3/27/15

Conduc'ng & Wri'ng the

Review of Literature
Amiel Nazer C. Bermudez, MD, MPH
Department of Epidemiology & BiostaDsDcs
College of Public Health
University of the Philippines Manila

Learning ObjecDves
At the end of the session, parDcipants should be able to:
Enumerate the reasons for reviewing the literature
Enumerate the steps in conducDng a literature review
Conduct a focused literature search using MEDLINE
Fill out a literature matrix appropriately

Amiel Nazer C Bermudez, MD, MPH

3/27/15

Literature

Refers to the broad spectrum

of sources that are relevant
to an inves'ga'on.
No longer limited to books or
periodical, especially with the
explosion of informaDon on
the internet.

Reasons for reviewing the literature

Determine previous research on
the topic
Determine the level of knowledge
on the topic
Determine the relevance of
current knowledge base to the
problem area
Provide ra'onale for selecDon of
research strategy
(DuPoy & Gitlin, 2011)

Amiel Nazer C Bermudez, MD, MPH

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Steps in conduc'ng a
literature search

Step 1:
Delimit what is searched
Involves seZng parameters as to what is relevant to search
Boundaries set must ensure a review that is comprehensive
but s'll prac'cal and not overwhelming
No hard and fast rule on how to delimit the literature
search but it always helps to refer to the research
objec've
A pracDcal strategy is to base a search on the core concepts
and constructs
(DuPoy & Gitlin, 2011)

Amiel Nazer C Bermudez, MD, MPH

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Delimit what is searched

PEO

PopulaDon
Exposure
Outcome

Delimit what is searched

PICOM
PopulaDon
IntervenDon (or Exposure)
Control
Outcome
Methods / Design

Amiel Nazer C Bermudez, MD, MPH

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Delimit what is searched

Other strategies (and examples)
Date

Sources

Last 5 years
1990 onwards

Academic databases
Ocial websites

Language

Country

English

Type
Academic literature
Newspaper arDcles
Web blogs

Developing countries
Asian countries
ASEAN countries

Delimit what is searched

Developing the search strategy
List all possible related terms or synonyms.
Make use of Boolean operators.
OPERATOR

RESULTS

USES

AND

Includes records that contain Narrows the focus of the search

both the search terms
by including search terms

OR

Includes records that contain Expands the search; ensures that

either of the search terms or synonyms or related terms are
both
included in the search

NOT

Excludes records that contain Narrows the focus of the search

the search term(s) it precedes by excluding search terms

Amiel Nazer C Bermudez, MD, MPH

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Delimit what is searched

Use of Boolean operators
adult OR essenDal hypertension OR primary
hypertension OR secondary hypertension

4,389,594

adult OR essenDal hypertension OR primary

hypertension NOT secondary hypertension

4,388,248

adult AND (essenDal hypertension OR primary

hypertension) NOT secondary hypertension

10,851

Step 2:
Perform a literature search
Where to search?
Card catalogues or online public access catalogues
Printed indices (e.g. Index Medicus)
Online databases (e.g. MEDLINE, OVID, HERDIN)
Bibliographies
RouDnely-collected data
Responses to inquiries about an ongoing research
(WHO WPRO, 2001)

Amiel Nazer C Bermudez, MD, MPH

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UP Manila Web Online Public Access Catalogue

h@p://lib.upm.edu.ph/index.php/webopac

Philippine Index Medicus

h@p://pimedicus.upm.edu.ph/

Amiel Nazer C Bermudez, MD, MPH

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HERDIN
h@p://www.herdin.ph/

OVID
h@p://gateway.ovid.com

Amiel Nazer C Bermudez, MD, MPH

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MEDLINE
h@p://www.ncbi.nlm.nih.gov/pubmed

Amiel Nazer C Bermudez, MD, MPH

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Searching the MEDLINE database

IllustraGve example
Research objecDve

To determine the associaDon between birth weight and adult

hypertension

Delimit what is searched

P = Adults
E = Birth weight
O = Hypertension

IdenDfy search terms

Adults = adults, adult
Birth weight = birth weight, birth weight
Hypertension = essenDal hypertension, primary
hypertension

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Step 3:
Organize informaDon
Read abstracts (of journals) or table of content (of books) to
determine the value of the source to the study
Classify the source according to relevance; may use the
categories suggested by Findley
A Highly relevant

Absolutely must be read

B Somewhat relevant

Probably will be read depending on the

direcDon taken

C Might be relevant

May be read depending on the direcDon taken

X Not relevant

Will not be read (but will be kept just in case)

(DuPoy & Gitlin, 2011)

Amiel Nazer C Bermudez, MD, MPH

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Step 3:
Organize informaDon
Read through the sources and take notes; note-taking
styles may vary from person to person but should include
the following

Complete bibliographic citaDon

Conceptual framework
Methodology
Brief review of ndings

A literature review matrix may help in organizing

informaDon from sources (i.e. contents of the matrix may
be customized based on the preferences of the researcher).

Sample literature review matrix

Amiel Nazer C Bermudez, MD, MPH

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Step 4:
CriDcally evaluate the literature
Conceptual framework
Are the aims clearly stated and research ques'ons clearly
iden'ed?
Does the author link the work to an exis'ng body of
knowledge?

Study design
Are the methods appropriate and clearly described?
Is the context of the study well set out? Did the research
design account for possible bias?
Are the limita'ons of the study explicitly iden'ed?
(Jones, 2007)

Step 4:
CriDcally evaluate the literature
Research analysis
Are the results clearly described, valid and reliable?
Is the analysis clearly described?

Conclusions
Are all possible inuences on the observed outcomes
considered?
Are conclusions linked to the aims of the study?
Are conclusions linked to analysis and interpreta'on of
data?

(Jones, 2007)

Amiel Nazer C Bermudez, MD, MPH

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Checklist in evaluaDng research arDcles (1/4)

(From DuPont & Gatlin, 2011)
Was the study clear, unambiguous, and internally consistent?
What is / are the research quesDons(s)? Are they clearly and
adequately stated?
What is the purpose of the study?
How does the purpose inuence the design and conclusion?
Describe the theory that guides the study and the conceptual
framework for the project. Are they clearly presented and
relevant to the study?
What are the key constructs idenDed in the literature review?

Checklist in evaluaDng research arDcles (2/4)

(From DuPont & Gatlin, 2011)
What level of theory is suggested in the literature review? Is it
consistent with the selected research strategy?
What is the raDonale for the design found in the literature
review? Is it sound?
Does the design of the project t the level of theory? Is the
relevant knowledge presented in the literature review?
Diagram the design.
Does the design answer the research quesDon(s)? Why or why
not?
What are the boundaries of the study? How are the boundaries
selected?

Amiel Nazer C Bermudez, MD, MPH

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Checklist in evaluaDng research arDcles (3/4)

(From DuPont & Gatlin, 2011)
What eorts did the invesDgator make to ensure validity and
reliability?
What data collecDon techniques were used? Is the raDonale for
these techniques specied in the literature review and / or in the
methods secDon?
How does data collecDon t with the study purpose and study
quesDon?
How are the data analyzed? Does the data analysis plan make
sense for the study? How does the data analysis plan t with the
study purpose and study quesDon?
Are the conclusions supported by the study?

Checklist in evaluaDng research arDcles (4/4)

(From DuPont & Gatlin, 2011)
What are the strengths of the study?
What level of knowledge is generated?
What use dies this knowledge have for health and human service
pracDce?
Are there ethical dilemmas presented in the arDcle? What are
they? Did the author(s) resolve the dilemma in a reasonable and
ethical manner?

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Step 5:
Write the literature review
The literature review is not
simple a regurgitaDon of who
said what on a parDcular
subject.
A successful review is an
interpreta've piece of work
that acknowledges what has
come before, and how this
can be built upon and
expanded.
(Jones, 2007)

Some pointers in wriDng the literature review

Dene key concepts to be used in the research, and
how these will be used within the researchers own
work.
In discussing the theoreDcal framework, jus'fy why a
certain theory has been adopted, and spell out what
research ques'ons are raised by this approach.
Discuss previous empirical work, methods adopted,
and salient ndings.
(Jones, 2007)

Amiel Nazer C Bermudez, MD, MPH

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Developing the argument

Where there is agreement and disagreement on parDcular
issues:

While there is general agreement that Z occurred [insert
references], there has been some debate whether this is due
to A [insert references] or B [insert references].

(Jones, 2007)

IllustraDve Example
Factors associated with Kawasaki Disease
In terms of climaGc factors, a study conducted in
California revealed no associaGon between KD incidence
and temperature or precipitaGon (Chang, 2002).
However, Bronstein et al in 2000 revealed that KD
incidence was inversely associated with average monthly
temperature (r = - 0.47, P < 0.001) and posiGvely
associated with average monthly precipitaGon (r = -
0.52, P < 0.001).

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Developing the argument

On criDcisms that are leveled at parDcular studies:

Bermudezs ndings have been criGcized because of A, B, C
[insert references], but are, nonetheless, relevant in this
research because it suggests X, Y, Z.

(Jones, 2007)

Developing the argument

Oering suggesDons of what can be surmised or understood
from the literature:

In summary, it is possible to suggest that A is related to B.
However, what is sGll not known is how C ts in this
relaGonship, which is the purpose of this research.

(Jones, 2007)

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IllustraDve Example
Factors associated with Kawasaki Disease
There have been studies that suggest the involvement of
infecGous agents such as Parvovirus B19, Bocavirus,
Cytomegalovirus or other viruses, Propionibacterium acnes,
Ricke@siae, and Yersiniae in the development of KD (Skevaki,
et al., 2011). KD simulates many infecGve exanthema of
childhood and there are reports of preceding infecGon in some
that lead to a consideraGon of an infecGous eGology. It is
hypothesized that KD is a mul3factorial disease occurring in
gene3cally predisposed children, precipitated by some
bacterial super an3gens that results in host immune
ac3va3on (Palit & Inamadar, 2009).

Referencing in a literature review

It is not necessary to quote or cite every reference
retrieved, only those that are relevant to the research
ques'on.
Correct aTribu'on is of utmost importance!
Referencing style depends on preference or
insDtuDonal requirements (e.g. Harvard, Oxford,
APA)
May use free bibliographic / citaDon tools or
sooware (e.g. EndNote, Zotero, built-in tools in MS
Word)

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References
DePoy E & Gitlin L. (2011). IntroducDon to research:
Understanding and applying mulDple strategies, 4th ediDon.
Elsevier Mosby: St Louis, Missouri.
World Health OrganizaDon Regional Oce for the
Western Pacic. (2001). Health research methodology: A
guide for training in research methods, 2nd ediDon. World
Health OrganizaDon Regional Oce for the Western
Pacic: Manila.
Jones K. (2007).Doing a literature review in health. In
Researching health: QualitaDve, quanDtaDve and mixed
methods. Saks M & Allsop J (eds). Sage: London

Thank you J
aimzymd@gmail.com

Amiel Nazer C Bermudez, MD, MPH

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