what is review of literature and studies

• University of Texas Libraries

Literature Reviews

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

What is a Literature Review?

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

A literature review should: 

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

From  S age Research Methods

Purpose of a Literature Review

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

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

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

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

Limitations of a Literature Review

Some of the limitations of a literature review are:

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

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

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

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

Larayne Dallas : Engineering

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

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

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

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

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

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

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

Table of Contents

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

How to write a good literature review 

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

What is a literature review?

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

What is the purpose of literature review?

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

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

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

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

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

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

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

Literature review example

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

Literature Review on Climate Change Impacts on Biodiversity:

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

a. Habitat Loss and Species Extinction:

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

b. Range Shifts and Phenological Changes:

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

c. Ocean Acidification and Coral Reefs:

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

d. Adaptive Strategies and Conservation Efforts:

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

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

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

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

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

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

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

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

Conducting a literature review

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

Choose a Topic and Define the Research Question:

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

Decide on the Scope of Your Review:

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

Select Databases for Searches:

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

Conduct Searches and Keep Track:

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

Review the Literature:

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

Organize and Write Your Literature Review:

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

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• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

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

Frequently asked questions

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

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

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

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

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

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

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

References 

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

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

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

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

What are Literature Reviews?

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

Goals of Literature Reviews

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

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

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

What kinds of sources require a Literature Review?

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

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

Types of Literature Reviews

What kinds of literature reviews are written?

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

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

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

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

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

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

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

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

Literature Reviews in the Health Sciences

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

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• Knowledge Base
• Dissertation
• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.

There are five key steps to writing a literature review:

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

A good literature review doesn’t just summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

Why write a literature review, examples of literature reviews, step 1: search for relevant literature, step 2: evaluate and select sources, step 3: identify themes, debates and gaps, step 4: outline your literature review’s structure, step 5: write your literature review, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

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

• Demonstrate your familiarity with the topic and scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. We’ve written a step-by-step guide that you can follow below.

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

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

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

Download Word doc Download Google doc

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

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

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

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

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

Search for relevant sources

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

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

You can use boolean operators to help narrow down your search:

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

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

For each publication, ask yourself:

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

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

You can find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

Take notes and cite your sources

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

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

You can use our free APA Reference Generator for quick, correct, consistent citations.

Prevent plagiarism, run a free check.

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

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

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

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

There are various approaches to organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

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

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

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

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

Methodological

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

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

Theoretical

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

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

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

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

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

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

As you write, make sure to follow these tips:

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

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

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

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

It is often written as part of a dissertation , thesis, research paper , or proposal .

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

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

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

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

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Literature Review: The What, Why and How-to Guide: Literature Reviews?

• Literature Reviews?
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What is a Literature Review?

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." - Quote from Taylor, D. (n.d)."The Literature Review: A Few Tips on Conducting it".

• Citation: "The Literature Review: A Few Tips on Conducting it"

What kinds of literature reviews are written?

Each field has a particular way to do reviews for academic research literature. In the social sciences and humanities the most common are:

• Narrative Reviews: The purpose of this type of review is to describe the current state of the research on a specific research topic and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weaknesses, and gaps are identified. The review ends with a conclusion section that 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.
• Book review essays/ Historiographical review essays : A type of literature review typical in History and related fields, e.g., Latin American studies. For example, the Latin American Research Review explains that the purpose of this type of review is to “(1) to familiarize readers with the subject, approach, arguments, and conclusions found in a group of books whose common focus is a historical period; a country or region within Latin America; or a practice, development, or issue of interest to specialists and others; (2) to locate these books within current scholarship, critical methodologies, and approaches; and (3) to probe the relation of these new books to previous work on the subject, especially canonical texts. Unlike individual book reviews, the cluster reviews found in LARR seek to address the state of the field or discipline and not solely the works at issue.” - LARR

What are the Goals of Creating a Literature Review?

• 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.

When do you need to write a Literature Review?

• When writing a prospectus or a thesis/dissertation
• When writing a research paper
• When writing a grant proposal

In all these cases you need to dedicate a chapter in these works to showcase what has been written about your research topic and to point out how your own research will shed new light into a body of scholarship.

Where I can find examples of Literature Reviews?

Note:  In the humanities, even if they don't use the term "literature review", they may have a dedicated  chapter that reviewed the "critical bibliography" or they incorporated that review in the introduction or first chapter of the dissertation, book, or article.

• UCSB electronic theses and dissertations In partnership with the Graduate Division, the UC Santa Barbara Library is making available theses and dissertations produced by UCSB students. Currently included in ADRL are theses and dissertations that were originally filed electronically, starting in 2011. In future phases of ADRL, all theses and dissertations created by UCSB students may be digitized and made available.

Where to Find Standalone Literature Reviews

Literature reviews are also written as standalone articles as a way to survey a particular research topic in-depth. This type of literature review looks at a topic from a historical perspective to see how the understanding of the topic has changed over time. 

• Find e-Journals for Standalone Literature Reviews The best way to get familiar with and to learn how to write literature reviews is by reading them. You can use our Journal Search option to find journals that specialize in publishing literature reviews from major disciplines like anthropology, sociology, etc. Usually these titles are called, "Annual Review of [discipline name] OR [Discipline name] Review. This option works best if you know the title of the publication you are looking for. Below are some examples of these journals! more... less... Journal Search can be found by hovering over the link for Research on the library website.

Social Sciences

• Annual Review of Anthropology
• Annual Review of Political Science
• Annual Review of Sociology
• Ethnic Studies Review

Hard science and health sciences:

• Annual Review of Biomedical Data Science
• Annual Review of Materials Science
• Systematic Review From journal site: "The journal Systematic Reviews encompasses all aspects of the design, conduct, and reporting of systematic reviews" in the health sciences.
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Writing a Literature Review

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

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

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

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

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

What are the parts of a lit review?

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

Introduction:

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

Conclusion:

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

How should I organize my lit review?

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

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

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

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

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

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

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

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

Libraries | Research Guides

Literature reviews, what is a literature review, learning more about how to do a literature review.

• Planning the Review
• The Research Question
• Choosing Where to Search
• Organizing the Review
• Writing the Review

A literature review is a review and synthesis of existing research on a topic or research question. A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the literature you have read. 

• Sage Research Methods Core Collection This link opens in a new window SAGE Research Methods supports research at all levels by providing material to guide users through every step of the research process. SAGE Research Methods is the ultimate methods library with more than 1000 books, reference works, journal articles, and instructional videos by world-leading academics from across the social sciences, including the largest collection of qualitative methods books available online from any scholarly publisher. – Publisher

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What Is A Literature Review?

A plain-language explainer (with examples).

By:  Derek Jansen (MBA) & Kerryn Warren (PhD) | June 2020 (Updated May 2023)

If you’re faced with writing a dissertation or thesis, chances are you’ve encountered the term “literature review” . If you’re on this page, you’re probably not 100% what the literature review is all about. The good news is that you’ve come to the right place.

Literature Review 101

• What (exactly) is a literature review
• What’s the purpose of the literature review chapter
• How to find high-quality resources
• How to structure your literature review chapter
• Example of an actual literature review

What is a literature review?

The word “literature review” can refer to two related things that are part of the broader literature review process. The first is the task of  reviewing the literature  – i.e. sourcing and reading through the existing research relating to your research topic. The second is the  actual chapter  that you write up in your dissertation, thesis or research project. Let’s look at each of them:

Reviewing the literature

The first step of any literature review is to hunt down and  read through the existing research  that’s relevant to your research topic. To do this, you’ll use a combination of tools (we’ll discuss some of these later) to find journal articles, books, ebooks, research reports, dissertations, theses and any other credible sources of information that relate to your topic. You’ll then  summarise and catalogue these  for easy reference when you write up your literature review chapter. 

The literature review chapter

The second step of the literature review is to write the actual literature review chapter (this is usually the second chapter in a typical dissertation or thesis structure ). At the simplest level, the literature review chapter is an  overview of the key literature  that’s relevant to your research topic. This chapter should provide a smooth-flowing discussion of what research has already been done, what is known, what is unknown and what is contested in relation to your research topic. So, you can think of it as an  integrated review of the state of knowledge  around your research topic. 

What’s the purpose of a literature review?

The literature review chapter has a few important functions within your dissertation, thesis or research project. Let’s take a look at these:

Purpose #1 – Demonstrate your topic knowledge

The first function of the literature review chapter is, quite simply, to show the reader (or marker) that you  know what you’re talking about . In other words, a good literature review chapter demonstrates that you’ve read the relevant existing research and understand what’s going on – who’s said what, what’s agreed upon, disagreed upon and so on. This needs to be  more than just a summary  of who said what – it needs to integrate the existing research to  show how it all fits together  and what’s missing (which leads us to purpose #2, next). 

Purpose #2 – Reveal the research gap that you’ll fill

The second function of the literature review chapter is to  show what’s currently missing  from the existing research, to lay the foundation for your own research topic. In other words, your literature review chapter needs to show that there are currently “missing pieces” in terms of the bigger puzzle, and that  your study will fill one of those research gaps . By doing this, you are showing that your research topic is original and will help contribute to the body of knowledge. In other words, the literature review helps justify your research topic.  

Purpose #3 – Lay the foundation for your conceptual framework

The third function of the literature review is to form the  basis for a conceptual framework . Not every research topic will necessarily have a conceptual framework, but if your topic does require one, it needs to be rooted in your literature review. 

For example, let’s say your research aims to identify the drivers of a certain outcome – the factors which contribute to burnout in office workers. In this case, you’d likely develop a conceptual framework which details the potential factors (e.g. long hours, excessive stress, etc), as well as the outcome (burnout). Those factors would need to emerge from the literature review chapter – they can’t just come from your gut! 

So, in this case, the literature review chapter would uncover each of the potential factors (based on previous studies about burnout), which would then be modelled into a framework. 

Purpose #4 – To inform your methodology

The fourth function of the literature review is to  inform the choice of methodology  for your own research. As we’ve  discussed on the Grad Coach blog , your choice of methodology will be heavily influenced by your research aims, objectives and questions . Given that you’ll be reviewing studies covering a topic close to yours, it makes sense that you could learn a lot from their (well-considered) methodologies.

So, when you’re reviewing the literature, you’ll need to  pay close attention to the research design , methodology and methods used in similar studies, and use these to inform your methodology. Quite often, you’ll be able to  “borrow” from previous studies . This is especially true for quantitative studies , as you can use previously tried and tested measures and scales. 

How do I find articles for my literature review?

Finding quality journal articles is essential to crafting a rock-solid literature review. As you probably already know, not all research is created equally, and so you need to make sure that your literature review is  built on credible research . 

We could write an entire post on how to find quality literature (actually, we have ), but a good starting point is Google Scholar . Google Scholar is essentially the academic equivalent of Google, using Google’s powerful search capabilities to find relevant journal articles and reports. It certainly doesn’t cover every possible resource, but it’s a very useful way to get started on your literature review journey, as it will very quickly give you a good indication of what the  most popular pieces of research  are in your field.

One downside of Google Scholar is that it’s merely a search engine – that is, it lists the articles, but oftentimes  it doesn’t host the articles . So you’ll often hit a paywall when clicking through to journal websites. 

Thankfully, your university should provide you with access to their library, so you can find the article titles using Google Scholar and then search for them by name in your university’s online library. Your university may also provide you with access to  ResearchGate , which is another great source for existing research. 

Remember, the correct search keywords will be super important to get the right information from the start. So, pay close attention to the keywords used in the journal articles you read and use those keywords to search for more articles. If you can’t find a spoon in the kitchen, you haven’t looked in the right drawer. 

Need a helping hand?

How should I structure my literature review?

Unfortunately, there’s no generic universal answer for this one. The structure of your literature review will depend largely on your topic area and your research aims and objectives.

You could potentially structure your literature review chapter according to theme, group, variables , chronologically or per concepts in your field of research. We explain the main approaches to structuring your literature review here . You can also download a copy of our free literature review template to help you establish an initial structure.

In general, it’s also a good idea to start wide (i.e. the big-picture-level) and then narrow down, ending your literature review close to your research questions . However, there’s no universal one “right way” to structure your literature review. The most important thing is not to discuss your sources one after the other like a list – as we touched on earlier, your literature review needs to synthesise the research , not summarise it .

Ultimately, you need to craft your literature review so that it conveys the most important information effectively – it needs to tell a logical story in a digestible way. It’s no use starting off with highly technical terms and then only explaining what these terms mean later. Always assume your reader is not a subject matter expert and hold their hand through a journe y of the literature while keeping the functions of the literature review chapter (which we discussed earlier) front of mind.

Example of a literature review

In the video below, we walk you through a high-quality literature review from a dissertation that earned full distinction. This will give you a clearer view of what a strong literature review looks like in practice and hopefully provide some inspiration for your own. 

Wrapping Up

In this post, we’ve (hopefully) answered the question, “ what is a literature review? “. We’ve also considered the purpose and functions of the literature review, as well as how to find literature and how to structure the literature review chapter. If you’re keen to learn more, check out the literature review section of the Grad Coach blog , as well as our detailed video post covering how to write a literature review . 

Psst… there’s more!

This post is an extract from our bestselling short course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

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16 Comments

Thanks for this review. It narrates what’s not been taught as tutors are always in a early to finish their classes.

Thanks for the kind words, Becky. Good luck with your literature review 🙂

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This is review is amazing. I benefited from it a lot and hope others visiting this website will benefit too.

Timothy T. Chol [email protected]

Thank you very much for the guiding in literature review I learn and benefited a lot this make my journey smooth I’ll recommend this site to my friends

This was so useful. Thank you so much.

Hi, Concept was explained nicely by both of you. Thanks a lot for sharing it. It will surely help research scholars to start their Research Journey.

The review is really helpful to me especially during this period of covid-19 pandemic when most universities in my country only offer online classes. Great stuff

Great Brief Explanation, thanks

So helpful to me as a student

GradCoach is a fantastic site with brilliant and modern minds behind it.. I spent weeks decoding the substantial academic Jargon and grounding my initial steps on the research process, which could be shortened to a couple of days through the Gradcoach. Thanks again!

This is an amazing talk. I paved way for myself as a researcher. Thank you GradCoach!

Well-presented overview of the literature!

This was brilliant. So clear. Thank you

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Literature Reviews by Lawrence A. Machi , Brenda T. McEvoy LAST REVIEWED: 27 October 2016 LAST MODIFIED: 27 October 2016 DOI: 10.1093/obo/9780199756810-0169

Literature reviews play a foundational role in the development and execution of a research project. They provide access to the academic conversation surrounding the topic of the proposed study. By engaging in this scholarly exercise, the researcher is able to learn and to share knowledge about the topic. The literature review acts as the springboard for new research, in that it lays out a logically argued case, founded on a comprehensive understanding of the current state of knowledge about the topic. The case produced provides the justification for the research question or problem of a proposed study, and the methodological scheme best suited to conduct the research. It can also be a research project in itself, arguing policy or practice implementation, based on a comprehensive analysis of the research in a field. The term literature review can refer to the output or the product of a review. It can also refer to the process of Conducting a Literature Review . Novice researchers, when attempting their first research projects, tend to ask two questions: What is a Literature Review? How do you do one? While this annotated bibliography is neither definitive nor exhaustive in its treatment of the subject, it is designed to provide a beginning researcher, who is pursuing an academic degree, an entry point for answering the two previous questions. The article is divided into two parts. The first four sections of the article provide a general overview of the topic. They address definitions, types, purposes, and processes for doing a literature review. The second part presents the process and procedures for doing a literature review. Arranged in a sequential fashion, the remaining eight sections provide references addressing each step of the literature review process. References included in this article were selected based on their ability to assist the beginning researcher. Additionally, the authors attempted to include texts from various disciplines in social science to present various points of view on the subject.

Novice researchers often have a misguided perception of how to do a literature review and what the document should contain. Literature reviews are not narrative annotated bibliographies nor book reports (see Bruce 1994 ). Their form, function, and outcomes vary, due to how they depend on the research question, the standards and criteria of the academic discipline, and the orthodoxies of the research community charged with the research. The term literature review can refer to the process of doing a review as well as the product resulting from conducting a review. The product resulting from reviewing the literature is the concern of this section. Literature reviews for research studies at the master’s and doctoral levels have various definitions. Machi and McEvoy 2016 presents a general definition of a literature review. Lambert 2012 defines a literature review as a critical analysis of what is known about the study topic, the themes related to it, and the various perspectives expressed regarding the topic. Fink 2010 defines a literature review as a systematic review of existing body of data that identifies, evaluates, and synthesizes for explicit presentation. Jesson, et al. 2011 defines the literature review as a critical description and appraisal of a topic. Hart 1998 sees the literature review as producing two products: the presentation of information, ideas, data, and evidence to express viewpoints on the nature of the topic, as well as how it is to be investigated. When considering literature reviews beyond the novice level, Ridley 2012 defines and differentiates the systematic review from literature reviews associated with primary research conducted in academic degree programs of study, including stand-alone literature reviews. Cooper 1998 states the product of literature review is dependent on the research study’s goal and focus, and defines synthesis reviews as literature reviews that seek to summarize and draw conclusions from past empirical research to determine what issues have yet to be resolved. Theoretical reviews compare and contrast the predictive ability of theories that explain the phenomenon, arguing which theory holds the most validity in describing the nature of that phenomenon. Grant and Booth 2009 identified fourteen types of reviews used in both degree granting and advanced research projects, describing their attributes and methodologies.

Bruce, Christine Susan. 1994. Research students’ early experiences of the dissertation literature review. Studies in Higher Education 19.2: 217–229.

DOI: 10.1080/03075079412331382057

A phenomenological analysis was conducted with forty-one neophyte research scholars. The responses to the questions, “What do you mean when you use the words literature review?” and “What is the meaning of a literature review for your research?” identified six concepts. The results conclude that doing a literature review is a problem area for students.

Cooper, Harris. 1998. Synthesizing research . Vol. 2. 3d ed. Thousand Oaks, CA: SAGE.

The introductory chapter of this text provides a cogent explanation of Cooper’s understanding of literature reviews. Chapter 4 presents a comprehensive discussion of the synthesis review. Chapter 5 discusses meta-analysis and depth.

Fink, Arlene. 2010. Conducting research literature reviews: From the Internet to paper . 3d ed. Los Angeles: SAGE.

The first chapter of this text (pp. 1–16) provides a short but clear discussion of what a literature review is in reference to its application to a broad range of social sciences disciplines and their related professions.

Grant, Maria J., and Andrew Booth. 2009. A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal 26.2: 91–108. Print.

DOI: 10.1111/j.1471-1842.2009.00848.x

This article reports a scoping review that was conducted using the “Search, Appraisal, Synthesis, and Analysis” (SALSA) framework. Fourteen literature review types and associated methodology make up the resulting typology. Each type is described by its key characteristics and analyzed for its strengths and weaknesses.

Hart, Chris. 1998. Doing a literature review: Releasing the social science research imagination . London: SAGE.

Chapter 1 of this text explains Hart’s definition of a literature review. Additionally, it describes the roles of the literature review, the skills of a literature reviewer, and the research context for a literature review. Of note is Hart’s discussion of the literature review requirements for master’s degree and doctoral degree work.

Jesson, Jill, Lydia Matheson, and Fiona M. Lacey. 2011. Doing your literature review: Traditional and systematic techniques . Los Angeles: SAGE.

Chapter 1: “Preliminaries” provides definitions of traditional and systematic reviews. It discusses the differences between them. Chapter 5 is dedicated to explaining the traditional review, while Chapter 7 explains the systematic review. Chapter 8 provides a detailed description of meta-analysis.

Lambert, Mike. 2012. A beginner’s guide to doing your education research project . Los Angeles: SAGE.

Chapter 6 (pp. 79–100) presents a thumbnail sketch for doing a literature review.

Machi, Lawrence A., and Brenda T. McEvoy. 2016. The literature review: Six steps to success . 3d ed. Thousand Oaks, CA: Corwin.

The introduction of this text differentiates between a simple and an advanced review and concisely defines a literature review.

Ridley, Diana. 2012. The literature review: A step-by-step guide for students . 2d ed. Sage Study Skills. London: SAGE.

In the introductory chapter, Ridley reviews many definitions of the literature review, literature reviews at the master’s and doctoral level, and placement of literature reviews within the thesis or dissertation document. She also defines and differentiates literature reviews produced for degree-affiliated research from the more advanced systematic review projects.

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• Literature Reviews

What is a Literature Review?

Literature reviews : what is a literature review.

• Subject Guides Home
• Getting Started
• Searching the Literature
• How to Read Scholarly Studies
• Managing Your Results
• Assembling Your Review

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• Selecting a Topic & Scope
• Identify Keywords to Use in Searching
• Finding Articles
• Reading, Note-taking, and Organization
• Citation Management

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A literature review is a very specific type of academic project. It is not an annotated bibliography. It isn't a research paper. It isn't a comprehensive list of everything ever published on a certain topic. 

Literature reviews are not created to produce new insights. They are written to explore and explain the literature on the topic or issue. 

One of the most important functions of a literature review is to lay the groundwork, provide background and context, for a larger research project such as a Masters thesis or PhD dissertation. Literature reviews often come at the start of scholarly journal articles. In the social sciences and natural sciences, a literature review comprises a section of a scholarly journal article.

Professors in research methods courses often assign standalone literature reviews so that students develop skills in searching, analyzing and organizing scholarly literature in a particular field. 

1. Selecting a Topic & Scope

The first step in any literature review is to identify a topic or subject area you wish to explore, and then setting some parameters to find the scope of your review.

You also need to make sure you select a subject area that has already been researched . It will not be possible to locate sufficient existing literature on a brand new discovery or current event that is being written about in the news right now. It needs to be a well-established research area with existing studies you can review, organize and analyze. Some professors require you to find a topic that has 'not been researched before'. In that case, they don't mean an entire broad topic that hasn't been researched; instead, you'll want to find a sliver of a broad topic that hasn't been researched before. This is where narrowing your topic and finding parameters becomes very important. You may need to do some background reading on several different topics to find one that works, if your professor is having you do a standalone literature review as part of a research methods course.

Ways of Narrowing a Broad topic

For example:

Broad topic: ADHD treatments

Narrowed question: How can neurofeedback be used in threating elementary school-aged children?

Publication Dates

The scope of your review will be a part of refining your topic area or research question. In some disciplines, medicine and health science for example, the publication date of your sources may be extremely important. So, to avoid including outdated clinical recommendations, you may want to limit your review to only the most recent research out there. For other topics, say history or literature, publication date may not be as important - and scholarly research from 20, 30, even 50 years ago may still be relevant and useful today. So it's good idea to consider setting some date ranges for your search, it that is important to your topic.

Whatever your topic area turns out to be, framing the boundaries of your research question ahead of time will make searching and selecting appropriate articles that much easier. 

2. Identify Keywords to Use in Searching

Once you have defined a suitable topic or research question for your review, you will need to create a list of keywords that you will use to search for appropriate studies to include in your review. You will be doing searches through several different databases, Google scholar, or publisher platforms and the terminology used in each may vary. It is especially important to have a good variety of search terms that you can combine in different ways. This will ensure you gather the most relevant sources that cover your topic thoroughly. 

Remember to continue to gather and change your keywords as you read more about your topic!

To start, list synonyms and phrases that have to do with the main words of a research topic:

Example: Is neurofeedback useful in the treatment of ADHD in children?

Now, let's consider the word "useful" in this example topic. What is meant by "useful"? The word itself will not be helpful while searching. Instead, think about what might be useful  in terms of treatment of a child with ADHD. Think about benefits and outcomes and brainstorm a list of words:

3. Finding Articles

Using research guides to find subject specific databases.

For more focused searching of the literature of just one discipline, head over to the Research Guides section of our website. We have  Subject Guides   for all disciplines represented at UTC. Find the subject guide that has most to do with your topic, for example, if you are writing about politics, you'd choose Political Science and Public Service guide. Writing about K-12 schools? Choose Education. Each Subject Guide was created by UTC Librarians and has links to a variety of resources that you have access to.

The databases listed are smaller, specialized search engines that mainly retrieve scholarly articles. You will usually find smaller sets of results for each search you do, but those results will be from a subset of very focused resources.

Subject specific databases are searchable by keywords just like Quick Search. An example is shown in the screenshot below of the APA PsycINFO database using the keywords "neurofeedback therapy" AND "ADHD in children":

APA PsycInfo Database Search:

Using the Quick Search

Quick Search is the main search box located in the center of the Library home page. It covers all formats within our collection (physical and electronic, books, films, articles and more).and all subject areas. It is an excellent tool for locating and accessing scholarly content using keyword searches. Below is an example of how to enter your keywords for an effective search, for our sample topic we typed the words "neurofeedback ADHD children behavior problems":

Quick Search has filters  to narrow to just peer reviewed if you'd like, or you can narrow to a specific format like articles, books, or ebooks. You can also narrow by date. Look for the filters on the left sidebar after you run a search. 

As you browse results. you will notice links below each article that allow you to read the full text on the publisher website. If you decide you would like to use the article in your lit review, download the entire PDF to your device for later use. 

Using Google Scholar

Click the  Databases button (just below the Quick Search box on library's homepage) and look for Google Scholar under Multisubject Databases. Using Google Scholar through the UTC Library links our library subscriptions to your Google Scholar search results- which allows you to see articles with no paywalls if we have access! 

4. Reading, Note-taking, and Organization

1. review the how to read a scholarly article guide.

• Learn about common sections in science and social science articles
• Strategies and tips for reading start by reading the entire Abstract, and feel free to jump down to Discussion to decide if an article should be included in your paper

2. Save yourself time with good note-taking

As you read each study, take notes about the most important findings, key concepts, debates or areas of controversy and common themes you see. These notes will inform how you approach organizing and writing your literature review.

To keep organized, UTC Librarians recommend using a literature review matrix, or spreadsheet, to keep track of the articles you find as you go.  Add columns for the citation (including the URL of the article), and once you read it, track the authors' research question, methods, findings and themes. Importantly, keep track of notes and quotes as you go, and the page numbers you got them from. You will see themes or facts emerge as you read more and more articles. 

Here's an example Literature Review Matrix for you to view. Download a sample matrix as an Excel file and edit with your own sources.

3. Some ideas on how to compile an outline for your review:

After reading and taking notes on the sources you are including in your literature review, you will probably be able to identify common themes or threads that appear throughout. These recurring threads or themes can be very useful in creating a narrative framework for your review to make it easier for your readers to understand what literature exists, what has been learned, and why it is significant. Using our example of Neurofeedback Therapy for Children with ADHD, we might decide to organize our results something like this:

Other questions you might ask yourself as you decide how to outline your literature review: 

• What are the major claims being made about the topic? (There may be several)
• What significant data exists to support / explain the claims?
• Are there connections between the claims / concepts / evidence?
• Are there controversies in the literature? 
• Are there knowledge gaps that have yet to be explored? 

5. Citation Management

For smaller literature review projects, simply keeping a list of your references in Word or Google Docs is probably fine. But for longer projects, or those that are going to form the basis for a thesis or dissertation, many students choose to use citation management software to keep track of, organize, and format their references. The UTC Library supports two main citation management options: Zotero and EndNote. 

Zotero is an open source tool provided by Google. It works well with Chrome and Google Docs and has a really nice, easy to use Chrome extension that allows you to seamlessly add references and full text PDFs to your reference "library" as you do your research. The Library has a guide page that walks you through the basics of downloading, configuring and using Zotero. Visit the link below to get started. 

Zotero Guide Page

EndNote is a very powerful software package with lots of advanced features. It is produced by a commercial publisher and the Library pays a subscription fee to offer it to our students and faculty. It comes in two versions: desktop and cloud-based. (The two versions work together to provide seamless access and redundancy no matter where you are). EndNote can be very labor intensive to configure and use at the beginning, but it offers hundreds of citation styles (most major journals, academic associations and scholarly publishers) and works very well for longer, more complex projects with many references and citations. It integrates really well with Microsoft Word but does not work as well with Google Docs. The Library has basic information on its website about how to download and set up EndNote, but in order to learn it effectively, a workshop or librarian consultation is usually required. Our EndNote information is found a the link below:

EndNote Help Page

The UTC Library is home to a full-service Writing and Communication Center with tutors available to assist you with writing projects at any stage - from outline, to draft, to final manuscript. The WCC has it's own section of the UTC Library website. Check out the link below to learn more about the services they offer and how to go about scheduling an appointment.

UTC Writing and Communication Center

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Research Methods

• Getting Started
• Literature Review Research
• Research Design
• Research Design By Discipline
• SAGE Research Methods
• Teaching with SAGE Research Methods

Literature Review

• What is a Literature Review?
• What is NOT a Literature Review?
• Purposes of a Literature Review
• Types of Literature Reviews
• Literature Reviews vs. Systematic Reviews
• Systematic vs. Meta-Analysis

Literature Review  is a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works.

Also, we can define a literature review as the collected body of scholarly works related to a topic:

• Summarizes and analyzes previous research relevant to a topic
• Includes scholarly books and articles published in academic journals
• Can be an specific scholarly paper or a section in a research paper

The objective of a Literature Review is to find previous published scholarly works relevant to an specific topic

• Help gather ideas or information
• Keep up to date in current trends and findings
• Help develop new questions

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Helps focus your own research questions or problems
• Discovers relationships between research studies/ideas.
• Suggests unexplored ideas or populations
• Identifies major themes, concepts, and researchers on a topic.
• Tests assumptions; may help counter preconceived ideas and remove unconscious bias.
• Identifies critical gaps, points of disagreement, or potentially flawed methodology or theoretical approaches.
• Indicates potential directions for future research.

All content in this section is from Literature Review Research from Old Dominion University 

Keep in mind the following, a literature review is NOT:

Not an essay 

Not an annotated bibliography  in which you summarize each article that you have reviewed.  A literature review goes beyond basic summarizing to focus on the critical analysis of the reviewed works and their relationship to your research question.

Not a research paper   where you select resources to support one side of an issue versus another.  A lit review should explain and consider all sides of an argument in order to avoid bias, and areas of agreement and disagreement should be highlighted.

A literature review serves several purposes. For example, it

• provides thorough knowledge of previous studies; introduces seminal works.
• helps focus one’s own research topic.
• identifies a conceptual framework for one’s own research questions or problems; indicates potential directions for future research.
• suggests previously unused or underused methodologies, designs, quantitative and qualitative strategies.
• identifies gaps in previous studies; identifies flawed methodologies and/or theoretical approaches; avoids replication of mistakes.
• helps the researcher avoid repetition of earlier research.
• suggests unexplored populations.
• determines whether past studies agree or disagree; identifies controversy in the literature.
• tests assumptions; may help counter preconceived ideas and remove unconscious bias.

As Kennedy (2007) notes*, 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, opinion, and interpretations that are shared informally that become part of the lore of 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 imbedded 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 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, phenomena 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 analyse 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, phenomena. 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 in this section is from The Literature Review created by Dr. Robert Larabee USC

Robinson, P. and Lowe, J. (2015),  Literature reviews vs systematic reviews.  Australian and New Zealand Journal of Public Health, 39: 103-103. doi: 10.1111/1753-6405.12393

What's in the name? The difference between a Systematic Review and a Literature Review, and why it matters . By Lynn Kysh from University of Southern California

Systematic review or meta-analysis?

A  systematic review  answers a defined research question by collecting and summarizing all empirical evidence that fits pre-specified eligibility criteria.

A  meta-analysis  is the use of statistical methods to summarize the results of these studies.

Systematic reviews, just like other research articles, can be of varying quality. They are a significant piece of work (the Centre for Reviews and Dissemination at York estimates that a team will take 9-24 months), and to be useful to other researchers and practitioners they should have:

• clearly stated objectives with pre-defined eligibility criteria for studies
• explicit, reproducible methodology
• a systematic search that attempts to identify all studies
• assessment of the validity of the findings of the included studies (e.g. risk of bias)
• systematic presentation, and synthesis, of the characteristics and findings of the included studies

Not all systematic reviews contain meta-analysis. 

Meta-analysis is the use of statistical methods to summarize the results of independent studies. By combining information from all relevant studies, meta-analysis can provide more precise estimates of the effects of health care than those derived from the individual studies included within a review.  More information on meta-analyses can be found in  Cochrane Handbook, Chapter 9 .

A meta-analysis goes beyond critique and integration and conducts secondary statistical analysis on the outcomes of similar studies.  It is a systematic review that uses quantitative methods to synthesize and summarize the results.

An advantage of a meta-analysis is the ability to be completely objective in evaluating research findings.  Not all topics, however, have sufficient research evidence to allow a meta-analysis to be conducted.  In that case, an integrative review is an appropriate strategy. 

Some of the content in this section is from Systematic reviews and meta-analyses: step by step guide created by Kate McAllister.

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Literature review.

• What is a Literature Review?
• What is Its Purpose?
• 1. Select a Topic
• 2. Set the Topic in Context
• 3. Types of Information Sources
• 4. Use Information Sources
• 5. Get the Information
• 6. Organize / Manage the Information
• 7. Position the Literature Review
• 8. Write the Literature Review

A literature review is a comprehensive summary of previous research on a topic. The literature review surveys scholarly articles, books, and other sources relevant to a particular area of research.  The review should enumerate, describe, summarize, objectively evaluate and clarify this previous research.  It should give a theoretical base for the research and help you (the author) determine the nature of your research.  The literature review acknowledges the work of previous researchers, and in so doing, assures the reader that your work has been well conceived.  It is assumed that by mentioning a previous work in the field of study, that the author has read, evaluated, and assimiliated that work into the work at hand.

A literature review creates a "landscape" for the reader, giving her or him a full understanding of the developments in the field.  This landscape informs the reader that the author has indeed assimilated all (or the vast majority of) previous, significant works in the field into her or his research. 

 "In writing the literature review, the purpose is to convey to the reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. The literature review must be defined by a guiding concept (eg. 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.( http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review )

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• Steps in Conducting a Literature Review

What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

APA7 Style resources

APA Style Blog - for those harder to find answers

1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
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Literature Review: A Definition

What is a literature review, then.

A literature review discusses and analyses published information in a particular subject area.   Sometimes the information covers a certain time period.

A literature review is more than a summary of the sources, it has an organizational pattern that combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.

But how is a literature review different from an academic research paper?

While the main focus of an academic research paper is to support your own argument, the focus of a literature review is to summarize and synthesize the arguments and ideas of others. The academic research paper also covers a range of sources, but it is usually a select number of sources, because the emphasis is on the argument. Likewise, a literature review can also have an "argument," but it is not as important as covering a number of sources. In short, an academic research paper and a literature review contain some of the same elements. In fact, many academic research papers will contain a literature review section. What aspect of the study (either the argument or the sources) that is emphasized determines what type of document it is.

( "Literature Reviews" from The Writing Center, University of North Carolina at Chapel Hill )

Why do we write literature reviews?

Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone.

For professionals, they are useful reports that keep them up to date with what is current in the field.

For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper's investigation.

Comprehensive knowledge of the literature of the field is essential to most research papers.

Journal Articles on Writing Literature Reviews

• Research Methods for Comprehensive Science Literature Reviews Author: Brown,Barry N. Journal: Issues in Science & Technology Librarianship Date: Spring2009 Issue: 57 Page: 1 more... less... Finding some information on most topics is easy. There are abundant sources of information readily available. However, completing a comprehensive literature review on a particular topic is often difficult, laborious, and time intensive; the project requires organization, persistence, and an understanding of the scholarly communication and publishing process. This paper briefly outlines methods of conducting a comprehensive literature review for science topics. [ABSTRACT FROM AUTHOR];
• Research: Considerations in Writing a Literature Review Authors: Black,K. Journal: The New Social Worker Date: 01/01; 2007 Volume: 14 Issue: 2 Page: 12 more... less... Literature reviews are ubiquitous in academic journals, scholarly reports, and social work education. Conducting and writing a good literature review is both personally and professionally satisfying. (Journal abstract).
• How to do (or not to do) A Critical Literature Review Authors: Jesson,Jill; Lacey,Fiona Journal: Pharmacy Education Pub Date: 2006 Volume: 6 Issue: 2 Pages:139 - 148 more... less... More and more students are required to perform a critical literature review as part of their undergraduate or postgraduate studies. Whilst most of the latest research methods textbooks advise how to do a literature search, very few cover the literature review. This paper covers two types of review: a critical literature review and a systematic review. [ABSTRACT FROM AUTHOR]
• Conducting a Literature Review Authors: Rowley,Jennifer; Slack,Frances Journal: Management Research News Pub Date: 2004 Volume: 27 Issue: 6 Pages:31-39 more... less... Abstract: This article offers support and guidance for students undertaking a literature review as part of their dissertation during an undergraduate or Masters course. A literature review is a summary of a subject field that supports the identification of specific research questions. A literature review needs to draw on and evaluate a range of different types of sources including academic and professional journal articles, books, and web-based resources. The literature search helps in the identification and location of relevant documents and other sources. Search engines can be used to search web resources and bibliographic databases. Conceptual frameworks can be a useful tool in developing an understanding of a subject area. Creating the literature review involves the stages of: scanning, making notes, structuring the literature review, writing the literature review, and building a bibliography.

Some Books from the WU Catalog

• The SAGE handbook of visual research methods [electronic resource] by Edited by Luc Pauwels and Dawn Mannay. ISBN: 9781526417015 Publication Date: SAGE Publications, Inc., 2020.

Helpful Websites

• "How to do a Literature Review" from Ferdinand D. Bluford Library
• "The Literature Review: A Few Tips on Conducting It." from the University of Toronto
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Soc 001: introductory sociology.

• Literature Reviews: Strategies for Writing
• Fake News and Evaluating Sources

Literature Reviews

What is a Literature Review? The literature review is a critical look at the existing research that is significant to the work that you are carrying out. This overview identifies prominent research trends in addition to assessing the overall strengths and weaknesses of the existing research.

Purpose of the Literature Review

• To provide background information about a research topic.
• To establish the importance of a topic.
• To demonstrate familiarity with a topic/problem.
• To “carve out a space” for further work and allow you to position yourself in a scholarly conversation.

Characteristics of an effective literature review In addition to fulfilling the purposes outlined above, an effective literature review provides a critical overview of existing research by

• Outlining important research trends.
• Assessing strengths and weaknesses (of individual studies as well the existing research as a whole).
• Identifying potential gaps in knowledge.
• Establishing a need for current and/or future research projects.

Steps of the Literature Review Process

1) Planning: identify the focus, type, scope and discipline of the review you intend to write. 2) Reading and Research: collect and read current research on your topic. Select only those sources that are most relevant to your project. 3) Analyzing: summarize, synthesize, critique, and compare your sources in order to assess the field of research as a whole. 4) Drafting: develop a thesis or claim to make about the existing research and decide how to organize your material. 5) Revising: revise and finalize the structural, stylistic, and grammatical issues of your paper.

This process is not always a linear process; depending on the size and scope of your literature review, you may find yourself returning to some of these steps repeatedly as you continue to focus your project.

These steps adapted from the full workshop offered by the Graduate Writing Center at Penn State. 

Literature Review Format

 Introduction

• Provide an overview of the topic, theme, or issue.
• Identify your specific area of focus.
• Describe your methodology and rationale. How did you decide which sources to include and which to exclude? Why? How is your review organized?
• Briefly discuss the overall trends in the published scholarship in this area.
•  Establish your reason for writing the review.
•  Find the best organizational method for your review.
•  Summarize sources by providing the most relevant information.
•  Respectfully and objectively critique and evaluate the studies.
•  Use direct quotations sparingly and only if appropriate.

 Conclusion

•  Summarize the major findings of the sources that you reviewed, remembering to keep the focus on your topic.
•  Evaluate the current state of scholarship in this area (ex. flaws or gaps in the research, inconsistencies in findings) 
•  Identify any areas for further research.
•  Conclude by making a connection between your topic and some larger area of study such as the discipline. 
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What is a literature review?

A literature review surveys scholarly articles, books and other sources relevant to a particular issue, area of research, or theory. The purpose is to offer an overview of significant literature published on a topic.

A literature review may constitute an essential chapter of a thesis or dissertation, or may be a self-contained review of writings on a subject. In either case, its purpose is to:

• Place each work in the context of its contribution to the understanding of the subject under review
• Describe the relationship of each work to the others under consideration
• Identify new ways to interpret, and shed light on any gaps in, previous research
• Resolve conflicts amongst seemingly contradictory previous studies
• Identify areas of prior scholarship to prevent duplication of effort
• Point the way forward for further research
• Place one's original work (in the case of theses or dissertations) in the context of existing literature

A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.

Similar to primary research, development of the literature review requires four stages:

• Problem formulation—which topic or field is being examined and what are its component issues?
• Literature search—finding materials relevant to the subject being explored
• Data evaluation—determining which literature makes a significant contribution to the understanding of the topic
• Analysis and interpretation—discussing the findings and conclusions of pertinent literature

Remember, this is a process and not necessarily a linear one. As you search and evaluate the literature, you may refine your topic or head in a different direction which will take you back to the search stage. In fact, it is useful to evaluate as you go along so you don't spend hours researching one aspect of your topic only to find yourself more interested in another.

The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.

Finding Examples

It may be useful to look at other reviews to learn how researchers in the field "summarize and synthesize" the literature. Most research article or dissertation in the sciences will include a section which reviews the literature. Though the section may not be labeled as such, you will quickly recognize it by the number of citations and the discussion of the literature. Another option is to look for Review Articles, which are literature reviews as a stand alone article. Here are some resources where you can find Research Articles, Review Articles and Dissertations:

• Articles+ - Due to the interdisciplinary nature of gender & sexuality studies Articles+ can be a great place to start your research. Please make use of the filters on the left-hand side of the screen to help refine your searches. 
• Gender Studies Database  & LGBT Thought and Culture - Gender Studies Database & LGBT Though and Culture have a large corpus of reviews and research articles. As with Articles+ make sure to take advantage of the filters (type of publication, publication date) to help refine your searches. 
• Google Scholar   - Using the Cited By feature, hyperlinked below the search results, you can trace the scholarly conversation moving forward. 
• Dissertations @ Princeton - Provides access to many Princeton dissertations, full text is available for most published after 1996.
• Purdue OWL - The Purdue OWL site provides tips and examples of literature reviews and is a great source for reviewing citation styles 

*** Note about using Review Articles in your research - while they are useful in helping you to locate articles on your topic, remember that you must go to and use the original source if you intend to include a study mentioned in the review. The only time you would cite a review article is if they have made an original insight in their work that you talk about in your paper. Going to the original research paper allows you to verify the information about that study and determine whether the points made in the review are valid and accurate.

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Rapid literature review: definition and methodology

Beata smela.

a Assignity, Cracow, Poland

Mondher Toumi

b Public Health Department, Aix-Marseille University, Marseille, France

Karolina Świerk

Clement francois, małgorzata biernikiewicz.

c Studio Slowa, Wroclaw, Poland

Emilie Clay

d Clever-Access, Paris, France

Laurent Boyer

Introduction: A rapid literature review (RLR) is an alternative to systematic literature review (SLR) that can speed up the analysis of newly published data. The objective was to identify and summarize available information regarding different approaches to defining RLR and the methodology applied to the conduct of such reviews.

Methods: The Medline and EMBASE databases, as well as the grey literature, were searched using the set of keywords and their combination related to the targeted and rapid review, as well as design, approach, and methodology. Of the 3,898 records retrieved, 12 articles were included.

Results: Specific definition of RLRs has only been developed in 2021. In terms of methodology, the RLR should be completed within shorter timeframes using simplified procedures in comparison to SLRs, while maintaining a similar level of transparency and minimizing bias. Inherent components of the RLR process should be a clear research question, search protocol, simplified process of study selection, data extraction, and quality assurance.

Conclusions: There is a lack of consensus on the formal definition of the RLR and the best approaches to perform it. The evidence-based supporting methods are evolving, and more work is needed to define the most robust approaches.

Introduction

A systematic literature review (SLR) summarizes the results of all available studies on a specific topic and provides a high level of evidence. Authors of the SLR have to follow an advanced plan that covers defining a priori information regarding the research question, sources they are going to search, inclusion criteria applied to choose studies answering the research question, and information regarding how they are going to summarize findings [ 1 ].

The rigor and transparency of SLRs make them the most reliable form of literature review [ 2 ], providing a comprehensive, objective summary of the evidence for a given topic [ 3 , 4 ]. On the other hand, the SLR process is usually very time-consuming and requires a lot of human resources. Taking into account a high increase of newly published data and a growing need to analyze information in the fastest possible way, rapid literature reviews (RLRs) often replace standard SLRs.

There are several guidelines on the methodology of RLRs [ 5–11 ]; however, only recently, one publication from 2021 attempted to construct a unified definition [ 11 ]. Generally, by RLRs, researchers understand evidence synthesis during which some of the components of the systematic approach are being used to facilitate answering a focused research question; however, scope restrictions and a narrower search strategy help to make the project manageable in a shorter time and to get the key conclusions faster [ 4 ].

The objective of this research was to collect and summarize available information on different approaches to the definition and methodology of RLRs. An RLR has been run to capture publications providing data that fit the project objective.

To find publications reporting information on the methodology of RLRs, searches were run in the Medline and EMBASE databases in November 2022. The following keywords were searched for in titles and abstracts: ‘targeted adj2 review’ OR ‘focused adj2 review’ OR ‘rapid adj2 review’, and ‘methodology’ OR ‘design’ OR ‘scheme’ OR ‘approach’. The grey literature was identified using Google Scholar with keywords including ‘targeted review methodology’ OR ‘focused review methodology’ OR ‘rapid review methodology’. Only publications in English were included, and the date of publication was restricted to year 2016 onward in order to identify the most up-to-date literature. The reference lists of each included article were searched manually to obtain the potentially eligible articles. Titles and abstracts of the retrieved records were first screened to exclude articles that were evidently irrelevant. The full texts of potentially relevant papers were further reviewed to examine their eligibility.

A pre-defined Excel grid was developed to extract the following information related to the methodology of RLR from guidelines:

• Definition,
• Research question and searches,
• Studies selection,
• Data extraction and quality assessment,
• Additional information.

There was no restriction on the study types to be analyzed; any study reporting on the methodology of RLRs could be included: reviews, practice guidelines, commentaries, and expert opinions on RLR relevant to healthcare policymakers or practitioners. The data extraction and evidence summary were conducted by one analyst and further examined by a senior analyst to ensure that relevant information was not omitted. Disagreements were resolved by discussion and consensus.

Studies selection

A total of 3,898 records (3,864 articles from a database search and 34 grey literature from Google Scholar) were retrieved. After removing duplicates, titles and abstracts of 3,813 articles were uploaded and screened. The full texts of 43 articles were analyzed resulting in 12 articles selected for this review, including 7 guidelines [ 5–11 ] on the methodology of RLRs, together with 2 papers summarizing the results of the Delphi consensus on the topic [ 12 , 13 ], and 3 publications analyzing and assessing different approaches to RLRs [ 4 , 14 , 15 ].

Overall, seven guidelines were identified: from the World Health Organization (WHO) [ 5 ], National Collaborating Centre for Methods and Tools (NCCMT) [ 7 ], the UK government [ 8 ], the Oxford Centre for Evidence Based Medicine [ 9 ], the Cochrane group [ 6 , 11 ], and one multi-national review [ 10 ]. Among the papers that did not describe the guidelines, Gordon et al. [ 4 ] proposed 12 tips for conducting a rapid review in the right settings and discussed why these reviews may be more beneficial in some circumstances. The objective of work conducted by Tricco et al. [ 13 ] and Pandor et al. [ 12 ] was to collect and compare perceptions of rapid reviews from stakeholders, including researchers, policymakers, industry, journal editors, and healthcare providers, and to reach a consensus outlining the domains to consider when deciding on approaches for RLRs. Haby et al. [ 14 ] run a rapid review of systematic reviews and primary studies to find out the best way to conduct an RLR in health policy and practice. In Tricco et al. (2022) [ 15 ], JBI position statement for RLRs is presented.

From all the seven identified guidelines information regarding definitions the authors used for RLRs, approach to the PICOS criteria and search strategy development, studies selection, data extractions, quality assessment, and reporting were extracted.

Cochrane Rapid Reviews Methods Group developed methods guidance based on scoping review of the underlying evidence, primary methods studies conducted, as well as surveys sent to Cochrane representative and discussion among those with expertise [ 11 ]. They analyzed over 300 RLRs or RLR method papers and based on the methodology of those studies, constructed a broad definition RLR, one that meets a minimum set of requirements identified in the thematic analysis: ‘ A rapid review is a form of knowledge synthesis that accelerates the process of conducting a traditional systematic review through streamlining or omitting a variety of methods to produce evidence in a resource-efficient manner .’ This interpretation aligns with more than 50% of RLRs identified in this study. The authors additionally provided several other definitions, depending on specific situations or requirements (e.g., when RLR is produced on stakeholder’s request). It was additionally underlined that RLRs should be driven by the need of timely evidence for decision-making purposes [ 11 ].

Rapid reviews vary in their objective, format, and methods used for evidence synthesis. This is a quite new area, and still no agreement on optimal methods can be found [ 5 ]. All of the definitions are highlighting that RLRs are completed within shorter timeframes than SLRs, and also lack of time is one of the main reasons they are conducted. It has been suggested that most rapid reviews are conducted within 12 weeks; however, some of the resources suggest time between a few weeks to no more than 6 months [ 5 , 6 ]. Some of the definitions are highlighting that RLRs follow the SLR process, but certain phases of the process are simplified or omitted to retrieve information in a time-saving way [ 6 , 7 ]. Different mechanisms are used to enhance the timeliness of reviews. They can be used independently or concurrently: increasing the intensity of work by intensifying the efforts of multiple analysts by parallelization of tasks, using review shortcuts whereby one or more systematic review steps may be reduced, automatizing review steps by using new technologies [ 5 ]. The UK government report [ 8 ] referred to two different RLRs: in the form of quick scoping reviews (QSR) or rapid evidence assessments (REA). While being less resource and time-consuming compared to standard SLRs, QSRs and REAs are designed to be similarly transparent and to minimize bias. QSRs can be applied to rather open-ended questions, e.g., ‘what do we know about something’ but both, QSRs and REAs, provide an understanding of the volume and characteristics of evidence on a specific topic, allowing answering questions by maximizing the use of existing data, and providing a clear picture of the adequacy of existing evidence [ 8 ].

Research questions and searches

The guidelines suggest creating a clear research question and search protocol at the beginning of the project. Additionally, to not duplicate RLRs, the Cochrane Rapid Reviews Methods Group encourages all people working on RLRs to consider registering their search protocol with PROSPERO, the international prospective register of reviews; however, so far they are not formally registered in most cases [ 5 , 6 ]. They also recommend involving key stakeholders (review users) to set and refine the review question, criteria, and outcomes, as well as consulting them through the entire process [ 11 ].

Regarding research questions, it is better to structure them in a neutral way rather than focus on a specific direction for the outcome. By doing so, the researcher is in a better position to identify all the relevant evidence [ 7 ]. Authors can add a second, supportive research question when needed [ 8 ]. It is encouraged to limit the number of interventions, comparators and outcomes, to focus on the ones that are most important for decision-making [ 11 ]. Useful could be also reviewing additional materials, e.g., SLRs on the topic, as well as conducting a quick literature search to better understand the topic before starting with RLRs [ 7 ]. In SLRs researchers usually do not need to care a lot about time spent on creating PICOS, they need to make sure that the scope is broad enough, and they cannot use many restrictions. When working on RLRs, a reviewer may spend more or less time defining each of the components of the study question, and the main step is making sure that PICOS addresses the needs of those who requested the rapid review, and at the same time, it is feasible within the required time frame [ 7 ]. Search protocol should contain an outline of how the following review steps are to be carried out, including selected search keywords and a full strategy, a list of data sources, precise inclusion and exclusion criteria, a strategy for data extraction and critical appraisal, and a plan of how the information will be synthesized [ 8 ].

In terms of searches running, in most cases, an exhaustive process will not be feasible. Researchers should make sure that the search is effective and efficient to produce results in a timely manner. Cochrane Rapid Reviews Methods Group recommends involving an information specialist and conducting peer review of at least one search strategy [ 11 ]. According to the rapid review guidebook by McMaster University [ 7 ], it is important that RLRs, especially those that support policy and program decisions, are being fed by the results of a body of literature, rather than single studies, when possible. It would result in more generalizable findings applied at the level of a population and serve more realistic findings for program decisions [ 7 ]. It is important to document the search strategy, together with a record of the date and any date limits of the search, so that it can easily be run again, modified, or updated. Furthermore, the information on the individual databases included in platform services should always be reported, as this depends on organizations’ subscriptions and must be included for transparency and repeatability [ 7 , 8 ]. Good solution for RLRs is narrowing the scope or searching a limited number of databases and other sources [ 7 ]. Often, the authors use the PubMed/MEDLINE, Cochrane Library, and Embase databases. In most reviews, two or more databases are searched, and common limits are language (usually restricted to English), date, study design, and geographical area. Some RLRs include searching of grey literature; however, contact with authors is rather uncommon [ 5 , 8 ]. According to the flexible framework for restricted systematic review published by the University of Oxford, the search should be run in at least one major scientific database such as PubMed, and one other source, e.g., Google Scholar [ 9 ]. Grey literature and unpublished evidence may be particularly needed and important for intervention questions. It is related to the fact that studies that do not report the effects of interventions are less likely to be published [ 8 ]. If there is any type of evidence that will not be considered by the RLRs, e.g., reviews or theoretical and conceptual studies, it should also be stated in the protocol together with justification [ 8 ]. Additionally, authors of a practical guide published by WHO suggest using a staged search to identify existing SLRs at the beginning, and then focusing on studies with other designs [ 5 ]. If a low number of citations have been retrieved, it is acceptable to expand searches, remove some of the limits, and add additional databases and sources [ 7 ].

Searching for RLRs is an iterative process, and revising the approach is usually needed [ 7 ]. Changes should be confirmed with stakeholders and should be tracked and reflected in the final report [ 5 ].

The next step in the rapid review is the selection of studies consisting of two phases: screening of titles and abstracts, and analysis of full texts. Prior to screening initiation, it is recommended to conduct a pilot exercise using the same 30–50 abstracts and 5–10 full-texts for the entire screening team in order to calibrate and test the review form [ 11 ]. In contrast to SLRs, it can be done by one reviewer with or without verification by a second one. If verification is performed, usually the second reviewer checks only a subset of records and compares them. Cochrane Group, in contrast, recommends a stricter approach: at least 20% of references should be double-screened at titles and abstracts stage, and while the rest of the references may be screened by one reviewer, the excluded items need to be re-examined by second reviewer; similar approach is used in full-text screening [ 11 ]. This helps to ensure that bias was reduced and that the PICOS criteria are applied in a relevant way [ 5 , 8 , 9 , 11 ]. During the analysis of titles and abstracts, there is no need to report reasons for exclusion; however, they should be tracked for all excluded full texts [ 7 ].

Data extraction and quality assessment

According to the WHO guide, the most common method for data extraction in RLRs is extraction done by a single reviewer with or without partial verification. The authors point out that a reasonable approach is to use a second reviewer to check a random sample of at least 10% of the extractions for accuracy. Dual performance is more necessary for the extraction of quantitative results than for descriptive study information. In contrast, Cochrane group recommends that second reviewer should check the correctness and completeness of all data [ 11 ]. When possible, extractions should be limited to key characteristics and outcomes of the study. The same approach to data extraction is also suggested for a quality assessment process within rapid reviews [ 5 , 9 , 11 ]. Authors of the guidebook from McMaster University highlight that data extraction should be done ideally by two reviewers independently and consensus on the discrepancies should always be reached [ 7 ]. The final decision on the approach to this important step of review should depend on the available time and should also reflect the complexity of the research question [ 9 ].

For screening, analysis of full texts, extractions, and quality assessments, researchers can use information technologies to support them by making these review steps more efficient [ 5 ].

Before data reporting, a reviewer should prepare a document with key message headings, executive summary, background related to the topic and status of the current knowledge, project question, synthesis of findings, conclusions, and recommendations. According to the McMaster University guidebook, a report should be structured in a 1:2:20 format, that is, one page for key messages, two pages for an executive summary, and a full report of up to 20 pages [ 7 ]. All the limitations of the RLRs should be analyzed, and conclusions should be drawn with caution [ 5 ]. The quality of the accumulated evidence and the strength of recommendations can be assessed using, e.g., the GRADE system [ 5 ]. When working on references quoting, researchers should remember to use a primary source, not secondary references [ 7 ]. It would be worth considering the support of some software tools to automate reporting steps. Additionally, any standardization of the process and the usage of templates can support report development and enhance the transparency of the review [ 5 ].

Ideally, all the review steps should be completed during RLRs; however, often some steps may need skipping or will not be completed as thoroughly as should because of time constraints. It is always crucial to decide which steps may be skipped, and which are the key ones, depending on the project [ 7 ]. Guidelines suggest that it may be helpful to invite researchers with experience in the operations of SLRs to participate in the rapid review development [ 5 , 9 ]. As some of the steps will be completed by one reviewer only, it is important to provide them with relevant training at the beginning of the process, as well as during the review, to minimize the risk of mistakes [ 5 ].

Additional information

Depending on the policy goal and available resources and deadlines, methodology of the RLRs may be modified. Wilson et al. [ 10 ] provided extensive guidelines for performing RLR within days (e.g., to inform urgent internal policy discussions and/or management decisions), weeks (e.g., to inform public debates), or months (e.g., to inform policy development cycles that have a longer timeline, but that cannot wait for a traditional full systematic review). These approaches vary in terms of data synthesis, types of considered evidence and project management considerations.

In shortest timeframes, focused questions and subquestions should be formulated, typically to conduct a policy analysis; the report should consist of tables along with a brief narrative summary. Evidence from SLRs is often considered, as well as key informant interviews may be conducted to identify additional literature and insights about the topic, while primary studies and other types of evidence are not typically feasible due to time restrictions. The review would be best conducted with 1–2 reviewers sharing the work, enabling rapid iterations of the review. As for RLRs with longer timeline (weeks), these may use a mix of policy, systems and political analysis. Structure of the review would be similar to shorter RLRs – tabular with short narrative summary, as the timeline does not allow for comprehensive synthesis of data. Besides SLRs, primary studies and other evidence may be feasible in this timeframe, if obtained using the targeted searches in the most relevant databases. The review team should be larger, and standardized procedures for reviewing of the results and data extraction should be applied. In contrast to previous timeframe, merit review process may be feasible. For both timeframes, brief consultations with small transdisciplinary team should be conducted at the beginning and in the final stage of the review to discuss important matters.

For RLRs spanning several months, more comprehensive methodology may be adapted in terms of data synthesis and types of evidence. However, authors advise that review may be best conducted with a small review team in order to allow for more in-depth interpretation and iteration.

Studies analyzing methodology

There have been two interesting publications summarizing the results of Delphi consensus on the RLR methodology identified and included in this review [ 12 , 13 ].

Tricco et al. [ 13 ] first conducted an international survey and scoping review to collect information on the possible approaches to the running of rapid reviews, based on which, they employed a modified Delphi method that included inputs from 113 stakeholders to explore the most optimized approach. Among the six most frequent rapid review approaches (not all detailed here) being evaluated, the approach that combines inclusion of published literature only, a search of more than one database and limitations by date and language, study selection by one analyst, data extraction, and quality assessment by one analyst and one verifier, was perceived as the most feasible approach (72%, 81/113 responses) with the potentially lowest risk of bias (12%, 12/103). The approach ranked as the first one when considering timelines assumes updating of the search from a previously published review, no additional limits on search, studies selection and data extraction done by one reviewer, and no quality assessment. Finally, based on the publication, the most comprehensive RLRs can be made by moving on with the following rules: searching more than one database and grey literature and using date restriction, and assigning one reviewer working on screening, data extraction, and risk of bias assessment ( Table 1 ). Pandor et al. [ 12 ] introduced a decision tool for SelecTing Approaches for Rapid Reviews (STARR) that were produced through the Delphi consensus of international experts through an iterative and rigorous process. Participants were asked to assess the importance of predefined items in four domains related to the rapid review process: interaction with commissioners, understanding the evidence base, data extraction and synthesis methods, and reporting of rapid review methods. All items assigned to four domains achieved > 70% of consensus, and in that way, the first consensus-driven tool has been created that supports authors of RLRs in planning and deciding on approaches.

Six most frequent approaches to RLRs (adapted from Tricco et al. [ 13 ]).

Haby et al. [ 14 ] run searches of 11 databases and two websites and developed a comprehensive overview of the methodology of RLRs. With five SLRs and one RCT being finally included, they identified the following approaches used in RLRs to make them faster than full SLRs: limiting the number and scope of questions, searching fewer databases, limited searching of grey literature, restrictions on language and date (e.g., English only, most recent publications), updating the existing SLRs, eliminating or limiting hand searches of reference lists, noniterative search strategies, eliminating consultation with experts, limiting dual study selection, data extraction and quality assessment, minimal data synthesis with short concise conclusions or recommendations. All the SLRs included in this review were consistent in stating that no agreed definition of rapid reviews is available, and there is still no final agreement on the best methodological rules to be followed.

Gordon et al. [ 4 ] explained the advantages of performing a focused review and provided 12 tips for its conduction. They define focused reviews as ‘a form of knowledge synthesis in which the components of the systematic process are applied to facilitate the analysis of a focused research question’. The first tip presented by the authors is related to deciding if a focused review is a right solution for the considered project. RLRs will suit emerging topics, approaches, or assessments where early synthesis can support doctors, policymakers, etc., but also can direct future research. The second, third, and fourth tips highlight the importance of running preliminary searches and considering narrowing the results by using reasonable constraints taking into account the local context, problems, efficiency perspectives, and available time. Further tips include creating a team of experienced reviewers working on the RLRs, thinking about the target journal from the beginning of work on the rapid review, registering the search protocol on the PROSPERO registry, and the need for contacting authors of papers when data available in publications are missing or incongruent. The last three tips are related to the choice of evidence synthesis method, using the visual presentation of data, and considering and describing all the limitations of the focused review.

Finally, a new publication by Tricco et al. from 2022, describing JBI position statement [ 15 ] underlined that for the time being, there is no specific tool for critical appraisal of the RLR’s methodological quality. Instead, reviewers may use available tools to assess the risk of bias or quality of SLRs, like ROBIS, the JBI critical appraisal tools, or the assessment of multiple systematic reviews (AMSTAR).

Inconsistency in the definitions and methodologies of RLR

Although RLR was broadly perceived as an approach to quicken the conduct of conventional SLR, there is a lack of consensus on the formal definition of the RLR, so as to the best approaches to perform it. Only in 2021, a study proposing unified definition was published; however, it is important to note that the most accurate definition was only matching slightly over 50% of papers analysed by the authors, which underlines the lack of homogeneity in the field [ 11 ]. The evidence-based supporting methods are evolving, and more evidence is needed to define the most robust approaches [ 5 ].

Diverse terms are used to describe the RLR, including ‘rapid review’, focused systematic review’, ‘quick scoping reviews’, and ‘rapid evidence assessments’. Although the general principles of conducting RLR are to accelerate the whole process, complexity was seen in the methodologies used for RLRs, as reflected in this study. Also, inconsistencies related to the scope of the questions, search strategies, inclusion criteria, study screening, full-text review, quality assessment, and evidence presentation were implied. All these factors may hamper decision-making about optimal methodologies for conducting rapid reviews, and as a result, the efficiency of RLR might be decreased. Additionally, researchers may tend to report the methodology of their reviews without a sufficient level of detail, making it difficult to appraise the quality and robustness of their work.

Advantages and weaknesses of RLR

Although RLR used simplified approaches for evidence synthesis compared with SLR, the methodologies for RLR should be replicable, rigorous, and transparent to the greatest extent [ 16 ]. When time and resources are limited, RLR could be a practical and efficient tool to provide the summary of evidence that is critical for making rapid clinical or policy-related decisions [ 5 ]. Focusing on specific questions that are of controversy or special interest could be powerful in reaffirming whether the existing recommendation statements are still appropriate [ 17 ].

The weakness of RLR should also be borne in mind, and the trade-off of using RLR should be carefully considered regarding the thoroughness of the search, breadth of a research question, and depth of analysis [ 18 ]. If allowed, SLR is preferred over RLR considering that some relevant studies might be omitted with narrowed search strategies and simplified screening process [ 14 ]. Additionally, omitting the quality assessment of included studies could result in an increased risk of bias, making the comprehensiveness of RLR compromised [ 13 ]. Furthermore, in situations that require high accuracy, for example, where a small relative difference in an intervention has great impacts, for the purpose of drafting clinical guidelines, or making licensing decisions, a comprehensive SLR may remain the priority [ 19 ]. Therefore, clear communications with policymakers are recommended to reach an agreement on whether an RLR is justified and whether the methodologies of RLR are acceptable to address the unanswered questions [ 18 ].

Disclosure statement

No potential conflict of interest was reported by the author(s).

Similarities and Differences of Review of Related Literature and Review of Related Studies 

Back to: Introduction to Educational Research Methodology

Similarities and Differences of Review of Related Literature and Review of Related Studies

Educational research means the organized collection and examination of the data related to education. It is a scientific study that examines the learning and teaching methods for better understanding of the education system. It is an observation and investigation in the field of education. Research is done in search of new knowledge or to use the existing knowledge in a better way. It helps to acquire useful knowledge and solve the challenges faced in education. Research tries to get a better understanding of education.

Literature review means the overview of the works published previously on a subject matter. It is the summary of the work done by other authors on a topic. Literature review will help a researcher in understanding how to carry on the research and what needs to be covered. 

Similarities between Review of Related Literature and Review of Related Studies

i). Both RRL and RRS is done to understand a subject matter extensively. 

ii). Help an individual to understand their topic of interest in-depth. 

iii). To understand what has already been discovered about a topic and what needs to be researched further. 

Differences of Review of Related Literature and Review of Related Studies

i). Related literature is done from books, professional journals, newspapers, magazines, and other publications. Related studies consist of theses, manuscripts, and dissertations. 

ii). After literature review, the individual tries to develop his/her own opinion on the topic. Review of related studies is obtaining answers from what has been studied. 

iii). Related literature focuses on the opinions and ideas of one’s own on a particular topic. Related studies analyze the work of other researchers and focus on the results received by them.  

• Systematic Review
• Open access
• Published: 23 May 2024

Systematic literature review of real-world evidence for treatments in HR+/HER2- second-line LABC/mBC after first-line treatment with CDK4/6i

• Veronique Lambert   ORCID: orcid.org/0000-0002-6984-0038 1 ,
• Sarah Kane   ORCID: orcid.org/0009-0006-9341-4836 2   na1 ,
• Belal Howidi   ORCID: orcid.org/0000-0002-1166-7631 2   na1 ,
• Bao-Ngoc Nguyen   ORCID: orcid.org/0000-0001-6026-2270 2   na1 ,
• David Chandiwana   ORCID: orcid.org/0009-0002-3499-2565 3 ,
• Yan Wu   ORCID: orcid.org/0009-0008-3348-9232 1 ,
• Michelle Edwards   ORCID: orcid.org/0009-0001-4292-3140 3 &
• Imtiaz A. Samjoo   ORCID: orcid.org/0000-0003-1415-8055 2   na1  

BMC Cancer volume  24 , Article number:  631 ( 2024 ) Cite this article

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Cyclin-dependent kinase 4 and 6 inhibitors (CDK4/6i) combined with endocrine therapy (ET) are currently recommended by the National Comprehensive Cancer Network (NCCN) guidelines and the European Society for Medical Oncology (ESMO) guidelines as the first-line (1 L) treatment for patients with hormone receptor-positive, human epidermal growth factor receptor 2-negative, locally advanced/metastatic breast cancer (HR+/HER2- LABC/mBC). Although there are many treatment options, there is no clear standard of care for patients following 1 L CDK4/6i. Understanding the real-world effectiveness of subsequent therapies may help to identify an unmet need in this patient population. This systematic literature review qualitatively synthesized effectiveness and safety outcomes for treatments received in the real-world setting after 1 L CDK4/6i therapy in patients with HR+/ HER2- LABC/mBC.

MEDLINE®, Embase, and Cochrane were searched using the Ovid® platform for real-world evidence studies published between 2015 and 2022. Grey literature was searched to identify relevant conference abstracts published from 2019 to 2022. The review was conducted in accordance with PRISMA guidelines (PROSPERO registration: CRD42023383914). Data were qualitatively synthesized and weighted average median real-world progression-free survival (rwPFS) was calculated for NCCN/ESMO-recommended post-1 L CDK4/6i treatment regimens.

Twenty records (9 full-text articles and 11 conference abstracts) encompassing 18 unique studies met the eligibility criteria and reported outcomes for second-line (2 L) treatments after 1 L CDK4/6i; no studies reported disaggregated outcomes in the third-line setting or beyond. Sixteen studies included NCCN/ESMO guideline-recommended treatments with the majority evaluating endocrine-based therapy; five studies on single-agent ET, six studies on mammalian target of rapamycin inhibitors (mTORi) ± ET, and three studies with a mix of ET and/or mTORi. Chemotherapy outcomes were reported in 11 studies. The most assessed outcome was median rwPFS; the weighted average median rwPFS was calculated as 3.9 months (3.3-6.0 months) for single-agent ET, 3.6 months (2.5–4.9 months) for mTORi ± ET, 3.7 months for a mix of ET and/or mTORi (3.0–4.0 months), and 6.1 months (3.7–9.7 months) for chemotherapy. Very few studies reported other effectiveness outcomes and only two studies reported safety outcomes. Most studies had heterogeneity in patient- and disease-related characteristics.

Conclusions

The real-world effectiveness of current 2 L treatments post-1 L CDK4/6i are suboptimal, highlighting an unmet need for this patient population.

Peer Review reports

Introduction

Breast cancer (BC) is the most diagnosed form of cancer in women with an estimated 2.3 million new cases diagnosed worldwide each year [ 1 ]. BC is the second leading cause of cancer death, accounting for 685,000 deaths worldwide per year [ 2 ]. By 2040, the global burden associated with BC is expected to surpass three million new cases and one million deaths annually (due to population growth and aging) [ 3 ]. Numerous factors contribute to global disparities in BC-related mortality rates, including delayed diagnosis, resulting in a high number of BC cases that have progressed to locally advanced BC (LABC) or metastatic BC (mBC) [ 4 , 5 , 6 ]. In the United States (US), the five-year survival rate for patients who progress to mBC is three times lower (31%) than the overall five-year survival rate for all stages (91%) [ 6 , 7 ].

Hormone receptor (HR) positive (i.e., estrogen receptor and/or progesterone receptor positive) coupled with negative human epidermal growth factor 2 (HER2) expression is the most common subtype of BC, accounting for ∼ 60–70% of all BC cases [ 8 , 9 ]. Historically, endocrine therapy (ET) through estrogen receptor modulation and/or estrogen deprivation has been the standard of care for first-line (1 L) treatment of HR-positive/HER2-negative (HR+/HER2-) mBC [ 10 ]. However, with the approval of the cyclin-dependent kinase 4/6 inhibitor (CDK4/6i) palbociclib in combination with the aromatase inhibitor (AI) letrozole in 2015 by the US Food and Drug Administration (FDA), 1 L treatment practice patterns have evolved such that CDK4/6i (either in combination with AIs or with fulvestrant) are currently considered the standard of care [ 11 , 12 , 13 , 14 , 15 , 16 , 17 ]. Other CDK4/6i (ribociclib and abemaciclib) in combination with ET are approved for the treatment of HR+/HER2- LABC/mBC; 1 L use of ribociclib in combination with an AI was granted FDA approval in March 2017 for postmenopausal women (with expanded approval in July 2018 for pre/perimenopausal women and for use in 1 L with fulvestrant for patients with disease progression on ET as well as for postmenopausal women), and abemaciclib in combination with fulvestrant was granted FDA approval in September 2017 for patients with disease progression following ET and as monotherapy in cases where disease progression occurs following ET and prior chemotherapy in mBC (with expanded approval in February 2018 for use in 1 L in combination with an AI for postmenopausal women) [ 18 , 19 , 20 , 21 ].

Clinical trials investigating the addition of CDK4/6i to ET have demonstrated significant improvement in progression-free survival (PFS) and significant (ribociclib) or numerical (palbociclib and abemaciclib) improvement in overall survival (OS) compared to ET alone in patients with HR+/HER2- advanced or mBC, making this combination treatment the recommended option in the 1 L setting [ 22 , 23 , 24 , 25 , 26 , 27 ]. However, disease progression occurs in a significant portion of patients after 1 L CDK4/6i treatment [ 28 ] and the optimal treatment sequence after progression on CDK4/6i remains unclear [ 29 ]. At the time of this review (literature search conducted December 14, 2022), guidelines by the National Comprehensive Cancer Network (NCCN) and the European Society for Medical Oncology (ESMO) recommend various options for the treatment of HR+/HER2- advanced BC in the second-line (2 L) setting, including fulvestrant monotherapy, mammalian target of rapamycin inhibitors (mTORi; e.g., everolimus) ± ET, alpelisib + fulvestrant (if phosphatidylinositol-4,5-bisphosphate 3-kinase catalytic subunit alpha mutation positive [PIK3CA-m+]), poly-ADP ribose polymerase inhibitors (PARPi) including olaparib or talazoparib (if breast cancer gene/partner and localizer of BRCA2 positive [BRCA/PALB2m+]), and chemotherapy (in cases when a visceral crisis is present) [ 15 , 16 ]. CDK4/6i can also be used in 2 L [ 16 , 30 ]; however, limited data are available to support CDK4/6i rechallenge after its use in the 1 L setting [ 15 ]. Depending on treatments used in the 1 L and 2 L settings, treatment in the third-line setting is individualized based on the patient’s response to prior treatments, tumor load, duration of response, and patient preference [ 9 , 15 ]. Understanding subsequent treatments after 1 L CDK4/6i, and their associated effectiveness, is an important focus in BC research.

Treatment options for HR+/HER2- LABC/mBC continue to evolve, with ongoing research in both clinical trials and in the real-world setting. Real-world evidence (RWE) offers important insights into novel therapeutic regimens and the effectiveness of treatments for HR+/HER2- LABC/mBC. The effectiveness of the current treatment options following 1 L CDK4/6i therapy in the real-world setting highlights the unmet need in this patient population and may help to drive further research and drug development. In this study, we conducted a systematic literature review (SLR) to qualitatively summarize the effectiveness and safety of treatment regimens in the real-world setting after 1 L treatment with CDK4/6i in patients with HR+/HER2- LABC/mBC.

Literature search

An SLR was performed in accordance with the Cochrane Handbook for Systematic Reviews of Interventions [ 31 ] and reported in alignment with the Preferred Reporting Items for Systematic Literature Reviews and Meta-Analyses (PRISMA) statement [ 32 ] to identify all RWE studies assessing the effectiveness and safety of treatments used for patients with HR+/HER2- LABC/mBC following 1 L CDK4/6i therapy and received subsequent treatment in 2 L and beyond (2 L+). The Ovid® platform was used to search MEDLINE® (including Epub Ahead of Print and In-Process, In-Data-Review & Other Non-Indexed Citations), Ovid MEDLINE® Daily, Embase, Cochrane Central Register of Controlled Trials, and Cochrane Database of Systematic Reviews by an experienced medical information specialist. The MEDLINE® search strategy was peer-reviewed independently by a senior medical information specialist before execution using the Peer Review of Electronic Search Strategies (PRESS) checklist [ 33 ]. Searches were conducted on December 14, 2022. The review protocol was developed a priori and registered with the International Prospective Register of Systematic Review (PROSPERO; CRD42023383914) which outlined the population, intervention, comparator, outcome, and study design (PICOS) criteria and methodology used to conduct the review (Table  1 ).

Search strategies utilized a combination of controlled vocabulary (e.g., “HER2 Breast Cancer” or “HR Breast Cancer”) and keywords (e.g., “Retrospective studies”). Vocabulary and syntax were adjusted across databases. Published and validated filters were used to select for study design and were supplemented using additional medical subject headings (MeSH) terms and keywords to select for RWE and nonrandomized studies [ 34 ]. No language restrictions were included in the search strategy. Animal-only and opinion pieces were removed from the results. The search was limited to studies published between January 2015 and December 2022 to reflect the time at which FDA approval was granted for the first CDK4/6i agent (palbociclib) in combination with AI for the treatment of LABC/mBC [ 35 ]. Further search details are presented in Supplementary Material 1 .

Grey literature sources were also searched to identify relevant abstracts and posters published from January 2019 to December 2022 for prespecified relevant conferences including ESMO, San Antonio Breast Cancer Symposium (SABCS), American Society of Clinical Oncology (ASCO), the International Society for Pharmacoeconomics and Outcomes Research (ISPOR US), and the American Association for Cancer Research (AACR). A search of ClinicalTrials.gov was conducted to validate the findings from the database and grey literature searches.

Study selection, data extraction & weighted average calculation

Studies were screened for inclusion using DistillerSR Version 2.35 and 2.41 (DistillerSR Inc. 2021, Ottawa, Canada) by two independent reviewers based on the prespecified PICOS criteria (Table  1 ). A third reviewer was consulted to resolve any discrepancies during the screening process. Studies were included if they reported RWE on patients aged ≥ 18 years with HR+/HER2- LABC/mBC who received 1 L CDK4/6i treatment and received subsequent treatment in 2 L+. Studies were excluded if they reported the results of clinical trials (i.e., non-RWE), were published in any language other than English, and/or were published prior to 2015 (or prior to 2019 for conference abstracts and posters). For studies that met the eligibility criteria, data relating to study design and methodology, details of interventions, patient eligibility criteria and baseline characteristics, and outcome measures such as efficacy, safety, tolerability, and patient-reported outcomes (PROs), were extracted (as available) using a Microsoft Excel®-based data extraction form (Microsoft Corporation, WA, USA). Data extraction was performed by a single reviewer and was confirmed by a second reviewer. Multiple publications identified for the same RWE study, patient population, and setting that reported data for the same intervention were linked and extracted as a single publication. Weighted average median real-world progression-free survival (rwPFS) values were calculated by considering the contribution to the median rwPFS of each study proportional to its respective sample size. These weighted values were then used to compute the overall median rwPFS estimate.

Quality assessment

The Newcastle-Ottawa scale (NOS) for nonrandomized (cohort) studies was used to assess the risk of bias for published, full-text studies [ 36 ]. The NOS allocates a maximum of nine points for the least risk of bias across three domains: (1) Formation of study groups (four points), (2) Comparability between study groups (two points), (3) Outcome ascertainment (three points). NOS scores can be categorized in three groups: very high risk of bias (0 to 3 points), high risk of bias (4 to 6), and low risk of bias (7 to 9) [ 37 ]. Risk of bias assessment was performed by one reviewer and validated by a second independent reviewer to verify accuracy. Due to limited methodological data by which to assess study quality, risk of bias assessment was not performed on conference abstracts or posters. An amendment to the PROSPERO record (CRD42023383914) for this study was submitted in relation to the quality assessment method (specifying usage of the NOS).

The database search identified 3,377 records; after removal of duplicates, 2,759 were screened at the title and abstract stage of which 2,553 were excluded. Out of the 206 reports retrieved and assessed for eligibility, an additional 187 records were excluded after full-text review; most of these studies were excluded for having patients with mixed lines of CDK4/6i treatment (i.e., did not receive CDK4/6i exclusively in 1 L) (Fig.  1 and Table S1 ). The grey literature search identified 753 records which were assessed for eligibility; of which 752 were excluded mainly due to the population not meeting the eligibility criteria (Fig.  1 ). In total, the literature searches identified 20 records (9 published full-text articles and 11 conference abstracts/posters) representing 18 unique RWE studies that met the inclusion criteria. The NOS quality scores for the included full-text articles are provided in Table S2 . The scores ranged from four to six points (out of a total score of nine) and the median score was five, indicating that all the studies suffered from a high risk of bias [ 37 ].

Most studies were retrospective analyses of chart reviews or medical registries, and all studies were published between 2017 and 2022 (Table S3 ). Nearly half of the RWE studies (8 out of 18 studies) were conducted in the US [ 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 ], while the remaining studies included sites in Canada, China, Germany, Italy, Japan, and the United Kingdom [ 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 ]. Sample sizes ranged from as few as 4 to as many as 839 patients across included studies, with patient age ranging from 26 to 86 years old.

Although treatment characteristics in the 1 L setting were not the focus of the present review, these details are captured in Table S3 . Briefly, several RWE studies reported 1 L CDK4/6i use in combination with ET (8 out of 18 studies) or as monotherapy (2 out of 18 studies) (Table S3 ). Treatments used in combination with 1 L CDK4/6i included letrozole, fulvestrant, exemestane, and anastrozole. Where reported (4 out of 18 studies), palbociclib was the most common 1 L CDK4/6i treatment. Many studies (8 out of 18 studies) did not report which specific CDK4/6i treatment(s) were used in 1 L or if its administration was in combination or monotherapy.

Characteristics of treatments after 1 L CDK4/6i therapy

Across all studies included in this review, effectiveness and safety data were only available for treatments administered in the 2 L setting after 1 L CDK4/6i treatment. No studies were identified that reported outcomes for patients treated in the third-line setting or beyond after 1 L CDK4/6i treatment. All 18 studies reported effectiveness outcomes in 2 L, with only two of these studies also describing 2 L safety outcomes. The distribution of outcomes reported in these studies is provided in Table S4 . Studies varied in their reporting of outcomes for 2 L treatments; some studies reported outcomes for a group of 2 L treatments while others described independent outcomes for specific 2 L treatments (i.e., everolimus, fulvestrant, or chemotherapy agents such as eribulin mesylate) [ 42 , 45 , 50 , 54 , 55 ]. Due to the heterogeneity in treatment classes reported in these studies, this data was categorized (as described below) to align with the guidelines provided by NCCN and ESMO [ 15 , 16 ]. The treatment class categorizations for the purpose of this review are: single-agent ET (patients who exclusively received a single-agent ET after 1 L CDK4/6i treatment), mTORi ± ET (patients who exclusively received an mTORi with or without ET after 1 L CDK4/6i treatment), mix of ET and/or mTORi (patients who may have received only ET, only mTORi, and/or both treatments but the studies in this group lacked sufficient information to categorize these patients in the “single-agent ET” or “mTOR ± ET” categories), and chemotherapy (patients who exclusively received chemotherapy after 1 L CDK4/6i treatment). Despite ESMO and NCCN guidelines indicating that limited evidence exists to support rechallenge with CDK4/6i after 1 L CDK4/6i treatment [ 15 , 16 ], two studies reported outcomes for this treatment approach. Data for such patients were categorized as “ CDK4/6i ± ET ” as it was unclear how many patients receiving CDK4/6i rechallenge received concurrent ET. All other patient groups that lacked sufficient information or did not report outcome/safety data independently (i.e., grouped patients with mixed treatments) to categorize as one of the treatment classes described above were grouped as “ other ”.

The majority of studies reported effectiveness outcomes for endocrine-based therapy after 1 L CDK4/6i treatment; five studies for single-agent ET, six studies for mTORi ± ET, and three studies for a mix of ET and/or mTORi (Fig.  2 ). Eleven studies reported effectiveness outcomes for chemotherapy after 1 L CDK4/6i treatment, and only two studies reported effectiveness outcomes for CDK4/6i rechallenge ± ET. Eight studies that described effectiveness outcomes were grouped into the “other” category. Safety data was only reported in two studies: one study evaluating the chemotherapy agent eribulin mesylate and one evaluating the mTORi everolimus.

Effectiveness outcomes

Real-world progression-free survival

Median rwPFS was described in 13 studies (Tables  2 and Table S5 ). Across the 13 studies, the median rwPFS ranged from 2.5 months [ 49 ] to 17.3 months [ 39 ]. Out of the 13 studies reporting median rwPFS, 10 studies reported median rwPFS for a 2 L treatment recommended by ESMO and NCCN guidelines, which ranged from 2.5 months [ 49 ] to 9.7 months [ 45 ].

Weighted average median rwPFS was calculated for 2 L treatments recommended by both ESMO and NCCN guidelines (Fig.  3 ). The weighted average median rwPFS for single-agent ET was 3.9 months ( n  = 92 total patients) and was derived using data from two studies reporting median rwPFS values of 3.3 months ( n  = 70) [ 38 ] and 6.0 months ( n  = 22) [ 40 ]. For one study ( n  = 7) that reported outcomes for single agent ET, median rwPFS was not reached during the follow-up period; as such, this study was excluded from the weighted average median rwPFS calculation [ 49 ].

The weighted average median rwPFS for mTORi ± ET was 3.6 months ( n  = 128 total patients) and was derived based on data from 3 studies with median rwPFS ranging from 2.5 months ( n  = 4) [ 49 ] to 4.9 months ( n  = 25) [ 54 ] (Fig.  3 ). For patients who received a mix of ET and/or mTORi but could not be classified into the single-agent ET or mTORi ± ET treatment classes, the weighted average median rwPFS was calculated to be 3.7 months ( n  = 17 total patients). This was calculated based on data from two studies reporting median rwPFS values of 3.0 months ( n  = 5) [ 46 ] and 4.0 months ( n  = 12) [ 49 ]. Notably, one study of patients receiving ET and/or everolimus reported a median rwPFS duration of 3.0 months; however, this study was excluded from the weighted average median rwPFS calculation for the ET and/or mTORi class as the sample size was not reported [ 53 ].

The weighted average median rwPFS for chemotherapy was 6.1 months ( n  = 499 total patients), calculated using data from 7 studies reporting median rwPFS values ranging from 3.7 months ( n  = 249) [ 38 ] to 9.7 months ( n  = 121) [ 45 ] (Fig.  3 ). One study with a median rwPFS duration of 5.6 months was not included in the weighted average median rwPFS calculation as the study did not report the sample size [ 53 ]. A second study was excluded from the calculation since the reported median rwPFS was not reached during the study period ( n  = 7) [ 41 ].

Although 2 L CDK4/6i ± ET rechallenge lacks sufficient information to support recommendation by ESMO and NCCN guidelines, the limited data currently available for this treatment have shown promising results. Briefly, two studies reported median rwPFS for CDK4/6i ± ET with values of 8.3 months ( n  = 302) [ 38 ] and 17.3 months ( n  = 165) (Table  2 ) [ 39 ]. The remaining median rwPFS studies reported data for patients classified as “Other” (Table S5 ). The “Other” category included median rwPFS outcomes from seven studies, and included a myriad of treatments (e.g., ET, mTOR + ET, chemotherapy, CDK4/6i + ET, alpelisib + fulvestrant, chidamide + ET) for which disaggregated median rwPFS values were not reported.

Overall survival

Median OS for 2 L treatment was reported in only three studies (Table  2 ) [ 38 , 42 , 43 ]. Across the three studies, the 2 L median OS ranged from 5.2 months ( n  = 3) [ 43 ] to 35.7 months ( n  = 302) [ 38 ]. Due to the lack of OS data in most of the studies, weighted averages could not be calculated. No median OS data was reported for the single-agent ET treatment class whereas two studies reported median OS for the mTORi ± ET treatment class, ranging from 5.2 months ( n  = 3) [ 43 ] to 21.8 months ( n  = 54) [ 42 ]. One study reported 2 L median OS of 24.8 months for a single patient treated with chemotherapy [ 43 ]. The median OS data in the CDK4/6i ± ET rechallenge group was 35.7 months ( n  = 302) [ 38 ].

Patient mortality was reported in three studies [ 43 , 44 , 45 ]. No studies reported mortality for the single-agent ET treatment class and only one study reported this outcome for the mTORi ± ET treatment class, where 100% of patients died ( n  = 3) as a result of rapid disease progression [ 43 ]. For the chemotherapy class, one study reported mortality for one patient receiving 2 L capecitabine [ 43 ]. An additional study reported eight deaths (21.7%) following 1 L CDK4/6i treatment; however, this study did not disclose the 2 L treatments administered to these patients [ 44 ].

Other clinical endpoints

The studies included limited information on additional clinical endpoints; two studies reported on time-to-discontinuation (TTD), two reported on duration of response (DOR), and one each on time-to-next-treatment (TTNT), time-to-progression (TTP), objective response rate (ORR), clinical benefit rate (CBR), and stable disease (Tables  2 and Table S5 ).

Safety, tolerability, and patient-reported outcomes

Safety and tolerability data were reported in two studies [ 40 , 45 ]. One study investigating 2 L administration of the chemotherapy agent eribulin mesylate reported 27 patients (22.3%) with neutropenia, 3 patients (2.5%) with febrile neutropenia, 10 patients (8.3%) with peripheral neuropathy, and 14 patients (11.6%) with diarrhea [ 45 ]. Of these, neutropenia of grade 3–4 severity occurred in 9 patients (33.3%) [ 45 ]. A total of 55 patients (45.5%) discontinued eribulin mesylate treatment; 1 patient (0.83%) discontinued treatment due to adverse events [ 45 ]. Another study reported that 5 out of the 22 patients receiving the mTORi everolimus combined with ET in 2 L (22.7%) discontinued treatment due to toxicity [ 40 ]. PROs were not reported in any of the studies included in the SLR.

The objective of this study was to summarize the existing RWE on the effectiveness and safety of therapies for patients with HR+/HER2- LABC/mBC after 1 L CDK4/6i treatment. We identified 18 unique studies reporting specifically on 2 L treatment regimens after 1 L CDK4/6i treatment. The weighted average median rwPFS for NCCN- and ESMO- guideline recommended 2 L treatments ranged from 3.6 to 3.9 months for ET-based treatments and was 6.1 months when including chemotherapy-based regimens. Treatment selection following 1 L CDK4/6i therapy remains challenging primarily due to the suboptimal effectiveness or significant toxicities (e.g., chemotherapy) associated with currently available options [ 56 ]. These results highlight that currently available 2 L treatments for patients with HR+/HER2- LABC/mBC who have received 1 L CDK4/6i are suboptimal, as evidenced by the brief median rwPFS duration associated with ET-based treatments, or notable side effects and toxicity linked to chemotherapy. This conclusion is aligned with a recent review highlighting the limited effectiveness of treatment options for HR+/HER2- LABC/mBC patients post-CDK4/6i treatment [ 56 , 57 ]. Registrational trials which have also shed light on the short median PFS of 2–3 months achieved by ET (i.e., fulvestrant) after 1 L CDK4/6i therapy emphasize the need to develop improved treatment strategies aimed at prolonging the duration of effective ET-based treatment [ 56 ].

The results of this review reveal a paucity of additional real-world effectiveness and safety evidence after 1 L CDK4/6i treatment in HR+/HER2- LABC/mBC. OS and DOR were only reported in two studies while other clinical endpoints (i.e., TTD, TTNT, TTP, ORR, CBR, and stable disease) were only reported in one study each. Similarly, safety and tolerability data were only reported in two studies each, and PROs were not reported in any study. This hindered our ability to provide a comprehensive assessment of real-world treatment effectiveness and safety following 1 L CDK4/6i treatment. The limited evidence may be due to the relatively short period of time that has elapsed since CDK4/6i first received US FDA approval for 1 L treatment of HR+/HER2- LABC/mBC (2015) [ 35 ]. As such, almost half of our evidence was informed by conference abstracts. Similarly, no real-world studies were identified in our review that reported outcomes for treatments in the third- or later-lines of therapy after 1 L CDK4/6i treatment. The lack of data in this patient population highlights a significant gap which limits our understanding of the effectiveness and safety for patients receiving later lines of therapy. As more patients receive CDK4/6i therapy in the 1 L setting, the number of patients requiring subsequent lines of therapy will continue to grow. Addressing this data gap over time will be critical to improve outcomes for patients with HR+/HER2- LABC/mBC following 1 L CDK4/6i therapy.

There are several strengths of this study, including adherence to the guidelines outlined in the Cochrane Handbook to ensure a standardized and reliable approach to the SLR [ 58 ] and reporting of the SLR following PRISMA guidelines to ensure transparency and reproducibility [ 59 ]. Furthermore, the inclusion of only RWE studies allowed us to assess the effectiveness of current standard of care treatments outside of a controlled environment and enabled us to identify an unmet need in this patient population.

This study had some notable limitations, including the lack of safety and additional effectiveness outcomes reported. In addition, the dearth of studies reporting PROs is a limitation, as PROs provide valuable insight into the patient experience and are an important aspect of assessing the impact of 2 L treatments on patients’ quality of life. The studies included in this review also lacked consistent reporting of clinical characteristics (e.g., menopausal status, sites of metastasis, prior surgery) making it challenging to draw comprehensive conclusions or comparisons based on these factors across the studies. Taken together, there exists an important gap in our understanding of the long-term management of patients with HR+/HER2- LABC/mBC. Additionally, the effectiveness results reported in our evidence base were informed by small sample sizes; many of the included studies reported median rwPFS based on less than 30 patients [ 39 , 40 , 41 , 46 , 49 , 51 , 60 ], with two studies not reporting the sample size at all [ 47 , 53 ]. This may impact the generalizability and robustness of the results. Relatedly, the SLR database search was conducted in December 2022; as such, novel agents (e.g., elacestrant and capivasertib + fulvestrant) that have since received FDA approval for the treatment of HR+/HER2- LABC/mBC may impact current 2 L rwPFS outcomes [ 61 , 62 ]. Finally, relative to the number of peer-reviewed full-text articles, this SLR identified eight abstracts and one poster presentation, comprising half (50%) of the included unique studies. As conference abstracts are inherently limited by how much content that can be described due to word limit constraints, this likely had implications on the present synthesis whereby we identified a dearth of real-world effectiveness outcomes in patients with HR+/HER2- LABC/mBC treated with 1 L CDK4/6i therapy.

Future research in this area should aim to address the limitations of the current literature and provide a more comprehensive understanding of optimal sequencing of effective and safe treatment for patients following 1 L CDK4/6i therapy. Specifically, future studies should strive to report robust data related to effectiveness, safety, and PROs for patients receiving 2 L treatment after 1 L CDK4/6i therapy. Future studies should also aim to understand the mechanism underlying CDK4/6i resistance. Addressing these gaps in knowledge may improve the long-term real-world management of patients with HR+/HER2- LABC/mBC. A future update of this synthesis may serve to capture a wider breadth of full-text, peer-reviewed articles to gain a more robust understanding of the safety, effectiveness, and real-world treatment patterns for patients with HR+/HER2- LABC/mBC. This SLR underscores the necessity for ongoing investigation and the development of innovative therapeutic approaches to address these gaps and improve patient outcomes.

This SLR qualitatively summarized the existing real-world effectiveness data for patients with HR+/HER2- LABC/mBC after 1 L CDK4/6i treatment. Results of this study highlight the limited available data and the suboptimal effectiveness of treatments employed in the 2 L setting and underscore the unmet need in this patient population. Additional studies reporting effectiveness and safety outcomes, in addition to PROs, for this patient population are necessary and should be the focus of future research.

PRISMA flow diagram. *Two included conference abstracts reported the same information as already included full-text reports, hence both conference abstracts were not identified as unique. Abbreviations: 1 L = first-line; AACR = American Association of Cancer Research; ASCO = American Society of Clinical Oncology; CDK4/6i = cyclin-dependent kinase 4/6 inhibitor; ESMO = European Society for Medical Oncology; ISPOR = Professional Society for Health Economics and Outcomes Research; n = number of studies; NMA = network meta-analysis; pts = participants; SABCS = San Antonio Breast Cancer Symposium; SLR = systematic literature review.

Number of studies reporting effectiveness outcomes exclusively for each treatment class. *Studies that lack sufficient information on effectiveness outcomes to classify based on the treatment classes outlined in the legend above. Abbreviations: CDK4/6i = cyclin-dependent kinase 4/6 inhibitor; ET = endocrine therapy; mTORi = mammalian target of rapamycin inhibitor.

Weighted average median rwPFS for 2 L treatments (recommended in ESMO/NCCN guidelines) after 1 L CDK4/6i treatment. Circular dot represents weighted average median across studies. Horizontal bars represent the range of values reported in these studies. Abbreviations: CDK4/6i = cyclin-dependent kinase 4/6 inhibitor; ESMO = European Society for Medical Oncology; ET = endocrine therapy, mTORi = mammalian target of rapamycin inhibitor; n = number of patients; NCCN = National Comprehensive Cancer Network; rwPFS = real-world progression-free survival.

Data availability

All data generated or analyzed during this study are included in this published article [and its supplementary information files]. This study is registered with PROSPERO (CRD42023383914).

Abbreviations

Second-line

Second-line treatment setting and beyond

American Association of Cancer Research

Aromatase inhibitor

American Society of Clinical Oncology

• Breast cancer

breast cancer gene/partner and localizer of BRCA2 positive

Clinical benefit rate

Cyclin-dependent kinase 4/6 inhibitor

Complete response

Duration of response

European Society for Medical Oncology

Food and Drug Administration

Human epidermal growth factor receptor 2

Human epidermal growth factor receptor 2 negative

Hormone receptor

Hormone receptor positive

Professional Society for Health Economics and Outcomes Research

Locally advanced breast cancer

Metastatic breast cancer

Medical Literature Analysis and Retrieval System Online

Medical subject headings

Mammalian target of rapamycin inhibitor

National Comprehensive Cancer Network

Newcastle Ottawa Scale

Objective response rate

Poly-ADP ribose polymerase inhibitor

Progression-free survival

Population, Intervention, Comparator, Outcome, Study Design

Partial response

Preferred Reporting Items for Systematic Literature Reviews and Meta-Analyses

Patient-reported outcomes

• Real-world evidence

San Antonio Breast Cancer Symposium

• Systematic literature review

Time-to-discontinuation

Time-to-next-treatment

Time-to-progression

United States

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Acknowledgements

The authors would like to acknowledge Joanna Bielecki who developed, conducted, and documented the database searches.

This study was funded by Pfizer Inc. (New York, NY, USA) and Arvinas (New Haven, CT, USA).

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Sarah Kane, Belal Howidi, Bao-Ngoc Nguyen and Imtiaz A. Samjoo contributed equally to this work.

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VL, IAS, SK, BH, BN, DC, YW, and ME participated in the conception and design of the study. IAS, SK, BH and BN contributed to the literature review, data collection, analysis, and interpretation of the data. VL, IAS, SK, BH, BN, DC, YW, and ME contributed to the interpretation of the data and critically reviewed for the importance of intellectual content for the work. VL, IAS, SK, BH, BN, DC, YW, and ME were responsible for drafting or reviewing the manuscript and for providing final approval. VL, IAS, SK, BH, BN, DC, YW, and ME meet the International Committee of Medical Journal Editors (ICMJE) criteria for authorship for this article, take responsibility for the integrity of the work, and have given their approval for this version to be published.

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The authors of this manuscript declare that the research presented was funded by Pfizer Inc. and Arvinas. While the support from Pfizer Inc. and Arvinas was instrumental in facilitating this research, the authors affirm that their interpretation of the data and the content of this manuscript were conducted independently and without bias to maintain the transparency and integrity of the research. IAS, SK, BH, and BN are employees of EVERSANA, Canada, which was a paid consultant to Pfizer in connection with the development of this manuscript.

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Lambert, V., Kane, S., Howidi, B. et al. Systematic literature review of real-world evidence for treatments in HR+/HER2- second-line LABC/mBC after first-line treatment with CDK4/6i. BMC Cancer 24 , 631 (2024). https://doi.org/10.1186/s12885-024-12269-8

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From economic wealth to well-being: exploring the importance of happiness economy for sustainable development through systematic literature review

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• Shruti Agrawal   ORCID: orcid.org/0000-0002-1620-9429 1 , 5 ,
• Nidhi Sharma 1 , 5 ,
• Karambir Singh Dhayal   ORCID: orcid.org/0000-0002-0000-4330 2 &
• Luca Esposito   ORCID: orcid.org/0000-0001-5983-6898 3 , 4  

The pursuit of happiness has been an essential goal of individuals and countries throughout history. In the past few years, researchers and academicians have developed a huge interest in the notion of a ‘happiness economy’ that aims to prioritize subjective well-being and life satisfaction over traditional economic indicators such as Gross Domestic Product (GDP). Over the past few years, many countries have adopted a happiness and well-being-oriented framework to re-design the welfare policies and assess environmental, social, economic, and sustainable progress. Such a policy framework focuses on human and planetary well-being instead of material growth and income. The present study offers a comprehensive summary of the existing studies on the subject, exploring how a happiness economy framework can help achieve sustainable development. For this purpose, a systematic literature review (SLR) summarised 257 research publications from 1995 to 2023. The review yielded five major thematic clusters, namely- (i) Going beyond GDP: Transition towards happiness economy, (ii) Rethinking growth for sustainability and ecological regeneration, (iii) Beyond money and happiness policy, (iv) Health, human capital and wellbeing and (v) Policy push for happiness economy. Furthermore, the study proposes future research directions to help researchers and policymakers build a happiness economy framework.

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1 Introduction

Happiness is considered the ultimate goal of human beings (Ikeda, 2010 ; Lama, 2012 ). All economic, social, environmental and political human activities are aligned towards achieving this goal. This fundamental pursuit of human life introduces a new scope of research, namely the ‘happiness economy’ (Agrawal and Sharma 2023 ). The happiness economy is an emerging economic domain wherein many countries are working to envision and implement a happiness-oriented framework by expanding how they measure economic success, which includes wellbeing and sustainability (Cook and Davíðsdóttir 2021 ; Forgeard et al., 2011 ). The investigation of happiness, life-satisfaction and subjective well-being has witnessed increasing research interest across the disciplines- from psychology, philosophy, psychiatry, and cognitive neuroscience to sociology, economics and management (Diener 1984 ; Hallberg and Kullenberg, 2019 ).

In the post-Covid era, the world seeks an enormous transformation shift in the public system (Costanza 2020 ). However, public authorities need more time to realize such needs. To experience the ‘policy transformation’ within the coming few years, we require a paradigm shift that helps warm peoples’ hearts and minds. The new economic paradigm can penetrate the policy processes in advanced economies and every part of the world affected by the epidemic with the support of intellectuals, researchers, entrepreneurs and professionals.

OECD ( 2016 ) proposed a well-being economy framework to measure living conditions and people’s well-being. In 2020, developed countries like Finland, New Zealand, Iceland, Scotland and Wales have become members of the Wellbeing Economy Government (WEGo) (Abrar 2021 ). Since then, the network of government and international authorities across the globe has gained a quick momentum concerning an increasing tendency about a growing tendency to concentrate governmental decisions around human well-being rather than wealth and economic growth (Coscieme et al. 2019 ; Costanza et al. 2020 ).

In light of these circumstances, the purpose of this article is to describe the concept of a “happiness economy” or one that seeks to give everyone fair possibilities for growth, a sense of social inclusion, and stability that can support human resilience (Coyne and Boettke 2006 ). It provides a promising route towards improved social well-being and environmental health and is oriented towards serving individuals and communities (Skul’skaya & Shirokova, 2010 ). Moreover, the happiness economy paradigm is a transition from material production and consumption of commodities and services as the only means to economic development towards embracing a considerable variety of economic, social, environmental and subjective well-being dynamics that are considered fundamental contributors to human happiness (Atkinson et al., 2012 ; King et al., 2014 ; Agrawal and Sharma 2023 ). In following so, it reflects the ‘beyond growth’ approach that empathizes with the revised concept of growth, which is not centred around an increase in income or material production; instead it is grounded in the philosophy of achieving greater happiness for more people (Fioramonti et al. 2019a ).

Whereas the other critiques of economic growth emphasize contraction, frugality and deprivation, the happiness economy relies on a cumulative approach of humanity, hope and well-being, with a perceptive to build a ‘forward-looking’ narrative of ways for humans to live a happy and motivated life by inspiring the cumulative actions and encouraging policy-reforms in the measuring growth of an economy (Stucke 2013 ). Agrawal et al. ( 2023a , b ) explore the domain of happiness economics through a review of the various trends coupled with the future directions and highlight why it needs to be supported for a well-managed economic system and a happy society.

In this paper, we define a “happiness economy as an economy that aims to achieve the well-being of individuals in a nation, promoting human happiness, environmental up-gradation, and sustainability. Alternatively, as an economy where the wellbeing of people counts more than the goals of production and income”. Moreover, we have examined the existing body of research on the happiness economy and analyzed the emerging research themes related to rethinking the conventional approach to economic growth. We conclude by discussing how the happiness economy concept has been accepted so far and realizing its importance by triggering policy reforms at the societal level, by outlining potential future directions that might be included into the current national post-growth policies.

Various researchers and experts in the field of happiness economy support the idea that there is a lack of thorough studies related to the concept, definitions, and themes of the happiness economy model in the nations. This gap has motivated us to conduct a SLR in order to identify the evolution in the domain of happiness economy and to identify the emerging themes in this context. Therefore, this present study seeks to offer a holistic outline of the emerging research area of the happiness economy and helps to understand how the happiness economy can accelerate sustainable development. With the following research questions, this study seeks to give an all-encompassing review of this subject.

What is the annual publication trend in this domain and the most contributing authors, journals, countries etc?

Which themes and upcoming research areas are present in this field?

What directions will the happiness economics study field go in the future?

The SCOPUS database was used to achieve the above research objectives. We have selected 257 articles for examination by hand-selecting the pertinent keywords and going over each one. In the methods section, a thorough explanation of the procedures for gathering, reviewing, and selecting documents is provided.

The remainder of this paper is structured as follows; A thorough survey of the literature on the happiness economy is provided in Sect.  2 . The research approach employed in the study is presented in Sect.  3 . A thorough data analysis of the research findings is given in Sect.  4 . After discussing the results in Sect.  5 , Sect.  6 suggests areas for further research in this field. The study is summarised with a conclusion in Sect.  7 . Section  8 outlines the study’s limitation.

2 Literature review

The supporters of conventional economic growth proclaim that the material production of goods and services and consumption is vital to enhancing one’s living standards. The statement is true to some degree, mainly in countries of enormous deprivation. Some studies have found significantly less correlation between growth and happiness after fulfilling minimum threshold needs (Easterlin 1995 ; Kahneman and Krueger, 2006 ; Inglehart et al., 2008 ). These studies recommend that rather than concentrating solely on economic growth, governmental policy should give priority to non-economic aspects of human existence above a particular income level. According to some researchers, it is challenging to distinguish between the use and emissions of natural resources and economic growth (absolute decoupling) because of the interdependence between socioeconomic conditions and their biophysical basis (Wiedenhofer et al. 2020 ; Wang and Su, 2019 ; Wu et al., 2018 ). However, a shred of increasing evidence shows that it could be possible for humans to maintain a quality of life and a decent standard of living inside the ecological frontier of the environment, given that a contemporary perspective on the production and use of materials are adopted in conjunction with more fair wealth distribution (Millward-Hopkins et al. 2020 ; Bengtsson et al., 2018 ; Ni et al., 2022 ).

The scholarly discourse and institutional framework on the relationship between happiness and economic progress are synthesised in the happiness economy (Frey and Gallus 2012 ; Sohn, 2010 ; Clark et al., 2016 ; Easterlin, 2015 ; Su et al., 2022 ). From a happiness economy perspective, extreme materialism is unsustainable as it significantly impacts natural resources and hinders social coherence and individuals psychological and physical well-being (Fioramonti et al. 2022a ). Additionally, inequalities within countries have grown, while psychological suffering has increased, especially during accelerated growth (Vicente 2020 ; Galbraith, 2009 ). The modern world is witnessing anxiety, depression, wars, reduction of empathy, climate change, pandemics, loss of social bonds and other psychological disorders (Brahmi et al., 2022 ; Santini et al., 2015 ).

It has been scientifically proven that cordial human relations, care-based activity, voluntary activities and the living environment immensely impact a person’s health and societal well-being (Bowler et al. 2010 ; Keniger et al., 2013 ). Ecological economists demonstrated that free ecosystem services have enhanced human well-being (Fang et al. 2022 ). Social epidemiologists have long argued that an increase in inequalities has a negative influence on society while providing equality tends to improve significant objective ways of well-being, from healthier communities to happier communities, declining hate and crime and enhancing social cohesion, productivity, unity and mutual trust (Aiyar and Ebeke 2020 ; Ferriss, 2010 ).

From moving beyond materialistic growth, the happiness economy promotes, appreciates, and protects the environmental, societal, and human capital contributions that lead to cummalative well-being. In a happiness economy framework, a multidimensional approach is needed to evaluate the level of development based on the environmental parameters, health outcomes, as well as public trust, hope, value-creating education and social bonds (Agrawal and Sharma 2023 ; Bayani et al. 2023 ; Lavrov, 2010 ). Such factors have consistently been excluded from any traditional concept or assessment of economic growth. As a result, countries have promoted more industrial activities that deteriorate the authentic ways of human well-being and, hence, the foundations of economic progress.

An excess of production can create a detrimental effect on climate and people’s health, thereby creating a negative externality for society (Fioramonti et al. 2022b ). Moderation of output may be more efficient and desirable than hyper/over-production, as the former can reduce negative environmental externalities (e.g. waste, climate change) and create positive externalities (e.g. employment of the local resources and community) (Kim et al. 2019 ; Kinman and Jones, 2008 ). Moreover, people can also be productive in other contexts outside of the workplace, such as as volunteers, business owners, artists, friends, or members of the community (Fioramonti et al. 2022a ).

Various scholars and scientific research have established that the essential contributions to happiness in one’s life are made by natural surroundings, green and blue spaces, eco-friendly environment, healthy social relations, spirituality, good health, responsible consumption and value-creating education (Helliwell et al. 2021 ; Francart et al., 2018 ; Armstrong et al., 2016 ; Gilead, 2016 ; Giannetti et al., 2015 ). Unfortunately, existing conventional growth theories have ignored all these significant contributions. For example, GDP considers natural ecosystems as economically helpful only up until they are mined and their products are traded (Carrero et al. 2020 ). The non-market benefits they generate, such as natural fertilization, soil regeneration, climate regulation, clean air and maintenance of biodiversity, are entirely ignored (Boyd 2007 ; Hirschauer et al., 2014). The quality time people spend with their families and communities for leisure, educating future generations and making a healthy communal harmony is regarded meaningless, even in the event that they are important to enhance people’s well-being and, hence, to assist any dimension of economic engagement (Griep et al. 2015 ; Agrawal et al., 2020 ). Similarly, if an economy is focusing on people’s healthy lifestyle (for example, by providing comfortable working hours, improving work-life balance, emphasizing mental health, focusing on healthy food, reducing pollution, and promoting sustainable consumption), it is not considered in sync with the growth paradigm (Roy 2021 ; Scrieciu et al., 2013; Shrivastava and Zsolnai 2022 ; Lauzon et al., 2023 ).

Among the latest reviews, Bayani et al. ( 2023 ) highlight that the economics of happiness helps reduce the country’s financial crime by providing a livelihood that reduces financial delinquency. Chen ( 2023 ) highlights that smart city performance enhances urban happiness by adopting green spaces, reusing and recycling products, and controlling pollution. The study by (Agrawal and Sharma 2023 ) proposed a conceptual framework for a happiness economy to achieve sustainability by going beyond GDP. Similarly, Fioramonti et al. ( 2019b ) explored going beyond GDP for a transition towards a happy and well-being economy. The article by Laurent et al. ( 2022 ) has intensively reviewed the well-being indicators in Rome and proposed a conceptual framework for it.

Table  1 provides a thorough summary of the prior review studies about the happiness economy and its contribution to public policy and sustainable development.

3 Research methodology

In the current study, we have adopted an integrative review approach of SLR and bibliometric analysis of the academic literature to get a detailed knowledge of the study, which could also help propose future research avenues. The existing scientific production’s qualitative and quantitative context must be incorporated for a conclusive decision. The study by Meredith ( 1993 ) defines that SLR enables an “integrating several different works on the same topic, summarising the common elements, contrasting the differences, and extending the work in some fashion”. In the present study, the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA) is applied to perform the SLR to follow systematic and transparent steps for the research methodology, as shown in Fig.  1 . The PRISMA technique includes the identification, screening, eligibility, and exclusion criteria parts of the review process.

Additionally, examples of the data abstraction and analysis processes are provided (Mengist et al. 2020 ; Moher et al., 2015 ). The four main phases of the PRISMA process are eligibility, identification, screening, and data abstraction and analysis. Because the PRISMA technique employs sequential steps to accomplish the study’s purpose, it benefits SLR research. Moreover, the bibliometric analysis helps summarise the existing literature’s bibliographic data and determine the emerging condition of the intellectual structure and developing tendencies in the specified research domain (Dervis 2019 ).

3.1 Identification

The step to conduct the PRISMA is the identification of the relevant keywords to initiate the search for material. Next, search strings for the digital library’s search services are created using the selected keywords. The basic search query is for digital library article titles, keywords, and abstracts. Next, a Boolean AND or OR operator is used to generate the search string (Boolean combinations of the operators may also be used).

There are different search databases to conduct the review studies, such as Scopus, Sage, Web of Science, IEEE, and Google Scholar. Among all the available search databases, we have used the Scopus database to identify the articles; since 84% of the material on Web of Science (WoS) overlaps with Scopus, very few authors have addressed the benefits of adopting Scopus over WoS (Mongeon and Paul-Hus 2016 ). Scopus is widely used by academicians and researchers for quantitative analysis (Donthu et al. 2021 ). It is the biggest database of scientific research and contains citations and abstracts from peer-reviewed publications consisting of journal research articles, books and conference articles (Farooque et al., 2019 ; Dhayal et al., 2022 ; Brahmi et al., 2022 ). The following search term was used: (TITLE-ABS-KEY (“happiness economy” OR “economics of happiness” OR “happiness in economy” OR “economy of happiness” OR “economy of wellbeing” OR “wellbeing economy” OR “wellbeing in economy” OR “beyond growth”). This process yields 380 artciles in the initial phase.

3.2 Screening

The second phase is completed by all identified articles from the Scopus database obtained from the search string in the identification phase. The publications are either included or excluded throughout the screening process based on the standards established by the authors and with the aid of particular databases. Exclusion and inclusion criteria are shown during the screening phase to identify pertinent articles for the systematic review procedure. The timeline of this study’s selected articles is from 1995 to 2023. The first article related to the research domain was published in 1995. The second criterion for the inclusion includes the types of documents. In the present research, the authors have regarded only peer-reviewed journals and review articles. Other types of articles, such as books, book chapters, conference articles, notes, and editorials, are excluded to maintain the quality of the review. The third inclusion and exclusion criterion is based on language. All the non-English language documents are excluded to avoid translation confusion; hence, only the English language articles are considered for the final review. After the screening process, 297 articles are obtained.

3.3 Eligibility

Articles are manually selected or excluded depending on specific criteria specified by the authors during the eligibility process. During the elimination process, the authors excluded the articles that did not fit into the scope of review after manual screening of the articles. Two hundred fifty-seven articles were selected after the eligibility procedure. These selected articles are carefully reviewed for the study by reviewing the titles, abstracts, and standards from earlier screening processes.

3.4 Data abstraction and analysis

Analysis and abstraction of data are part of the fourth step. Finally, 257 papers were taken into account for final review. After that, the studies are culled to identify pertinent themes and subthemes for the current investigation by thoroughly reviewing each article’s text. An integrative review is a form of study that combines mixed, qualitative, and quantitative research procedures. It is carried out as shown in Fig.  1 . R-studio Bibliometrix and VOSviewer version 1.6.18 were used to evaluate the final study dataset corpus of 257 articles. Since the Bibliometrix software package is a free-source tool programmed in the R language. It is proficient of conducting comprehensive scientific mapping. It also contains several graphical and statistical features with flexible and frequent updates (Agrawal et al. 2023a , b ).

Extraction of articles and selection process

This section provides an answer to the first research question, RQ1, by indicating the main information of corpus data, research publication trends, influential prolific authors, journals, countries and most used keywords, etc. (Refer to Tables  2 , 3 and 4 ) and (Refer to Figs.  2 , 3 , 4 , 5 and 6 ).

4.1 Bibliometric analysis

Table  2 shows the relevant information gathered from the publication-related details. It presents the cognitive knowledge of the research area, for instance, details about authors, annual average publication, average citations and collaboration index. By observing the rate of document publishing, the study illustrates how much has already been done and how much remains to be investigated.

The annual publication trend is shown in Fig.  2 . It is reflected that the first article related to happiness in an economy was released in the year 1995 when (Bowling 1995 ) published the article “What things are important in people’s lives? A survey of the public’s judgements to inform scales of health related quality of life” where the article discussed “quality of life” and “happiness” as an essential component of a healthy life. Oswald ( 1997 ) brought the concept of happiness and economics together and raised questions such as “Does money buy happiness?” or “Do you think your children’s lives will be better than your own?”. Eventually, the gross national product of the past year and the coming year’s exchange rate was no longer the concern; instead, happiness as the sublime moment became more accurate (Schyns 1998 ; Easterlin, 2001; Frey and Stutzer, 2005 ). Post-2013, we can see exponential growth in the publication trend, and the reason behind the growth is the report published by the “ Stiglitz-Sen-Fitoussi” Commission, which has identified limitations of GDP and questioned the metric of wealth, economic and societal progress. The affirmed questions have gained the attention of researchers and organizations, and thus, they have explored the alternatives to GDP. As a result, the “Organization for Economic Co-operation and Development” (OECD) have proposed a wellbeing framework. Some research work has significantly impacted that time, contributing to the immense growth in this research area (Sangha et al. 2015 ; Spruk and Kešeljević, 2015 ; Nunes et al., 2016 ).

Publication trend

Table  3 shows the top prolific journals concerning the topmost publications in the domain of happiness economy for the corpus of 257 articles, namely “International Journal of Environmental Research and Public Health”, “Ecological Economics”, “Ecological Indicators”, “Sustainability” and “Journal of Cleaner Production” with 5, 4, 4,4 and 4 articles respectively (Refer to Table  4 ). Moreover, the most influential journals with maximum citations are “Nature Human Behavior”, “Quality of Life Research”, “Journal of Applied Behavior Analysis”, “Journal of Cleaner Production” and “Ecological Economics”, with 219, 205, 186, 154 and 142 citations, respectively. “Journal of Cleaner Production” and “Ecological Economics” are highly prolific and the most influential journals in the happiness economy research domain.

Table  4 shows the most influential authors. Baños, R.M. and Botella, C. are the two most contributing authors with maximum publications. For the maximum number of citations, Zheng G. and Coscieme L. are the topmost authors for their research work. The nations were sorted according to the quantity of publications, and Fig.  3 showed where the top ten countries with the highest number of publications are listed originated. It can be seen from the figure that the United Stated has contributed the maximum publications, 66, followed by the United Kingdom with 41 articles, followed by Germany with 32 articles. It is worth noting that emerging nation such as India and China have also made significant contributions.

Top ten contributing countries

Figure  4 shows semantic network analysis in which the relationships between words in individual texts are performed. In the present study, we have identified word frequency distributions and the co-occurrences of the authors’ keywords in this study. We employed co-word analysis to find repeated keywords or terms in the title, abstract, or body of a text. In Fig.  5 , the circle’s colour represents a particular cluster, and the circle’s radius indicates how frequently the words occur. The size of a keyword’s node indicates how frequently that keyword appears. The arcs connecting the nodes represent their co-occurrence in the same publication. The greater the distance between two nodes, the more often the two terms co-occur. It can be seen that “happiness” is linked with “growth” and “life satisfaction”. The nodes of “green economy”, “ecological economics”, and “climate change” are in a separate cluster that shows they are emerging areas, and future studies can explore the relationship between happiness economy with these keywords.

Co-ocurrance of author’s keyword (Author’s compilation)

4.2 Thematic map analysis through R studio

The thematic analysis map, as shown in Fig.  5 , displays, beneath the author’s keywords, the visualisation of four distinct topic typologies produced via a biblioshiny interface. The thematic map shows nine themes/clusters under four quadrants segregated in “Callon’s centrality” and “density value”. The degree of interconnectedness between networks is determined by Callon’s centrality, while Callon’s density determines the internal strength of networks. (Chen et al. 2019 ). The rectangular boxes in Fig.  5 represent the subthemes under each topic or cluster that are either directly or indirectly connected to the major themes, based on the available research. In the upper-right quadrant, four themes have appeared, namely “circular economy”, “well-being economy”, “depression”, and “sustainable development”, they fall under the category of motor themes since they are extremely pertinent to the research field, highly repetitious, and well-developed. When compared to other issues with internal linkages but few exterior relations, “urban population” in the upper-left quadrant is seen as a niche concern since it is not as significant. This cluster may have affected the urban population’s happiness (Knickel et al. 2021 ). “Social innovation” is categorised as an emerging or declining subject with low centrality and density, meaning it is peripheral and undeveloped. It is positioned in the lower-left quadrant. Last but not least, the transversal and fundamental themes “happiness economy”, “subjective well-being”, and “climate change” in the lower-right quadrant are seen to be crucial to the happiness economy study field but are still in the early stages of development. As a result, future research must place greater emphasis on the quantitative and qualitative growth of the study area in light of the key themes that have been identified.

Thematic map analysis

4.3 Science mapping through cluster analysis

In the study, science mapping was conducted to examine the interrelationship between the research domains that could be intellectual (Aria and Cuccurullo 2017 ; Donthu et al. 2021 ). It includes various techniques, such as co-authorship analysis, co-occurrence analysis, bibliographic coupling, etc. We have used R-Studio for the study’s temporal analysis by cluster analysis. To answer RQ2, the authors have performed a qualitative examination of the emerging cluster themes through the science mapping of the existing research corpus of 257 articles by performing bibliographic coupling of documents. Bibliographic coupling analysis helps identify clusters reflecting the most recent research themes in the happiness economy field to illuminate the field’s current areas of interest.

The visual presentation of science mapping relied on VoSviewer version 1.6.18 (refer to Fig.  6 ). Five significant clusters emerged in this research domain (refer to Table  5 ). Going beyond GDP: Transition towards happiness economy, rethinking growth for sustainability and ecological regeneration, beyond money and happiness policy, health, human capital and wellbeing and Policy-Push for happiness economy. A thorough examination identified cluster analyzes has also assists us in identifying potential future research proposals. (Franceschet 2009 )

4.4 Cluster 1: Going beyond GDP: transition towards happiness economy

It depicts from the green colour circles and nodes, where seven research articles were identified with a common theme of beyond GDP that can be seen in Fig.  6 . Cook and Davíðsdóttir ( 2021 ) investigated the linkages between the alternative measure of the beyond growth approach such as a well-being economy prespective and the SDGs. They proposed a conceptual model of a well-being economy consisting of four capital assets interrelated with SDGs that promote well-being goals and domains. To extend the concept of going beyond GDP, various economic well-being indicators are being aligned with the different economic, environmental, and social dimensions to target the set goals of SDG. It is found that the “Genuine Progress Indicator” (GPI) is consider as the most extensive method that covers the fourteen targets among the seventeen’s SDG’s. Cook et al. ( 2022 ) consider SDGs to represent the classical, neoclassical and growth-based economy model and as an emerging paradigm for a well-being economy. The significance of GDP is more recognized within the goals of sustainable development.

GPI is considered an alternative indicator of economic well-being. On this basis, excess consumption of high-quality energy will expand macro-economic activity, which GDP measures. For such, a conceptual exploration of the study is conducted on how pursuing “Sustainable Energy Development” (SED) that can increase the GPI results. As the study’s outcome, according to the GPI, SED will have a significant advantage in implementing energy and environment policy and will also contribute to the advancement of social and economic well-being. Coscieme et al. ( 2020a ) explored the connection between the unconditional growth of GDP and SDG. The author considered that policy coherence for sustainable development should lessen the damaging effects of cyclic manufacturing on the ecosystem. Thus, the services considered free of charge in the GDP model should be valued as a component of society. Generally, such services include ecosystem services and a myriad of “economic” functions like rainfall and carbon sequestration. To work for SDG 8, defined by the “United Nations Sustainable Development Goals” (UNSDGs), a higher GDP growth rate would eventually make it more difficult to achieve environmental targets and lessen inequality. Various guidelines were proposed to select alternative variables for SDG-8 to enhance coherence among all the SDG and other policies for sustainability.

Fioramonti et al. ( 2019a ) state their focus is to go beyond GDP toward a well-being economy rather than material output with the help of convergence reforms in policies and economic shifts. To achieve the SDG through protecting the environment, promoting equality, equitable development and sharing economy. The authors have developed the Sustainable Well-Being Index (SWBI) to consolidate the “Beyond GDP” streams as a metric of well-being matched with the objectives to achieve SDG. The indicators of well-being for an economy have enough possibility to connect current transformations in the economic policies and the economy that, generally, GDP is unable to capture.

Fioramonti et al. ( 2022a ) investigate the critical features of the Wellbeing Economy (WE), including its various parameters like work, technology, and productivity. Posting a WE framework that works for mainstream post-growth policy at the national and international levels was the study’s primary goal. The authors have focused on building a society that promotes well-being that should be empowering, adaptable, and integrative. A well-being economic model should develop new tools and indicators to monitor all ecological and human well-being contributors. A multidimensional approach including critical components for a well-being economy was proposed that creates value to re-focus on economic, societal, personal, and natural aspects. Rubio-Mozos et al. ( 2019 ) conducted in-depth interviews with Fourth Sector business leaders, entrepreneurs, and academicians to investigate the function of small and medium-sized businesses and the pressing need to update the economic model using a new measure in line with UN2030. They have proposed a network from “limits to growth” to a “sustainable well-being economy”.

4.5 Cluster 2: Rethinking growth for sustainability and ecological regeneration

Figure  6 depicts it from blue circles and nodes, wherein four papers were identified. Knickel et al. ( 2021 ) proposed an analytical approach by collecting the data from 11 European areas to examine the existing conditions, difficulties, and anticipated routes forward. The goal of the study is to define the many ideas of a sustainable well-being economy and territorial development plans that adhere to the fundamental characteristics of a well-being economy. A transition from a conventional economic viewpoint to a broader view of sustainable well-being is centred on regional development plans and shifting rural-urban interactions.

Pillay ( 2020 ) investigates the new theories of de-growth, ecosocialism, well-being and happiness economy to break the barriers of traditional economic debates by investigating ways to commercialise and subjugate the state to a society in line with non-human nature. The significant indicator of Gross National Happiness (GNH) is an alternative working indicator of development; thus, the Chinese wall between Buddha and Marx has been built. They questioned the perspective of Buddha and Marx, whether they were harmonized or became a counter-hegemonic movement. In order to determine if the happiness principle is grounded in spiritual values and aligns with the counter-hegemonic ecosocialist movement, the author examined the ecosocialist perspective. Shrivastava and Zsolnai ( 2022 ) have investigated the theoretical and practical ramifications of creative organisations for well-being rooted in the drive for a well-being economy. Wellbeing and happiness-focused economic frameworks are emerging primarily in developed countries. This new policy framework also abolishes GDP-based economic growth and prioritizes individual well-being and ecological regeneration. To understand its application and interpretation, Van Niekerk ( 2019 ) develops a conceptual framework and theoretical analysis of inclusive economics. It contributes to developing a new paradigm for economic growth, both theoretically and practically.

4.6 Cluster 3: ‘Beyond money’ and happiness policy

It depicts pink circles and nodes, wherein five articles were identified, as shown in Fig.  6 . According to Diener and Seligman ( 2004a ) economic indicators are critical in the early phases of economic growth when meeting basic requirements is the primary focus. However, as society becomes wealthier, an individual’s well-being becomes less dependent on money and more on social interactions and job satisfaction. Individuals reporting high well-being outperform those reporting low well-being in terms of income and performance. A national well-being index is required to evaluate well-being variables and shape policies systematically. Diener and Seligman ( 2018 ) propounded the ‘Beyond Money’ concept in 2004. In response to the shortcomings of GDP and economic measures, other quality-of-life indicators, such as health and education, have been created. The national account of well-being has been proposed as a common path to provide societies with an overall quality of life metric. While measuring the subjective well-being of people, the authors reasoned a societal indicator of the quality of life. In this article, the authors have proposed an economy of well-being model by combining subjective and objective measures to convince policymakers and academicians to enact policies that enhance human welfare. The well-being economy includes quality of life indicators and life satisfaction, subjective well-being and happiness.

Frey and Stutzer ( 2000 ) perceived the microeconomic well-being variables in countries. In the study, survey data was used from 6000 individuals in Switzerland and showed that the individuals are happier in developed democracies and institutions (government federalization). They analyzed the reported subjective well-being data to determine the function of federal and democratic institutions on an individual’s satisfaction with life. The study found a negative relationship between income and unemployment. Three criteria have been employed in the study to determine happiness: demographic and psychological traits, macro- and microeconomic factors, and constitutional circumstances. Thus, a new pair of determinants reflects happiness’s effect on individuals’ income, unemployment, inflation and income growth.

Happiness policy, according to Frey and Gallus ( 2013b ), is an intrinsic aspect of the democratic process in which various opinions are collected and examined. “Happiness policy” is far more critical than continuing a goal such as increasing national income and instead considered an official policy goal. The article focuses on how politicians behave differently when they believe that achieving happiness is the primary objective of policy. Frey et al. ( 2014 ) explored the three critical areas of happiness, which are positive and negative shocks on happiness, choice of comparison and its extent to derive the theoretical propositions that can be investigated in future research. It discussed the areas where a more novel and comprehensive theoretical framework is needed: comparison, adaptation, and happiness policy. Wolfgramm et al. ( 2020 ) derived a value-driven transformation framework in Māori economics of wellbeing. It contributes to a multilevel and comprehensive review of Māori economics and well-being. The framework is adopted to advance the policies and implement economies of well-being.

4.7 Cluster 4: Health, human capital and wellbeing

It is depicted as a red colour circle and nodes in Fig.  6 , and only three papers on empirical investigations were found. Laurent et al. ( 2022 ) investigated the Health-Environment Nexus report published by the “Wellbeing Economy Alliance”. In place of increased production and consumption, they suggested a comprehensive framework for human health and the environment that includes six essential paths. The six key pathways are well-being energy, sustainable food, health care, education, social cooperation and health-environment nexus. The proposed variables yield the co-benefits for the climate, health and sustainable economy. Steer clear of the false perception of trade-offs, such as balancing the economy against the environment or the need to save lives. McKinnon and Kennedy ( 2021 ) focuses on community economics of well-being that benefits entrepreneurs and employees. They investigated the interactions of four social enterprises that work for their employees inside and within the broader community. Cylus et al. ( 2020 ) proposed the opportunities and challenges in adopting the model of happiness or well-being in an economy as an alternative measure of GDP. Orekhov et al. ( 2020 ) proposed the derivation of happiness from the World Happiness Index (WHI) data to estimate the regression model for developed countries.

4.8 Cluster 5: Policy-push for happiness economy

It is depicted as an orange circle and nodes in Fig.  6 , and only five papers on empirical and review investigations were found. Oehler-Șincai et al. ( 2023 ) proposed the conceptual and practical perspective of household-income-labour dynamics for policy formulation. It discusses the measurement of well-being as a representation of various policies focusing on health, productivity, and longevity. It focuses on the role of policy in building the subjective and objective dimensions of well-being, defines the correlation between well-being, employment policies, and governance, is inclined to the well-being performance of various countries, and underscores present risks that jeopardize well-being. Musa et al. ( 2018 ) have developed a “community happiness index” by incorporating the four aspects of sustainability—economic, social, environmental, and urban governance—as well as the other sustainability domains, such as human well-being and eco-environmental well-being. From then onwards, community happiness and sustainable urban development emerged. Chernyahivska et al. ( 2020 ) developed strategies to raise the standard of living for people in countries undergoing economic transition by using the quality of life index. The methods uncovered are enhancing employment opportunities and uplifting the international labour market in urban and rural areas, prioritizing human capital, eliminating gender inequality, focusing on improving the individual’s health, and enhancing social protection. Zheng et al. ( 2019 ) investigated the livelihood and well-being index of the population that makes liveable conditions and city construction in society based on people’s happiness index. The structure of a liveable city should be emphasised on sustainable development. The growth strategy in urban areas is an essential aspect of building a liveable city. Frey and Gallus ( 2013a ) criticised the National Happiness Index as a policy goal in a country because it cannot be measured and thus fails to measure the true happiness of people. To measure real happiness, the government should establish living conditions that enable individuals to become happy. The rule of law and human rights must support the process.

The structure of a liveable city should be emphasized in sustainable development. The growth strategy in urban areas is an essential aspect of building a liveable city. Frey and Gallus ( 2013a ) criticized the National Happiness Index as a policy goal in a country because it cannot be measured and thus fails to identify the true individuals happiness. To measure real happiness, the government should establish living conditions that enable individuals to be happy. The process needs to be supported by human rights and the rule of law.

Visualization of cluster analysis

5 Discussion of findings

Concerns like the improved quality-of-life and a decent standard of living within the ecological frontier of the environment have various effects on individuals overall well-being and life satisfaction. The ‘beyond growth’ approach empathized with the revised concept of growth, which is based on the idea of maximising happiness for a larger number of people rather than being driven by a desire for financial wealth or production. In that aspect, the notion of happiness economy is designed that prioritizes serving both people and the environment over the other. This present article has focused on the beyond growth approach and towards a new economic paradigm by doing bibliometric and visual analysis on the dataset that was obtained from Scopus, helping to determine which nations, publications, and authors were most significant in this field of study.

In this field of study, developed nations have made significant contributions as compared to the developing nations. In total, 59 countries have made the substantial contribution to the beyond growth approach literature an some of them have proposed their respective national well-being economy framwework. Among 59 countries the United States and the United Kingdom have been crucial to the publishing. With the exception of five of the top 10 nations, Europe contributes the most to scientific research. The existing research shows the inclination of developed and developing countries to build a new economic paradigm that goes beyond growth by prioritizing the happiness level at individual as well as at collective level.

The most prolific journals in this research domain are the “International Journal of Environmental Research” and “Public Health” with the total publication of 5 and 4. The top two cited journals were the “ Nature Human Behavior” with 219 citations and the “Quality of Life Research” with 205 citations. Due to various economic and non-economic factors, these journals struggled to strike a balance between scientific accuracy and timeliness, and it became vital to spread accurate and logical knowledge. For, example, discussing the relationship between inequality and well-being, exploring the challenges and opportunites of happiness economy in different countries, assessing the role of health in all policies to support the transition to the well-being economy. Visualization of semantic network analysis of co-ocurrance of authors keywords from the VOSviewer showed the future research scope to explore the association between happiness economy along with green economy, climate change, spirituality and sustainability. However, in the thematic mapping, the motor themes denotes the themes that are well-developed and repetative in research, such as, well-being economy, depression, sustainable development and circular economy. The basic themes depicts the developing and transveral themes such as happiness economy, subjective well-being and climate condition. As a result, future research must place greater emphasis on the theoretical and practical expansion of the research field in view of the determined major subjects.

The present study have performed the cluster analysis to identify the emerging research themes in this domain through VOSviewer that helps to analyze the network of published documents. Based on published papers, the author can analyse the interconnected network structure with the use of cluster analysis. We have identified the top five clusters from the study. Each cluster denote the specific and defined theme of the research in this domain. In cluster 1, the majorly of the authors are working in the area of going beyond GDP and transition towards happiness economy, which consists of empirical and review studies. Cluster 2 represents that authors are exploring the relationship between rethinking growth for sustainability and ecological regeneration to evaluate the transition from a conventional economic thought to a broader view of sustainable well-being which is centred on regional development plans and shifting rural-urban interactions. In cluster 3, the authors are exploring the beyond money and happiness policy themes and identified the shortcomings of GDP and economic measures, other quality-of-life indicators, such as health and education. They have proposed the well-being index to evaluate the well-being variables and shape socio-economic policies systematically. The authors have proposed an economy of well-being model by combining subjective and objective measures to convince policymakers and academicians to enact policies that enhance human welfare. The well-being economy includes quality of life indicators and life satisfaction, subjective well-being and happiness. In cluster 4, the authors are working of related theme of Health, human capital and wellbeing, whereby they have put up a comprehensive framework for health and the environment that includes several important avenues for prioritising human and ecological well-being over increased production and consumption. In cluster 5, the authors have suggested the policy-push for happiness economy in which they have identified the conceptual and practical perspective of household-income-labour dynamics for policy formulation. Majorly of the authors in this clutster have focused on the role of policy in building the subjective and objective dimensions of well-being, defines the correlation between well-being, employment policies, and governance, is inclined to the well-being performance of various countries, and underscores present risks that jeopardize well-being. Hence, the present study will give academics, researchers, and policymakers a thorough understanding of the productivity, features, key factors, and research outcomes in this field of study.

6 Scope for future research avenues

The emergence of a happiness economy will transform society’s traditional welfare measure. Such changes will generate more reliable and practical means to measure the well-being or welfare of an economy. After a rigorous analysis of the existing literature, we have proposed the scope for future research in Table  6 .

7 Conclusion

In 2015, the United Nations proposed the pathbreaking and ambitious seventeen “Sustainable Development Goals” (SDGs) for countries to steer their policies toward achieving them by 2030. In reality, economic growth remains central to the agenda for SDGs, demonstrating the absence of a ground-breaking and inspirational vision that might genuinely place people and their happiness at the core of a new paradigm for development. As this research has reflect, there are various evidence that the happiness economy strategy is well-suited to permeate policies geared towards sustainable development. In this context, ‘happiness’ may be a strong concept that ensures the post-2030 growth will resonate with the socioeconomic and environmental traits of everyone around the world while motivating public policies for happiness.

The current research has emphasized the many dynamics of the happiness economy by using a bibliometric analytic study of 257 articles. We have concluded that the happiness economy is an emerging area that includes different dimensions of happiness, such as ecological regeneration, circular economy, sustainability, sustainable well-being, economic well-being, subjective well-being, and well-being economy. In addition to taking into consideration the advantages and disadvantages of human participation in the market, a happiness-based economic system would offer new metrics to assess all contributions to human and planetary well-being. In terms of theoretical ramifications, we suggest that future scholars concentrate on fusing the welfare and happiness theory with economic policy. As countries are predisposed to generate disharmony and imbalance, maximizing societal well-being now entails expanding sustainable development. Since the happiness economy is still a relatively novel field, it offers numerous potential research opportunities.

8 Limitations

Similar to every other research, this one has significant restrictions as well. We are primarily concerned that all our data were extracted from the Scopus database. Furthermore, future research can utilize other software like BibExcel and Gephi to expound novel variables and linkages. Given the research limitations, this article still provides insightful and relevant direction to policymakers, scholars, and those intrigued by the idea of happiness and well-being in mainstream economics.

The study offers scope for future research in connecting the happiness economy framework with different SDGs. Future studies can also carry empirical research towards creating a universally acceptable ‘happiness economy index’ with human and planetary well-being at its core.

Data availability

Data not used in this article.

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All authors contributed to the study conception and design. Shruti Agrawal: Conceptualization, Material preparation, Data Collection, Formal analysis, Methodology, Writing - Original Draft, Review and Editing. Nidhi Sharma: Validation, Project Administration, Supervision, and Writing - Review & Editing. Karambir Singh Dhayal: Validation, Formal analysis, Methodology, Writing - Review and Editing. Luca Esposito: Validation, Writing - Review and Editing. The first draft of the manuscript was written by Shruti Agrawal and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript

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Agrawal, S., Sharma, N., Dhayal, K.S. et al. From economic wealth to well-being: exploring the importance of happiness economy for sustainable development through systematic literature review. Qual Quant (2024). https://doi.org/10.1007/s11135-024-01892-z

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Book Review: ‘Ascent to Power’ studies how Harry Truman overcame lack of preparation in transition

This cover image released by Dutton shows “Ascent to Power: How Truman Emerged from Roosevelt’s Shadow and Remade the World” by David L. Roll. (Dutton via AP)

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LITTLE ROCK, Ark. (AP) — Harry Truman’s ascension to the presidency after Franklin Roosevelt’s death was a rocky one, and it came at a pivotal time in the nation’s history.

Once a senator who complained that the 32nd president treated him like “an office boy,” Truman left the White House in 1953 as one of the most accomplished presidents. Those events are the focus of David L. Roll’s “Ascent to Power: How Truman Emerged from Roosevelt’s Shadow and Remade the World.”

Roll’s book is an essential read for those who want to understand a presidency that, as he puts it, “spawned the most consequential and productive events since the Civil War.”

The book begins during the final months of Roosevelt’s time in office, chronicling his failing health and decision to choose Truman as his running mate in the 1944 election. Through meticulous research, Roll illustrates how Truman overcame a lack of preparation to lead the country through the end of World War II and shepherd in a host of domestic and foreign policy reforms.

The liveliest moments of the book come, fittingly, from the time Truman emerges from under Roosevelt’s shadow during his bid for his first full term in the 1948 election.

Roll portrays Truman as a master at populist campaigning who was able to close the gap with Thomas Dewey by focusing on workers, veterans, farmers and Black voters. But he also credits figures like adviser Clark Clifford, as Truman ran against the Republican Party’s record in Congress rather than his opponent.

Roll’s meticulous research and ability to balance multiple voices throughout provides readers with an illuminating portrait of Truman’s rise to the presidency and his time in the office.

AP book reviews: https://apnews.com/hub/book-reviews

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Health profession education hackathons: a scoping review of current trends and best practices

• Azadeh Rooholamini   ORCID: orcid.org/0000-0002-9638-7953 1 &
• Mahla Salajegheh   ORCID: orcid.org/0000-0003-0651-3467 1  

BMC Medical Education volume  24 , Article number:  554 ( 2024 ) Cite this article

Metrics details

While the concept of hacking in education has gained traction in recent years, there is still much uncertainty surrounding this approach. As such, this scoping review seeks to provide a detailed overview of the existing literature on hacking in health profession education and to explore what we know (and do not know) about this emerging trend.

This was a scoping review study using specific keywords conducted on 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the concept and application of hacking in education and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors.

Twenty-two articles were included. The findings are organized into two main categories, including (a) a Description of the interventions and expected outcomes and (b) Aspects of hacking in health profession education.

Hacking in health profession education refers to a positive application that has not been explored before as discovering creative and innovative solutions to enhance teaching and learning. This includes implementing new instructional methods, fostering collaboration, and critical thinking to utilize unconventional approaches.

Peer Review reports

Introduction

Health professions education is a vital component of healthcare systems to provide students with the knowledge, skills, and attitudes necessary to provide high-quality care to patients [ 1 ]. However, with the advent of innovative technologies and changing global dynamics, there is a growing need to incorporate new educational methods to prepare medical science students for the future [ 2 ].

Although traditional methods can be effective for certain learning objectives and in specific contexts and may create a stable and predictable learning environment, beneficial for introducing foundational concepts, memorization, and repetition, however, they may not fully address the diverse needs and preferences of today’s learners [ 3 ]. Some of their limitations may be limited engagement, passive learning, lack of personalization, and limited creativity and critical thinking [ 4 ].

As Du et al. (2022) revealed the traditional teaching model fails to capture the complex needs of today’s students who require practical and collaborative learning experiences. Students nowadays crave interactive learning methods that enable them to apply theoretical knowledge in real-world situations [ 5 ].

To achieve innovation in health professions education, engaging students and helping them learn, educators should use diverse and new educational methods [ 6 ]. Leary et al. (2022) described how schools of nursing can integrate innovation into their mission and expressed that education officials must think strategically about the knowledge and skills the next generation of students will need to learn, to build an infrastructure that supports innovation in education, research, and practice, and provide meaningful collaboration with other disciplines to solve challenging problems. Such efforts should be structured and built on a deliberate plan and include curricular innovations, and experiential learning in the classroom, as well as in practice and research [ 7 ].

The incorporation of technology in education is another aspect that cannot be ignored. Technology has revolutionized the way we communicate and learn, providing opportunities for students to access information and resources beyond the traditional education setting. According to the advancement of technology in education, hacking in education is an important concept in this field [ 8 ].

Hack has become an increasingly popular term in recent years, with its roots in the world of computer programming and technology [ 9 ]. However, the term “hack” is not limited solely to the realm of computers and technology. It can also refer to a creative approach to problem-solving, a willingness to challenge established norms, and a desire to find new and innovative ways to accomplish tasks [ 10 ]. At its core, hacking involves exploring and manipulating technology systems to gain a deeper understanding of how they work. This process of experimentation and discovery can be applied to many different fields, including education [ 11 ].

In education, the concept of “hack” has become popular as educators seek innovative ways to engage students and improve learning outcomes. As Wizel (2019) described “hack in education” involves applying hacker mentality and techniques, such as using technology creatively and challenging traditional structures, to promote innovation within the educational system [ 12 ]. These hacking techniques encompass various strategies like gamification, hackathons, creating new tools and resources for education, use of multimedia presentations, online forums, and educational apps for project-based learning [ 9 ]. Butt et al. (2020) demonstrated the effectiveness of hack in education in promoting cross-disciplinary learning in medical education [ 13 ]. However, concerns exist about the negative connotations and ethical implications of hacking in education, with some educators hesitant to embrace these techniques in their classrooms [ 7 , 14 ].

However, while the concept of hack in education has gained traction in recent years, there is still a great deal of uncertainty surrounding its implementation and efficacy. As such, this scoping review seeks to provide a comprehensive overview of the existing literature on hacking in health profession education (HPE), to explore what we know (and do not know) about this emerging trend. To answer this research question, this study provided a comprehensive review of the literature related to hacking in HPE. Specifically, it explored the various ways in which educators are using hack techniques to improve learning outcomes, increase student engagement, and promote creativity in the classroom.

Methods and materials

This scoping review was performed based on the Arksey and O’Malley Framework [ 15 ] and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement to answer some questions about the hacking approach in health professions education [ 16 ].

Search strategies

The research question was “What are the aspects of hacking in education?“. We used the PCC framework which is commonly used in scoping reviews to develop the research question [ 17 ]. In such a way the Population assumed as learners, the Concept supposed as aspects of hacking in education, and the Context is considered to be the health profession education.

A systematic literature search was conducted on June 2023, using the following terms and their combinations: hack OR hacking OR hackathon AND education, professional OR “medical education” OR “medical training” OR “nursing education” OR “dental education” OR “pharmacy education” OR “health professions education” OR “health professional education” OR “higher education” OR “healthcare education” OR “health care education” OR “students, health occupations” OR “medical student” OR “nursing student” OR “dental student” OR “pharmacy student” OR “schools, health occupations” OR “medical school” OR “nursing school” OR “dental school” OR “pharmacy school”) in 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation. (A copy of the search strategy is included in Appendix 1 ). To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles.

Inclusion and exclusion criteria

Original research reporting the different aspects of hacking in health professions education and published in English was included. We excluded commentaries, editorials, opinion pieces, perspectives, reviews, calls for change, needs assessments, and other studies in which no real interventions had been employed.

Study identification

After removing the duplicates, each study potentially meeting the inclusion criteria was independently screened by 2 authors (A.R. and M.S.). Then, the full texts of relevant papers were assessed independently by the 2 authors for relevance and inclusion. Disagreements at either step were resolved when needed until a consensus was reached.

Quality assessment of the studies

We used the BEME checklist [ 18 ], consisting of 11 indicators, to assess the quality of studies. Each indicator was rated as “met,” “unmet,” or “unclear.” To be deemed of high quality, articles should meet at least 7 indicators. The quality of the full text of potentially relevant studies was assessed by 2 authors (A.R. and M.S.). Disagreements were resolved through discussion. No study was removed based on the results of the quality assessment.

Data extraction and synthesis

To extract the data from the studies, a data extraction form was designed based on the results of the entered studies. A narrative synthesis was applied as a method for comparing, contrasting, synthesizing, and interpreting the results of the selected papers. All outcomes relevant to the review question were reported. The two authors reviewed and coded each included study using the data extraction form independently.

A total of 645 titles were found, with a further four titles identified through the hand-searching of reference lists of all reviewed articles. After removing the duplicate references, 422 references remained. After title screening, 250 studies were considered for abstract screening, and 172 studies were excluded. After the abstract screening, 73 studies were considered for full-text screening, and 177 studies were excluded due to reasons such as:1. being irrelevant, 2. loss of data, and 3. language limitation. 22 studies were included in the final analysis. The 2020 PRISMA diagram for the included studies is shown in Fig.  1 . The quality was evaluated as “high” in 12 studies, “moderate” in 7 studies, and “low” in 3 studies.

PRISMA flow diagram for included studies

The review findings are organized into two main categories: (a) Description of the interventions and expected outcomes and (b) Aspects of hacking in health profession education.

Description of the interventions and expected outcomes

The description of the studies included the geographical context of the interventions, type, and number of participants, focus of the intervention, evaluation methodology, and outcomes. Table  1 displays a summary of these features.

Geographical context

Of the 22 papers reviewed, 11 studies (45.4%) took place in the United States of America [ 7 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ], two studies in Pakistan [ 13 , 29 ], one study performed in international locations [ 30 ], and the remainder being in the United Kingdom [ 31 ], Germany [ 32 ], Finland [ 33 ], Australia [ 34 ], Austria [ 35 ], Thailand [ 36 ], Africa [ 37 ], and Canada [ 38 ].

Type and number of participants

Hacking in HPE interventions covered a wide range and multiple audiences. The majority of interventions targeted students (17 studies, 77.2%) [ 7 , 13 , 20 , 21 , 23 , 24 , 25 , 26 , 27 , 29 , 30 , 31 , 32 , 33 , 36 , 37 , 38 ]. Their field of education was reported differently including medicine, nursing, engineering, design, business, kinesiology, and computer sciences. Also, they were undergraduates, postgraduates, residents, and post-docs. Ten interventions (45.4%) were designed for physicians [ 13 , 19 , 21 , 24 , 25 , 26 , 28 , 29 , 33 , 35 ]. Their field of practice was reported diverse including psychology, radiology, surgery, and in some cases not specified. Eight (36.3%) studies focused on staff which included healthcare staff, employees of the university, nurses, care experts, and public health specialists [ 13 , 22 , 26 , 28 , 29 , 30 , 32 , 35 ]. Interestingly, nine of the hacking in HPE interventions (40.9%) welcomed specialists from other fields outside of health sciences and medicine [ 13 , 19 , 22 , 25 , 26 , 28 , 29 , 33 , 35 ]. Their field of practice was very diverse including engineers, theologians, artists, entrepreneurs, designers, informaticists, IT professionals, business professionals, industry members, data scientists, and user interface designers. The next group of participants was faculty with 5 studies (22.7%) [ 7 , 23 , 32 , 34 , 36 ]. An intervention (4.5%) targeted the researchers [ 27 ]. The number of participants in the interventions ranged from 12 to 396. Three studies did not specify the number of their participants.

The focus of the intervention

The half of interventions aimed to improve HPE (12 studies, 54.5%) [ 7 , 13 , 21 , 23 , 24 , 26 , 28 , 30 , 31 , 32 , 34 , 38 ], with a secondary emphasis on enhancing clinical or health care [ 19 , 22 , 25 , 29 , 33 , 35 , 36 , 37 ]. Two studies highlighted the improvement in entrepreneurship skills of health professions [ 19 , 20 ]. One study aimed to improve the research skills of health professionals [ 27 ].

Evaluation methodology

Methods to evaluate hacking in HPE interventions included end-of-program questionnaires, pre-and post-test measures to assess attitudinal or cognitive change, self-assessment of post-training performance, project-based assessment through expert judgment and feedback, interviews with participants, and direct observations of behavior.

Hacking in HPE interventions has resulted in positive outcomes for participants. Five studies found high levels of satisfaction for participants with the intervention [ 21 , 31 , 32 , 33 , 37 ]. Some studies evaluated learning, which included changes in attitudes, knowledge, and skills. In most studies, participants demonstrated a gain in knowledge regarding awareness of education’s strengths and problems, in the desire to improve education by enhancement of awareness for technological possibilities [ 7 , 13 , 19 , 21 , 23 , 30 , 32 , 33 , 34 , 35 , 38 ]. Some studies found improving participant familiarity with healthcare innovation [ 19 , 22 , 24 , 25 , 26 , 33 , 36 , 37 ]. Some participants reported a positive change in attitudes towards HPE as a result of their involvement in hacking interventions. They cited a greater awareness of personal strengths and limitations, increased motivation, more confidence, and a notable appreciation of the benefits of professional development [ 20 , 21 , 29 , 34 ]. Some studies also demonstrated behavioral change. In one study, changes were noted in developing a successful proof-of-concept of a radiology training module with elements of gamification, enhancement engagement, and learning outcomes in radiology training [ 28 ]. In a study, participants reported building relationships when working with other members which may be students, faculty, or healthcare professionals [ 7 ]. Five studies found a high impact on participant perceptions and attitudes toward interdisciplinary collaboration [ 22 , 26 , 27 , 36 , 38 ].

Aspects of hacking in health profession education

The special insights of hacking in HPE included the adaptations considered in the interventions, the challenges of interventions, the suggestions for future interventions, and Lessons learned.

Adaptations

The adaptations are considered to improve the efficacy of hacking in HPE interventions. We found that 21 interventions were described as hackathons. Out of this number, some were only hackathons, and some others had benefited from hackathons besides other implications of hacking in education. Therefore, most of the details in this part of the findings are presented with a focus on hackathons. The hackathon concept has been limited to the industry and has not been existing much in education [ 39 , 40 ]. In the context of healthcare, hackathons are events exposing healthcare professionals to innovative methodologies while working with interdisciplinary teams to co-create solutions to the problems they see in their practice [ 19 , 22 , 24 , 25 , 30 , 41 , 42 ].

Some hackathons used various technologies for internal and external interactions during the hackathon including Zoom, Gmail, WhatsApp, Google Meet, etc [ 37 ]. . . Almost all hackathons were planned and performed in the following steps including team formation, team working around the challenges, finding innovative solutions collaboratively, presenting the solutions and being evaluating based on some criteria including whether they work, are good ideas with a suitable problem/solution fit, how a well-designed experience and execution, etc. For example, in the hackathon conducted by Pathanasethpong et al. (2017), the judging criteria included innovativeness, feasibility, and value of the projects [ 36 ]. Also, they managed the cultural differences between the participants through strong support of leadership, commitment, flexibility, respect for culture, and willingness to understand each other’s needs [ 36 ].

Despite valuable adaptations, several challenges were reported. The hackathons faced some challenges such as limited internet connectivity, time limitations, limited study sample, power supply, associated costs, lack of diversity among participants, start-up culture, and lack of organizational support [ 13 , 19 , 25 , 28 , 30 , 34 , 37 ]. Some interventions reported the duration of the hackathon was deemed too short to develop comprehensive solutions [ 37 ]. One study identified that encouraging experienced physicians and other healthcare experts to participate in healthcare hackathons is an important challenge [ 26 ].

Suggestions for the future

Future hackathons should provide internet support for participants and judges, invite investors and philanthropists to provide seed funding for winning teams, and enable equal engagement of all participants to foster interdisciplinary collaboration [ 37 ]. Subsequent hackathons have to evaluate the effect of implementation or durability of the new knowledge in practice [ 19 , 28 ]. Wang et al. (2018) performed a hackathon to bring together interdisciplinary teams of students and professionals to collaborate, brainstorm, and build solutions to unmet clinical needs. They suggested that future healthcare hackathon organizers a balanced distribution of participants and mentors, publicize the event to diverse clinical specialties, provide monetary prizes and investor networking opportunities for post-hackathon development, and establish a formal vetting process for submitted needs that incorporates faculty review and well-defined evaluation criteria [ 22 ]. Most interventions had an overreliance on self-assessments to assess their effectiveness. To move forward, we should consider the use of novel assessment methods [ 30 ].

Lessons learned

Based on the findings of hackathons, they have developed efficient solutions to different problems related to public health and medical education. Some of these solutions included developing novel computer algorithms, designing and building model imaging devices, designing more approachable online patient user websites, developing initial prototypes, developing or optimizing data analysis tools, and creating a mobile app to optimize hospital logistics [ 25 , 26 , 27 , 36 ]. Staziaki et al. (2022) performed an intervention to develop a radiology curriculum. Their strategies were creating new tools and resources, gamification, and conducting a hackathon with colleagues from five different countries. They revealed a radiology training module that utilized gamification elements, including experience points and a leaderboard, for annotation of chest radiographs of patients with tuberculosis [ 28 ].

Most hackathons provide an opportunity for medical health professionals to inter-professional and inter-university collaboration and use technology to produce innovative solutions to public health and medical education [ 7 , 23 , 26 , 30 , 37 , 38 ]. For example, one study discussed that hackathons allowed industry experts and mentors to connect with students [ 37 ]. In the study by Mosene et al. (2023), results offer an insight into the possibilities of hackathons as a teaching/learning event for educational development and thus can be used for large-scale-assessments and qualitative interviews for motivational aspects to participate in hackathons, development of social skills and impact on job orientation [ 32 ].

The participants’ willingness to continue working on the projects after the hackathons was also reported in some papers [ 13 , 29 , 33 ]. One study highlights the potential of hackathons to address unmet workforce needs and the preference of female surgeons for small-group discussions and workshops [ 24 ]. Craddock et al. (2016) discussed that their intervention provided a unique opportunity for junior researchers and those from developing economies who have limited opportunities to interact with peers and senior scientists outside their home institution [ 27 ].

Dameff et al. (2019) developed and evaluated a novel high-fidelity simulation-based cybersecurity training program for healthcare providers. They found significant improvements in the knowledge and confidence of participants related to clinical cybersecurity after completing the simulation exercise. They also reported high levels of satisfaction with the training program [ 21 ].

This scoping review provided a detailed overview of the existing literature on hacking in health profession education and explored what we know (and do not know) about this emerging trend. Our results emphasized the increasing pattern of utilizing hacking in HPE for enhancing teaching and learning, problem-solving, and product generation. Our findings revealed that elements of hacking in HPE can include; innovation, creativity, critical thinking, and collaboration. Innovation is a critical element of hacking in education that holds different meanings for different disciplines. Those involved in HPE consider innovation to create new tools and resources [ 7 , 28 ], hackathons [ 13 , 19 , 20 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 ], gamification [ 28 ], and simulation-based training [ 21 ].

This study by introducing a different perspective or a new application of hacking that has not been explored before allows for a broader understanding of hacking and its potential positive applications in HPE. Although it does mention “hacking,” it does not refer to the malicious or illegal activities often associated with the term [ 43 , 44 ]. The results of this study indicate incorporating hacking into HPE aimed at improving education and enhancing clinical or healthcare had positive outcomes in learning, attitudes, knowledge, and skills. Embracing hacking in HPE revolutionizes traditional teaching methods, promotes interdisciplinary collaboration, leverages cutting-edge technologies, and cultivates a culture of lifelong learning, ultimately enhancing clinical outcomes and the healthcare system as a whole [ 13 , 20 , 21 , 22 , 26 , 27 , 28 , 30 , 31 , 32 , 33 , 34 , 36 , 37 , 38 ].

This study reveals that hackathons are more prominent in the United States of America (USA) education system compared to other countries due to the culture of innovation and entrepreneurship [ 7 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ]. It is important to note that while hackathons are more prominent in the USA, they are also gaining popularity in other countries [ 13 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 ]. This mindset directly contributes to designing effective interventions and driving innovation across different countries and regions around the world. In comparison to other educational interventions, in hacking within education studies, the geographical context, the focus of the intervention, and outcomes can play a significant role in shaping the educational intervention. The relationship between them can be explained through Socio-cultural theory which emphasizes the influence of social interactions and cultural factors in learning and development [ 45 ]. According to this theory, factors such as cultural values, societal norms, availability of technological resources, access to educational opportunities, and collaboration with local communities all play a role in shaping the outcomes of hacking in education. In light of the findings, creating a positive impact on education through “hacking” as innovation requires adaptations and overcoming challenges. Adaptations could involve modifying traditional teaching methods, incorporating new technologies into the learning process, or adopting new pedagogical approaches, such as project-based learning or blended learning [ 40 ]. Adapting education through hacking means finding innovative solutions to improve teaching methods, student engagement, and overall learning outcomes [ 46 ]. Challenges refer to the obstacles or barriers that educators, leaders, or organizations may face when trying to implement innovative changes in education could be related to resistance to change, lack of resources or funding, bureaucratic hurdles, or simply the complexities of navigating a rapidly changing educational landscape [ 47 ]. Therefore, driving positive change requires leading with creativity, perseverance, and collaboration [ 48 ]. In this way, different leadership and management approaches and models can help to create change. For example, studies show that Kotter’s 8-Step Change theory can be considered a guide for educators to lead innovation in education through hacking [ 49 ].

With a clear definition of innovation, the next is to consider how to systematize and embed a culture of innovation within the educational organization. An important component of this strategy is tying innovation to professional, school, and university priorities. Innovation is a human-centered endeavor and requires key stakeholders’ engagement to identify challenges and opportunities. Our findings emphasized that while meeting with multiple stakeholders is critical, developing other champions of an innovation focus is essential. Consider resources available in developing internal and external advisory members, local entrepreneurs, or leaders in innovation roles. Other strategies can be used to guide the design and development of innovation programs including co-design sessions, focus groups, and the use of external consultants.

Faculty members are the main actors of change and the most effective source of creativity in education. They have a significant role to play in driving change in education by preparing the ground for creativity, adapting to new changes, and stimulating change within the classroom. They can create a positive and innovative learning environment that benefits both students and the entire organization [ 50 , 51 ].

For many faculty members, innovation will be a new area of inquiry. Hence, based on our findings we recommend to the planners and organizers of faculty development programs to design and implement some programs about innovation in the teaching and learning process considering these three key elements: building knowledge, acquiring skills in applying rigorous innovation methodologies to identifying and solving problems, and generating opportunities to participate in innovation activities can way to develop an interest in innovation and elevate it as a school goal and priority [ 51 , 52 ].

Overall, these findings demonstrate that the hackathon effectively met its objectives in the case of HPE by promoting interdisciplinary collaboration, building relationships, facilitating learning, developing innovation, knowledge acquisition, practical problem-solving skills, cross-disciplinary tools for teaching and learning, and inquiry-based learning. In addition, findings reveal the positive outcomes of hackathons in HPE including increasing confidence levels as innovators, enhancing awareness of technological possibilities for future healthcare givers, improved familiarity with healthcare innovation and teaching entrepreneurship, improving engagement, and learning outcomes in training, high participant satisfaction, and increased motivation with the program. Also, Hackathon in HPE emphasizes the role of multidisciplinary teams and technology in solving medical education problems and encourages disciplinary collaborations to improve data collection and analysis [ 7 , 13 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 ]. A potential gap of knowledge in this study is the lack of research on the long-term impact and sustainability of hacking in HPE. While the study highlights the positive outcomes of incorporating hacking into education, it does not delve into the long-term effects or address the potential challenges in maintaining and sustaining these innovative practices. Additionally, there is limited mention of the assessment methods used to measure the effectiveness of hacking in education, which could be an area for further investigation.

Some limitations of this study are including, this comprehensive study includes a straightforward research question, a predefined search strategy, and inclusion and exclusion criteria for studies that summarize all relevant studies, allowing for a detailed understanding of the available evidence. This had some limitations when it came to collecting eligible articles. Since this review extracted only published research, there are educational interventions that are reported at conferences but have not yet been published in the literature. The moderate quality of full-text studies is indeed a limitation of this study. Future research should consider including higher-quality full-text studies to enhance the robustness of the findings.

Although we searched for articles using general keywords, these were limited to hackathon keywords. Further research is needed to conduct hackathons in HPE to drive sustained innovation and crowd-source solutions. First, research should investigate how to enhance faculty and student engagement and retention to foster hackathons in HPE. Second, a multidisciplinary study is crucial to strike a balance between embracing innovation and evaluating its impact to ensure its successful integration into the education system. Third, future research could focus on exploring the long-term impact, sustainability, and assessment methods of incorporating hackathons in HPE.

Hacking in the health profession educational context refers to the positive applications in teaching and learning that have not been explored before. Embracing hacking requires adaptations, overcoming challenges, and driving change through creativity, perseverance, and collaboration. The goal of hacking in health profession education is to create a more dynamic, adaptable, and effective educational system that meets the needs of all learners and prepares them for success in the rapidly evolving 21st-century economy.

Data availability

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

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Acknowledgements

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This study was conducted with the financial support of the Vice-Chancellor for Research and Technology of Kerman University of Medical Sciences (project number: 402000210).The role of the funding body was to provide support for data collection and analysis.

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Azadeh Rooholamini & Mahla Salajegheh

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AR and MS formulated the research idea, extracted data, and performed the analysis of the data, wrote the manuscript, and edited the draft of the paper. All authors approved the final manuscript.

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Correspondence to Mahla Salajegheh .

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Rooholamini, A., Salajegheh, M. Health profession education hackathons: a scoping review of current trends and best practices. BMC Med Educ 24 , 554 (2024). https://doi.org/10.1186/s12909-024-05519-7

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Received : 05 December 2023

Accepted : 06 May 2024

Published : 21 May 2024

DOI : https://doi.org/10.1186/s12909-024-05519-7

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Book Review: ‘Ascent to Power’ studies how Harry Truman overcame lack of preparation in transition

Harry Truman’s ascension to the presidency after Franklin Roosevelt’s death was a rocky one, and it came at a pivotal time in the nation’s history.

Once a senator who complained that the 32nd president treated him like “an office boy,” Truman left the White House in 1953 as one of the most accomplished presidents. Those events are the focus of David L. Roll’s “Ascent to Power: How Truman Emerged From Roosevelt’s Shadow and Remade the World.”

Roll’s book is an essential read for those who want to understand a presidency that, as he puts it, “spawned the most consequential and productive events since the Civil War.”

The book begins during the final months of Roosevelt’s time in office, chronicling his failing health and decision to choose Truman as his running mate in the 1944 election. Through meticulous research, Roll illustrates how Truman overcame a lack of preparation to lead the country through the end of World War II and shepherd in a host of domestic and foreign policy reforms.

The liveliest moments of the book come, fittingly, from the time Truman emerges from under Roosevelt’s shadow during his bid for his first full term in the 1948 election.

Roll portrays Truman as a master at populist campaigning who was able to close the gap with Thomas Dewey by focusing on workers, veterans, farmers and Black voters. But he also credits figures like adviser Clark Clifford, as Truman ran against the Republican Party’s record in Congress rather than his opponent.

Roll’s meticulous research and ability to balance multiple voices throughout provides readers with an illuminating portrait of Truman’s rise to the presidency and his time in office.

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