{"id":611,"date":"2016-02-29T13:27:41","date_gmt":"2016-02-29T18:27:41","guid":{"rendered":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/?p=611"},"modified":"2019-09-13T10:36:17","modified_gmt":"2019-09-13T14:36:17","slug":"med-review-papers","status":"publish","type":"post","link":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/","title":{"rendered":"Writing Medical Review Papers"},"content":{"rendered":"<blockquote><p>Review articles, including meta-analyses, are critical evaluations of material that has already been published. By organizing, integrating, and evaluating previously published material, the author of a review article considers the progress of current research toward clarifying a problem. <small>from APA Manual, 2001, 7<\/small><\/p><\/blockquote>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-712\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-300x200.jpg\" alt=\"med review\" width=\"300\" height=\"200\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-300x200.jpg 300w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-768x512.jpg 768w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-1024x682.jpg 1024w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>To understand Reviews as a kind of scientific publication, it helps to compare them to Research Reports, the type of publication with which we are most familiar.\u00a0A research report explains the investigation and results of a single research question (or small set of highly-related questions) as a logically ordered sequence of events (an idealized version of the scientific method). Research Reports are published in a format we are very familiar with, the\u00a0<b>IMRD<\/b>, that nicely projects an idealized version of the scientific method.\u00a0Thus, an outline to the parts of a research report shows some version of the functional subheadings &#8212; Introduction, Method, Results, Discussion &#8212; to move the reader through the text.<\/p>\n<figure id=\"attachment_732\" aria-describedby=\"caption-attachment-732\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/22239915\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-732\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/steps-sci-method-review.jpg\" alt=\"steps sci method review\" width=\"500\" height=\"529\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/steps-sci-method-review.jpg 670w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/steps-sci-method-review-283x300.jpg 283w\" sizes=\"auto, (max-width: 500px) 100vw, 500px\" \/><\/a><figcaption id=\"caption-attachment-732\" class=\"wp-caption-text\">Research reports use functional subheadings to manage real estate, following an idealized version of the scientific method<\/figcaption><\/figure>\n<p>A review paper is a different beast altogether. Where research reports include the expert literature primarily in the Introduction and Discussion sections, a Review paper examines only published reports to explain what is happening in an area of research as a whole &#8212; no experimentation is done. The organization is topical, not functional (though &#8220;Introduction&#8221; and &#8220;Conclusions&#8221; are still present). The main sections of the paper have informative titles &#8212; mini-titles for the information in that section. Review Articles make a different sort of contribution to science (McMillan, 2001, 3, emphasis added):<\/p>\n<p style=\"padding-left: 60px;text-align: justify\"><small>In\u00a0contrast to research papers, conference presentations, and proposals, a review paper is a journal article that <b>synthesizes<\/b> work by many independent researchers on a particular subject or scientific problem.\u00a0 By bringing together the most pertinent findings of a large number of studies, a review paper serves as a <b>valuable summary<\/b> of research.\u00a0 Although it does not present the writer\u2019s new discoveries, it does reflect his or her painstaking review of the literature in a defined field.\u00a0 Moreover, a good review not only summarizes information but also provides <b>interpretative analysis\u00a0<\/b>and sometimes a historical perspective. Reviews may vary in aims, scope, length, and format, but they all include a relatively lengthy reference section.\u00a0 Journal editors sometimes invite prominent experts to write reviews of their particular fields, since the ability to give an audience an authoritative overview of a subject usually develops with experience.\u00a0 Whether solicited or unsolicited, review papers still must conform to journal specifications, and their author receive feedback from editors and reviewers before final publication. (MacMillan, <em>How and Why Biologists Write<\/em>, 2001, 3)<\/small><\/p>\n<figure id=\"attachment_734\" aria-describedby=\"caption-attachment-734\" style=\"width: 224px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/22516078\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-734 size-medium\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-outline1-224x300.jpg\" alt=\"rev outline1\" width=\"224\" height=\"300\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-outline1-224x300.jpg 224w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-outline1.jpg 418w\" sizes=\"auto, (max-width: 224px) 100vw, 224px\" \/><\/a><figcaption id=\"caption-attachment-734\" class=\"wp-caption-text\">Functional subheadings begin and end the review article, but the principal organizing device is content-driven subheadings that reflect the writer&#8217;s POV.<\/figcaption><\/figure>\n<p>Thus, the published review article\u00a0has very different features from a research report.\u00a0 Professionally produced review articles have huge bibliographies, often 60-120 or more sources long.\u00a0 The task of the writer isn\u2019t to answer a specific question using some kind of experimental method, but to take a step back and look at what is going on across many individual research projects.\u00a0 It\u2019s one of those \u201cforest and tree\u201d situations:\u00a0 in a research report, the scientists are reporting on a tree; in a review paper, the scientist is looking at the forest.\u00a0 In science, the review writer tries to understand what is happening across an area research, to discover patterns among the individual pieces of research that experimental researchers may not be aware of.\u00a0 Reviewers provide two very important and practical contributions to science.\u00a0 First, they do the hard work of all the reading required so that research results are regularly gathered in one place.\u00a0 Second, reviewers evaluate current research trends and make recommendations for where research and\/or applications of research should be focused.<\/p>\n<p>There are many different types of reviews, for example, reviews of methods or historical reviews. You will probably be writing the most common and useful review (for a health practitioner): the <strong>State of the Art Review<\/strong> &#8212; &#8220;A state-of-the-art review presents an up-to-date, interpretative synthesis of our knowledge of a certain subject or issue, with emphasis on the most recent literature. For example, an author might look at what is currently known about the advantages and disadvantages of a particular surgical method for mastectomy, or a particular chemotherapy regime in the treatment of breast cancer.&#8221;<small> &#8211;&#8220;How and Why Biologists Write&#8221;, Writing Papers in the Biological Sciences, McMillan, 2006, 114.<\/small><\/p>\n<h5>Content<\/h5>\n<ol>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/2\/\">Craft a Point of View<\/a> (POV)<\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Map the Content<\/a><\/li>\n<li>Draft the Paper\n<ol>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Introduction<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Body<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/6\/\">Conclusion<\/a><\/li>\n<\/ol>\n<\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/7\/\">Action Plan and Outlines<\/a><\/li>\n<\/ol>\n<p><!--nextpage--><\/p>\n<h3>Craft a Point of View<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-712 size-thumbnail\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-150x150.jpg\" alt=\"med review\" width=\"150\" height=\"150\" \/><\/p>\n<div id=\"postnav\">\n<ul>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/2\/\">Craft a POV<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Map the Content<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Introduction<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Body<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/6\/\">Conclusion<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/7\/\">Plan &amp; Outline<\/a><\/li>\n<\/ul>\n<\/div>\n<p>Review papers are syntheses of information, not summaries. Synthesis requires analysis, and analysis entails a search for specific components. Thus, the first step in writing a review paper is to identify specifically what you want to know about. In a writing universe where time is an infinite resource, you could dwell with your sources until a novel pattern of understanding emerged from the primordial cognitive soup (a process fittingly called &#8220;emergent analysis&#8221;). However, the reality most of us occupy includes deadlines, making the task of identifying a point of view (POV) rather more urgent.<\/p>\n<p>Since we are focusing on discipline-specific writing, we shall appeal to discipline-specific thinking. Every field of study and practice has endemic points of view; POVs that embody the discipline&#8217;s particular approach to carving up the universe. Medicine has at its core biomedical, clinical, patient, and social perspectives that form a map from which specific directions can be drawn.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-736 size-full\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-map.jpg\" alt=\"med review map\" width=\"988\" height=\"864\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-map.jpg 988w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-map-300x262.jpg 300w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-map-768x672.jpg 768w\" sizes=\"auto, (max-width: 706px) 89vw, (max-width: 767px) 82vw, 740px\" \/><\/p>\n<p>To use this concept map, start with an area of interest and combine with another node to focus a review question to yield better search results. For example, let&#8217;s say you&#8217;re interested in ADHD. A PubMed search on that topic yields over 29,000 results, which is a bit much to scroll through. Think instead of &#8220;what about ADHD?&#8221; &#8212; and focus using the endemic approaches on the different nodes.<\/p>\n<ul>\n<li>Clinical Process\n<ul>\n<li>Symptoms &#8212; 18,000+<\/li>\n<li>Diagnosis &#8212; 15,000+<\/li>\n<li>Treatment &#8212; 14,000+<\/li>\n<li>Prognosis &#8212; 2,000+<\/li>\n<\/ul>\n<\/li>\n<li>Biomedical\n<ul>\n<li>Characteristics &#8212; 1,900+<\/li>\n<li>Epidemiology &#8212; 6,000+<\/li>\n<li>Etiology &#8212; 9,000+<\/li>\n<li>Pathology &#8212; 1,400+<\/li>\n<\/ul>\n<\/li>\n<li>Population\n<ul>\n<li>Ethnicity &#8212; 600+<\/li>\n<li>Age &#8212; 7,000+<\/li>\n<li>Gender &#8212; 3,000+<\/li>\n<li>Social Group (e.g., occupation: in this example, teachers) &#8212; 1,000+<\/li>\n<\/ul>\n<\/li>\n<li>Social Issues\n<ul>\n<li>Economics &#8212; 500+<\/li>\n<li>Demographics &#8212; \u00a02,000+<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>As the search results show, focusing a topical interest by combining with another medical POV can chop the results list by a lot. Nevertheless, there are still too many options because the search question is still too big. Continue combining features to refine the question further. Some examples are listed below.<\/p>\n<ul>\n<li>What is the typical age of diagnosis for girls\/boys with ADHD?<\/li>\n<li>What are the long term healthcare costs of ADHD treatment?<\/li>\n<li>How do parents cope with ADHD children?<\/li>\n<li>How do college students manage ADHD?<\/li>\n<li>What are the genetic biomarkers of ADHD?<\/li>\n<\/ul>\n<p>You&#8217;ll also find that any particular node on the map can break down even further; for example, &#8220;treatment&#8221; typically includes the categories: surgical\/non-surgical, invasive\/non-invasive, pharmaceutical\/non-pharmaceutical, aggressive\/non-aggressive, standard\/alternative, compliance\/non-compliance, side effects, and patient criteria. These generate additional possibilities, such as:<\/p>\n<ul>\n<li>What are non-pharmaceutical treatments for ADHD?<\/li>\n<li>What are the patient criteria for stimulant medication in ADHD?<\/li>\n<li>Which side effects of ADHD medication result in patient non-compliance?<\/li>\n<\/ul>\n<p>As you scan results lists, <strong><em>look for the patterns of words<\/em><\/strong> that indicate endemic POVs. Take a moment to read through the outlines below &#8212; what themes emerge as likely patterns of analysis?<\/p>\n<table>\n<tbody>\n<tr>\n<td style=\"vertical-align: top\"><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/22543428\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-773 size-full\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev_outline_themeanalysis1.jpg\" alt=\"rev_outline_themeanalysis1\" width=\"257\" height=\"406\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev_outline_themeanalysis1.jpg 257w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev_outline_themeanalysis1-190x300.jpg 190w\" sizes=\"auto, (max-width: 257px) 100vw, 257px\" \/><\/a><\/td>\n<td><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/22484179\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-774 size-full\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev_outline_themeanalysis2.jpg\" alt=\"rev_outline_themeanalysis2\" width=\"246\" height=\"707\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev_outline_themeanalysis2.jpg 246w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev_outline_themeanalysis2-104x300.jpg 104w\" sizes=\"auto, (max-width: 246px) 100vw, 246px\" \/><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><i class=\"fa fa-binoculars\"><\/i> Analysis: A few different patterns suggest themselves! First, there is an intervention (treatment) called &#8220;neurostimulation&#8221; &#8212; it is employed invasively (deep brain stimulation) and non-invasively (transcranial). Both types can be applied to different disorders, though in these reviews, neuropathic pain is the target disorder. In addition, neurostimulation is applied to different nerve and anatomical sites. Thus, if you were writing about treatments for chronic pain, neurostimulation would be one intervention to include. Alternatively, if you were exploring the uses of Deep Brain Stimulation, chronic pain would be one use. Or, you could be writing about a nerve site as a therapeutic target. Overall, the POVs gleaned from only the outlines of 2 review articles include therapy, anatomy, invasive surgical techniques, non-invasive surgical techniques, chronic pain, neuropathic pain, primary disorders (which implies secondary disorders), and non-cancerous pain (implying cancer-caused pain). You probably came up with others on your own!<\/p>\n<table>\n<tbody>\n<tr>\n<td>\n<p style=\"text-align: left\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/1\/\">Go back to Front<\/a><\/button><\/p>\n<\/td>\n<td>\n<p style=\"text-align: right\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Go to Map Content<\/a><\/button><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><!--nextpage--><\/p>\n<h3>Map the Content<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-712 size-thumbnail\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-150x150.jpg\" alt=\"\" width=\"150\" height=\"150\" \/><\/p>\n<div id=\"postnav\">\n<ul>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/2\/\">Craft a POV<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Map the Content<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Introduction<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Body<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/6\/\">Conclusion<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/7\/\">Plan &amp; Outline<\/a><\/li>\n<\/ul>\n<\/div>\n<p>Review papers are organized according to topical subheadings that reveal the writer&#8217;s perspective (POV) on the content. Review papers also sport large bibliographies, implying much analytical work on the part of the writer. Your task after crafting a POV will be to read articles and identify the information needed solely for the review. Remember, reviews are syntheses, not summaries. As the writer, you must both remain faithful to the overall message of a research study while being selective about the parts of the article to be used.<\/p>\n<p><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/19300250\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-746\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/review_outline_pre-map_colors-120x300.jpg\" alt=\"\" width=\"250\" height=\"625\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/review_outline_pre-map_colors-120x300.jpg 120w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/review_outline_pre-map_colors.jpg 349w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\" \/><\/a>Generally speaking, reviews are NOT written as cumulative texts. Even when pedagogical in nature, the relationship among subtopics is not inter-dependent; that is, subtopic A does not necessarily lead to subtopic B, nor should subtopic B continually allude to subtopic A. Instead, reviews are better understood as &#8220;concept maps&#8221; or &#8220;webs&#8221;. Some central assertion (your POV) sits at the hub &#8212; the rest of the review is related to that assertion, and so by association to each other, but each part is more or less independent. (In fact, readers should only need to read the introduction + conclusion and whichever internal sections they&#8217;re interested in.) This should come as a relief to writers &#8212; reviews do not require lengthy transitions between sections; that is what subheadings are for. Furthermore, the overview statement in the introduction tells the reader what is coming up, so has already taken care of the need for\u00a0transitions.<\/p>\n<p>This independence of subtopics has one logical consequence: if you want to write about the interaction of subtopic A and subtopic B, then the interaction is its own subtopic (we&#8217;ll call it &#8220;C&#8221;). When you think about it, this makes good scientific sense &#8212; if I need my reader to understand an interaction among parts, then it is reasonable to\u00a0first explain each part. For writing, this is a beautiful thing &#8212; each part of a process must be identified before the process itself can be discussed.<\/p>\n<p>Here is the overview sentence for the article linked above. Note the writers announce the content sections in the order they appear in the article. This is parallelism at the level of text, demonstrating the care and courtesy of the writer for the comprehension of their reader.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-748 size-large\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-overview1-1024x57.jpg\" alt=\"rev overview1\" width=\"790\" height=\"44\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-overview1-1024x57.jpg 1024w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-overview1-300x17.jpg 300w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-overview1-768x43.jpg 768w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-overview1.jpg 1113w\" sizes=\"auto, (max-width: 706px) 89vw, (max-width: 767px) 82vw, 740px\" \/><\/p>\n<p>This image shows one subsection of the paper: note the in-text citations. Each source is used to support a particular claim (and in some cases, more than one source). This is called &#8220;<a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/synth_sources_general_use.pdf\" target=\"_blank\" rel=\"noopener\">synthesizing sources<\/a>&#8221; &#8212; it is the heart and soul of scientific writing.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-749 size-full\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-citepattern3.jpg\" alt=\"rev citepattern3\" width=\"910\" height=\"405\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-citepattern3.jpg 910w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-citepattern3-300x134.jpg 300w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-citepattern3-768x342.jpg 768w\" sizes=\"auto, (max-width: 706px) 89vw, (max-width: 767px) 82vw, 740px\" \/><\/p>\n<h5>Steps to Mapping Content<\/h5>\n<ol>\n<li>Establish POV\n<ol>\n<li>What area of the topic are you focusing on?<\/li>\n<li>What specific question will you answer?<\/li>\n<li>What particular perspective are you taking? (e.g., treatment efficacy, diagnostic tools, population impacts, side effects, etc?)<\/li>\n<\/ol>\n<\/li>\n<li>What content sections best convey the answers to #1?\n<ol>\n<li>Start with 3-5 major content subheadings\n<ol>\n<li>Do any of these content sections need additional divisions?<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<li>Associate literature with each content section.\n<ol>\n<li>Number sources for easy reference.<\/li>\n<li>Use annotated bibliography to specify the message you are using from each source.<\/li>\n<\/ol>\n<\/li>\n<li>Decide on order of content sections.\n<ol>\n<li>Broad ideas come before narrow, e.g. &#8220;diagnosis&#8221; precedes &#8220;false negative diagnostic results&#8221;.<\/li>\n<li>Medical sequence matters: &#8220;treatment&#8221; logically falls before &#8220;prognosis&#8221;.<\/li>\n<li>Parts that &#8220;act&#8221; together precede the review of interaction of those parts.<\/li>\n<li>All else being equal, it doesn&#8217;t usually matter what order content sections are written in.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p>Remember, Reviews are more like mobiles than tapestries.<\/p>\n<table>\n<tbody>\n<tr>\n<td>\n<p style=\"text-align: left\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/2\/\">Craft POV<\/a><\/button><\/p>\n<\/td>\n<td>\n<p style=\"text-align: right\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Go to Rev Intros<\/a><\/button><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><!--nextpage--><\/p>\n<h3>Writing the Introduction<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-712 size-thumbnail\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-150x150.jpg\" alt=\"med review\" width=\"150\" height=\"150\" \/><\/p>\n<div id=\"postnav\">\n<ul>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/2\/\">Craft a POV<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Map the Content<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Introduction<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Body<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/6\/\">Conclusion<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/7\/\">Plan &amp; Outline<\/a><\/li>\n<\/ul>\n<\/div>\n<p>The introduction to a Review article has 5 steps.\u00a0 The most successful introductions have all 5 steps in the order presented below!\u00a0 This particular format accomplishes the two functional objectives of the introduction:<\/p>\n<ul>\n<li><strong><u>inform<\/u><\/strong> the reader about the topic;<\/li>\n<li><strong><u>persuade<\/u><\/strong> the reader that the author&#8217;s perspective is valuable.<\/li>\n<\/ul>\n<ol>\n<li>Topic &#8212; a general statement of what the Review is about;<\/li>\n<li>Significance or Topic &#8212; practical, clinical, or research significance of topic;<\/li>\n<li>Background of Problem &#8212; a brief background framing the review, usually just a few sentences providing key definitions or concepts;<\/li>\n<li>Gap &#8212; what&#8217;s missing in the literature (the motivation for the review);<\/li>\n<li>Overview Statement &#8212; usually has 2 parts\n<ul>\n<li>Focus &#8212; the critical perspective the reviewer is using to organize the body;<\/li>\n<li>Preview &#8212; roadmap of body sections so that reader knows what&#8217;s coming up.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p>Let&#8217;s take a look at an example. The first image below identifies the article to be a review by examining the outline &#8212; it consists of topical subheadings, so we know we are not reading experimental research. \u00a0The images below this one show a typical Review Introduction in medicine. It is brief and leads the reader quickly to where the information in the paper happens: the body. A second annotated example is also provided.<\/p>\n<p><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC2517242\/\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-753\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-outline2.jpg\" alt=\"rev outline2\" width=\"742\" height=\"587\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-outline2.jpg 942w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-outline2-300x238.jpg 300w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-outline2-768x608.jpg 768w\" sizes=\"auto, (max-width: 706px) 89vw, (max-width: 767px) 82vw, 740px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-752 size-large\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro1-722x1024.jpg\" alt=\"rev intro1\" width=\"722\" height=\"1024\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro1-722x1024.jpg 722w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro1-211x300.jpg 211w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro1-768x1090.jpg 768w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro1.jpg 902w\" sizes=\"auto, (max-width: 722px) 100vw, 722px\" \/><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-755 size-large\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro2-1024x497.jpg\" alt=\"rev intro2\" width=\"790\" height=\"383\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro2-1024x497.jpg 1024w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro2-300x146.jpg 300w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro2-768x373.jpg 768w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-intro2.jpg 1234w\" sizes=\"auto, (max-width: 706px) 89vw, (max-width: 767px) 82vw, 740px\" \/><\/p>\n<p>Outlines: Introduction to Medical Reviews [link to doc]\n<table>\n<tbody>\n<tr>\n<td>\n<p style=\"text-align: left\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Back Map Content<\/a><\/button><\/p>\n<\/td>\n<td>\n<p style=\"text-align: right\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Go to Rev Body<\/a><\/button><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><!--nextpage--><\/p>\n<h3>Writing the Body of the Review<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-712 size-thumbnail\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-150x150.jpg\" alt=\"med review\" width=\"150\" height=\"150\" \/><\/p>\n<div id=\"postnav\">\n<ul>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/2\/\">Craft a POV<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Map the Content<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Introduction<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Body<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/6\/\">Conclusion<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/7\/\">Plan &amp; Outline<\/a><\/li>\n<\/ul>\n<\/div>\n<p>Writing the body to a review paper is perhaps the most creative writing act in science. After all, it&#8217;s the one section that you truly get to &#8220;make up&#8221;. When time is not an issue, the body to a review is generated following &#8220;emergent analysis,&#8221; a process by which the researcher dwells with his\/her data until a novel organizational pattern emerges. This is not as batty as it may seem: one of the most important contributions a review makes is re-visioning the topic by considering it from a unique perspective (remember when Pluto used to a planet?). This step works best when you&#8217;ve got lots of time, such as when you are writing your dissertation.<\/p>\n<p>When time is not a luxury you&#8217;ve got, then reviews tend to be organized according to patterns that already occur in nature and in writing. Broadly speaking, three approaches tend to dominate science: structure, function, system (e.g. what a cell is made of, what a cell does, how a cell plays with others). \u00a0Reviews can also focus on &#8220;meta&#8221; concepts such as methods or really big ideas that cover an entire field of research. In Medicine, the possibilities include clinical approaches and patient-population specific work (see &#8220;Establish a POV&#8221;).\u00a0There is no magic formula, though; you will have to decide what makes most sense given your topic and research motivation.<\/p>\n<h5>Synthesizing Sources<\/h5>\n<p>The previous two sections deal with how to think about literature as a review writer. In this section, we need to cover the primary writing strategy governing composition in any review work: <span style=\"color: #800000\"><strong>synthesizing sources<\/strong><\/span>. \u00a0Take a look at the image associated with this section. See how the incoming lines of color are circumscribed by the black box? That is your literature list contained by your\u00a0POV. A few major strands of color work their way to the center, representing the major content sections of your analysis. The blue-red circle represents <strong>synthesis<\/strong>: the blending of component parts into a new whole.<\/p>\n<p>Okay, let&#8217;s bring the metaphor down to earth with an actual example.<\/p>\n<p>Consider the following first two\u00a0sentences\u00a0from a research article.<\/p>\n<p style=\"padding-left: 30px\">Acute kidney injury (AKI) is a common complication of critical illness<strong><span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/17314324\"><sup>1<\/sup><\/a><sup>,<a style=\"color: #0000ff\" href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/8622223\">2<\/a>\u00a0<\/sup><\/span><\/strong>and imposes a mortality of 50\u201370%.<strong><span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"http:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC2821813\/?tool=pmcentrez#R3\"><sup>3<\/sup><\/a><sup>\u2013<\/sup><a style=\"color: #0000ff\" href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/12352040\"><sup>5<\/sup><\/a><\/span><\/strong> Notably, AKI is less common<strong><span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/16155358\"><sup>6<\/sup><\/a><\/span><\/strong> and less severe<strong><span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/16495381\"><sup>7<\/sup><\/a><\/span><\/strong> in women. [topic + clinical significance]\n<p>Here are the 7 sources cited above:<\/p>\n<table style=\"height: 476px\" width=\"908\">\n<tbody>\n<tr>\n<td>1. Ali T, Khan I, Simpson W, Prescott G, Townend J, Smith W, Macleod A. Incidence and outcomes in acute kidney injury: A comprehensive population-based study. J Am Soc Nephrol. 2007;18:1292\u20138. [<a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/17314324\">PubMed<\/a>]\n<p>2. Levy EM, Viscoli CM, Horwitz RI. The effect of acute renal failure on mortality. A cohort analysis. JAMA. 1996;275:1489\u201394. [<a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/8622223\">PubMed<\/a>]\n<p>3. Chertow GM, Lazarus JM, Paganini EP, Allgren RL, Lafayette RA, Sayegh MH. Predictors of mortality and the provision of dialysis in patients with acute tubular necrosis. The Auriculin Anaritide Acute Renal Failure Study Group J Am Soc Nephrol. 1998;9:692\u20138.<\/p>\n<p>4. Lassnigg A, Schmidlin D, Mouhieddine M, Bachmann LM, Druml W, Bauer P, Hiesmayr M. Minimal changes of serum creatinine predict prognosis in patients after cardioth-racic surgery: A prospective cohort study. J Am Soc Neph-rol. 2004;15:1597\u2013605.<\/td>\n<td>\u00a05. Metnitz PG, Krenn CG, Steltzer H, Lang T, Ploder J, Lenz K, Le Gall JR, Druml W. Effect of acute renal failure requiring renal replacement therapy on outcome in critically ill patients. Crit Care Med. 2002;30:2051\u20138. [<a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/12352040\">PubMed<\/a>]\n<p>6. Wei Q, Wang MH, Dong Z. Differential gender differences in ischemic and nephrotoxic acute renal failure. Am J Nephrol. 2005;25:491\u20139. [<a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/16155358\">PubMed<\/a>]\n<p>7. Xue JL, Daniels F, Star RA, Kimmel PL, Eggers PW, Molitoris BA, Himmelfarb J, Collins AJ. Incidence and mortality of acute renal failure in Medicare beneficiaries, 1992 to 2001. J Am Soc Nephrol. 2006;17:1135\u201342. [<a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/16495381\">PubMed<\/a>]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Clearly, the information referred to in those sources in not summarized in the text itself. Instead, each sentence contains some claim, assertion, or piece of information that can be found in the source referent. We know the citations are required &#8212; evidence must be communicated! Thus born is the citation, that all-important explicit, overt marker of who created what:<\/p>\n<p style=\"text-align: center\"><strong><span style=\"color: #800000\">Citation is the convention<\/span><\/strong><\/p>\n<p style=\"text-align: center\"><strong><span style=\"color: #800000\"> governing the communication<\/span><\/strong><\/p>\n<p style=\"text-align: center\"><strong><span style=\"color: #800000\">\u00a0of who is responsible\u00a0for the evidence\/information\u00a0<\/span><\/strong><\/p>\n<p style=\"text-align: center\"><strong><span style=\"color: #800000\">used in scientific prose.<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<h5>Synthesizing Sources: The CYA Strategy to Ethical Writing (a.k.a, avoiding plagiarism)<\/h5>\n<p>Why learn to synthesize sources? Because, in the sciences, quoting is frowned upon. Using a direct quote brings undue attention to language when science would prefer we concentrate on ideas. One of the best guides to understanding ethical writing and avoiding plagiarism is Miguel Roig\u2019s <a href=\"http:\/\/ori.hhs.gov\/avoiding-plagiarism-self-plagiarism-and-other-questionable-writing-practices-guide-ethical-writing\" target=\"_blank\" rel=\"noopener\">Avoiding plagiarism, self-plagiarism, and other questionable writing practices: A guide to ethical writing<\/a>. In brief, Roig points out a paradox in science writing that is notoriously difficult to address:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-786 size-full alignnone aligncenter\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/writing_science_paradox.jpg\" alt=\"writing_science_paradox\" width=\"648\" height=\"66\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/writing_science_paradox.jpg 648w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/writing_science_paradox-300x31.jpg 300w\" sizes=\"auto, (max-width: 648px) 100vw, 648px\" \/><\/p>\n<p>This writing conundrum is further complicated by the recommendation\u00a0to build expertise before you write\u2026this is kind of difficult to do when writing is often required long before expertise is attained! Further, writing itself encourages the development of knowledge, implying that you will need to write in order to <em>learn<\/em> what it is you are writing about. What is a writer to do? The answer is SYNTHESIZE SOURCES. When you discuss the literature on a topic, you have the responsibility to read more than a single source for your information. Gone are the days of Wikipedia and Encyclopedia Britannica. You must actively integrate <a href=\"http:\/\/users.clas.ufl.edu\/msscha\/ReadingScience\/welcome.html\" target=\"_blank\" rel=\"noopener\">high quality, scholarly\u00a0sources<\/a>. Why? You stand a lesser chance of committing unintentional plagiarism if you use more than one main source for your work. If 4 people have basically said the same thing, then when you say it \u2013 and cite all 4 sources \u2013 you are \u201cproving\u201d the publication history behind the idea and the reader is more confident that you know what you are talking about. Multiple citations are most common when providing definitions, discussions, and explanations of a topic.<\/p>\n<h5><strong>General Tips for Synthesizing Sources <\/strong><\/h5>\n<ol>\n<li>Organize task by deciding what information you are looking for (Definitions? Arguments? Practices? Theories?).<\/li>\n<li>Mark similar information from each source in same manner (use the same color pen to highlight or underline; use a number system, etc.). So, mark all the information which is a definition in the same way, then all the examples, then the explanation, etc. If that is too complicated for the text, then mark information that you know is central and information that you are pretty sure is peripheral in different ways.<\/li>\n<li>Make lists of information shared among sources\n<ul>\n<li>List 1: summary of info that is in all sources (probably means this is CENTRAL information)<\/li>\n<li>List 2: summary of info that is in some sources (could be CENTRAL, could be PERIPHERAL)<\/li>\n<li>List 3: separate lists of info that is NOT shared among sources (probably PERIPHERAL &#8212; meaning, specific to the source you are reading, but not necessarily to your research)<\/li>\n<\/ul>\n<\/li>\n<li>Write your explanation incorporating the information from Lists 1, 2, and 3 &#8212; overall, it&#8217;s best to start with the information shared by all the sources, and then incorporate less shared information. Peripheral information should be included last, if at all. If what you really need to provide the reader is a solid foundation for understanding the concept, then peripheral (idiosyncratic) information is confusing. On the other hand, if you are providing an in-depth discussion of something, then idiosyncratic information has a place in the writing.<\/li>\n<\/ol>\n<h5><strong>Suggestions for Citations <\/strong><\/h5>\n<p>Put citations where they make the most sense: \u201cWhichever documentation system you use, put each citation close to the information you wish to acknowledge. Do not automatically put cited material at the end of every sentence. For example, the following style&#8230;is ambiguous:<\/p>\n<p style=\"padding-left: 30px\">Pollination of Linaria vulgaris has been studied in both the field and the laboratory (Arnold, 1962; Howard, 1979).<\/p>\n<p>Did Arnold do his studies in the field and Howard in the laboratory? Or Howard in the field and Arnold in the laboratory? Or both authors in both settings? Moving the first citation clarifies the situation:<\/p>\n<p style=\"padding-left: 30px\">Pollination of Linaria vulgaris has been studied in both the field (Arnold, 1962) and the laboratory (Howard, 1979).<\/p>\n<p>If you actually meant to say that both Arnold and Howard did both types of study, then you are better off rewording the sentence: Arnold (1962) and Howard (1979) have studied the pollination of Linaria vulgaris in both the field and the laboratory.\u201d (McMillan, 2006, 149)<\/p>\n<p>Last not not least, for those ready to jump to a more sophisticated, meta-understanding of synthesizing sources, here is a pdf with annotated <a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/review_synthsources_cite_patterns.pdf\" target=\"_blank\" rel=\"noopener\">patterns of citation in text<\/a>.<\/p>\n<table>\n<tbody>\n<tr>\n<td>\n<p style=\"text-align: left\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Back to Rev Intro<\/a><\/button><\/p>\n<\/td>\n<td>\n<p style=\"text-align: right\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/6\/\">Go to Rev Conclusion<\/a><\/button><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><!--nextpage--><\/p>\n<h3>Writing the Conclusion<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-712 size-thumbnail\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/med-review-150x150.jpg\" alt=\"med review\" width=\"150\" height=\"150\" \/><\/p>\n<div id=\"postnav\">\n<ul>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/2\/\">Craft a POV<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Map the Content<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Introduction<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Body<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/6\/\">Conclusion<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/7\/\">Plan &amp; Outline<\/a><\/li>\n<\/ul>\n<\/div>\n<p>The conclusion to a Review Paper has three main parts:<\/p>\n<ol>\n<li>A summary of the information that was provided in the body of the Review;<\/li>\n<li>A critique\/evaluation\/assessment of the information;<\/li>\n<li>Recommendations for future research or clinical application.<\/li>\n<\/ol>\n<p><img decoding=\"async\" class=\"alignright\" src=\"http:\/\/users.clas.ufl.edu\/msscha\/PremedCSS\/review_conclusion_example.bmp\" alt=\"\" hspace=\"10\" \/>The summary is very brief &#8212; about one sentence per main section in the review paper (the reader has just spent time reading all the detail.) The summary reminds the reader of the most important &#8220;take away&#8221; point in a section (hence is synthesis, not mere regurgitation).<\/p>\n<p>The evaluation component can be in two forms. First, all the evaluation and recommendations can be in the conclusion. For most shorter papers, this is the most likely form. Thus, the conclusion contains 2-3 paragraphs of summary, critique, and recommendations.<\/p>\n<p>The second format is common to longer, more complex reviews. In these, the author provides the evaluation of each section in the body of the review, in its own paragraph at the end of the section. Thus, the conclusion includes a summary of the evaluation as well. Usually, the writer will present the summary of information and\u00a0 critique together, one paragraph per section. Then, the final paragraph will include any meta-statements the author wishes to make as well as recommendations.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-757 size-large\" src=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-concl1-1024x657.jpg\" alt=\"rev concl1\" width=\"790\" height=\"507\" srcset=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-concl1-1024x657.jpg 1024w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-concl1-300x193.jpg 300w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-concl1-768x493.jpg 768w, https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/rev-concl1.jpg 1150w\" sizes=\"auto, (max-width: 706px) 89vw, (max-width: 767px) 82vw, 740px\" \/><\/p>\n<h5><\/h5>\n<h5><\/h5>\n<h5>A bit more about Adding Critique<\/h5>\n<p>Recall from the initial discussion of Review papers that these publications make two kinds of contribution: 1) an organized synthesis of the current state of an area of research according to a\u00a0POV; 2) critical commentary from the writer who eventually recommends directions for further research and\/or application.<\/p>\n<p>There are two ways of furnishing critical commentary.<\/p>\n<ul>\n<li>First, <b>critique may be provided at the end<\/b> <b>of each topical subsection<\/b>.\u00a0 Sometimes, recommendations are also provided, especially if the Review is particularly complex.<\/li>\n<li>Second, all <b>critique\/recommendations are saved for the conclusion<\/b>.<\/li>\n<\/ul>\n<p>Which is the best pattern?\u00a0 As always, consider the reader. The more complicated the reading task, the more difficult it is for the reader to absorb the writer\u2019s message. If the topical subsections are fairly straightforward, with little controversy\/conflict involved, then it\u2019s okay to save all critique\/recommendations for the end of the paper. Many published review papers save the critique until the end.<\/p>\n<p>Often, the topics are not so straightforward.\u00a0 In that case, it is easier for the reader (and also for the writer) to finish each section with the writer\u2019s critical evaluation of the material.\u00a0 In this manner, each topical subsection reads like a fairly complete mini-essay; the reader can pause, grab a cup of coffee and a Snickers, and return to the review without sacrificing comprehension. <b>Note that <\/b><b>all critical evaluation comes at the END of a subsection<\/b>.\u00a0 If you find yourself logically needing to provide some critique before continuing on <em>within<\/em> a particular section, then you need to create a second-level subsection (a subtopic within your main topic subsection \u2013 for the visual thinkers, these are the child nodes connections coming off a main\/parent node).\u00a0 Keep in mind: the prime directive here is that all critical evaluation is written in a <b>separate paragraph<\/b> at the end of a section.<\/p>\n<h5>Example of Critique and Recommendations<\/h5>\n<p>How does all of this relate to the conclusion?\u00a0 In a review paper, the conclusion is a short, bottom-line piece of writing.\u00a0 First, the conclusion offers a brief summary of the main ideas of each topic subsection (generally, only a single sentence or so per MAIN section) \u2013 this is the summary function of a conclusion. (NOTE: If critique in included in the body of the paper, then you can also added a short summary of the critique. This is not required, and depends on the length and complexity of the paper; the longer and harder it is to read, the more likely the author is to include \u00a0a summary of the critique in the conclusion.)<\/p>\n<p>Second, assuming that critique is NOT in the body of the paper, you&#8217;ll write the critique. This is an important step for the reader: they&#8217;ve just read your synthesis, and now would like to know what you think about all the work you&#8217;ve done! Much like a research report, the reader wants to know how the reviewed information impacts the field. \u00a0This is what your critique helps provide.<\/p>\n<p>Finally, the review conclusion ends with your recommendations based on the reviewed research and critique &#8212; what should happen next? Be as targeted as you can here, but do not make suggestions outside the constraints of the perspective you stated in the introduction. For example, if you reviewed the efficacy of a particular activity in terms of its economic impact, you need to make recommendations related to that idea. You&#8217;ll also find that recommendations for future research can be quite general and bland, e.g. &#8220;This area merits further investigation&#8221;.<\/p>\n<p>Thus, your conclusion will depend partly on the decisions made about critique.\u00a0 If critical evaluation is provided in the body of the paper, it need not be repeated in the conclusion, though it can be.\u00a0 If critical evaluation is <b>not<\/b> provided in the body of the paper, then it must be provided in the conclusion.<\/p>\n<p><b>Situation 1: <\/b><b>Critique and\/or Recommendations\u00a0 in <\/b><b><u>Body<\/u><\/b><b> of paper<\/b> \u2013 thus, the Conclusion consists of the summary + recommendations for further research.<\/p>\n<p>Legend:\u00a0\u00a0\u00a0\u00a0\u00a0<span style=\"color: #ff6600\">\u00a0Summary of Info<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0<span style=\"color: #0000ff\"> Summary of Critique<\/span>\u00a0\u00a0\u00a0\u00a0 <span style=\"color: #993300\">Recommendations<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"color: #ff6600\"><i class=\"fa fa-cogs\"><\/i> <small>Early hypotheses on DBS mechanisms proposed that stimulation inhibited neuronal activity at the site of stimulation, imitating the effects of surgical ablation. Recent studies have challenged that view and suggested that while somatic activity near the DBS electrode may be suppressed, high frequency stimulation increases and regularizes the output from the stimulated nucleus by directly activating axons of local projection neurons. It now appears that suprathreshold currents spreading into regions comprised of axonal fibers passing near or through the target structure as well as surrounding nuclei may also contribute to the beneficial effects of DBS. Together, the stimulation-induced regularization of neuronal output patterns are thought to prevent transmission of pathologic bursting and oscillatory activity within the basal ganglia thalamocortical network, thereby enabling compensatory mechanisms that facilitate normal movements<\/small><\/span>. <span style=\"color: #0000ff\"><small>This theory, however, does not entirely explain why therapeutic latencies differ between motor symptoms and why after turning off a DBS system the reemergence of motor symptoms differs among patients.<\/small><\/span> <span style=\"color: #993300\"><small>Understanding these processes on a physiological level will be critically important if we are to reach the full potential of DBS as a surgical therapy and will in turn undoubtedly lead us to technological and clinical advancements in the treatment of other neurological disorders.<\/small><\/span><\/p>\n<p><b>Situation 2: Critique in <\/b><b><u>Conclusion<\/u><\/b><b> of Paper<\/b> \u2013 there are two organizational patterns<\/p>\n<p>#1 \u2013 First,\u00a0summary; then critique; and finally recommendations.<\/p>\n<p>Legend:\u00a0\u00a0\u00a0\u00a0\u00a0<span style=\"color: #ff6600\">\u00a0Summary of Info<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0<span style=\"color: #0000ff\">\u00a0Critique<\/span>\u00a0\u00a0\u00a0\u00a0 <span style=\"color: #993300\">Recommendations<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"color: #ff6600\"><i class=\"fa fa-cogs\"><\/i> <small>In summary, during the normal ageing process, animals experience age-related cognitive decline. Historically, it was thought that primary contributions to the aetiology of this decline were massive cell loss<sup><a style=\"color: #ff6600\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B1\">1<\/a><\/sup> and deterioration of dendritic branching<sup><a style=\"color: #ff6600\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B17\">17, <\/a><a style=\"color: #ff6600\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B18\">18<\/a><\/sup>. However, we now know that the changes occurring during normal ageing are more subtle and selective than was once believed. In fact, the general pattern seems to be that most age-associated behavioural impairments result from region-specific changes in dendritic morphology, cellular connectivity, Ca<sup>2+<\/sup> dysregulation, gene expression or other factors that affect plasticity and ultimately alter the network dynamics of neural ensembles that support cognition.<\/small><\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"color: #ff6600\"><small>Of the brain regions affected by ageing, the hippocampus and the PFC seem to be particularly vulnerable, but even within and between these regions the impact of ageing on neuronal function can differ. The morphology of neurons in the PFC is more susceptible to age-related change, as these cells show a decrease in dendritic branching in rats<sup><a style=\"color: #ff6600\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B30\">30, <\/a><a style=\"color: #ff6600\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B31\">31<\/a><\/sup> and humans<sup><a style=\"color: #ff6600\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B32\">32, <\/a><a style=\"color: #ff6600\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B33\">33<\/a><\/sup>. There is also evidence of a small but significant decline in cell number in area 8A of monkeys that is correlated with working memory impairments<sup><a style=\"color: #ff6600\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B16\">16<\/a><\/sup>.<\/small><\/span> <span style=\"color: #0000ff\"><small>Although there is evidence of Ca<sup>2+<\/sup> dysregulation in aged PFC neurons<sup><a style=\"color: #0000ff\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B65\">65<\/a><\/sup>, the functional consequences of this are not yet known. Moreover, so far, there are no reports of multiple single unit recordings in the PFC of awake behaving animals. More is known about the impact of ageing on hippocampal function. Ca<sup>2+<\/sup> dysregulation<sup><a style=\"color: #0000ff\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B51\">51, <\/a><a style=\"color: #0000ff\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B53\">53, <\/a><a style=\"color: #0000ff\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B54\">54<\/a><\/sup> and changes in synaptic connectivity<sup><a style=\"color: #0000ff\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B69\">69, <\/a><a style=\"color: #0000ff\" href=\"http:\/\/www.nature.com\/nrn\/journal\/v7\/n1\/full\/nrn1809.html#B74\">74<\/a><\/sup> might affect plasticity and gene expression, resulting in altered dynamics of hippocampal neuronal ensembles.<\/small><\/span> <span style=\"color: #993300\"><small>Because more is known about the neurobiology of ageing in this brain region, there are therapeutic approaches on the horizon that might modify hippocampal neurobiology and slow age-related cognitive decline or partially restore mechanisms of plasticity. For example, agents that reduce intracellular Ca<sup>2+<\/sup> concentration following neural activity could modulate the ratio of LTD and LTP induction, thereby partially restoring normal network dynamics. Considering that the average lifespan is increasing worldwide, understanding the brain mechanisms that are responsible for age-related cognitive impairment, and finding therapeutic agents that might curb this decline, becomes increasingly important.<\/small><\/span><\/p>\n<p>&nbsp;<\/p>\n<p>#2 \u2013 Each paragraph consists of summary of a particular section, the critique for that section, then the recommendations for that section.\u00a0 The number and order of paragraphs parallels the number and order of main topical sections of the paper.<\/p>\n<p>Legend:\u00a0\u00a0\u00a0\u00a0\u00a0<span style=\"color: #ff6600\">\u00a0Summary of Info<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0<span style=\"color: #0000ff\">\u00a0Critique<\/span>\u00a0\u00a0\u00a0\u00a0 <span style=\"color: #993300\">Recommendations \u00a0<\/span><\/p>\n<p style=\"padding-left: 30px\"><i class=\"fa fa-cogs\"><\/i> <small>What have these reviews indicated about the efficacy of specific CAM therapies for pain from arthritis and related diseases? <span style=\"color: #ff6600\">First, there are a sufficient number of studies in some areas despite claims often heard about the lack of evidence for CAM. Second, research findings for some of the CAM therapies reviewed here have demonstrated consistent beneficial outcomes for patients with arthritis and related diseases.<\/span> <span style=\"color: #0000ff\">Specifically, there is moderate support for acupuncture in reducing pain as compared with sham acupuncture and limited support for acupuncture as compared with a wait list for OA of the knee. However, no claims can be made for the superiority of acupuncture across locations of OA and across comparison groups. Further, only limited support exists for the efficacy of acupuncture for FMS with the caveat that acupuncture may actually exacerbate the pain for some patients with FMS. At this point, little is known about acupuncture for patients with RA.<\/span><\/small><\/p>\n<p style=\"padding-left: 30px\"><span style=\"color: #ff6600\"><small>Homeopathy has been demonstrated to be twice as efficacious as placebo for rheumatic conditions, <span style=\"color: #0000ff\">but the outcome was not specifically pain.<\/span><\/small><\/span> <span style=\"color: #0000ff\"><small>Furthermore, the interventions included both simple and complex homeopathy as well as individualized and standard treatments and may not represent the system of homeopathy as practiced.<\/small><\/span> <span style=\"color: #993300\"><small>More research is needed in this area.<\/small><\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"color: #ff6600\"><small>Some herbals and nutraceuticals are also beneficial in reducing pain.<\/small><\/span> <span style=\"color: #ff6600\"><small>Both avocado\/soybean unsaponifiables and devil&#8217;s claw demonstrated <span style=\"color: #0000ff\">promising support<\/span> for pain of OA with moderate support for Phytodolor and topical capsaicin. Among the herbals used for or promoted for RA, there is <span style=\"color: #0000ff\">strong support for GLA<\/span> as found, for example, in borage seed oil, evening primrose oil, and blackcurrant seed oil.<\/small><\/span> <span style=\"color: #0000ff\"><small>However, evidence is lacking for other herbals<\/small><\/span> <span style=\"color: #993300\">and more high quality research is needed.<\/span> <span style=\"color: #ff6600\"><small>Research findings also <span style=\"color: #0000ff\">support the benefits<\/span> of chondroitin sulfate, glucosamine, and SAMe in reducing pain, particularly pain related to OA of the knee.<\/small><\/span> <span style=\"color: #993300\"><small>Furthermore, these treatments appear safe to use.<\/small><\/span><\/p>\n<p><i class=\"fa fa-bolt\"><\/i> Stylistics Note: As you can see in the final example, summary and critique can be combined by using biased verbs and phrases; critique can also be positive (supportive).<\/p>\n<p>For another example of marked-up conclusion, see this <a href=\"http:\/\/users.clas.ufl.edu\/msscha\/ThesisCSS\/review_conclusion.doc\">doc<\/a>.<\/p>\n<table>\n<tbody>\n<tr>\n<td>\n<p style=\"text-align: left\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Rev Body<\/a><\/button><\/p>\n<\/td>\n<td>\n<p style=\"text-align: right\"><button class=\"btn btn-large\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/7\/\">Outlines<\/a><\/button><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><!--nextpage--><\/p>\n<h2>Action Plan and Outlines<\/h2>\n<h5><\/h5>\n<h5>What is a review paper?<\/h5>\n<p><span style=\"font-weight: 400\">Briefly, a review paper is a synthesis of published research in a well-defined area, with a measure of assessment included as well. What does this mean?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">According to the APA (2001, 7): &#8220;Review articles, including meta-analyses, are critical evaluations of material that has already been published. By organizing, integrating, and evaluating previously published material, the author of a review article considers the progress of current research toward clarifying a problem. In a sense, a review article is tutorial in that the author\u00a0<\/span><span style=\"font-size: 1rem\">defines and clarifies the problem;\u00a0<\/span><span style=\"font-size: 1rem\">summarizes previous investigations in order to inform the reader of the state of current research;\u00a0<\/span><span style=\"font-size: 1rem\">identifies relations, contradictions, gaps, and inconsistencies in the literature; and suggests the next step or steps in solving the problem.&#8221;<\/span><\/p>\n<p>Thus, a review paper is a <strong><em>synthesis<\/em><\/strong> of published material. Synthesis implies analysis &#8212; the writer analyzes published material on a research area according to some criteria or point of view (POV). The criteria form the focus of the review, so if a review examines efficacy of an intervention for some disease state, then the reader knows that the only information covered in the review pertains to &#8220;efficacy of intervention Y for disease X&#8221; &#8212; not diagnosis, not research methodology, not any other disease. The POV is the constraining feature of the review, akin to the research question of a research report.<\/p>\n<h5>Skills Inventory<\/h5>\n<ul>\n<li>You will need to know the kinds of publication allowed for the assignment\n<ul>\n<li>Only scholarly literature? Is trade literature allowed? What about clinical guidelines of .gov-type sources?<\/li>\n<li>Are there restrictions on the genres you can use for the paper? Confirm if all types of articles are allowed (research report, different kinds of reviews, case studies, theory papers, etc)<\/li>\n<\/ul>\n<\/li>\n<li>You will need to know the types of review paper, and specifically the kind you are writing\n<ul>\n<li>See &#8220;<a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/j.1471-1842.2009.00848.x\">A typology of reviews: an analysis of 14 review types and associated methodologies<\/a>&#8221; (free access supplied by publisher) (via PubMed:\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/19490148\">https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/19490148<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>You will need to know the combination format of a typical review paper: Intro &#8212; Topical Subheadings &#8212; Conclusion<\/li>\n<li>If writing a systematic review, see the <a href=\"http:\/\/www.prisma-statement.org\/\">PRISMA Guidelines<\/a><\/li>\n<\/ul>\n<h5>Before You Write<\/h5>\n<ul>\n<li>You will need a completed\u00a0<a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-content\/uploads\/sites\/199\/Ann-Bib-Action-Plan.pdf\">Annotated Bibliography<\/a><\/li>\n<\/ul>\n<h5>Schedule<\/h5>\n<p><span style=\"font-weight: 400\">Scheduling a review paper is less direct than scheduling a research report, but (very) generally speaking, it takes 4-6 weeks to write a 5-7 page (double spaced) review paper, assuming a well-defined topical interest is already in place. \u201c5-7 pages\u201d is the average length required to competently explain one idea in an academic science publication (this is an anecdotally-derived #, but a useful heuristic: a 25 page chapter is written as a series of 5-7 page sections). This time-table assumes the bibliography has not been started, but that the paper has a defined submission date <\/span><b>at least<\/b><span style=\"font-weight: 400\"> 4 weeks out from when the paper is assigned. If an instructor assigns a due date, but doesn\u2019t structure a class to include writing tasks, then the writer will need to start scheduling this project on their own.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Please note: Review papers are the most cognitively challenging kind of paper to write &#8212; the process driving the writing is <\/span><b><i>thinking<\/i><\/b><span style=\"font-weight: 400\">. \u201cThinking\u201d is much harder than following a given methodology in an experiment, which is why research reports are so much easier to write. You will need time to search, time to analyze, time to synthesize, and then, time to write. I\u2019m making such a big deal out of this because if you\u2019ve written 5-page expository \u201cresearch\u201d essays and found them fairly easy to write, you may woefully underestimate the cognitive demands of a review paper. Reviews are <\/span><b>evidence-based acts of synthesis<\/b><span style=\"font-weight: 400\">. Synthesis requires much more brain work than the summarize-and-comment approach characterizing the typical college paper. Brain work takes time. Make sure you schedule it into your writing process.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Week 1 &#8212; Establishing the Research Focus<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Figure out topical interest: you need this to begin searching the literature.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A meaningful, useful topic statement happens in a declarative sentence that includes nouns, verbs, and modifiers.\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">For example, \u201cAlzheimer\u2019s Disease\u201d is not a useful topic statement &#8212; it\u2019s just too big to be a meaningful starting place (run a PubMed search and see what you get! On 9\/13\/19, the hit count was just above 108,000). In addition to the big topic, you need qualifiers: what about AD do you want to know? At the minimum, craft a more complete sentence such as \u201cWhat are the symptoms of AD?\u201d Then run a search: if you\u2019re still getting thousands of hits (it\u2019s still above 46,000 hits), you need to focus more, e.g. \u201cWhat are the earliest symptoms of AD?\u201d (down to around 700 hits) or \u201cWhat are reliable pre-clinical symptoms of AD?\u201d (19 hits on PubMed as of 9\/13\/19).\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Begin collecting literature related to your topic &#8212; for the first week, simply gather literature to get an idea of what is out there. Use this week to refine your question.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Weeks 2-3 &#8212; Begin the Annotated Bibliography<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Do not write a review without an annotated bibliography. Reviews are acts of synthesis; synthesis begins with analysis. Analysis is the work of identifying which parts of a paper are relevant to a given project. The annotated bibliography &#8212; whatever format you choose for this part &#8212; is the building material for the paper.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Create a simple labeling system for your Annotated Bibliography &#8212; letter or number each source so you can refer to them easily.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Weeks 3-4 &#8212; Begin Mapping Patterns<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The topic statement you wrote to search was a starting point, but it may not be the ending point. As you build your annotated bibliography, begin looking for patterns of agreement, disagreement, or non-agreement (where evidence\/informaton is similar, dissimilar, or has no clear relationship, respectively).\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Begin mapping the patterns. Draw mini-outlines, concept maps, bubbles, whatever notation system you use to think through complex problems. If you haven\u2019t had to do this level of work before, I recommend concept maps as a starting point (many people find outlines too confining or constraining in the early-thinking stage of a project).\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">At this point, you aren\u2019t making final writing decisions, you\u2019re doing advanced brainstorming &#8212; trying out patterns of analysis to see what you find, how well they work, if they lead anywhere or just fizzle out (interesting side note: patterns that fizzle out quickly often turn out to be definitions or short explanations:-)).\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Play with writing sentences or phrases for the relationships &#8212; they may turn into key ideas for the body of the paper<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">For example, you might have started with \u201cearly symptoms of Alzheimer\u2019s\u201d, waded through a few hundred papers, and found different ways of classifying early symptoms, perhaps behavioral, cognitive, sensory, and physiological. Perhaps you decide to focus in on just one of those, such as motor or sensory symptoms.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The goal of this work is to craft the focus of the paper: the perspective from which you will examine the literature and a roadmap to the body of the paper.<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">For example: Sensory dysfunction in early AD, specifically, smell, taste, auditory, and visual.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Weeks 4-5 &#8212; Begin outlining or mapping the body sections of the review<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Once the initial mapping work is complete, you should be able to narrow down to the set of relationships you really want to write about. The next step is to focus on just those relationships, and begin mapping or outlining the body of the review. For each area, you\u2019ll need a topical subheading for the paper, then the information that will go into that part of the paper.<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Since reviews are written as a series of related mini-essays on a topic, logically speaking, transitions are not needed. This is the role of subheadings.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Also, if you wish to talk about the relationship between two items, you have to write about each first.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Weeks 5-6 &#8212; Draft paper<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reviews have functional Introductions and Conclusions<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reviews have topically-headed body sections.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<div id=\"postnav\">\n<ul>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/2\/\">Craft a POV<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/3\/\">Map the Content<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/4\/\">Introduction<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/5\/\">Body<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/6\/\">Conclusion<\/a><\/li>\n<li><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/7\/\">Plan &amp; Outline<\/a><\/li>\n<\/ul>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Review articles, including meta-analyses, are critical evaluations of material that has already been published. By organizing, integrating, and evaluating previously published material, the author of a review article considers the progress of current research toward clarifying a problem. from APA Manual, 2001, 7 To understand Reviews as a kind of scientific publication, it helps to [&hellip;]<\/p>\n<p class=\"link-more\"><a href=\"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/discipline\/med-review-papers\/\" class=\"more-link\">Read more<span class=\"screen-reader-text\"> \"Writing Medical Review Papers\"<\/span><\/a><\/p>","protected":false},"author":77,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[28],"tags":[],"class_list":["post-611","post","type-post","status-publish","format-standard","hentry","category-discipline"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-07-28 22:34:58","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/posts\/611","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/users\/77"}],"replies":[{"embeddable":true,"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/comments?post=611"}],"version-history":[{"count":10,"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/posts\/611\/revisions"}],"predecessor-version":[{"id":1088,"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/posts\/611\/revisions\/1088"}],"wp:attachment":[{"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/media?parent=611"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/categories?post=611"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/portal.clas.ufl.edu\/writing--wdkb-v1\/wp-json\/wp\/v2\/tags?post=611"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}