approach in Academics

In order to conduct your research in the right manner, it is important that you choose the correct type of review for your literature. Here are 8 amazing tips we have sorted for you in regard to literature review help so that you can select the best-suited type for your research.

• Clarify Your Research Goals: Begin by defining your research objectives and what you aim to achieve with the literature review. Are you looking to summarise existing knowledge, identify gaps, or analyse specific data?
• Understand Different Review Types: Familiarise yourself with different kinds of literature reviews, including systematic reviews, narrative reviews, meta-analyses, scoping reviews, and integrative reviews. Each serves a different purpose.
• Consider Available Resources: Assess the resources at your disposal, including time, access to databases, and the volume of literature on your topic. Some review types may be more resource-intensive than others.
• Alignment with Research Question: Ensure that the chosen review type aligns with your research question or hypothesis. Some types are better suited for answering specific research questions than others.
• Scope and Depth: Determine the scope and depth of your review. For a broad overview, a narrative review might be suitable, while a systematic review is ideal for an in-depth analysis.
• Consult with Advisors: Seek guidance from your academic advisors or mentors. They can provide valuable insights into which review type best fits your research goals and resources.
• Consider Research Field Standards: Different academic fields have established standards and preferences for different forms of literature review. Familiarise yourself with what is common and accepted in your field.
• Pilot Review: Consider conducting a small-scale pilot review of the literature to test the feasibility and suitability of your chosen review type before committing to a larger project.

Bonus Tip: Crafting an Effective Literature Review

Now, since you have learned all the literature review types and have understood which one to prefer, here are some bonus tips for you to structure a literature review of a dissertation .

• Clearly Define Your Research Question: Start with a well-defined and focused research question to guide your literature review.
• Thorough Search Strategy: Develop a comprehensive search strategy to ensure you capture all relevant literature.
• Critical Evaluation: Assess the quality and credibility of the sources you include in your review.
• Synthesise and Organise: Summarise the key findings and organise the literature into themes or categories.
• Maintain a Systematic Approach: If conducting a systematic review, adhere to a predefined methodology and reporting guidelines.
• Engage in Continuous Review: Regularly update your literature review to incorporate new research and maintain relevance.

Some Useful Tools And Resources For You

Effective literature reviews demand a range of tools and resources to streamline the process.

• Reference management software like EndNote, Zotero, and Mendeley helps organise, store, and cite sources, saving time and ensuring accuracy.
• Academic databases such as PubMed, Google Scholar, and Web of Science provide access to a vast array of scholarly articles, with advanced search and citation tracking features.
• Research guides from universities and libraries offer tips and templates for structuring reviews.
• Research networks like ResearchGate and Academia.edu facilitate collaboration and access to publications. Literature review templates and research workshops provide additional support.

Some Common Mistakes To Avoid

Avoid these common mistakes when crafting literature reviews.

• Unclear research objectives result in unfocused reviews, so start with well-defined questions.
• Biased source selection can compromise objectivity, so include diverse perspectives.
• Never miss on referencing; proper citation and referencing are essential for academic integrity.
• Don’t overlook older literature, which provides foundational insights.
• Be mindful of scope creep, where the review drifts from the research question; stay disciplined to maintain focus and relevance.

While Summing Up On Various Types Of Literature Review

As we conclude this classification of fourteen distinct approaches to conduct literature reviews, it’s clear that the world of research offers a multitude of avenues for understanding, analysing, and contributing to existing knowledge.

Whether you’re a seasoned scholar or a student beginning your academic journey, the choice of review type should align with your research objectives and the nature of your topic. The versatility of these approaches empowers you to tailor your review to the demands of your project.

Remember, your research endeavours have the potential to shape the future of knowledge, so choose wisely and dive into the world of literature reviews with confidence and purpose. Happy reviewing!

Laura Brown, a senior content writer who writes actionable blogs at Crowd Writer.

• Open access
• Published: 17 August 2023

Data visualisation in scoping reviews and evidence maps on health topics: a cross-sectional analysis

• Emily South   ORCID: orcid.org/0000-0003-2187-4762 1 &
• Mark Rodgers 1  

Systematic Reviews volume  12 , Article number:  142 ( 2023 ) Cite this article

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Scoping reviews and evidence maps are forms of evidence synthesis that aim to map the available literature on a topic and are well-suited to visual presentation of results. A range of data visualisation methods and interactive data visualisation tools exist that may make scoping reviews more useful to knowledge users. The aim of this study was to explore the use of data visualisation in a sample of recent scoping reviews and evidence maps on health topics, with a particular focus on interactive data visualisation.

Ovid MEDLINE ALL was searched for recent scoping reviews and evidence maps (June 2020-May 2021), and a sample of 300 papers that met basic selection criteria was taken. Data were extracted on the aim of each review and the use of data visualisation, including types of data visualisation used, variables presented and the use of interactivity. Descriptive data analysis was undertaken of the 238 reviews that aimed to map evidence.

Of the 238 scoping reviews or evidence maps in our analysis, around one-third (37.8%) included some form of data visualisation. Thirty-five different types of data visualisation were used across this sample, although most data visualisations identified were simple bar charts (standard, stacked or multi-set), pie charts or cross-tabulations (60.8%). Most data visualisations presented a single variable (64.4%) or two variables (26.1%). Almost a third of the reviews that used data visualisation did not use any colour (28.9%). Only two reviews presented interactive data visualisation, and few reported the software used to create visualisations.

Conclusions

Data visualisation is currently underused by scoping review authors. In particular, there is potential for much greater use of more innovative forms of data visualisation and interactive data visualisation. Where more innovative data visualisation is used, scoping reviews have made use of a wide range of different methods. Increased use of these more engaging visualisations may make scoping reviews more useful for a range of stakeholders.

Peer Review reports

Scoping reviews are “a type of evidence synthesis that aims to systematically identify and map the breadth of evidence available on a particular topic, field, concept, or issue” ([ 1 ], p. 950). While they include some of the same steps as a systematic review, such as systematic searches and the use of predetermined eligibility criteria, scoping reviews often address broader research questions and do not typically involve the quality appraisal of studies or synthesis of data [ 2 ]. Reasons for conducting a scoping review include the following: to map types of evidence available, to explore research design and conduct, to clarify concepts or definitions and to map characteristics or factors related to a concept [ 3 ]. Scoping reviews can also be undertaken to inform a future systematic review (e.g. to assure authors there will be adequate studies) or to identify knowledge gaps [ 3 ]. Other evidence synthesis approaches with similar aims have been described as evidence maps, mapping reviews or systematic maps [ 4 ]. While this terminology is used inconsistently, evidence maps can be used to identify evidence gaps and present them in a user-friendly (and often visual) way [ 5 ].

Scoping reviews are often targeted to an audience of healthcare professionals or policy-makers [ 6 ], suggesting that it is important to present results in a user-friendly and informative way. Until recently, there was little guidance on how to present the findings of scoping reviews. In recent literature, there has been some discussion of the importance of clearly presenting data for the intended audience of a scoping review, with creative and innovative use of visual methods if appropriate [ 7 , 8 , 9 ]. Lockwood et al. suggest that innovative visual presentation should be considered over dense sections of text or long tables in many cases [ 8 ]. Khalil et al. suggest that inspiration could be drawn from the field of data visualisation [ 7 ]. JBI guidance on scoping reviews recommends that reviewers carefully consider the best format for presenting data at the protocol development stage and provides a number of examples of possible methods [ 10 ].

Interactive resources are another option for presentation in scoping reviews [ 9 ]. Researchers without the relevant programming skills can now use several online platforms (such as Tableau [ 11 ] and Flourish [ 12 ]) to create interactive data visualisations. The benefits of using interactive visualisation in research include the ability to easily present more than two variables [ 13 ] and increased engagement of users [ 14 ]. Unlike static graphs, interactive visualisations can allow users to view hierarchical data at different levels, exploring both the “big picture” and looking in more detail ([ 15 ], p. 291). Interactive visualizations are often targeted at practitioners and decision-makers [ 13 ], and there is some evidence from qualitative research that they are valued by policy-makers [ 16 , 17 , 18 ].

Given their focus on mapping evidence, we believe that scoping reviews are particularly well-suited to visually presenting data and the use of interactive data visualisation tools. However, it is unknown how many recent scoping reviews visually map data or which types of data visualisation are used. The aim of this study was to explore the use of data visualisation methods in a large sample of recent scoping reviews and evidence maps on health topics. In particular, we were interested in the extent to which these forms of synthesis use any form of interactive data visualisation.

This study was a cross-sectional analysis of studies labelled as scoping reviews or evidence maps (or synonyms of these terms) in the title or abstract.

The search strategy was developed with help from an information specialist. Ovid MEDLINE® ALL was searched in June 2021 for studies added to the database in the previous 12 months. The search was limited to English language studies only.

The search strategy was as follows:

Ovid MEDLINE(R) ALL

(scoping review or evidence map or systematic map or mapping review or scoping study or scoping project or scoping exercise or literature mapping or evidence mapping or systematic mapping or literature scoping or evidence gap map).ab,ti.

limit 1 to english language

(202006* or 202007* or 202008* or 202009* or 202010* or 202011* or 202012* or 202101* or 202102* or 202103* or 202104* or 202105*).dt.

The search returned 3686 records. Records were de-duplicated in EndNote 20 software, leaving 3627 unique records.

A sample of these reviews was taken by screening the search results against basic selection criteria (Table 1 ). These criteria were piloted and refined after discussion between the two researchers. A single researcher (E.S.) screened the records in EPPI-Reviewer Web software using the machine-learning priority screening function. Where a second opinion was needed, decisions were checked by a second researcher (M.R.).

Our initial plan for sampling, informed by pilot searching, was to screen and data extract records in batches of 50 included reviews at a time. We planned to stop screening when a batch of 50 reviews had been extracted that included no new types of data visualisation or after screening time had reached 2 days. However, once data extraction was underway, we found the sample to be richer in terms of data visualisation than anticipated. After the inclusion of 300 reviews, we took the decision to end screening in order to ensure the study was manageable.

Data extraction

A data extraction form was developed in EPPI-Reviewer Web, piloted on 50 reviews and refined. Data were extracted by one researcher (E. S. or M. R.), with a second researcher (M. R. or E. S.) providing a second opinion when needed. The data items extracted were as follows: type of review (term used by authors), aim of review (mapping evidence vs. answering specific question vs. borderline), number of visualisations (if any), types of data visualisation used, variables/domains presented by each visualisation type, interactivity, use of colour and any software requirements.

When categorising review aims, we considered “mapping evidence” to incorporate all of the six purposes for conducting a scoping review proposed by Munn et al. [ 3 ]. Reviews were categorised as “answering a specific question” if they aimed to synthesise study findings to answer a particular question, for example on effectiveness of an intervention. We were inclusive with our definition of “mapping evidence” and included reviews with mixed aims in this category. However, some reviews were difficult to categorise (for example where aims were unclear or the stated aims did not match the actual focus of the paper) and were considered to be “borderline”. It became clear that a proportion of identified records that described themselves as “scoping” or “mapping” reviews were in fact pseudo-systematic reviews that failed to undertake key systematic review processes. Such reviews attempted to integrate the findings of included studies rather than map the evidence, and so reviews categorised as “answering a specific question” were excluded from the main analysis. Data visualisation methods for meta-analyses have been explored previously [ 19 ]. Figure  1 shows the flow of records from search results to final analysis sample.

Flow diagram of the sampling process

Data visualisation was defined as any graph or diagram that presented results data, including tables with a visual mapping element, such as cross-tabulations and heat maps. However, tables which displayed data at a study level (e.g. tables summarising key characteristics of each included study) were not included, even if they used symbols, shading or colour. Flow diagrams showing the study selection process were also excluded. Data visualisations in appendices or supplementary information were included, as well as any in publicly available dissemination products (e.g. visualisations hosted online) if mentioned in papers.

The typology used to categorise data visualisation methods was based on an existing online catalogue [ 20 ]. Specific types of data visualisation were categorised in five broad categories: graphs, diagrams, tables, maps/geographical and other. If a data visualisation appeared in our sample that did not feature in the original catalogue, we checked a second online catalogue [ 21 ] for an appropriate term, followed by wider Internet searches. These additional visualisation methods were added to the appropriate section of the typology. The final typology can be found in Additional file 1 .

We conducted descriptive data analysis in Microsoft Excel 2019 and present frequencies and percentages. Where appropriate, data are presented using graphs or other data visualisations created using Flourish. We also link to interactive versions of some of these visualisations.

Almost all of the 300 reviews in the total sample were labelled by review authors as “scoping reviews” ( n  = 293, 97.7%). There were also four “mapping reviews”, one “scoping study”, one “evidence mapping” and one that was described as a “scoping review and evidence map”. Included reviews were all published in 2020 or 2021, with the exception of one review published in 2018. Just over one-third of these reviews ( n  = 105, 35.0%) included some form of data visualisation. However, we excluded 62 reviews that did not focus on mapping evidence from the following analysis (see “ Methods ” section). Of the 238 remaining reviews (that either clearly aimed to map evidence or were judged to be “borderline”), 90 reviews (37.8%) included at least one data visualisation. The references for these reviews can be found in Additional file 2 .

Number of visualisations

Thirty-six (40.0%) of these 90 reviews included just one example of data visualisation (Fig.  2 ). Less than a third ( n  = 28, 31.1%) included three or more visualisations. The greatest number of data visualisations in one review was 17 (all bar or pie charts). In total, 222 individual data visualisations were identified across the sample of 238 reviews.

Number of data visualisations per review

Categories of data visualisation

Graphs were the most frequently used category of data visualisation in the sample. Over half of the reviews with data visualisation included at least one graph ( n  = 59, 65.6%). The least frequently used category was maps, with 15.6% ( n  = 14) of these reviews including a map.

Of the total number of 222 individual data visualisations, 102 were graphs (45.9%), 34 were tables (15.3%), 23 were diagrams (10.4%), 15 were maps (6.8%) and 48 were classified as “other” in the typology (21.6%).

Types of data visualisation

All of the types of data visualisation identified in our sample are reported in Table 2 . In total, 35 different types were used across the sample of reviews.

The most frequently used data visualisation type was a bar chart. Of 222 total data visualisations, 78 (35.1%) were a variation on a bar chart (either standard bar chart, stacked bar chart or multi-set bar chart). There were also 33 pie charts (14.9% of data visualisations) and 24 cross-tabulations (10.8% of data visualisations). In total, these five types of data visualisation accounted for 60.8% ( n  = 135) of all data visualisations. Figure  3 shows the frequency of each data visualisation category and type; an interactive online version of this treemap is also available ( https://public.flourish.studio/visualisation/9396133/ ). Figure  4 shows how users can further explore the data using the interactive treemap.

Data visualisation categories and types. An interactive version of this treemap is available online: https://public.flourish.studio/visualisation/9396133/ . Through the interactive version, users can further explore the data (see Fig.  4 ). The unit of this treemap is the individual data visualisation, so multiple data visualisations within the same scoping review are represented in this map. Created with flourish.studio ( https://flourish.studio )

Screenshots showing how users of the interactive treemap can explore the data further. Users can explore each level of the hierarchical treemap ( A Visualisation category >  B Visualisation subcategory >  C Variables presented in visualisation >  D Individual references reporting this category/subcategory/variable permutation). Created with flourish.studio ( https://flourish.studio )

Data presented

Around two-thirds of data visualisations in the sample presented a single variable ( n  = 143, 64.4%). The most frequently presented single variables were themes ( n  = 22, 9.9% of data visualisations), population ( n  = 21, 9.5%), country or region ( n  = 21, 9.5%) and year ( n  = 20, 9.0%). There were 58 visualisations (26.1%) that presented two different variables. The remaining 21 data visualisations (9.5%) presented three or more variables. Figure  5 shows the variables presented by each different type of data visualisation (an interactive version of this figure is available online).

Variables presented by each data visualisation type. Darker cells indicate a larger number of reviews. An interactive version of this heat map is available online: https://public.flourish.studio/visualisation/10632665/ . Users can hover over each cell to see the number of data visualisations for that combination of data visualisation type and variable. The unit of this heat map is the individual data visualisation, so multiple data visualisations within a single scoping review are represented in this map. Created with flourish.studio ( https://flourish.studio )

Most reviews presented at least one data visualisation in colour ( n  = 64, 71.1%). However, almost a third ( n  = 26, 28.9%) used only black and white or greyscale.

Interactivity

Only two of the reviews included data visualisations with any level of interactivity. One scoping review on music and serious mental illness [ 22 ] linked to an interactive bubble chart hosted online on Tableau. Functionality included the ability to filter the studies displayed by various attributes.

The other review was an example of evidence mapping from the environmental health field [ 23 ]. All four of the data visualisations included in the paper were available in an interactive format hosted either by the review management software or on Tableau. The interactive versions linked to the relevant references so users could directly explore the evidence base. This was the only review that provided this feature.

Software requirements

Nine reviews clearly reported the software used to create data visualisations. Three reviews used Tableau (one of them also used review management software as discussed above) [ 22 , 23 , 24 ]. Two reviews generated maps using ArcGIS [ 25 ] or ArcMap [ 26 ]. One review used Leximancer for a lexical analysis [ 27 ]. One review undertook a bibliometric analysis using VOSviewer [ 28 ], and another explored citation patterns using CitNetExplorer [ 29 ]. Other reviews used Excel [ 30 ] or R [ 26 ].

To our knowledge, this is the first systematic and in-depth exploration of the use of data visualisation techniques in scoping reviews. Our findings suggest that the majority of scoping reviews do not use any data visualisation at all, and, in particular, more innovative examples of data visualisation are rare. Around 60% of data visualisations in our sample were simple bar charts, pie charts or cross-tabulations. There appears to be very limited use of interactive online visualisation, despite the potential this has for communicating results to a range of stakeholders. While it is not always appropriate to use data visualisation (or a simple bar chart may be the most user-friendly way of presenting the data), these findings suggest that data visualisation is being underused in scoping reviews. In a large minority of reviews, visualisations were not published in colour, potentially limiting how user-friendly and attractive papers are to decision-makers and other stakeholders. Also, very few reviews clearly reported the software used to create data visualisations. However, 35 different types of data visualisation were used across the sample, highlighting the wide range of methods that are potentially available to scoping review authors.

Our results build on the limited research that has previously been undertaken in this area. Two previous publications also found limited use of graphs in scoping reviews. Results were “mapped graphically” in 29% of scoping reviews in any field in one 2014 publication [ 31 ] and 17% of healthcare scoping reviews in a 2016 article [ 6 ]. Our results suggest that the use of data visualisation has increased somewhat since these reviews were conducted. Scoping review methods have also evolved in the last 10 years; formal guidance on scoping review conduct was published in 2014 [ 32 ], and an extension of the PRISMA checklist for scoping reviews was published in 2018 [ 33 ]. It is possible that an overall increase in use of data visualisation reflects increased quality of published scoping reviews. There is also some literature supporting our findings on the wide range of data visualisation methods that are used in evidence synthesis. An investigation of methods to identify, prioritise or display health research gaps (25/139 included studies were scoping reviews; 6/139 were evidence maps) identified 14 different methods used to display gaps or priorities, with half being “more advanced” (e.g. treemaps, radial bar plots) ([ 34 ], p. 107). A review of data visualisation methods used in papers reporting meta-analyses found over 200 different ways of displaying data [ 19 ].

Only two reviews in our sample used interactive data visualisation, and one of these was an example of systematic evidence mapping from the environmental health field rather than a scoping review (in environmental health, systematic evidence mapping explicitly involves producing a searchable database [ 35 ]). A scoping review of papers on the use of interactive data visualisation in population health or health services research found a range of examples but still limited use overall [ 13 ]. For example, the authors noted the currently underdeveloped potential for using interactive visualisation in research on health inequalities. It is possible that the use of interactive data visualisation in academic papers is restricted by academic publishing requirements; for example, it is currently difficult to incorporate an interactive figure into a journal article without linking to an external host or platform. However, we believe that there is a lot of potential to add value to future scoping reviews by using interactive data visualisation software. Few reviews in our sample presented three or more variables in a single visualisation, something which can easily be achieved using interactive data visualisation tools. We have previously used EPPI-Mapper [ 36 ] to present results of a scoping review of systematic reviews on behaviour change in disadvantaged groups, with links to the maps provided in the paper [ 37 ]. These interactive maps allowed policy-makers to explore the evidence on different behaviours and disadvantaged groups and access full publications of the included studies directly from the map.

We acknowledge there are barriers to use for some of the data visualisation software available. EPPI-Mapper and some of the software used by reviews in our sample incur a cost. Some software requires a certain level of knowledge and skill in its use. However numerous online free data visualisation tools and resources exist. We have used Flourish to present data for this review, a basic version of which is currently freely available and easy to use. Previous health research has been found to have used a range of different interactive data visualisation software, much of which does not required advanced knowledge or skills to use [ 13 ].

There are likely to be other barriers to the use of data visualisation in scoping reviews. Journal guidelines and policies may present barriers for using innovative data visualisation. For example, some journals charge a fee for publication of figures in colour. As previously mentioned, there are limited options for incorporating interactive data visualisation into journal articles. Authors may also be unaware of the data visualisation methods and tools that are available. Producing data visualisations can be time-consuming, particularly if authors lack experience and skills in this. It is possible that many authors prioritise speed of publication over spending time producing innovative data visualisations, particularly in a context where there is pressure to achieve publications.

Limitations

A limitation of this study was that we did not assess how appropriate the use of data visualisation was in our sample as this would have been highly subjective. Simple descriptive or tabular presentation of results may be the most appropriate approach for some scoping review objectives [ 7 , 8 , 10 ], and the scoping review literature cautions against “over-using” different visual presentation methods [ 7 , 8 ]. It cannot be assumed that all of the reviews that did not include data visualisation should have done so. Likewise, we do not know how many reviews used methods of data visualisation that were not well suited to their data.

We initially relied on authors’ own use of the term “scoping review” (or equivalent) to sample reviews but identified a relatively large number of papers labelled as scoping reviews that did not meet the basic definition, despite the availability of guidance and reporting guidelines [ 10 , 33 ]. It has previously been noted that scoping reviews may be undertaken inappropriately because they are seen as “easier” to conduct than a systematic review ([ 3 ], p.6), and that reviews are often labelled as “scoping reviews” while not appearing to follow any established framework or guidance [ 2 ]. We therefore took the decision to remove these reviews from our main analysis. However, decisions on how to classify review aims were subjective, and we did include some reviews that were of borderline relevance.

A further limitation is that this was a sample of published reviews, rather than a comprehensive systematic scoping review as have previously been undertaken [ 6 , 31 ]. The number of scoping reviews that are published has increased rapidly, and this would now be difficult to undertake. As this was a sample, not all relevant scoping reviews or evidence maps that would have met our criteria were included. We used machine learning to screen our search results for pragmatic reasons (to reduce screening time), but we do not see any reason that our sample would not be broadly reflective of the wider literature.

Data visualisation, and in particular more innovative examples of it, is currently underused in published scoping reviews on health topics. The examples that we have found highlight the wide range of methods that scoping review authors could draw upon to present their data in an engaging way. In particular, we believe that interactive data visualisation has significant potential for mapping the available literature on a topic. Appropriate use of data visualisation may increase the usefulness, and thus uptake, of scoping reviews as a way of identifying existing evidence or research gaps by decision-makers, researchers and commissioners of research. We recommend that scoping review authors explore the extensive free resources and online tools available for data visualisation. However, we also think that it would be useful for publishers to explore allowing easier integration of interactive tools into academic publishing, given the fact that papers are now predominantly accessed online. Future research may be helpful to explore which methods are particularly useful to scoping review users.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Organisation formerly known as Joanna Briggs Institute

Preferred Reporting Items for Systematic Reviews and Meta-Analyses

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Acknowledgements

We would like to thank Melissa Harden, Senior Information Specialist, Centre for Reviews and Dissemination, for advice on developing the search strategy.

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Both authors conceptualised and designed the study and contributed to screening, data extraction and the interpretation of results. ES undertook the literature searches, analysed data, produced the data visualisations and drafted the manuscript. MR contributed to revising the manuscript, and both authors read and approved the final version.

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Additional file 1..

Typology of data visualisation methods.

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References of scoping reviews included in main dataset.

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South, E., Rodgers, M. Data visualisation in scoping reviews and evidence maps on health topics: a cross-sectional analysis. Syst Rev 12 , 142 (2023). https://doi.org/10.1186/s13643-023-02309-y

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Literary English

Different Types of Literature

What is literature.

Literature generally can be any written work, but it especially is an artistic or intellectual work of writing. The usage of language in literature is sometimes different from the way it is ordinarily used. The difference is the use of artistic tools to create aesthetic beauty in a text. Literature is the depiction of the society.  It is a great tool to teach the morality to a society. There are different types of literature through which different writers serve their own ends. Here is the detailed study about types of literature.

Types of Literature

These are the main types of literature:  Drama, Fable, Autobiography, Biography, Poetry, Prose, Science Fiction, and Journalistic Literature.

Drama is a play in literature, and a playwright composes it. It portrays fictional or non-fictional stories. To explain away certain events, characters, or stories, a drama is produced, using dialogues or actions. It can be performed on stage, radio or on big screens as in films. Conflicts, emotions and impressive characters are required to produce a high-quality drama. There are many forms of drama but some of the most common are:  comedy, tragedy, musical drama  and  melodrama . Let us have a brief explanation of these types of drama.

Comedy:  Comedy is a type of drama, which is lighter in tone. Its purpose is to make the audience laugh and amuse them. It has a happy ending. Very unusual circumstances are there coupled with quick and witty remarks. People consider it as the most entertaining and fun form of drama and literature. An example of a comedy drama is  ’The Comedy of Errors’  by William Shakespeare.

Tragedy:  Tragedy is the type of drama that has a dark theme. It portrays suffering, pain, longing, and often death. An example of a tragedy drama is ‘ Romeo and Juliet’  by William Shakespeare.

Musical Drama:  A musical drama tells a story with dialogues, songs, music, and dance. These things convey the emotions in the drama. An example of a musical drama is  ‘A Star is Born’ , which starred Lady Gaga.

Melodrama:  Melodrama is a kind of drama that portrays exaggerated emotions like tension or excitement. It arouses the same emotions in the audience and makes them indulged in it. The situation and the dialogues are more important in a melodrama than action. An example of a melodrama is  ‘Still   Life, Brief Encounter’  by Noel Coward.

Writers write a fable when the intention is to provide the audience with a moral story. A fable usually uses animals as characters to convey the story. In Fables, animals act like humans and are able to speak and understand reasoning. They are a personification of human characteristics and their nature. An example of a fable is the famous story of  ‘The Tortoise and the Hare’ , which almost every child has heard in his childhood.

Autobiography

  Autobiography is an interesting thing to read because of its teller of the story is the one, about who the story is. The character himself is the writer and describes his life from his own original perspective and experiences. It gives you an insight on the person that is writing it, because they share their true-life events and thoughts. Mostly, famous people write autobiographies to tell their story to their fans and the world. A famous and spectacular example of autobiography is  ‘The Diary of a Young Girl’ , a book by Anne Frank.

Biography in literature tells the story of a person from another person’s perspective. Someone else writes it rather than the subject himself. The writer could be somebody close to the person or somebody who had studied about that person. Biography is different from a resume because it enlightens the audience with different aspects of a person’s life. A great example of biography is  ‘Unbroken:   A World War II Story of Survival, Resilience, and Redemption’,  by Laura Hillenbrand.

Poetry in literature is a composition of rhythm, sound, and lyrics. The definition of poetry by one of the greatest poets in history, William Wordsworth, is  “the spontaneous overflow of powerful feelings” . ( 1 ) The poet composes poetry in sort of a song to develop emotions and imaginations in the listeners’ hearts and minds. Poetry is aesthetic. The poet chooses words carefully, so the listeners can relate themselves to it. The four main types of poetry are  haiku, free verse, sonnets,  and  acrostic   poems . An example of one of the most beautiful books of poetry is  ‘Ariel’ , by Sylvia Plath.

Prose in literature is that form of literature, which is somewhat plain and simple. It has no special grammar structure or a writing pattern to follow. It is written in a usual tone, forming into a natural speech or a conversational tone. Nothing is specific in prose. Paragraphs or sentences can be long or short. Examples of prose include novels, newspapers, textbooks, etc.

Science Fiction

Science fiction, also called “sci-fi,” is a genre of literature where most of the things are imaginary. The stories are about the future technology. These fiction stories also have a relationship to real science laws, because science considers those things possible in future, according to the scientific laws. Science fictions are sometimes true and sometimes they are just imaginations based on assumptions. Some examples of science fiction are,  ‘The Time Machine’  by H. G. Wells,  ‘Spies in Disguise’  by Blue Sky Studios,  ‘A Wrinkle in Time’  by Madeleine L’Engle, etc.

Journalistic Literature

Journalistic Literature is a sort of nonfiction. In literary journalism, the journalist gathers information and then creates and publishes. It combines the facts and reporting with some clever strategies and narrative techniques. These techniques make the reports more engaging and interesting. People call literary journalism also Narrative or New Journalism. Some of the most prominent literary journalists of past and present are Mark Singer, Richard Rhodes, Jack London, Stephen Crane, Tom Wolfe, Henry Mayhew, etc. ( 2 )