Research guidance, Research Journals, Top Universities
![](http://academicpaper.online/777/templates/cheerup/res/banner1.gif)
Top 20 MCQs on literature review with answers
MCQs on literature review : The primary purpose of literature review is to facilitate detailed background of the previous studies to the readers on the topic of research.
In this blog post, we have published 20 MCQs on Literature Review (Literature Review in Research) with answers.
20 Multiple Choice Questions on Literature Review
1. Literature is a
Written Record
Published Record
Unpublished Record
All of these
2. Which method of literature review involves a non-statistical method to present data having the feature of systematic Method too?
Narrative Method
Systematic Method
Meta-Analysis Method of Literature Review
Meta-Synthesis Method of Literature Review
3. Comparisons of non-statistical variables are performed under which method of literature review?
4. Literature review is not similar to
Annotated Bibliography
5. APA Style, MLA Style, Chicago Manual, Blue Book, OSCOLA are famously known as
Citation Manuals
Directories
Abbreviation Manuals
6. Literature collected is reviewed and preferably arranged
Alphabetically
Chronologically
None of these
7. Literature collected for review includes
Primary and Secondary Sources
Secondary and Tertiary Sources
Primary and Tertiary Sources
8. Literature includes
Previous Studies
Scholarly publications
Research Findings
9. No time frame is set to collect literature in which of the following method of compiling reviews?
Traditional Method
10. Which method of the literature review is more reliable for drawing conclusions of each individual researcher for new conceptualizations and interpretations?
11. The main purpose of finalization of research topics and sub-topics is
Collection of Literature
Collection of Questions
Collection of Statistics
Collection of Responses
12. Literature review is basically to bridge the gap between
Newly established facts
Previously established facts
Facts established time to time
Previous to current established facts
13. The last step in writing the literature review is
Developing a Final Essay
Developing a Coherent Essay
Developing a Collaborated Essay
Developing a Coordinated Essay
14. The primary purpose of literature review is to facilitate detailed background of
Present Studies
Previous studies
Future Studies
15. Narrative Literature Review method is also known as
Advanced Method
Scientific Method
16. Which method of literature review starts with formulating research questions?
17. Which method of literature review involves application of clinical approach based on a specific subject.
18. Which literature review involves timeline based collection of literature for review
19. Which method of literature review involves application of statistical approach?
20. Which literature review method involves conclusions in numeric/statistical form?
More MCQs Related to MCQs on Literature Review
- MCQs on Qualitative Research with answers
- Research Proposal MCQs with answers PDF
- Solved MCQ on legal Reasoning in Research
- MCQ on data analysis in research methodology
- Research Report writing MCQs with answers
- All Solved MCQs on Research Methodology
- MCQs on Legal Research with answers
- MCQs on sampling in research methodology with answers
- MCQs with answers on plagiarism
- MCQ on Citation and Referencing in Research
- Research Ethics MCQs with answers
- Solved MCQs on Sampling in research methodology
- Solved MCQs on Basic Research
MCQs on literature review with answers PDF | Research methods multiple choice questions | Literature review questions and answers
Share this:
1 thought on “top 20 mcqs on literature review with answers”.
Very nice questions for revision
Leave a Comment Cancel reply
Save my name, email, and website in this browser for the next time I comment.
Notify me of follow-up comments by email.
Notify me of new posts by email.
- 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
![purpose of literature review is to mcq Creative Commons](https://s3.amazonaws.com/libapps/customers/757/images/by-nc.png)
- Library Homepage
Literature Review: The What, Why and How-to Guide: Literature Reviews?
- Literature Reviews?
- Strategies to Finding Sources
- Keeping up with Research!
- Evaluating Sources & Literature Reviews
- Organizing for Writing
- Writing Literature Review
- Other Academic Writings
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.
- << Previous: Overview
- Next: Strategies to Finding Sources >>
- Last Updated: Mar 5, 2024 11:44 AM
- URL: https://guides.library.ucsb.edu/litreview
- Link to facebook
- Link to linkedin
- Link to twitter
- Link to youtube
- Writing Tips
What is the Purpose of a Literature Review?
![purpose of literature review is to mcq What is the Purpose of a Literature Review?](https://proofed.com/wp-content/uploads/2023/10/23-Graphic-What-Is-the-Purpose-of-a-Literature-Review-628x492.png)
4-minute read
- 23rd October 2023
If you’re writing a research paper or dissertation , then you’ll most likely need to include a comprehensive literature review . In this post, we’ll review the purpose of literature reviews, why they are so significant, and the specific elements to include in one. Literature reviews can:
1. Provide a foundation for current research.
2. Define key concepts and theories.
3. Demonstrate critical evaluation.
4. Show how research and methodologies have evolved.
5. Identify gaps in existing research.
6. Support your argument.
Keep reading to enter the exciting world of literature reviews!
What is a Literature Review?
A literature review is a critical summary and evaluation of the existing research (e.g., academic journal articles and books) on a specific topic. It is typically included as a separate section or chapter of a research paper or dissertation, serving as a contextual framework for a study. Literature reviews can vary in length depending on the subject and nature of the study, with most being about equal length to other sections or chapters included in the paper. Essentially, the literature review highlights previous studies in the context of your research and summarizes your insights in a structured, organized format. Next, let’s look at the overall purpose of a literature review.
Find this useful?
Subscribe to our newsletter and get writing tips from our editors straight to your inbox.
Literature reviews are considered an integral part of research across most academic subjects and fields. The primary purpose of a literature review in your study is to:
Provide a Foundation for Current Research
Since the literature review provides a comprehensive evaluation of the existing research, it serves as a solid foundation for your current study. It’s a way to contextualize your work and show how your research fits into the broader landscape of your specific area of study.
Define Key Concepts and Theories
The literature review highlights the central theories and concepts that have arisen from previous research on your chosen topic. It gives your readers a more thorough understanding of the background of your study and why your research is particularly significant .
Demonstrate Critical Evaluation
A comprehensive literature review shows your ability to critically analyze and evaluate a broad range of source material. And since you’re considering and acknowledging the contribution of key scholars alongside your own, it establishes your own credibility and knowledge.
Show How Research and Methodologies Have Evolved
Another purpose of literature reviews is to provide a historical perspective and demonstrate how research and methodologies have changed over time, especially as data collection methods and technology have advanced. And studying past methodologies allows you, as the researcher, to understand what did and did not work and apply that knowledge to your own research.
Identify Gaps in Existing Research
Besides discussing current research and methodologies, the literature review should also address areas that are lacking in the existing literature. This helps further demonstrate the relevance of your own research by explaining why your study is necessary to fill the gaps.
Support Your Argument
A good literature review should provide evidence that supports your research questions and hypothesis. For example, your study may show that your research supports existing theories or builds on them in some way. Referencing previous related studies shows your work is grounded in established research and will ultimately be a contribution to the field.
Literature Review Editing Services
Ensure your literature review is polished and ready for submission by having it professionally proofread and edited by our expert team. Our literature review editing services will help your research stand out and make an impact. Not convinced yet? Send in your free sample today and see for yourself!
Share this article:
Post A New Comment
Got content that needs a quick turnaround? Let us polish your work. Explore our editorial business services.
9-minute read
How to Use Infographics to Boost Your Presentation
Is your content getting noticed? Capturing and maintaining an audience’s attention is a challenge when...
8-minute read
Why Interactive PDFs Are Better for Engagement
Are you looking to enhance engagement and captivate your audience through your professional documents? Interactive...
7-minute read
Seven Key Strategies for Voice Search Optimization
Voice search optimization is rapidly shaping the digital landscape, requiring content professionals to adapt their...
Five Creative Ways to Showcase Your Digital Portfolio
Are you a creative freelancer looking to make a lasting impression on potential clients or...
How to Ace Slack Messaging for Contractors and Freelancers
Effective professional communication is an important skill for contractors and freelancers navigating remote work environments....
3-minute read
How to Insert a Text Box in a Google Doc
Google Docs is a powerful collaborative tool, and mastering its features can significantly enhance your...
![purpose of literature review is to mcq Logo Harvard University](https://proofed.com/wp-content/uploads/2020/11/logo-harvard.png)
Make sure your writing is the best it can be with our expert English proofreading and editing.
![purpose of literature review is to mcq Grad Coach](https://gradcoach.com/wp-content/uploads/GC-Logo-Registered.png)
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-is-lit-review Starting point for the literature review](https://gradcoach.com/wp-content/uploads/what-is-lit-review.png)
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.
![lit-review-webinar-2024 Free Webinar: Literature Review 101](https://gradcoach.com/wp-content/uploads/lit-review-webinar-2024.png)
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.
![Blog post images (3) A good literature review should synthesise the existing research in relation to the research aims, not simply summarise it.](https://gradcoach.com/wp-content/uploads/Blog-post-images-3.png)
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 .
![course Literature Review Course](https://gradcoach.com/wp-content/uploads/course.png)
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 .
You Might Also Like:
![What (Exactly) Is Discourse Analysis? Discourse analysis 101](https://gradcoach.com/wp-content/uploads/discourse-analysis-101-300x167.png)
![](http://academicpaper.online/777/templates/cheerup/res/banner1.gif)
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 🙂
This website is amazing, it really helps break everything down. Thank you, I would have been lost without it.
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
Submit a Comment Cancel reply
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
- Print Friendly
![purpose of literature review is to mcq University of Texas](https://s3.amazonaws.com/libapps/accounts/78733/images/shield_texas_white_transparent.png)
- 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
![purpose of literature review is to mcq Creative Commons License](https://mirrors.creativecommons.org/presskit/buttons/88x31/png/by-nc.png)
![Site Logo Study Site Homepage](https://study.sagepub.com/sites/all/themes/sage_companion/assets/images/Sage_logo.png)
- Request new password
- Create a new account
Multiple Choice Questions
Research methodology.
![purpose of literature review is to mcq purpose of literature review is to mcq](https://assets.iu.edu/brand/3.3.x/trident-large.png)
Indiana University Indianapolis Indiana University Indianapolis IU Indianapolis
- Herron School of Art
- Ruth Lilly Law
- Ruth Lilly Medical
- School of Dentistry
Literature Review - A Self-Guided Tutorial
- Literature Reviews: A Recap
- Reading Journal Articles
- Does it describe a Literature Review?
- 1. Identify the question
- 2. Review discipline styles
- Searching article databases - video
- Finding the article full-text
- Citation chaining
- When to stop searching
- 4. Manage your references
- 5. Critically analyze and evaluate
- 6. Synthesize
- 7. Write literature review
Quiz: What Have You Learned?
If quiz does not load, click here http://library.indianapolis.iu.edu/files/html5/LitReviewFinalQuizSWF.html .
- << Previous: 7. Write literature review
- Last Updated: May 16, 2024 10:16 AM
- URL: https://iu.libguides.com/literaturereview
Literature Research Review MCQs
Educational research and methods mcqs topics.
General MCQs
How to Create Testable Ideas MCQs
Educational Research Ethics MCQs
Scientific Variables, Validity, and Reliability MCQs
Instrumentation for Educational Research MCQs
Populations Sampling MCQs
Research Design Selection MCQs
Naturalistic and Existing Data Research MCQs
Survey and Correlational Research Designs MCQs
Qualitative Research MCQs
Phenomenology, Ethnography, and Ground Theory Designs MCQs
Narrative Inquiry, Case Study, and Critical Theory Designs MCQs
Quasi-Experimental and Single-Case Experimental Designs MCQs
Experimental Designs in Educational Research MCQs
Mixed Methods Research Designs MCQs
Action Research MCQs
Program Evaluation in Educational Research MCQs
Making Inferences About Data MCQs
Making Inferences About Qualitative Data MCQs
Communicating Research MCQs
Educational Practice with Research Methods MCQs
Designing a Research Study MCQs
Research Ethics MCQs
Qualitative Research Method MCQs
Quantitative Research Method MCQs
Qualitative and Quantitative Data Collection MCQs
Quantitative Data Analysis MCQs
Mixed Methods and Research MCQs
Action Research Method MCQs
How to Write Your Research MCQs
Using and Sharing Research MCQs
Educational Research MCQs
Action Research for Lifelong MCQs
Write a Research Proposal MCQs
Ethical Research MCQs
Standardized Measurement and Assessment MCQs
Data Collection in Quantitative, Qualitative, and Mixed Research MCQs
Construct a Questionnaire MCQs
Sampling in Quantitative, Qualitative, and Mixed Research MCQs
Validity of Research MCQs
Weak and Strong Designs MCQs
Quasi and Single-Case Designs MCQs
Nonexperimental Quantitative Research MCQs
Narrative Inquiry and Case Study Research MCQs
Phenomenology, Ethnography, and Grounded Theory MCQs
Mixed Research MCQs
Descriptive Statistics in Educational Research MCQs
Inferential Statistics Research MCQs
Qualitative and Mixed Research MCQs
Prepare a Research Report MCQs
Answer these 20 Literature Research Review MCQs and see how sharp is your knowledge of Literature Research Review. Scroll down and let's start!
1: Abstracts describe a brief summary of the contents of the article, typically placed at the beginning of an article.
A. Article
B. Abstract
C. Thesis
D. Synopsis
2: A software system that can be used to efficiently store and manage electronic documents is called
A. Citation Management System
B. Sub Management System
C. Criteria Management System
D. None o f these
3: Computer-Assisted Qualitative Data Analysis Software (CAQDAS) is a ___ package that supports a researcher engaged in qualitative data analysis.
A. Hardware
B. Software
C. Analyzing data
D. All of above
4: A repository of information that can be accessed using queries is called
A. Database
B. Raw data
C. Raw structure
D. None of these
5: A publication that has been reviewed by an editor for its substance and style, but not undergone peer-review is called Editorially-Reviewed Source
A. True
B. False
6: Mendeley is a citation management system
7: a publication that was not reviewed by a panel of ‘expert’ reviewers is called.
A. Primary Source
B. Secondary Source
C. Peer Reviewed Source
D. Non-Reviewed Source
8: A publication that is reviewed by ‘experts’ in the field to ensure that standards have been met across the research process and a contribution is being made to the field is called
9: a publication that is written by the individuals who were directly involved in the events described and/or study being reported is called, 10: a publication that is written by individuals who were not directly involved in the events described and/or study being reported is called, 11: a publication that is written by individuals who were not directly involved in the events described and/or study being reported is called, 12: which of the following would not be included in the introductory section to a literature review.
A. A description of the focus of the literature that was reviewed
B. A description of how the literature review is organized
C. An explanation of the procedures used to identify specific resources
D. A discussion of the research findings
13: The literature review should include sections that ____________________ sets of publications that are conceptually relate
A. Summarize
B. List
C. Analyze
D. Support
14: In the process of conducting a literature review, how do you identify gaps in the literature that your study can address?
A. By selecting a good research topic
B. By cataloging your sources well
C. By critiquing the literature you find
D. By using an online database
15: Which of these is an example of a phrase you might use for searching an online catalog that includes Boolean Logic?
A. High school graduation rates
B. Teacher evaluation ratings and student test scores
C. Kindergarten reading levels
D. Standardized testing anxiety
16: Which of these would be considered a secondary source?
A. A review of the literature on dual immersion programs
B. A qualitative study of teacher professional collaboration
C. A quantitative analysis of high school student engagement
D. A mixed methods study of response-to-intervention
17: Which type of source should be used most sparingly for a scholarly literature review?
A. Peer-reviewed
B. Non-peer-reviewed
C. Editorially reviewed
D. Primary
18: When evaluating the results of a quantitative study to determine whether it should be included in your literature review, which of these questions is important to consider?
A. Did the author interpret the quotes from the participants?
B. Were competing views presented throughout the findings?
C. Did the author use multiple sources of evidence to support the findings?
D. Can the results be generalized?
19: Where would you generally find an article’s abstract?
A. Within the discussion of the findings
B. After the introduction
C. At the beginning
D. In the methodology section
20: Mendeley, Zotero, and Endnote are examples of __________________________________.
A. Citation management systems
B. Online databases
C. Computer-assisted qualitative data analysis software packages
D. Microsoft Office programs
21: Which of these is NOT an example of an online database that could be searched for education-related resources?
A. JSTOR
B. ERIC
C. PsychInfo
D. NVivo
22: How can a computer-assisted qualitative data analysis software (CAQDAS) package be used for your literature review?
A. To analyze your qualitative data
B. To make notes attached to an article or segment of an article
C. To narrow search terms
D. To generate a reference list in APA style
23: When evaluating whether a source should be included in your literature review, it is important to consider whether there is a clear connection between the topic presented and the problem of practice you are studying.
24: university librarians can be helpful in identifying which search tools and resources are available to you., list of literature research re..., related literature research review mcqs:, available in:, latest mcqs:.
Ethics MCQs
Learning Theory/memory MCQs
Theology MCQs
Psychological Statistics MCQs
Applied Philosophy MCQs
Popular MCQs:
Privacy Policy | Terms and Conditions | Contact Us
![purpose of literature review is to mcq pinterest](https://mcqss.com/assets/img/pinterest-min.png)
© copyright 2024 by mcqss.com
![purpose of literature review is to mcq Mcqmate logo](https://mcqmate.com/public/images/logos/logo-black.png)
View all MCQs in
No comments yet
Related MCQs
- The proposal's literature review is important because-——
- A literature review requires
- The starting point for a literature search is--------
- The proposal section which intended to describe the purpose with a full statement of the research question is-----------
- The statement of purpose in a research study should--------
- The purpose of the research proposal is..........
- Open access
- Published: 14 May 2024
Protocol for a scoping review study on learning plan use in undergraduate medical education
- Anna Romanova ORCID: orcid.org/0000-0003-1118-1604 1 ,
- Claire Touchie 1 ,
- Sydney Ruller 2 ,
- Victoria Cole 3 &
- Susan Humphrey-Murto 4
Systematic Reviews volume 13 , Article number: 131 ( 2024 ) Cite this article
93 Accesses
Metrics details
The current paradigm of competency-based medical education and learner-centredness requires learners to take an active role in their training. However, deliberate and planned continual assessment and performance improvement is hindered by the fragmented nature of many medical training programs. Attempts to bridge this continuity gap between supervision and feedback through learner handover have been controversial. Learning plans are an alternate educational tool that helps trainees identify their learning needs and facilitate longitudinal assessment by providing supervisors with a roadmap of their goals. Informed by self-regulated learning theory, learning plans may be the answer to track trainees’ progress along their learning trajectory. The purpose of this study is to summarise the literature regarding learning plan use specifically in undergraduate medical education and explore the student’s role in all stages of learning plan development and implementation.
Following Arksey and O’Malley’s framework, a scoping review will be conducted to explore the use of learning plans in undergraduate medical education. Literature searches will be conducted using multiple databases by a librarian with expertise in scoping reviews. Through an iterative process, inclusion and exclusion criteria will be developed and a data extraction form refined. Data will be analysed using quantitative and qualitative content analyses.
By summarising the literature on learning plan use in undergraduate medical education, this study aims to better understand how to support self-regulated learning in undergraduate medical education. The results from this project will inform future scholarly work in competency-based medical education at the undergraduate level and have implications for improving feedback and supporting learners at all levels of competence.
Scoping review registration:
Open Science Framework osf.io/wvzbx.
Peer Review reports
Competency-based medical education (CBME) has transformed the approach to medical education to focus on demonstration of acquired competencies rather than time-based completion of rotations [ 1 ]. As a result, undergraduate and graduate medical training programs worldwide have adopted outcomes-based assessments in the form of entrustable professional activities (EPAs) comprised of competencies to be met [ 2 ]. These assessments are completed longitudinally by multiple different evaluators to generate an overall impression of a learner’s competency.
In CBME, trainees will progress along their learning trajectory at individual speeds and some may excel while others struggle to achieve the required knowledge, skills or attitudes. Therefore, deliberate and planned continual assessment and performance improvement is required. However, due to the fragmented nature of many medical training programs where learners rotate through different rotations and work with many supervisors, longitudinal observation is similarly fragmented. This makes it difficult to determine where trainees are on their learning trajectories and can affect the quality of feedback provided to them, which is a known major influencer of academic achievement [ 3 ]. As a result, struggling learners may not be identified until late in their training and the growth of high-performing learners may be stifled [ 4 , 5 , 6 ].
Bridging this continuity gap between supervision and feedback through some form of learner handover or forward feeding has been debated since the 1970s and continues to this day [ 5 , 7 , 8 , 9 , 10 , 11 ]. The goal of learner handover is to improve trainee assessment and feedback by sharing their performance and learning needs between supervisors or across rotations. However, several concerns have been raised about this approach including that it could inappropriately bias subsequent assessments of the learner’s abilities [ 9 , 11 , 12 ]. A different approach to keeping track of trainees’ learning goals and progress along their learning trajectories is required. Learning plans (LPs) informed by self-regulated learning (SRL) theory may be the answer.
SRL has been defined as a cyclical process where learners actively control their thoughts, actions and motivation to achieve their goals [ 13 ]. Several models of SRL exist but all entail that the trainee is responsible for setting, planning, executing, monitoring and reflecting on their learning goals [ 13 ]. According to Zimmerman’s SRL model, this process occurs in three stages: forethought phase before an activity, performance phase during an activity and self-reflection phase after an activity [ 13 ]. Since each trainee leads their own learning process and has an individual trajectory towards competence, this theory relates well to the CBME paradigm which is grounded in learner-centredness [ 1 ]. However, we know that medical students and residents have difficulty identifying their own learning goals and therefore need guidance to effectively partake in SRL [ 14 , 15 , 16 , 17 ]. Motivation has also emerged as a key component of SRL, and numerous studies have explored factors that influence student engagement in learning [ 18 , 19 ]. In addition to meeting their basic psychological needs of autonomy, relatedness and competence, perceived learning relevance through meaningful learning activities has been shown to increase trainee engagement in their learning [ 19 ].
LPs are a well-known tool across many educational fields including CBME that can provide trainees with meaningful learning activities since they help them direct their own learning goals in a guided fashion [ 20 ]. Also known as personal learning plans, learning contracts, personal action plans, personal development plans, and learning goals, LPs are documents that outline the learner’s roadmap to achieve their learning goals. They require the learner to self-identify what they need to learn and why, how they are going to do it, how they will know when they are finished, define the timeframe for goal achievement and assess the impact of their learning [ 20 ]. In so doing, LPs give more autonomy to the learner and facilitate objective and targeted feedback from supervisors. This approach has been described as “most congruent with the assumptions we make about adults as learners” [ 21 ].
LP use has been explored across various clinical settings and at all levels of medical education; however, most of the experience lies in postgraduate medical education [ 22 ]. Medical students are a unique learner population with learning needs that appear to be very well suited for using LPs for two main reasons. First, their education is often divided between classroom and clinical settings. During clinical training, students need to be more independent in setting learning goals to meet desired competencies as their education is no longer outlined for them in a detailed fashion by the medical school curriculum [ 23 ]. SRL in the workplace is also different than in the classroom due to additional complexities of clinical care that can impact students’ ability to self-regulate their learning [ 24 ]. Second, although most medical trainees have difficulty with goal setting, medical students in particular need more guidance compared to residents due to their relative lack of experience upon which they can build within the SRL framework [ 25 ]. LPs can therefore provide much-needed structure to their learning but should be guided by an experienced tutor to be effective [ 15 , 24 ].
LPs fit well within the learner-centred educational framework of CBME by helping trainees identify their learning needs and facilitating longitudinal assessment by providing supervisors with a roadmap of their goals. In so doing, they can address current issues with learner handover and identification as well as remediation of struggling learners. Moreover, they have the potential to help trainees develop lifelong skills with respect to continuing professional development after graduation which is required by many medical licensing bodies.
An initial search of the JBI Database, Cochrane Database, MEDLINE (PubMed) and Google Scholar conducted in July–August 2022 revealed a paucity of research on LP use in undergraduate medical education (UGME). A related systematic review by van Houten–Schat et al. [ 24 ] on SRL in the clinical setting identified three interventions used by medical students and residents in SRL—coaching, LPs and supportive tools. However, only a couple of the included studies looked specifically at medical students’ use of LPs, so this remains an area in need of more exploration. A scoping review would provide an excellent starting point to map the body of literature on this topic.
The objective of this scoping review will therefore be to explore LP use in UGME. In doing so, it will address a gap in knowledge and help determine additional areas for research.
This study will follow Arksey and O’Malley’s [ 26 ] five-step framework for scoping review methodology. It will not include the optional sixth step which entails stakeholder consultation as relevant stakeholders will be intentionally included in the research team (a member of UGME leadership, a medical student and a first-year resident).
Step 1—Identifying the research question
The overarching purpose of this study is to “explore the use of LPs in UGME”. More specifically we seek to achieve the following:
Summarise the literature regarding the use of LPs in UGME (including context, students targeted, frameworks used)
Explore the role of the student in all stages of the LP development and implementation
Determine existing research gaps
Step 2—Identifying relevant studies
An experienced health sciences librarian (VC) will conduct all searches and develop the initial search strategy. The preliminary search strategy is shown in Appendix A (see Additional file 2). Articles will be included if they meet the following criteria [ 27 ]:
Participants
Medical students enrolled at a medical school at the undergraduate level.
Any use of LPs by medical students. LPs are defined as a document, usually presented in a table format, that outlines the learner’s roadmap to achieve their learning goals [ 20 ].
Any stage of UGME in any geographic setting.
Types of evidence sources
We will search existing published and unpublished (grey) literature. This may include research studies, reviews, or expert opinion pieces.
Search strategy
With the assistance of an experienced librarian (VC), a pilot search will be conducted to inform the final search strategy. A search will be conducted in the following electronic databases: MEDLINE, Embase, Education Source, APA PsycInfo and Web of Science. The search terms will be developed in consultation with the research team and librarian. The search strategy will proceed according to the JBI Manual for Evidence Synthesis three-step search strategy for reviews [ 27 ]. First, we will conduct a limited search in two appropriate online databases and analyse text words from the title, abstracts and index terms of relevant papers. Next, we will conduct a second search using all identified key words in all databases. Third, we will review reference lists of all included studies to identify further relevant studies to include in the review. We will also contact the authors of relevant papers for further information if required. This will be an iterative process as the research team becomes more familiar with the literature and will be guided by the librarian. Any modifications to the search strategy as it evolves will be described in the scoping review report. As a measure of rigour, the search strategy will be peer-reviewed by another librarian using the PRESS checklist [ 28 ]. No language or date limits will be applied.
Step 3—Study selection
The screening process will consist of a two-step approach: screening titles/abstracts and, if they meet inclusion criteria, this will be followed by a full-text review. All screening will be done by two members of the research team and any disagreements will be resolved by an independent third member of the team. Based on preliminary inclusion criteria, the whole research team will first pilot the screening process by reviewing a random sample of 25 titles/abstracts. The search strategy, eligibility criteria and study objectives will be refined in an iterative process. We anticipate several meetings as the topic is not well described in the literature. A flowchart of the review process will be generated. Any modifications to the study selection process will be described in the scoping review report. The papers will be excluded if a full text is not available. The search results will be managed using Covidence software.
Step 4—Charting the data
A preliminary data extraction tool is shown in Appendix B (see Additional file 3 ). Data will be extracted into Excel and will include demographic information and specific details about the population, concept, context, study methods and outcomes as they relate to the scoping review objectives. The whole research team will pilot the data extraction tool on ten articles selected for full-text review. Through an iterative process, the final data extraction form will be refined. Subsequently, two members of the team will independently extract data from all articles included for full-text review using this tool. Charting disagreements will be resolved by the principal and senior investigators. Google Translate will be used for any included articles that are not in the English language.
Step 5—Collating, summarising and reporting the results
Quantitative and qualitative analyses will be used to summarise the results. Quantitative analysis will capture descriptive statistics with details about the population, concept, context, study methods and outcomes being examined in this scoping review. Qualitative content analysis will enable interpretation of text data through the systematic classification process of coding and identifying themes and patterns [ 29 ]. Several team meetings will be held to review potential themes to ensure an accurate representation of the data. The PRISMA Extension for Scoping Reviews (PRISMA-ScR) will be used to guide the reporting of review findings [ 30 ]. Data will be presented in tables and/or diagrams as applicable. A descriptive summary will explain the presented results and how they relate to the scoping review objectives.
By summarising the literature on LP use in UGME, this study will contribute to a better understanding of how to support SRL amongst medical students. The results from this project will also inform future scholarly work in CBME at the undergraduate level and have implications for improving feedback as well as supporting learners at all levels of competence. In doing so, this study may have practical applications by informing learning plan incorporation into CBME-based curricula.
We do not anticipate any practical or operational issues at this time. We assembled a team with the necessary expertise and tools to complete this project.
Availability of data and materials
All data generated or analysed during this study will be included in the published scoping review article.
Abbreviations
- Competency-based medical education
Entrustable professional activity
- Learning plan
- Self-regulated learning
- Undergraduate medical education
Frank JR, Snell LS, Cate OT, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638–45.
Article PubMed Google Scholar
Shorey S, Lau TC, Lau ST, Ang E. Entrustable professional activities in health care education: a scoping review. Med Educ. 2019;53(8):766–77.
Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77(1):81–112.
Article Google Scholar
Dudek NL, Marks MB, Regehr G. Failure to fail: the perspectives of clinical supervisors. Acad Med. 2005;80(10 Suppl):S84–7.
Warm EJ, Englander R, Pereira A, Barach P. Improving learner handovers in medical education. Acad Med. 2017;92(7):927–31.
Spooner M, Duane C, Uygur J, et al. Self-regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: a BEME scoping review : BEME Guide No. 66. Med Teach. 2022;44(1):3–18.
Frellsen SL, Baker EA, Papp KK, Durning SJ. Medical school policies regarding struggling medical students during the internal medicine clerkships: results of a National Survey. Acad Med. 2008;83(9):876–81.
Humphrey-Murto S, LeBlanc A, Touchie C, et al. The influence of prior performance information on ratings of current performance and implications for learner handover: a scoping review. Acad Med. 2019;94(7):1050–7.
Morgan HK, Mejicano GC, Skochelak S, et al. A responsible educational handover: improving communication to improve learning. Acad Med. 2020;95(2):194–9.
Dory V, Danoff D, Plotnick LH, et al. Does educational handover influence subsequent assessment? Acad Med. 2021;96(1):118–25.
Humphrey-Murto S, Lingard L, Varpio L, et al. Learner handover: who is it really for? Acad Med. 2021;96(4):592–8.
Shaw T, Wood TJ, Touchie T, Pugh D, Humphrey-Murto S. How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover. Adv Health Sci Educ Theory Pract. 2021;26(1):199–214.
Artino AR, Brydges R, Gruppen LD. Chapter 14: Self-regulated learning in health professional education: theoretical perspectives and research methods. In: Cleland J, Duning SJ, editors. Researching Medical Education. 1st ed. John Wiley & Sons; 2015. p. 155–66.
Chapter Google Scholar
Cleland J, Arnold R, Chesser A. Failing finals is often a surprise for the student but not the teacher: identifying difficulties and supporting students with academic difficulties. Med Teach. 2005;27(6):504–8.
Reed S, Lockspeiser TM, Burke A, et al. Practical suggestions for the creation and use of meaningful learning goals in graduate medical education. Acad Pediatr. 2016;16(1):20–4.
Wolff M, Stojan J, Cranford J, et al. The impact of informed self-assessment on the development of medical students’ learning goals. Med Teach. 2018;40(3):296–301.
Sawatsky AP, Halvorsen AJ, Daniels PR, et al. Characteristics and quality of rotation-specific resident learning goals: a prospective study. Med Educ Online. 2020;25(1):1714198.
Article PubMed PubMed Central Google Scholar
Pintrich PR. Chapter 14: The role of goal orientation in self-regulated learning. In: Boekaerts M, Pintrich PR, Zeidner M, editors. Handbook of self-regulation. 1st ed. Academic Press; 2000. p. 451–502.
Kassab SE, El-Sayed W, Hamdy H. Student engagement in undergraduate medical education: a scoping review. Med Educ. 2022;56(7):703–15.
Challis M. AMEE medical education guide No. 19: Personal learning plans. Med Teach. 2000;22(3):225–36.
Knowles MS. Using learning contracts. 1 st ed. San Francisco: Jossey Bass; 1986.
Parsell G, Bligh J. Contract learning, clinical learning and clinicians. Postgrad Med J. 1996;72(847):284–9.
Article CAS PubMed PubMed Central Google Scholar
Teunissen PW, Scheele F, Scherpbier AJJA, et al. How residents learn: qualitative evidence for the pivotal role of clinical activities. Med Educ. 2007;41(8):763–70.
Article CAS PubMed Google Scholar
van Houten-Schat MA, Berkhout JJ, van Dijk N, Endedijk MD, Jaarsma ADC, Diemers AD. Self-regulated learning in the clinical context: a systematic review. Med Educ. 2018;52(10):1008–15.
Taylor DCM, Hamdy H. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):e1561–72.
Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005;8(1):19–32.
Peters MDJ, Godfrey C, McInerney P, Munn Z, Tricco AC, Khalol H. Chapter 11: Scoping reviews. In: Aromataris E, Munn Z, eds. JBI Manual for Evidence Synthesis. JBI; 2020. https://synthesismanual.jbi.global. . Accessed 30 Aug 2022.
McGowan J, Sampson M, Salzwedel DM, Cogo E, Foerster V, Lefebvre C. PRESS Peer Review of Electronic Search Strategies: 2015 Guideline Statement. J Clin Epidemiol. 2016;75:40–6.
Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–88.
Tricco AC, Lillie E, Zarin W, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med. 2018;169(7):467–73.
Venables M, Larocque A, Sikora L, Archibald D, Grudniewicz A. Understanding indigenous health education and exploring indigenous anti-racism approaches in undergraduate medical education: a scoping review protocol. OSF; 2022. https://osf.io/umwgr/ . Accessed 26 Oct 2022.
Download references
Acknowledgements
Not applicable.
This study will be supported through grants from the Department of Medicine at the Ottawa Hospital and the University of Ottawa. The funding bodies had no role in the study design and will not have any role in the collection, analysis and interpretation of data or writing of the manuscript.
Author information
Authors and affiliations.
The Ottawa Hospital – General Campus, 501 Smyth Rd, PO Box 209, Ottawa, ON, K1H 8L6, Canada
Anna Romanova & Claire Touchie
The Ottawa Hospital Research Institute, Ottawa, Canada
Sydney Ruller
The University of Ottawa, Ottawa, Canada
Victoria Cole
The Ottawa Hospital – Riverside Campus, Ottawa, Canada
Susan Humphrey-Murto
You can also search for this author in PubMed Google Scholar
Contributions
AR designed and drafted the protocol. CT and SH contributed to the refinement of the research question, study methods and editing of the manuscript. VC designed the initial search strategy. All authors reviewed the manuscript for final approval. The review guarantors are CT and SH. The corresponding author is AR.
Authors’ information
AR is a clinician teacher and Assistant Professor with the Division of General Internal Medicine at the University of Ottawa. She is also the Associate Director for the internal medicine clerkship rotation at the General campus of the Ottawa Hospital.
CT is a Professor of Medicine with the Divisions of General Internal Medicine and Infectious Diseases at the University of Ottawa. She is also a member of the UGME Competence Committee at the University of Ottawa and an advisor for the development of a new school of medicine at Toronto Metropolitan University.
SH is an Associate Professor with the Department of Medicine at the University of Ottawa and holds a Tier 2 Research Chair in Medical Education. She is also the Interim Director for the Research Support Unit within the Department of Innovation in Medical Education at the University of Ottawa.
CT and SH have extensive experience with medical education research and have numerous publications in this field.
SR is a Research Assistant with the Division of General Internal Medicine at the Ottawa Hospital Research Institute.
VC is a Health Sciences Research Librarian at the University of Ottawa.
SR and VC have extensive experience in systematic and scoping reviews.
Corresponding author
Correspondence to Anna Romanova .
Ethics declarations
Ethics approval and consent to participate, consent for publication, competing interests.
The authors declare that they have no competing interests.
Additional information
Publisher's note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Supplementary Information
Additional file 1. prisma-p 2015 checklist., 13643_2024_2553_moesm2_esm.docx.
Additional file 2: Appendix A. Preliminary search strategy [ 31 ].
Additional file 3: Appendix B. Preliminary data extraction tool.
Rights and permissions.
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
Reprints and permissions
About this article
Cite this article.
Romanova, A., Touchie, C., Ruller, S. et al. Protocol for a scoping review study on learning plan use in undergraduate medical education. Syst Rev 13 , 131 (2024). https://doi.org/10.1186/s13643-024-02553-w
Download citation
Received : 29 November 2022
Accepted : 03 May 2024
Published : 14 May 2024
DOI : https://doi.org/10.1186/s13643-024-02553-w
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
Systematic Reviews
ISSN: 2046-4053
- Submission enquiries: Access here and click Contact Us
- General enquiries: [email protected]
![](http://academicpaper.online/777/templates/cheerup/res/banner1.gif)
IMAGES
VIDEO
COMMENTS
11. The main purpose of finalization of research topics and sub-topics is. 12. Literature review is basically to bridge the gap between. 13. The last step in writing the literature review is. 14. The primary purpose of literature review is to facilitate detailed background of. 15.
Overall purposes of a literature review. 1. Determines what is known and unknown about a subject, concept, or problem. 2. Determines gaps, consistencies, inconsistencies in the literature about a subject, concept, or problem. 3. Discovers conceptual traditions used to examine problems. 4.
20 Multiple choice questions. Definition. Literature should directly correlate with research aim and objectives. Ensuring Literature Relevance. ... Purpose of Literature Review. Purpose of Theoretical Framework. Illustrating Relevant Theory Models. 3 of 20. Term. Credible Sources Importance.
Multiple choice quiz. Test your understanding of each chapter by taking the quiz below. Click anywhere on the question to reveal the answer. Good luck! 1. A literature review is best described as: A list of relevant articles and other published material you have read about your topic, describing the content of each source.
Get Literature Review Multiple Choice Questions (MCQ Quiz) with answers and detailed solutions. Download these Free Literature Review MCQ Quiz Pdf and prepare for your upcoming exams Like Banking, SSC, Railway, UPSC, State PSC. ... However, the purpose of triangulation is not necessarily to cross-validate data but rather to capture different ...
What is the process for preparing a literature review? 1) Research Topic. 2) Research Problem. 3) Research Purpose. 4) Research Question. 5) Hypothesis (In Quan Research) What is the relevance of a literature review for quantitative research? -In quantitative research, a literature review is done before the conduct of the study. For example ...
There are several reasons to conduct a literature review at the beginning of a research project: To familiarize yourself with the current state of knowledge on your topic. To ensure that you're not just repeating what others have already done. To identify gaps in knowledge and unresolved problems that your research can address.
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.
A literature review is an important part of research projects and papers. To pass the quiz on this topic, you'll need to be know the purpose of these reviews and how they're conducted ...
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 ...
Most literature reviews are embedded in articles, books, and dissertations. In most research articles, there are set as a specific section, usually titled, "literature review", so they are hard to miss.But, sometimes, they are part of the narrative of the introduction of a book or article. This section is easily recognized since the author is engaging with other academics and experts by ...
c) To find out what is already known about your area of interest. d) To make sure you have a long list of references. Question 2. To read the literature critically means: a) to suggest the previous research was always poorly conducted. b) skimming through the material because most of it is just padding.
The primary purpose of a literature review in your study is to: Provide a Foundation for Current Research. Since the literature review provides a comprehensive evaluation of the existing research, it serves as a solid foundation for your current study. It's a way to contextualize your work and show how your research fits into the broader ...
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 ...
Get Purpose of Literature Review Multiple Choice Questions (MCQ Quiz) with answers and detailed solutions. Download these Free Purpose of Literature Review MCQ Quiz Pdf and prepare for your upcoming exams Like Banking, SSC, Railway, UPSC, State PSC.
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 ...
what is a literature review. a comprehensive study and interpretation of literature that relates to a particular topic. what is the purpose of a literature review. -to identify gaps in knowledge. -place your tentative research problem in the context of your field and related fields. -gather together what is already known on a topic.
To enhance your experience on our site, SAGE stores cookies on your computer. By continuing you consent to receive cookies. Learn more. Close
11: When conducting a literature review, it is essential to: A. Only focus on recent research studies. B. Ignore studies that have conflicting results. C. Provide a summary of each source without any analysis. D. Synthesize and integrate information from different sources to identify themes and trends.
What's a Literature Review? Toggle Dropdown. Literature Reviews: A Recap ; Reading Journal Articles ; Does it describe a Literature Review? 1. Identify the question; 2. Review discipline styles; 3. Search the literature Toggle Dropdown. Searching article databases - video ; Finding the article full-text ; Citation chaining ; When to stop ...
A. A description of the focus of the literature that was reviewed. B. A description of how the literature review is organized. C. An explanation of the procedures used to identify specific resources. D. A discussion of the research findings. Check Answer.
Research Methodology MCQS writing literature review requires: planning clear writing research is: lab experiment report good writing all of the above systematic ... There is clear purpose to find out things d) All of the above; A literature review is based on the assumption that: a) Copy from the work of others b) Knowledge accumulates and ...
The purpose of a literature review is to-..... A. Help you find out what is already known about this area: B. Identify any inconsistencies or gaps in the literature. C. Demonstrate an awareness of the theoretical context in which the current study can be located: D. Find what is already known, identify gaps,and demonstrate awareness
The purpose of this study is to summarise the literature regarding learning plan use specifically in undergraduate medical education and explore the student's role in all stages of learning plan development and implementation. ... We anticipate several meetings as the topic is not well described in the literature. A flowchart of the review ...
ASCO Guidelines provide recommendations with comprehensive review and analyses of the relevant literature for each recommendation, following the guideline development process as outlined in the ASCO Guidelines Methodology Manual. ASCO Guidelines follow the ASCO Conflict of Interest Policy for Clinical Practice Guidelines. Clinical Practice Guidelines and other guidance ("Guidance ...
Among the 77 publications that were relevant, 17 were theoretical or conceptual papers that we reviewed for content and cited in the literature review. The other 60 publications presented findings from empirical studies and included a mix of peer-reviewed articles ( n =40) and non-peer-reviewed research reports and briefs ( n =20).