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  • v.35(2); Jul-Dec 2014

Reviewing literature for research: Doing it the right way

Shital amin poojary.

Department of Dermatology, K J Somaiya Medical College, Mumbai, Maharashtra, India

Jimish Deepak Bagadia

In an era of information overload, it is important to know how to obtain the required information and also to ensure that it is reliable information. Hence, it is essential to understand how to perform a systematic literature search. This article focuses on reliable literature sources and how to make optimum use of these in dermatology and venereology.

INTRODUCTION

A thorough review of literature is not only essential for selecting research topics, but also enables the right applicability of a research project. Most importantly, a good literature search is the cornerstone of practice of evidence based medicine. Today, everything is available at the click of a mouse or at the tip of the fingertips (or the stylus). Google is often the Go-To search website, the supposed answer to all questions in the universe. However, the deluge of information available comes with its own set of problems; how much of it is actually reliable information? How much are the search results that the search string threw up actually relevant? Did we actually find what we were looking for? Lack of a systematic approach can lead to a literature review ending up as a time-consuming and at times frustrating process. Hence, whether it is for research projects, theses/dissertations, case studies/reports or mere wish to obtain information; knowing where to look, and more importantly, how to look, is of prime importance today.

Literature search

Fink has defined research literature review as a “systematic, explicit and reproducible method for identifying, evaluating, and synthesizing the existing body of completed and recorded work produced by researchers, scholars and practitioners.”[ 1 ]

Review of research literature can be summarized into a seven step process: (i) Selecting research questions/purpose of the literature review (ii) Selecting your sources (iii) Choosing search terms (iv) Running your search (v) Applying practical screening criteria (vi) Applying methodological screening criteria/quality appraisal (vii) Synthesizing the results.[ 1 ]

This article will primarily concentrate on refining techniques of literature search.

Sources for literature search are enumerated in Table 1 .

Sources for literature search

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PubMed is currently the most widely used among these as it contains over 23 million citations for biomedical literature and has been made available free by National Center for Biotechnology Information (NCBI), U.S. National Library of Medicine. However, the availability of free full text articles depends on the sources. Use of options such as advanced search, medical subject headings (MeSH) terms, free full text, PubMed tutorials, and single citation matcher makes the database extremely user-friendly [ Figure 1 ]. It can also be accessed on the go through mobiles using “PubMed Mobile.” One can also create own account in NCBI to save searches and to use certain PubMed tools.

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PubMed home page showing location of different tools which can be used for an efficient literature search

Tips for efficient use of PubMed search:[ 2 , 3 , 4 ]

Use of field and Boolean operators

When one searches using key words, all articles containing the words show up, many of which may not be related to the topic. Hence, the use of operators while searching makes the search more specific and less cumbersome. Operators are of two types: Field operators and Boolean operators, the latter enabling us to combine more than one concept, thereby making the search highly accurate. A few key operators that can be used in PubMed are shown in Tables ​ Tables2 2 and ​ and3 3 and illustrated in Figures ​ Figures2 2 and ​ and3 3 .

Field operators used in PubMed search

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Boolean operators used in PubMed search

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PubMed search results page showing articles on donovanosis using the field operator [TIAB]; it shows all articles which have the keyword “donovanosis” in either title or abstract of the article

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PubMed search using Boolean operators ‘AND’, ‘NOT’; To search for articles on treatment of lepra reaction other than steroids, after clicking the option ‘Advanced search’ on the home page, one can build the search using ‘AND’ option for treatment and ‘NOT’ option for steroids to omit articles on steroid treatment in lepra reaction

Use of medical subject headings terms

These are very specific and standardized terms used by indexers to describe every article in PubMed and are added to the record of every article. A search using MeSH will show all articles about the topic (or keywords), but will not show articles only containing these keywords (these articles may be about an entirely different topic, but still may contain your keywords in another context in any part of the article). This will make your search more specific. Within the topic, specific subheadings can be added to the search builder to refine your search [ Figure 4 ]. For example, MeSH terms for treatment are therapy and therapeutics.

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PubMed search using medical subject headings (MeSH) terms for management of gonorrhea. Click on MeSH database ( Figure 1 ) →In the MeSH search box type gonorrhea and click search. Under the MeSH term gonorrhea, there will be a list of subheadings; therapy, prevention and control, click the relevant check boxes and add to search builder →Click on search →All articles on therapy, prevention and control of gonorrhea will be displayed. Below the subheadings, there are two options: (1) Restrict to medical subject headings (MeSH) major topic and (2) do not include MeSH terms found below this term in the MeSH hierarchy. These can be used to further refine the search results so that only articles which are majorly about treatment of gonorrhea will be displayed

Two additional options can be used to further refine MeSH searches. These are located below the subheadings for a MeSH term: (1) Restrict to MeSH major topic; checking this box will retrieve articles which are majorly about the search term and are therefore, more focused and (2) Do not include MeSH terms found below this term in the MeSH hierarchy. This option will again give you more focused articles as it excludes the lower specific terms [ Figure 4 ].

Similar feature is available with Cochrane library (also called MeSH), EMBASE (known as EMTREE) and PsycINFO (Thesaurus of Psychological Index Terms).

Saving your searches

Any search that one has performed can be saved by using the ‘Send to’ option and can be saved as a simple word file [ Figure 5 ]. Alternatively, the ‘Save Search’ button (just below the search box) can be used. However, it is essential to set up an NCBI account and log in to NCBI for this. One can even choose to have E-mail updates of new articles in the topic of interest.

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Saving PubMed searches. A simple option is to click on the dropdown box next to ‘Send to’ option and then choose among the options. It can be saved as a text or word file by choosing ‘File’ option. Another option is the “Save search” option below the search box but this will require logging into your National Center for Biotechnology Information account. This however allows you to set up alerts for E-mail updates for new articles

Single citation matcher

This is another important tool that helps to find the genuine original source of a particular research work (when few details are known about the title/author/publication date/place/journal) and cite the reference in the most correct manner [ Figure 6 ].

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Single citation matcher: Click on “Single citation matcher” on PubMed Home page. Type available details of the required reference in the boxes to get the required citation

Full text articles

In any search clicking on the link “free full text” (if present) gives you free access to the article. In some instances, though the published article may not be available free, the author manuscript may be available free of charge. Furthermore, PubMed Central articles are available free of charge.

Managing filters

Filters can be used to refine a search according to type of article required or subjects of research. One can specify the type of article required such as clinical trial, reviews, free full text; these options are available on a typical search results page. Further specialized filters are available under “manage filters:” e.g., articles confined to certain age groups (properties option), “Links” to other databases, article specific to particular journals, etc. However, one needs to have an NCBI account and log in to access this option [ Figure 7 ].

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Managing filters. Simple filters are available on the ‘search results’ page. One can choose type of article, e.g., clinical trial, reviews etc. Further options are available in the “Manage filters” option, but this requires logging into National Center for Biotechnology Information account

The Cochrane library

Although reviews are available in PubMed, for systematic reviews and meta-analysis, Cochrane library is a much better resource. The Cochrane library is a collection of full length systematic reviews, which can be accessed for free in India, thanks to Indian Council of Medical Research renewing the license up to 2016, benefitting users all over India. It is immensely helpful in finding detailed high quality research work done in a particular field/topic [ Figure 8 ].

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Cochrane library is a useful resource for reliable, systematic reviews. One can choose the type of reviews required, including trials

An important tool that must be used while searching for research work is screening. Screening helps to improve the accuracy of search results. It is of two types: (1) Practical: To identify a broad range of potentially useful studies. Examples: Date of publication (last 5 years only; gives you most recent updates), participants or subjects (humans above 18 years), publication language (English only) (2) methodological: To identify best available studies (for example, excluding studies not involving control group or studies with only randomized control trials).

Selecting the right quality of literature is the key to successful research literature review. The quality can be estimated by what is known as “The Evidence Pyramid.” The level of evidence of references obtained from the aforementioned search tools are depicted in Figure 9 . Systematic reviews obtained from Cochrane library constitute level 1 evidence.

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Evidence pyramid: Depicting the level of evidence of references obtained from the aforementioned search tools

Thus, a systematic literature review can help not only in setting up the basis of a good research with optimal use of available information, but also in practice of evidence-based medicine.

Source of Support: Nil.

Conflict of Interest: None declared.

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Methodology

  • How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

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

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

  • Quick Run-through
  • Step 1 & 2

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

  • Demonstrate your familiarity with the topic and its scholarly context
  • Develop a theoretical framework and methodology for your research
  • Position your work in relation to other researchers and theorists
  • Show how your research addresses a gap or contributes to a debate
  • Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

Literature review guide

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related literature in practical research

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

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

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

Download Word doc Download Google doc

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

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

Make a list of keywords

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

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

Search for relevant sources

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

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

You can also use boolean operators to help narrow down your search.

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

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

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

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

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

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

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

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

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

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

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

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

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

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

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

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

Methodological

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

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

Theoretical

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

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

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

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

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

As you write, you can follow these tips:

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

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

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

  • Sampling methods
  • Simple random sampling
  • Stratified sampling
  • Cluster sampling
  • Likert scales
  • Reproducibility

 Statistics

  • Null hypothesis
  • Statistical power
  • Probability distribution
  • Effect size
  • Poisson distribution

Research bias

  • Optimism bias
  • Cognitive bias
  • Implicit bias
  • Hawthorne effect
  • Anchoring bias
  • Explicit bias

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

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

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
  • To develop your theoretical framework and methodology
  • To provide an overview of the key findings and debates on the topic

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

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

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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Review of Related Literature: Format, Example, & How to Make RRL

A review of related literature is a separate paper or a part of an article that collects and synthesizes discussion on a topic. Its purpose is to show the current state of research on the issue and highlight gaps in existing knowledge. A literature review can be included in a research paper or scholarly article, typically following the introduction and before the research methods section.

The picture provides introductory definition of a review of related literature.

This article will clarify the definition, significance, and structure of a review of related literature. You’ll also learn how to organize your literature review and discover ideas for an RRL in different subjects.

🔤 What Is RRL?

  • ❗ Significance of Literature Review
  • 🔎 How to Search for Literature
  • 🧩 Literature Review Structure
  • 📋 Format of RRL — APA, MLA, & Others
  • ✍️ How to Write an RRL
  • 📚 Examples of RRL

🔗 References

A review of related literature (RRL) is a part of the research report that examines significant studies, theories, and concepts published in scholarly sources on a particular topic. An RRL includes 3 main components:

  • A short overview and critique of the previous research.
  • Similarities and differences between past studies and the current one.
  • An explanation of the theoretical frameworks underpinning the research.

❗ Significance of Review of Related Literature

Although the goal of a review of related literature differs depending on the discipline and its intended use, its significance cannot be overstated. Here are some examples of how a review might be beneficial:

  • It helps determine knowledge gaps .
  • It saves from duplicating research that has already been conducted.
  • It provides an overview of various research areas within the discipline.
  • It demonstrates the researcher’s familiarity with the topic.

🔎 How to Perform a Literature Search

Including a description of your search strategy in the literature review section can significantly increase your grade. You can search sources with the following steps:

🧩 Literature Review Structure Example

The majority of literature reviews follow a standard introduction-body-conclusion structure. Let’s look at the RRL structure in detail.

This image shows the literature review structure.

Introduction of Review of Related Literature: Sample

An introduction should clarify the study topic and the depth of the information to be delivered. It should also explain the types of sources used. If your lit. review is part of a larger research proposal or project, you can combine its introductory paragraph with the introduction of your paper.

Here is a sample introduction to an RRL about cyberbullying:

Bullying has troubled people since the beginning of time. However, with modern technological advancements, especially social media, bullying has evolved into cyberbullying. As a result, nowadays, teenagers and adults cannot flee their bullies, which makes them feel lonely and helpless. This literature review will examine recent studies on cyberbullying.

Sample Review of Related Literature Thesis

A thesis statement should include the central idea of your literature review and the primary supporting elements you discovered in the literature. Thesis statements are typically put at the end of the introductory paragraph.

Look at a sample thesis of a review of related literature:

This literature review shows that scholars have recently covered the issues of bullies’ motivation, the impact of bullying on victims and aggressors, common cyberbullying techniques, and victims’ coping strategies. However, there is still no agreement on the best practices to address cyberbullying.

Literature Review Body Paragraph Example

The main body of a literature review should provide an overview of the existing research on the issue. Body paragraphs should not just summarize each source but analyze them. You can organize your paragraphs with these 3 elements:

  • Claim . Start with a topic sentence linked to your literature review purpose.
  • Evidence . Cite relevant information from your chosen sources.
  • Discussion . Explain how the cited data supports your claim.

Here’s a literature review body paragraph example:

Scholars have examined the link between the aggressor and the victim. Beran et al. (2007) state that students bullied online often become cyberbullies themselves. Faucher et al. (2014) confirm this with their findings: they discovered that male and female students began engaging in cyberbullying after being subject to bullying. Hence, one can conclude that being a victim of bullying increases one’s likelihood of becoming a cyberbully.

Review of Related Literature: Conclusion

A conclusion presents a general consensus on the topic. Depending on your literature review purpose, it might include the following:

  • Introduction to further research . If you write a literature review as part of a larger research project, you can present your research question in your conclusion .
  • Overview of theories . You can summarize critical theories and concepts to help your reader understand the topic better.
  • Discussion of the gap . If you identified a research gap in the reviewed literature, your conclusion could explain why that gap is significant.

Check out a conclusion example that discusses a research gap:

There is extensive research into bullies’ motivation, the consequences of bullying for victims and aggressors, strategies for bullying, and coping with it. Yet, scholars still have not reached a consensus on what to consider the best practices to combat cyberbullying. This question is of great importance because of the significant adverse effects of cyberbullying on victims and bullies.

📋 Format of RRL — APA, MLA, & Others

In this section, we will discuss how to format an RRL according to the most common citation styles: APA, Chicago, MLA, and Harvard.

Writing a literature review using the APA7 style requires the following text formatting:

  • When using APA in-text citations , include the author’s last name and the year of publication in parentheses.
  • For direct quotations , you must also add the page number. If you use sources without page numbers, such as websites or e-books, include a paragraph number instead.
  • When referring to the author’s name in a sentence , you do not need to repeat it at the end of the sentence. Instead, include the year of publication inside the parentheses after their name.
  • The reference list should be included at the end of your literature review. It is always alphabetized by the last name of the author (from A to Z), and the lines are indented one-half inch from the left margin of your paper. Do not forget to invert authors’ names (the last name should come first) and include the full titles of journals instead of their abbreviations. If you use an online source, add its URL.

The RRL format in the Chicago style is as follows:

  • Author-date . You place your citations in brackets within the text, indicating the name of the author and the year of publication.
  • Notes and bibliography . You place your citations in numbered footnotes or endnotes to connect the citation back to the source in the bibliography.
  • The reference list, or bibliography , in Chicago style, is at the end of a literature review. The sources are arranged alphabetically and single-spaced. Each bibliography entry begins with the author’s name and the source’s title, followed by publication information, such as the city of publication, the publisher, and the year of publication.

Writing a literature review using the MLA style requires the following text formatting:

  • In the MLA format, you can cite a source in the text by indicating the author’s last name and the page number in parentheses at the end of the citation. If the cited information takes several pages, you need to include all the page numbers.
  • The reference list in MLA style is titled “ Works Cited .” In this section, all sources used in the paper should be listed in alphabetical order. Each entry should contain the author, title of the source, title of the journal or a larger volume, other contributors, version, number, publisher, and publication date.

The Harvard style requires you to use the following text formatting for your RRL:

  • In-text citations in the Harvard style include the author’s last name and the year of publication. If you are using a direct quote in your literature review, you need to add the page number as well.
  • Arrange your list of references alphabetically. Each entry should contain the author’s last name, their initials, the year of publication, the title of the source, and other publication information, like the journal title and issue number or the publisher.

✍️ How to Write Review of Related Literature – Sample

Literature reviews can be organized in many ways depending on what you want to achieve with them. In this section, we will look at 3 examples of how you can write your RRL.

This image shows the organizational patterns of a literature review.

Thematic Literature Review

A thematic literature review is arranged around central themes or issues discussed in the sources. If you have identified some recurring themes in the literature, you can divide your RRL into sections that address various aspects of the topic. For example, if you examine studies on e-learning, you can distinguish such themes as the cost-effectiveness of online learning, the technologies used, and its effectiveness compared to traditional education.

Chronological Literature Review

A chronological literature review is a way to track the development of the topic over time. If you use this method, avoid merely listing and summarizing sources in chronological order. Instead, try to analyze the trends, turning moments, and critical debates that have shaped the field’s path. Also, you can give your interpretation of how and why specific advances occurred.

Methodological Literature Review

A methodological literature review differs from the preceding ones in that it usually doesn’t focus on the sources’ content. Instead, it is concerned with the research methods . So, if your references come from several disciplines or fields employing various research techniques, you can compare the findings and conclusions of different methodologies, for instance:

  • empirical vs. theoretical studies;
  • qualitative vs. quantitative research.

📚 Examples of Review of Related Literature and Studies

We have prepared a short example of RRL on climate change for you to see how everything works in practice!

Climate change is one of the most important issues nowadays. Based on a variety of facts, it is now clearer than ever that humans are altering the Earth's climate. The atmosphere and oceans have warmed, causing sea level rise, a significant loss of Arctic ice, and other climate-related changes. This literature review provides a thorough summary of research on climate change, focusing on climate change fingerprints and evidence of human influence on the Earth's climate system.

Physical Mechanisms and Evidence of Human Influence

Scientists are convinced that climate change is directly influenced by the emission of greenhouse gases. They have carefully analyzed various climate data and evidence, concluding that the majority of the observed global warming over the past 50 years cannot be explained by natural factors alone. Instead, there is compelling evidence pointing to a significant contribution of human activities, primarily the emission of greenhouse gases (Walker, 2014). For example, based on simple physics calculations, doubled carbon dioxide concentration in the atmosphere can lead to a global temperature increase of approximately 1 degree Celsius. (Elderfield, 2022). In order to determine the human influence on climate, scientists still have to analyze a lot of natural changes that affect temperature, precipitation, and other components of climate on timeframes ranging from days to decades and beyond.

Fingerprinting Climate Change

Fingerprinting climate change is a useful tool to identify the causes of global warming because different factors leave unique marks on climate records. This is evident when scientists look beyond overall temperature changes and examine how warming is distributed geographically and over time (Watson, 2022). By investigating these climate patterns, scientists can obtain a more complex understanding of the connections between natural climate variability and climate variability caused by human activity.

Modeling Climate Change and Feedback

To accurately predict the consequences of feedback mechanisms, the rate of warming, and regional climate change, scientists can employ sophisticated mathematical models of the atmosphere, ocean, land, and ice (the cryosphere). These models are grounded in well-established physical laws and incorporate the latest scientific understanding of climate-related processes (Shuckburgh, 2013). Although different climate models produce slightly varying projections for future warming, they all will agree that feedback mechanisms play a significant role in amplifying the initial warming caused by greenhouse gas emissions. (Meehl, 2019).

In conclusion, the literature on global warming indicates that there are well-understood physical processes that link variations in greenhouse gas concentrations to climate change. In addition, it covers the scientific proof that the rates of these gases in the atmosphere have increased and continue to rise fast. According to the sources, the majority of this recent change is almost definitely caused by greenhouse gas emissions produced by human activities. Citizens and governments can alter their energy production methods and consumption patterns to reduce greenhouse gas emissions and, thus, the magnitude of climate change. By acting now, society can prevent the worst consequences of climate change and build a more resilient and sustainable future for generations to come.

Have you ever struggled with finding the topic for an RRL in different subjects? Read the following paragraphs to get some ideas!

Nursing Literature Review Example

Many topics in the nursing field require research. For example, you can write a review of literature related to dengue fever . Give a general overview of dengue virus infections, including its clinical symptoms, diagnosis, prevention, and therapy.

Another good idea is to review related literature and studies about teenage pregnancy . This review can describe the effectiveness of specific programs for adolescent mothers and their children and summarize recommendations for preventing early pregnancy.

📝 Check out some more valuable examples below:

  • Hospital Readmissions: Literature Review .
  • Literature Review: Lower Sepsis Mortality Rates .
  • Breast Cancer: Literature Review .
  • Sexually Transmitted Diseases: Literature Review .
  • PICO for Pressure Ulcers: Literature Review .
  • COVID-19 Spread Prevention: Literature Review .
  • Chronic Obstructive Pulmonary Disease: Literature Review .
  • Hypertension Treatment Adherence: Literature Review .
  • Neonatal Sepsis Prevention: Literature Review .
  • Healthcare-Associated Infections: Literature Review .
  • Understaffing in Nursing: Literature Review .

Psychology Literature Review Example

If you look for an RRL topic in psychology , you can write a review of related literature about stress . Summarize scientific evidence about stress stages, side effects, types, or reduction strategies. Or you can write a review of related literature about computer game addiction . In this case, you may concentrate on the neural mechanisms underlying the internet gaming disorder, compare it to other addictions, or evaluate treatment strategies.

A review of related literature about cyberbullying is another interesting option. You can highlight the impact of cyberbullying on undergraduate students’ academic, social, and emotional development.

📝 Look at the examples that we have prepared for you to come up with some more ideas:

  • Mindfulness in Counseling: A Literature Review .
  • Team-Building Across Cultures: Literature Review .
  • Anxiety and Decision Making: Literature Review .
  • Literature Review on Depression .
  • Literature Review on Narcissism .
  • Effects of Depression Among Adolescents .
  • Causes and Effects of Anxiety in Children .

Literature Review — Sociology Example

Sociological research poses critical questions about social structures and phenomena. For example, you can write a review of related literature about child labor , exploring cultural beliefs and social norms that normalize the exploitation of children. Or you can create a review of related literature about social media . It can investigate the impact of social media on relationships between adolescents or the role of social networks on immigrants’ acculturation .

📝 You can find some more ideas below!

  • Single Mothers’ Experiences of Relationships with Their Adolescent Sons .
  • Teachers and Students’ Gender-Based Interactions .
  • Gender Identity: Biological Perspective and Social Cognitive Theory .
  • Gender: Culturally-Prescribed Role or Biological Sex .
  • The Influence of Opioid Misuse on Academic Achievement of Veteran Students .
  • The Importance of Ethics in Research .
  • The Role of Family and Social Network Support in Mental Health .

Education Literature Review Example

For your education studies , you can write a review of related literature about academic performance to determine factors that affect student achievement and highlight research gaps. One more idea is to create a review of related literature on study habits , considering their role in the student’s life and academic outcomes.

You can also evaluate a computerized grading system in a review of related literature to single out its advantages and barriers to implementation. Or you can complete a review of related literature on instructional materials to identify their most common types and effects on student achievement.

📝 Find some inspiration in the examples below:

  • Literature Review on Online Learning Challenges From COVID-19 .
  • Education, Leadership, and Management: Literature Review .
  • Literature Review: Standardized Testing Bias .
  • Bullying of Disabled Children in School .
  • Interventions and Letter & Sound Recognition: A Literature Review .
  • Social-Emotional Skills Program for Preschoolers .
  • Effectiveness of Educational Leadership Management Skills .

Business Research Literature Review

If you’re a business student, you can focus on customer satisfaction in your review of related literature. Discuss specific customer satisfaction features and how it is affected by service quality and prices. You can also create a theoretical literature review about consumer buying behavior to evaluate theories that have significantly contributed to understanding how consumers make purchasing decisions.

📝 Look at the examples to get more exciting ideas:

  • Leadership and Communication: Literature Review .
  • Human Resource Development: Literature Review .
  • Project Management. Literature Review .
  • Strategic HRM: A Literature Review .
  • Customer Relationship Management: Literature Review .
  • Literature Review on International Financial Reporting Standards .
  • Cultures of Management: Literature Review .

To conclude, a review of related literature is a significant genre of scholarly works that can be applied in various disciplines and for multiple goals. The sources examined in an RRL provide theoretical frameworks for future studies and help create original research questions and hypotheses.

When you finish your outstanding literature review, don’t forget to check whether it sounds logical and coherent. Our text-to-speech tool can help you with that!

  • Literature Reviews | University of North Carolina at Chapel Hill
  • Writing a Literature Review | Purdue Online Writing Lab
  • Learn How to Write a Review of Literature | University of Wisconsin-Madison
  • The Literature Review: A Few Tips on Conducting It | University of Toronto
  • Writing a Literature Review | UC San Diego
  • Conduct a Literature Review | The University of Arizona
  • Methods for Literature Reviews | National Library of Medicine
  • Literature Reviews: 5. Write the Review | Georgia State University

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How to Make a Literature Review in Research (RRL Example)

related literature in practical research

What is an RRL in a research paper?

A relevant review of the literature (RRL) is an objective, concise, critical summary of published research literature relevant to a topic being researched in an article. In an RRL, you discuss knowledge and findings from existing literature relevant to your study topic. If there are conflicts or gaps in existing literature, you can also discuss these in your review, as well as how you will confront these missing elements or resolve these issues in your study.

To complete an RRL, you first need to collect relevant literature; this can include online and offline sources. Save all of your applicable resources as you will need to include them in your paper. When looking through these sources, take notes and identify concepts of each source to describe in the review of the literature.

A good RRL does NOT:

A literature review does not simply reference and list all of the material you have cited in your paper.

  • Presenting material that is not directly relevant to your study will distract and frustrate the reader and make them lose sight of the purpose of your study.
  • Starting a literature review with “A number of scholars have studied the relationship between X and Y” and simply listing who has studied the topic and what each scholar concluded is not going to strengthen your paper.

A good RRL DOES:

  • Present a brief typology that orders articles and books into groups to help readers focus on unresolved debates, inconsistencies, tensions, and new questions about a research topic.
  • Summarize the most relevant and important aspects of the scientific literature related to your area of research
  • Synthesize what has been done in this area of research and by whom, highlight what previous research indicates about a topic, and identify potential gaps and areas of disagreement in the field
  • Give the reader an understanding of the background of the field and show which studies are important—and highlight errors in previous studies

How long is a review of the literature for a research paper?

The length of a review of the literature depends on its purpose and target readership and can vary significantly in scope and depth. In a dissertation, thesis, or standalone review of literature, it is usually a full chapter of the text (at least 20 pages). Whereas, a standard research article or school assignment literature review section could only be a few paragraphs in the Introduction section .

Building Your Literature Review Bookshelf

One way to conceive of a literature review is to think about writing it as you would build a bookshelf. You don’t need to cut each piece by yourself from scratch. Rather, you can take the pieces that other researchers have cut out and put them together to build a framework on which to hang your own “books”—that is, your own study methods, results, and conclusions.

literature review bookshelf

What Makes a Good Literature Review?

The contents of a literature review (RRL) are determined by many factors, including its precise purpose in the article, the degree of consensus with a given theory or tension between competing theories, the length of the article, the number of previous studies existing in the given field, etc. The following are some of the most important elements that a literature review provides.

Historical background for your research

Analyze what has been written about your field of research to highlight what is new and significant in your study—or how the analysis itself contributes to the understanding of this field, even in a small way. Providing a historical background also demonstrates to other researchers and journal editors your competency in discussing theoretical concepts. You should also make sure to understand how to paraphrase scientific literature to avoid plagiarism in your work.

The current context of your research

Discuss central (or peripheral) questions, issues, and debates in the field. Because a field is constantly being updated by new work, you can show where your research fits into this context and explain developments and trends in research.

A discussion of relevant theories and concepts

Theories and concepts should provide the foundation for your research. For example, if you are researching the relationship between ecological environments and human populations, provide models and theories that focus on specific aspects of this connection to contextualize your study. If your study asks a question concerning sustainability, mention a theory or model that underpins this concept. If it concerns invasive species, choose material that is focused in this direction.

Definitions of relevant terminology

In the natural sciences, the meaning of terms is relatively straightforward and consistent. But if you present a term that is obscure or context-specific, you should define the meaning of the term in the Introduction section (if you are introducing a study) or in the summary of the literature being reviewed.

Description of related relevant research

Include a description of related research that shows how your work expands or challenges earlier studies or fills in gaps in previous work. You can use your literature review as evidence of what works, what doesn’t, and what is missing in the field.

Supporting evidence for a practical problem or issue your research is addressing that demonstrates its importance: Referencing related research establishes your area of research as reputable and shows you are building upon previous work that other researchers have deemed significant.

Types of Literature Reviews

Literature reviews can differ in structure, length, amount, and breadth of content included. They can range from selective (a very narrow area of research or only a single work) to comprehensive (a larger amount or range of works). They can also be part of a larger work or stand on their own.

types of literature reviews

  • A course assignment is an example of a selective, stand-alone work. It focuses on a small segment of the literature on a topic and makes up an entire work on its own.
  • The literature review in a dissertation or thesis is both comprehensive and helps make up a larger work.
  • A majority of journal articles start with a selective literature review to provide context for the research reported in the study; such a literature review is usually included in the Introduction section (but it can also follow the presentation of the results in the Discussion section ).
  • Some literature reviews are both comprehensive and stand as a separate work—in this case, the entire article analyzes the literature on a given topic.

Literature Reviews Found in Academic Journals

The two types of literature reviews commonly found in journals are those introducing research articles (studies and surveys) and stand-alone literature analyses. They can differ in their scope, length, and specific purpose.

Literature reviews introducing research articles

The literature review found at the beginning of a journal article is used to introduce research related to the specific study and is found in the Introduction section, usually near the end. It is shorter than a stand-alone review because it must be limited to very specific studies and theories that are directly relevant to the current study. Its purpose is to set research precedence and provide support for the study’s theory, methods, results, and/or conclusions. Not all research articles contain an explicit review of the literature, but most do, whether it is a discrete section or indistinguishable from the rest of the Introduction.

How to structure a literature review for an article

When writing a literature review as part of an introduction to a study, simply follow the structure of the Introduction and move from the general to the specific—presenting the broadest background information about a topic first and then moving to specific studies that support your rationale , finally leading to your hypothesis statement. Such a literature review is often indistinguishable from the Introduction itself—the literature is INTRODUCING the background and defining the gaps your study aims to fill.

The stand-alone literature review

The literature review published as a stand-alone article presents and analyzes as many of the important publications in an area of study as possible to provide background information and context for a current area of research or a study. Stand-alone reviews are an excellent resource for researchers when they are first searching for the most relevant information on an area of study.

Such literature reviews are generally a bit broader in scope and can extend further back in time. This means that sometimes a scientific literature review can be highly theoretical, in addition to focusing on specific methods and outcomes of previous studies. In addition, all sections of such a “review article” refer to existing literature rather than describing the results of the authors’ own study.

In addition, this type of literature review is usually much longer than the literature review introducing a study. At the end of the review follows a conclusion that once again explicitly ties all of the cited works together to show how this analysis is itself a contribution to the literature. While not absolutely necessary, such articles often include the terms “Literature Review” or “Review of the Literature” in the title. Whether or not that is necessary or appropriate can also depend on the specific author instructions of the target journal. Have a look at this article for more input on how to compile a stand-alone review article that is insightful and helpful for other researchers in your field.

literature review examples

How to Write a Literature Review in 6 Steps

So how do authors turn a network of articles into a coherent review of relevant literature?

Writing a literature review is not usually a linear process—authors often go back and check the literature while reformulating their ideas or making adjustments to their study. Sometimes new findings are published before a study is completed and need to be incorporated into the current work. This also means you will not be writing the literature review at any one time, but constantly working on it before, during, and after your study is complete.

Here are some steps that will help you begin and follow through on your literature review.

Step 1: Choose a topic to write about—focus on and explore this topic.

Choose a topic that you are familiar with and highly interested in analyzing; a topic your intended readers and researchers will find interesting and useful; and a topic that is current, well-established in the field, and about which there has been sufficient research conducted for a review. This will help you find the “sweet spot” for what to focus on.

Step 2: Research and collect all the scholarly information on the topic that might be pertinent to your study.

This includes scholarly articles, books, conventions, conferences, dissertations, and theses—these and any other academic work related to your area of study is called “the literature.”

Step 3: Analyze the network of information that extends or responds to the major works in your area; select the material that is most useful.

Use thought maps and charts to identify intersections in the research and to outline important categories; select the material that will be most useful to your review.

Step 4: Describe and summarize each article—provide the essential information of the article that pertains to your study.

Determine 2-3 important concepts (depending on the length of your article) that are discussed in the literature; take notes about all of the important aspects of this study relevant to the topic being reviewed.

For example, in a given study, perhaps some of the main concepts are X, Y, and Z. Note these concepts and then write a brief summary about how the article incorporates them. In reviews that introduce a study, these can be relatively short. In stand-alone reviews, there may be significantly more texts and more concepts.

Step 5: Demonstrate how these concepts in the literature relate to what you discovered in your study or how the literature connects the concepts or topics being discussed.

In a literature review intro for an article, this information might include a summary of the results or methods of previous studies that correspond to and/or confirm those sections in your own study. For a stand-alone literature review, this may mean highlighting the concepts in each article and showing how they strengthen a hypothesis or show a pattern.

Discuss unaddressed issues in previous studies. These studies that are missing something you address are important to include in your literature review. In addition, those works whose theories and conclusions directly support your findings will be valuable to review here.

Step 6: Identify relationships in the literature and develop and connect your own ideas to them.

This is essentially the same as step 5 but focused on the connections between the literature and the current study or guiding concepts or arguments of the paper, not only on the connections between the works themselves.

Your hypothesis, argument, or guiding concept is the “golden thread” that will ultimately tie the works together and provide readers with specific insights they didn’t have before reading your literature review. Make sure you know where to put the research question , hypothesis, or statement of the problem in your research paper so that you guide your readers logically and naturally from your introduction of earlier work and evidence to the conclusions you want them to draw from the bigger picture.

Your literature review will not only cover publications on your topics but will include your own ideas and contributions. By following these steps you will be telling the specific story that sets the background and shows the significance of your research and you can turn a network of related works into a focused review of the literature.

Literature Review (RRL) Examples

Because creating sample literature reviews would take too long and not properly capture the nuances and detailed information needed for a good review, we have included some links to different types of literature reviews below. You can find links to more literature reviews in these categories by visiting the TUS Library’s website . Sample literature reviews as part of an article, dissertation, or thesis:

  • Critical Thinking and Transferability: A Review of the Literature (Gwendolyn Reece)
  • Building Customer Loyalty: A Customer Experience Based Approach in a Tourism Context (Martina Donnelly)

Sample stand-alone literature reviews

  • Literature Review on Attitudes towards Disability (National Disability Authority)
  • The Effects of Communication Styles on Marital Satisfaction (Hannah Yager)

Additional Literature Review Format Guidelines

In addition to the content guidelines above, authors also need to check which style guidelines to use ( APA , Chicago, MLA, etc.) and what specific rules the target journal might have for how to structure such articles or how many studies to include—such information can usually be found on the journals’ “Guide for Authors” pages. Additionally, use one of the four Wordvice citation generators below, choosing the citation style needed for your paper:

Wordvice Writing and Academic Editing Resources

Finally, after you have finished drafting your literature review, be sure to receive professional proofreading services , including paper editing for your academic work. A competent proofreader who understands academic writing conventions and the specific style guides used by academic journals will ensure that your paper is ready for publication in your target journal.

See our academic resources for further advice on references in your paper , how to write an abstract , how to write a research paper title, how to impress the editor of your target journal with a perfect cover letter , and dozens of other research writing and publication topics.

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Literature Reviews

  • Getting started

What is a literature review?

Why conduct a literature review, stages of a literature review, lit reviews: an overview (video), check out these books.

  • Types of reviews
  • 1. Define your research question
  • 2. Plan your search
  • 3. Search the literature
  • 4. Organize your results
  • 5. Synthesize your findings
  • 6. Write the review
  • Thompson Writing Studio This link opens in a new window
  • Need to write a systematic review? This link opens in a new window

related literature in practical research

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related literature in practical research

Definition: A literature review is a systematic examination and synthesis of existing scholarly research on a specific topic or subject.

Purpose: It serves to provide a comprehensive overview of the current state of knowledge within a particular field.

Analysis: Involves critically evaluating and summarizing key findings, methodologies, and debates found in academic literature.

Identifying Gaps: Aims to pinpoint areas where there is a lack of research or unresolved questions, highlighting opportunities for further investigation.

Contextualization: Enables researchers to understand how their work fits into the broader academic conversation and contributes to the existing body of knowledge.

related literature in practical research

tl;dr  A literature review critically examines and synthesizes existing scholarly research and publications on a specific topic to provide a comprehensive understanding of the current state of knowledge in the field.

What is a literature review NOT?

❌ An annotated bibliography

❌ Original research

❌ A summary

❌ Something to be conducted at the end of your research

❌ An opinion piece

❌ A chronological compilation of studies

The reason for conducting a literature review is to:

related literature in practical research

Literature Reviews: An Overview for Graduate Students

While this 9-minute video from NCSU is geared toward graduate students, it is useful for anyone conducting a literature review.

related literature in practical research

Writing the literature review: A practical guide

Available 3rd floor of Perkins

related literature in practical research

Writing literature reviews: A guide for students of the social and behavioral sciences

Available online!

related literature in practical research

So, you have to write a literature review: A guided workbook for engineers

related literature in practical research

Telling a research story: Writing a literature review

related literature in practical research

The literature review: Six steps to success

related literature in practical research

Systematic approaches to a successful literature review

Request from Duke Medical Center Library

related literature in practical research

Doing a systematic review: A student's guide

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  • Last Updated: Feb 15, 2024 1:45 PM
  • URL: https://guides.library.duke.edu/lit-reviews

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A literature review surveys prior research published in books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have used in researching a particular topic and to demonstrate to your readers how your research fits within existing scholarship about the topic.

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . Fourth edition. Thousand Oaks, CA: SAGE, 2014.

Importance of a Good Literature Review

A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

  • Give a new interpretation of old material or combine new with old interpretations,
  • Trace the intellectual progression of the field, including major debates,
  • Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
  • Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

Given this, the purpose of a literature review is to:

  • Place each work in the context of its contribution to understanding the research problem being studied.
  • Describe the relationship of each work to the others under consideration.
  • Identify new ways to interpret prior research.
  • Reveal any gaps that exist in the literature.
  • Resolve conflicts amongst seemingly contradictory previous studies.
  • Identify areas of prior scholarship to prevent duplication of effort.
  • Point the way in fulfilling a need for additional research.
  • Locate your own research within the context of existing literature [very important].

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper. 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . Los Angeles, CA: SAGE, 2011; Knopf, Jeffrey W. "Doing a Literature Review." PS: Political Science and Politics 39 (January 2006): 127-132; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012.

Types of Literature Reviews

It is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the primary studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally among scholars that become part of the body of epistemological traditions within the field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews. Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are a number of approaches you could adopt depending upon the type of analysis underpinning your study.

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

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

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

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

Systematic Review This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyze data from the studies that are included in the review. The goal is to deliberately document, critically evaluate, and summarize scientifically all of the research about a clearly defined research problem . Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?" This type of literature review is primarily applied to examining prior research studies in clinical medicine and allied health fields, but it is increasingly being used in the social sciences.

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

NOTE : Most often the literature review will incorporate some combination of types. For example, a review that examines literature supporting or refuting an argument, assumption, or philosophical problem related to the research problem will also need to include writing supported by sources that establish the history of these arguments in the literature.

Baumeister, Roy F. and Mark R. Leary. "Writing Narrative Literature Reviews."  Review of General Psychology 1 (September 1997): 311-320; Mark R. Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Kennedy, Mary M. "Defining a Literature." Educational Researcher 36 (April 2007): 139-147; Petticrew, Mark and Helen Roberts. Systematic Reviews in the Social Sciences: A Practical Guide . Malden, MA: Blackwell Publishers, 2006; Torracro, Richard. "Writing Integrative Literature Reviews: Guidelines and Examples." Human Resource Development Review 4 (September 2005): 356-367; Rocco, Tonette S. and Maria S. Plakhotnik. "Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions." Human Ressource Development Review 8 (March 2008): 120-130; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

Structure and Writing Style

I.  Thinking About Your Literature Review

The structure of a literature review should include the following in support of understanding the research problem :

  • An overview of the subject, issue, or theory under consideration, along with the objectives of the literature review,
  • Division of works under review into themes or categories [e.g. works that support a particular position, those against, and those offering alternative approaches entirely],
  • An explanation of how each work is similar to and how it varies from the others,
  • Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research.

The critical evaluation of each work should consider :

  • Provenance -- what are the author's credentials? Are the author's arguments supported by evidence [e.g. primary historical material, case studies, narratives, statistics, recent scientific findings]?
  • Methodology -- were the techniques used to identify, gather, and analyze the data appropriate to addressing the research problem? Was the sample size appropriate? Were the results effectively interpreted and reported?
  • Objectivity -- is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
  • Persuasiveness -- which of the author's theses are most convincing or least convincing?
  • Validity -- are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

II.  Development of the Literature Review

Four Basic Stages of Writing 1.  Problem formulation -- which topic or field is being examined and what are its component issues? 2.  Literature search -- finding materials relevant to the subject being explored. 3.  Data evaluation -- determining which literature makes a significant contribution to the understanding of the topic. 4.  Analysis and interpretation -- discussing the findings and conclusions of pertinent literature.

Consider the following issues before writing the literature review: Clarify If your assignment is not specific about what form your literature review should take, seek clarification from your professor by asking these questions: 1.  Roughly how many sources would be appropriate to include? 2.  What types of sources should I review (books, journal articles, websites; scholarly versus popular sources)? 3.  Should I summarize, synthesize, or critique sources by discussing a common theme or issue? 4.  Should I evaluate the sources in any way beyond evaluating how they relate to understanding the research problem? 5.  Should I provide subheadings and other background information, such as definitions and/or a history? Find Models Use the exercise of reviewing the literature to examine how authors in your discipline or area of interest have composed their literature review sections. Read them to get a sense of the types of themes you might want to look for in your own research or to identify ways to organize your final review. The bibliography or reference section of sources you've already read, such as required readings in the course syllabus, are also excellent entry points into your own research. Narrow the Topic The narrower your topic, the easier it will be to limit the number of sources you need to read in order to obtain a good survey of relevant resources. Your professor will probably not expect you to read everything that's available about the topic, but you'll make the act of reviewing easier if you first limit scope of the research problem. A good strategy is to begin by searching the USC Libraries Catalog for recent books about the topic and review the table of contents for chapters that focuses on specific issues. You can also review the indexes of books to find references to specific issues that can serve as the focus of your research. For example, a book surveying the history of the Israeli-Palestinian conflict may include a chapter on the role Egypt has played in mediating the conflict, or look in the index for the pages where Egypt is mentioned in the text. Consider Whether Your Sources are Current Some disciplines require that you use information that is as current as possible. This is particularly true in disciplines in medicine and the sciences where research conducted becomes obsolete very quickly as new discoveries are made. However, when writing a review in the social sciences, a survey of the history of the literature may be required. In other words, a complete understanding the research problem requires you to deliberately examine how knowledge and perspectives have changed over time. Sort through other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to explore what is considered by scholars to be a "hot topic" and what is not.

III.  Ways to Organize Your Literature Review

Chronology of Events If your review follows the chronological method, you could write about the materials according to when they were published. This approach should only be followed if a clear path of research building on previous research can be identified and that these trends follow a clear chronological order of development. For example, a literature review that focuses on continuing research about the emergence of German economic power after the fall of the Soviet Union. By Publication Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on environmental studies of brown fields if the progression revealed, for example, a change in the soil collection practices of the researchers who wrote and/or conducted the studies. Thematic [“conceptual categories”] A thematic literature review is the most common approach to summarizing prior research in the social and behavioral sciences. Thematic reviews are organized around a topic or issue, rather than the progression of time, although the progression of time may still be incorporated into a thematic review. For example, a review of the Internet’s impact on American presidential politics could focus on the development of online political satire. While the study focuses on one topic, the Internet’s impact on American presidential politics, it would still be organized chronologically reflecting technological developments in media. The difference in this example between a "chronological" and a "thematic" approach is what is emphasized the most: themes related to the role of the Internet in presidential politics. Note that more authentic thematic reviews tend to break away from chronological order. A review organized in this manner would shift between time periods within each section according to the point being made. Methodological A methodological approach focuses on the methods utilized by the researcher. For the Internet in American presidential politics project, one methodological approach would be to look at cultural differences between the portrayal of American presidents on American, British, and French websites. Or the review might focus on the fundraising impact of the Internet on a particular political party. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed.

Other Sections of Your Literature Review Once you've decided on the organizational method for your literature review, the sections you need to include in the paper should be easy to figure out because they arise from your organizational strategy. In other words, a chronological review would have subsections for each vital time period; a thematic review would have subtopics based upon factors that relate to the theme or issue. However, sometimes you may need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. However, only include what is necessary for the reader to locate your study within the larger scholarship about the research problem.

Here are examples of other sections, usually in the form of a single paragraph, you may need to include depending on the type of review you write:

  • Current Situation : Information necessary to understand the current topic or focus of the literature review.
  • Sources Used : Describes the methods and resources [e.g., databases] you used to identify the literature you reviewed.
  • History : The chronological progression of the field, the research literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
  • Selection Methods : Criteria you used to select (and perhaps exclude) sources in your literature review. For instance, you might explain that your review includes only peer-reviewed [i.e., scholarly] sources.
  • Standards : Description of the way in which you present your information.
  • Questions for Further Research : What questions about the field has the review sparked? How will you further your research as a result of the review?

IV.  Writing Your Literature Review

Once you've settled on how to organize your literature review, you're ready to write each section. When writing your review, keep in mind these issues.

Use Evidence A literature review section is, in this sense, just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence [citations] that demonstrates that what you are saying is valid. Be Selective Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the research problem, whether it is thematic, methodological, or chronological. Related items that provide additional information, but that are not key to understanding the research problem, can be included in a list of further readings . Use Quotes Sparingly Some short quotes are appropriate if you want to emphasize a point, or if what an author stated cannot be easily paraphrased. Sometimes you may need to quote certain terminology that was coined by the author, is not common knowledge, or taken directly from the study. Do not use extensive quotes as a substitute for using your own words in reviewing the literature. Summarize and Synthesize Remember to summarize and synthesize your sources within each thematic paragraph as well as throughout the review. Recapitulate important features of a research study, but then synthesize it by rephrasing the study's significance and relating it to your own work and the work of others. Keep Your Own Voice While the literature review presents others' ideas, your voice [the writer's] should remain front and center. For example, weave references to other sources into what you are writing but maintain your own voice by starting and ending the paragraph with your own ideas and wording. Use Caution When Paraphrasing When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. Even when paraphrasing an author’s work, you still must provide a citation to that work.

V.  Common Mistakes to Avoid

These are the most common mistakes made in reviewing social science research literature.

  • Sources in your literature review do not clearly relate to the research problem;
  • You do not take sufficient time to define and identify the most relevant sources to use in the literature review related to the research problem;
  • Relies exclusively on secondary analytical sources rather than including relevant primary research studies or data;
  • Uncritically accepts another researcher's findings and interpretations as valid, rather than examining critically all aspects of the research design and analysis;
  • Does not describe the search procedures that were used in identifying the literature to review;
  • Reports isolated statistical results rather than synthesizing them in chi-squared or meta-analytic methods; and,
  • Only includes research that validates assumptions and does not consider contrary findings and alternative interpretations found in the literature.

Cook, Kathleen E. and Elise Murowchick. “Do Literature Review Skills Transfer from One Course to Another?” Psychology Learning and Teaching 13 (March 2014): 3-11; Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . London: SAGE, 2011; Literature Review Handout. Online Writing Center. Liberty University; Literature Reviews. The Writing Center. University of North Carolina; Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: SAGE, 2016; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012; Randolph, Justus J. “A Guide to Writing the Dissertation Literature Review." Practical Assessment, Research, and Evaluation. vol. 14, June 2009; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016; Taylor, Dena. The Literature Review: A Few Tips On Conducting It. University College Writing Centre. University of Toronto; Writing a Literature Review. Academic Skills Centre. University of Canberra.

Writing Tip

Break Out of Your Disciplinary Box!

Thinking interdisciplinarily about a research problem can be a rewarding exercise in applying new ideas, theories, or concepts to an old problem. For example, what might cultural anthropologists say about the continuing conflict in the Middle East? In what ways might geographers view the need for better distribution of social service agencies in large cities than how social workers might study the issue? You don’t want to substitute a thorough review of core research literature in your discipline for studies conducted in other fields of study. However, particularly in the social sciences, thinking about research problems from multiple vectors is a key strategy for finding new solutions to a problem or gaining a new perspective. Consult with a librarian about identifying research databases in other disciplines; almost every field of study has at least one comprehensive database devoted to indexing its research literature.

Frodeman, Robert. The Oxford Handbook of Interdisciplinarity . New York: Oxford University Press, 2010.

Another Writing Tip

Don't Just Review for Content!

While conducting a review of the literature, maximize the time you devote to writing this part of your paper by thinking broadly about what you should be looking for and evaluating. Review not just what scholars are saying, but how are they saying it. Some questions to ask:

  • How are they organizing their ideas?
  • What methods have they used to study the problem?
  • What theories have been used to explain, predict, or understand their research problem?
  • What sources have they cited to support their conclusions?
  • How have they used non-textual elements [e.g., charts, graphs, figures, etc.] to illustrate key points?

When you begin to write your literature review section, you'll be glad you dug deeper into how the research was designed and constructed because it establishes a means for developing more substantial analysis and interpretation of the research problem.

Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1 998.

Yet Another Writing Tip

When Do I Know I Can Stop Looking and Move On?

Here are several strategies you can utilize to assess whether you've thoroughly reviewed the literature:

  • Look for repeating patterns in the research findings . If the same thing is being said, just by different people, then this likely demonstrates that the research problem has hit a conceptual dead end. At this point consider: Does your study extend current research?  Does it forge a new path? Or, does is merely add more of the same thing being said?
  • Look at sources the authors cite to in their work . If you begin to see the same researchers cited again and again, then this is often an indication that no new ideas have been generated to address the research problem.
  • Search Google Scholar to identify who has subsequently cited leading scholars already identified in your literature review [see next sub-tab]. This is called citation tracking and there are a number of sources that can help you identify who has cited whom, particularly scholars from outside of your discipline. Here again, if the same authors are being cited again and again, this may indicate no new literature has been written on the topic.

Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: Sage, 2016; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

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CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

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related literature in practical research

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... Rene E. Ofreneo University of the Philippines School of Labor and Industrial Relations ... Erickson, Christopher L.; Kuruvilla, Sarosh ; Ofreneo, Rene E.; and Ortiz, Maria Asuncion , &amp;quot;Recent Developments in Employment Relations in the Philippines&amp;quot; (2001). ...

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In this article, I examine the role of CHED and the Technical Panels (TPs) in the “production” of the globally competitive Filipina/o worker. For this paper, I draw on relevant literature on the topic and take nurse education, which is rooted in the colonial system established during the US-American occupation, as an example of how CHED and the TPs could be more linked to labor migration. I use the colonial difference - a space that offers critical insights and interpretation - to illustrate how coloniality remains hidden under the cloak of modernity. Link to the article: http://dx.doi.org/10.1080/00131946.2016.1214913

Asia Pacific Journal of Management and Sustainable Development ISSN 2782-8557(Print)

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This study aims to determine the employability of the Negros Oriental State University graduates from 2016 to 2020. Employability is measured using different dimensions-from the graduates' side including the perspectives of the employers. A total of 1, 056 NORSU graduates and 68 employers locally and abroad answered the questionnaire through online and offline survey methods. Basic statistics were used and simple linear regression was also used to estimate the relationship between manifestations of respondents in NORSU VMGOs and the job performance as perceived by the employers. Most of the respondents in the study are presently employed and work locally. Many of them stay and accept the job because of the salaries and benefits they received, a career challenge, and related to the course they have taken in college. The study shows that the curriculum used and competencies learned by the NORSU graduates are relevant to their job. Competencies such as communication skills, human relations skills, critical thinking skills, and problem-solving skills are found to be useful by the respondents. It is found that the manifestation of the respondents is very high and homogenous. The same can be said with job performance as perceived by employers in terms of attitudes and values, skills and competencies, and knowledge. Furthermore, job performance and the manifestation of NORSU VMGOs have a significant relationship. That is, those respondents who have higher job performance in terms of attitude and values, skills and competencies, and knowledge have higher manifestations of NORSU VMGOs.

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Education is a vital weapon of a people striving for economic emancipation, political independence, and cultural renaissance. We are such people. Philippine education, therefore, must produce Filipinos who are aware of their country's problems, who understand the basic solution to these problems, and who care enough to have the courage to work and sacrifice for their country's salvation. (Constantino, 1966).

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Chapter 4: Where to Find the Literature

Learning objectives.

At the conclusion of this chapter, you will be able to:

  • Search a library catalog to locate electronic and print books.
  • Search databases to find scholarly articles, dissertations, and conference proceedings.
  • Retrieve a copy or the full text of information sources
  • Identify and locate core resources in your discipline or topic area

4.1 Overview of discovery

Discovery, or background research, is something that happens at the beginning of the research process when you are just learning about a topic. It is a search for general information to get the big picture of a topic for exploration, ideas about subtopics and context for the actual focused research you will do later. It is also a time to build a list of distinctive, broad, narrow, and related search terms.

Discovery happens again when you are ready to focus in on your research question and begin your own literature review. There are two crucial elements to discovering the literature for your review with the least amount of stress as possible: the places you look and the words you use in your search .

The places you look depend on:

  • The stage you are in your research
  • The disciplines represented in your research question
  • The importance of currency in your research topic

Review the information and publication cycles discussed in Chapter 2 to put those sources of this information in context.

The words you use will help you locate existing literature on your topic, as well as topics that may be closely related to yours. There are two categories for these words:

  • Keywords – the natural language terms we think of when we discuss and read about a topic
  • Subject terms – the assigned vocabulary for a catalog or database

The words you use during both the initial and next stage of discovery should be recorded in some way throughout the literature search process. Additional terms will come to light as you read and as your question becomes more specific. You will want to keep track of those words and terms, as they will be useful in repeating your searches in additional databases, catalogs, and other repositories. Later in this chapter, we will discuss how putting the two elements (the places we look and the words we use) together can be enhanced by the use of Boolean operators and discipline-specific thesauri.

Discovery is an iterative process. There is not a straight, bright line from beginning to end. You will go back into the literature throughout the writing of your literature review as you uncover gaps in the evidence and as additional questions arise.

related literature in practical research

4.2 Finding sources: Places to look

Let’s take some time to look at where the information sources you need for your literature review are located, indexed, and stored. At this stage, you have a general idea of your research area and have done some background searching to learn the scope and the context of your topic. You have begun collecting keywords to use in your later searching. Now, as you focus in on your literature review topic, you will take your searches to the databases and other repositories to see what the other researchers and scholars are saying about the topic.

The following resources are ordered from the more general and established information to the more recent and specific. Although it is possible to find some of these resources by searching the open web, using a search engine like Google or Google Scholar, this is not the most efficient or effective way to search for and discover research material. As a result, most of the resources described in this section are found from within academic library catalogs and databases, rather than internet search engines.

4.2.1 Finding books and ebooks

4.2.1.1 books.

Look to books for broad and general information that is useful for background research. Books are “essential guides to understanding theory and for helping you to validate the need for your study, confirm your choice of literature, and certify (or contradict) its findings.” ( Fink, 4th ed., 2014, p. 77 ). In this section, we will consider print and electronic books as well as print and electronic encyclopedias.

Most academic libraries use the Library of Congress classification system to organize their books and other resources. The Library of Congress classification system divides a library’s collection into 21 classes or categories. A specific letter of the alphabet is assigned to each class. More detailed divisions are accomplished with two and three letter combinations. Book shelves in most academic libraries are marked with a Library of Congress letter-number combination to correspond to the Library of Congress letter-number combination on the spines of library materials. This is often referred to as a call number and it is noted in the catalog record of every physical item on the library shelves. ( Bennard et al, 2014a )

The Library of Congress (LC) classification for Education (General) is L7-991, with LA, LB, LC, LD, LE, LG, LH, LJ, and LT subclasses. For example,

LB3012.2.L36 1995 Beyond the Schoolhouse Gate: Free Speech and the Inculcation of Values

In Nursing, the LC subject range is RT1-120. A book with this LC call number might look like: R121.S8 1990 Stedman’s Medical Dictionary . Areas related to nursing that are outside that range include:

R121 Medical dictionaries

R726.8 Hospice care

R858-859.7 Medical informatics

RB37 Diagnostic and laboratory tests

RB115 Nomenclature (procedural coding – CPT, ICD9)

RC69-71 Diagnosis

RC86.7 Emergency medicine

RC266 Oncology nursing

RC952-954.6 Geriatrics

RD93-98 Wound care

RD753 Orthopedic nursing

RG951 Maternal child nursing / Obstetrical nursing

RJ245 Pediatric nursing

RM216 Nutrition and diet therapy

RM301.12 Drug guides

In most libraries, there is a collection of reference material kept in a specific section. These books, consisting of encyclopedias, dictionaries, thesauri, handbooks, atlases, and other material contain useful background or overview information about topics. Ask the librarian for help in finding an appropriate reference book. Although reference material can only be used in the library, other print books will likely be in what’s called the “circulating collection,” meaning they are available to check out.

4.2.1.2 Ebooks

The library also provides access to electronic reference material. Some are subject specific and others are general reference sources. Although each resource will have a different “look” just as different print encyclopedias and dictionaries look different, each should have a search box. Most will have a table of contents for navigation within the work. Content includes pages of text in books and encyclopedias and occasionally, videos. In all cases you will be able to collect background information and search terms to use later.

North American academic libraries buy or subscribe to individual ebook titles as well as collections of ebooks. Ebooks appear on various publisher and platforms, such as Springer, Cambridge, ebrary (ProQuest), EBSCO, and Safari to name a few. Although access to these ebooks varies by platform, you can find the ebook titles your library has access to through the library catalog. You can generally read the entire book online, and you can often download single chapters or a limited number of pages. You may be able to download an entire ebook without restrictions, or you may have to ‘check it out’ for a limited period of time. Some downloads will be in PDF format, others use another type of free ebook viewing software, like ePUB. Unlike public library ebook collections, most academic library ebooks are not be downloadable to ereader devices, such as Amazon’s Kindle

4.2.1.3 The Library Catalog

In general, everything owned or licensed by a library is indexed in “the library catalog”. Although most library catalogs are now sophisticated electronic products called ‘integrated library systems’, they began as wooden card filing cabinets where researchers could look for books by author, title, or subject.

related literature in practical research

While the look and feel of current integrated library systems vary between libraries, they operate in similar ways. Most library catalogs are quickly found from a library’s home page or website. The library catalog is the quickest way to find books and ebooks on your topic.

Here are some general tips for locating books in a library catalog:

  • Use the search box generally found on a library’s home page to start a search.
  • Type a book title, author name, or subject keywords into the search box.
  • You will be directed to a results page.
  • If you click on a book title or see an option to see more details about the book, you can look at its full bibliographic record, which provides more information about the book, as well as where to find the book. Pay particular attention to subjects associated with the item, adding relevant and appropriate terms to your list of search terms for future use.
  • Look for an “Advanced Search” option near the basic or single search box
  • Publication Year
  • Call number
  • There is generally a “Format” list on the advanced search page screen. This list will give you options for limiting format to Print Books or Ebooks.
  • You can limit searches to a specific library or libraries to narrow by location or ‘search everything’ to broaden your search.

Screenshot of the OCLC WorldCat search. There are options to search "Everything," or only "Books," "DVDs," "CDs," and "Articles." There is also the option to complete an advanced search, or to "Find a library." Two taglines read "Find items in libraries near you. 2 billion items available here through a library." and "WorldCat connects you to the collections and services of more than 10,000 libraries worldwide...[link to learn more]".

OCLC WorldCat ( https://www.worldcat.org/ ) is the world’s largest network of library content and it provides another way to search for books and ebooks. For students who do not have immediate access to an academic library catalog, WorldCat is a way to search many library catalogs at once for an item and then locate a library near you that may own or subscribe to it. Whether you will be able check the item out, request it, place an interlibrary loan request for it, or have it shipped will depend on local library policy. Note that like your own library catalog, WorldCat has a single search box, an Advanced search feature, and a way to limit by format and location.

4.2.2 Finding scholarly articles

While books and ebooks provide good background information on your topic, the main body of the literature in your research area will be found in academic journals. Scholarly journals are the main forum for research publication. Unlike books and professional magazines that may comment or summarize research findings, articles in scholarly journals are written by a researcher or research team. These authors will report in detail original study findings, and will include the data used. Articles in academic journals also go through a screening or peer-review process before publication,implying a higher level of quality and reliability. For the most current, authoritative information on a topic, scholars and researchers look to the published, scholarly literature. That said,

Journals, and the articles they contain, are often quite expensive. Libraries spend a large part of their collection budget subscribing to journals in both print and online formats. You may have noticed that a Google Scholar search will provide the citation to a journal article but will not link to the full text. This happens because Google does not subscribe to journals. It only searches and retrieves freely available web content. However, libraries do subscribe to journals and have entered into agreements to share their journal and book collections with other libraries. If you are affiliated with a library as a student, staff, or faculty member, you have access to many other libraries’ resources, through a service called interlibrary loan. Do not pay the large sums required to purchase access to articles unless you do not have another way to obtain the material, and you are unable to find a substitute resource that provides the information you need. ( Bennard et al, 2014 a)

4.2.2.1 Databases

A database is an electronic system for organizing information. Journal databases are where the scholarly articles are organized and indexed for searching. Anyone with an internet connection has free access to public databases such as PubMed and ERIC. Students can also search in library-subscribed general information databases (such as EBSCO’s Academic Search Premier) or a specialized or subject specific database (for example, a ProQuest version of CINAHL for Nursing or ERIC for Education).

Library databases store and display different types of information sets than a library catalog or Google Scholar. There are different types of databases that include:

  • Indexes– with citations only
  • Abstract databases – with citations and abstracts only
  • Full text databases – with citations and the full text of articles, reports, and other materials

Library databases are often connected to each other by means of a “link resolver”, allowing different databases to “talk to each other.” For example, if you are searching an index database and discover an article you want to read in its entirety, you can click on a link resolver that takes you to another database where the full-text of the article is held. If the full-text is not available, an automated form to request the item from another library may be an option.

Why search a database instead of Google Scholar or your library catalog? Both can lead you to good articles BUT:

  • The content is wide-ranging but not comprehensive or as current as a database that may be updated daily.
  • Google Scholar doesn’t disclose its criteria for what makes the results “scholarly’ and search results often vary in quality and availability.
  • Neither gives you as much control over your search as you get in a database.

4.2.2.2 Citation searches

Another way to find additional books and articles on your topic is to mine the reference lists of books and articles you already found. By tracing literature cited in published titles, you not only add to your understanding of the scholarly conversation about your research topic but also enrich your own literature search.

A citation is a reference to an item that gives enough information for you to identify it and find it again if necessary. You can use the citations in the material you found to lead you to other resources. Generally, citations include four elements:

For example,

Figure 4.4 illustrates the different parts of a scholarly article citation, including author, date of publication, title of the article, title of the journal, volume, issue, and pages. The example shown is in APA format. Example citation item containing information in this order: Author. (Year). Article Title. Journal Title (italicized). Volume (Issue). Pages of article. The example shown following this order is: Schrecker, E. (2003). The Free speech movementL Reflections on Berkeley in the 1960s. Pacific Historical Review (italicized). 72 (4) 669-670.

For a good summary of how to read a citation for a book, book chapter, and journal article in both APA and MLA format, see this explanation   at: https://www.slideshare.net/opensunytextbooks/gathering-components-of-a-citation

4.2.3 Finding conference papers

Conference papers are often overlooked because they can be difficult to locate in full-text. Sometimes the papers from an annual proceeding are treated like an individual book, or a single special issue of a journal. Sometimes the papers from a conference are not published and must be requested from the original author. Despite publication inconsistency, conference papers may be the first place a scholar presents important findings and, as such, are relevant to your own research. Places to look for conference papers:

4.2.3.1 WorldCat

  • use keywords from the conference name (NOT the article title)
  • it often helps to leave out terms like: conference, proceedings, transactions, congresses, symposia/symposium, exposition, workshop or meeting
  • include the year of the conference
  • include the city in which the conference took place

4.2.3.2 Google Scholar

  • Search by keyword and add the word ‘conference’ and the year to your search, for example: ‘conference education 2008′

4.2.3.3 Databases

  • For Education: ERIC, limit to ‘Collected Works–Proceedings’ or ‘Speeches/Meeting papers’
  • For Nursing: CINAHL, limit to proceedings in the “Publication Type” box
  • For Education: Education Full Text, limit to ‘proceeding’ in the “Document Type” box
  • PsychInfo: limit to ‘Conference Proceedings’ in the “Record Type” Box
  • Web of Science: limit to ‘conference’

4.2.3.4 Professional Societies & Other Sponsoring Organizations

Check the web sites of the organizations that sponsor conferences. Listings of conference proceedings are often under a “Publications” or “Meetings” tab/link. The National Library of Medicine maintains a conference proceedings subject guide for health-related national and international conferences. Though many papers/proceedings are not available for free, the organization web site will often contain citations of proceedings that you can request through interlibrary loan.

4.2.4 Finding dissertations

In addition to journal articles, original research is also published in books, reports, conference proceedings, theses and dissertations. Both theses and dissertations are very detailed and comprehensive accounts of research work. Dissertations and theses are a primary source of original research and include “referencing, both in text and in the reference list, so that, in principle, any reference to the literature may be easily traced and followed up.” ( Wallace & Wray, p. 187 ). Citation searching of the reference list or bibliography in a dissertation is another method for discovering the relevant literature for your own research area. Like conference papers, they are more difficult to locate and retrieve than books and articles. Some may be available electronically in full-text at no cost. Others may only be available to the affiliates of the university or college where a degree was granted. Others are behind paywalls and can only be accessed after purchasing. Both CINAHL and ERIC index dissertations. Individual universities and institutional repositories often list dissertations held locally. Other places to look for theses and dissertations include:

Dissertations Express – search for dissertations from around the world. Search by subject or keyword, results include author, title, date, and where the degree was granted. Some are available in full-text at no cost, however most requirement payment.

EThOS – the national thesis service for the United Kingdom, managed by the British Library. It is a national aggregated record of all doctoral theses awarded by UK Higher Education institutions, providing free access to the full text of many theses for use by all researchers to further their own study.

Theses Canada – a collaborative program between Library and Archives Canada (LAC) and nearly 70 accredited Canadian universities. The collection contains both microfiche and electronic theses and dissertations that are for personal or academic research purposes.

4.3 Advanced searching

Now that you have an idea of some of the places to look for information on your research topic and the form that information takes (books, ebooks, journals, conference papers, and dissertations), it’s time to consider not only how to use the specialized resources for your discipline but how to get the most out of those resources. To do a graduate-level literature review and find everything published on your topic, advanced search and retrieval skills are needed.

4.3.1 Search Operators

Literature review research often necessitates the use of Boolean operators to combine keywords. The operators – AND, OR, and NOT — are powerful tools for searching in a database or search engine. By using a combination of terms and one or more Boolean operator, you can focus your search and narrow your search results to a more specific area than a basic keyword search allows.

Figure 4.5 is a simple diagram showing examples of how Boolean operators might be used to develop a search strategy. The examples are: solar AND energy, power OR energy, and solar NOT energy.

Boolean operators – allow you to combine your search terms using the keywords AND , OR and NOT . Look at the diagrams in Figure 4.6 to see how these terms will affect your results.

Truncation – If you use truncation (or wildcards), your search results will contain documents including variations of that term.

For example: light* will retrieve, of course, light , but also terms like: lighting , lightning , lighters and lights . Note that the truncation symbol varies depending on where you search. The most common truncation symbols are the asterisk (*) and question mark (?).

Phrase searching – Phrase searching is used to make sure your search retrieves a specific concept. For example “ durable wood products ” will retrieve more relevant documents than the same terms without quotation marks.

For a description of these more advanced search features, watch this short video tutorial on effective search strategies. ( Clark, 2016 ).

4.3.2 Finding sources in your discipline or topic area

It’s time to put these tips and your search skills to use. This is the point, if you have not done so already, to talk to a librarian. The librarian will direct you to the resources you need, including research databases to which the library subscribes, for your discipline or subject area. Literature reviews rely heavily on data from online databases, such as CINAHL for Nursing and ERIC for Education. Unfortunately, the costs to subscribe to vendor-provided products is high. Students affiliated with large university libraries that can afford to subscribe to these products will have access to many databases, while those who do not have fewer options.

Students who do not have access to subscription databases such as CINAHL or ERIC through Ebsco and ProQuest should use PubMed for Nursing at https://www.ncbi.nlm.nih.gov/pubmed/ and the public version of ERIC at https://eric.ed.gov/ for literature review research.

Although a librarian is the best resource for learning how to use a specific tool, an online tutorial on how to search PubMed may be useful and informative for those who do not have access to a librarian or a subscription database: Likewise, this document, titled “ How does the ERIC search work ,” provided by the Institute of Education Sciences provides some helpful tips for searching the public version ERIC.

4.3.3 Specialized vocabulary

One major source of search terms in a database is a specialized dictionary, or thesaurus, used to index journal articles. Thesauri provide a consistent and standardized way to retrieve information, especially when different terms are used for the same concept. According to Fink ( 2014 ), “evidence exists that using thesaurus terms produces more of the available citations than does reliance on key words…Using the appropriate subject heading will enable the reviewer to find all citations regardless of how the author uses the term.” (p. 24).

In Education and Nursing, thesauri are available. In subscription databases, as well as in PubMed and the public version of ERIC, look for the thesaurus to guide you to appropriate and relevant subject terms.

4.3.4 Citation Searching

Citation searching works best when you already have a relevant work that is on topic. From the document you identified as useful for your own literature review, you can either search citations forward or backward to gather additional resources. Cited reference searching and reference or bibliography mining are advanced search techniques that may also help generate new ideas as well as additional keywords and subject areas.

For cited reference searching, use Google Scholar or library databases such as Web of Science or Scopus. These tools trace citations forward to link to newly published books, journal articles, book chapters, and reports that were written after the document you found. Through cited reference searching, you may also locate works that have been cited numerous times, indicating what may be a seminal work in your field.

With citation mining, you will look at the references or works cited list in the resource you located to identify other relevant works. In this type of search, you will be tracing citations backward to find significant books, journal articles, book chapters, and reports that were written before the document you found. For a brief discussion about citation searching , check out this article by Hammond & Brown ( 2008 ).

The two most important finding tools you will use are a library catalog and databases. Looking for information in catalogs and databases takes practice.

Get started by setting aside some dedicated time to become familiar with the process:

  • Practice by locating one reference book and one ebook in your library catalog or WorldCat
  • Practice searching in freely available databases such as PubMed or ERIC
  • Try some of the limiters to see what each does to your search results
  • Once you find an article, what do you need to do to get it in full-text?
  • Find out how to use interlibrary loan or document delivery.

Next, complete this exercise:

  • Browse through a popular or scientific publication such as the science section of the New York Times or Scientific American . Find a short article that looks interesting and is easy to understand.
  • an article that reports on a recent study published in a scholarly journal;
  • the title of the journal;
  • the name of the author(s); and
  • an indication of when the original study appeared. Note: sometimes the source will say that the research was published in a latest issue of Science or Nature .
  • Once you find some of these facts (journal title and the authors should be sufficient), you can start to search for the primary source in a library catalog or the library’s databases.
  • Catalog search: find out if your school subscribes to a particular journal by searching for the journal by title.
  • Electronic subscription—great! It means you can access the journal right away. Once you get to the online (or electronic) version of the journal, you are given a choice of searching within this publication. An author search should be sufficient to locate the article.
  • Print subscription version—good! You can search in databases or a discovery service tool for your article by entering the journal title and the authors. Once you locate a record about the article, which will include volume and issue number, page numbers, the article title, you can go to the shelves where you will find the issue of the journal that includes your article.
  • Microform version—still good! Again, after searching databases and locating the exact information about the article, you should be able to locate the appropriate microfilm reel or microfiche. Before the widespread and easy access to online versions of materials, microforms were used to save space by preserving documents on film. Libraries are equipped with microform readers—if you need help using a reader, ask the library staff. ( Bennard et al, 2014b )

Test Yourself

Get an article.

  • Access PubMed or ERIC
  • Do a subject search, using the thesaurus (for ERIC) or MeSH terms (for PubMed)
  • Do a keyword search
  • Supplement your subject search with keywords, using advanced search tools like Boolean operators, truncation, or phrase searching
  • Limit your search by language, date of publication or PICO factor
  • Access the full text of an article you find.
  • If full text is not available, find out how to request the article through interlibrary loan

In your general topic area, do you know:

  • The core source materials?
  • The most significant theories?
  • The major issues and debates surrounding your topic area?
  • The key political, social, economic, legal, environmental, and/or technological aspects of your topic?
  • The origins of your topic?
  • The definitions for your topic?
  • How knowledge in your topic area is organized?
  • What problems or solutions have been addressed to date?
  • If you don’t know the answers to these questions, do you know how to find the answers?

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Literature Reviews for Education and Nursing Graduate Students Copyright © by Linda Frederiksen is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Practical Research Module: Conceptual Framework and Review of Related Literature

This Senior High School Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

At the end of this module, you should be able to:

1. illustrate and explain the research framework (CS_RS12-If-j-6) ;

2. define terms used in the study (CS_RS12-If-j-7);

3. list research hypothesis (if appropriate) (CS_RS12-If-j-8) and

4. present a written review of related literature and conceptual framework (CS_RS12-If-j-9) .

Senior High School Quarter 1 Self-Learning Module Practical Research 2 – Conceptual Framework and Review of Related Literature

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  • Open access
  • Published: 14 February 2024

Exploring challenges and perceptions in the learning environment: an online qualitative study of medical students

  • Mohammed Almansour 1 &
  • Fatmah Almoayad 2  

BMC Medical Education volume  24 , Article number:  147 ( 2024 ) Cite this article

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The teaching and learning environment (TLE) in medical schools is critical for shaping the outcomes and competencies of graduates. Research on TLE has highlighted its influence on student learning approaches and outcomes, yet gaps remain, particularly in qualitative insights, especially in Saudi Arabian contexts. This study aims to explore the students’ experiences and perceptions of the TLE in a new medical college.

This qualitative study consisted of a total of five focus group discussions (3consequtive sessions for male group and two for female group) conducted virtually using the Zoom videoconferencing application. All the discussion sessions took place during a lockdown because of the COVID-19 pandemic between December 2020 and February 2021. Each session lasted for 45–60 min. Each group was formed of 4–5 students from different academic levels in the Majmaah medical school, which was established 10 years ago and is located in a small city. After “ verbatim transcription” of the sessions was made, a framework thematic analysis of the data was performed using the NVivo software.

The study results revealed that various elements, such as educational content, faculty roles, and personal factors, collectively influenced the students’ educational experiences. The students valued educational relevance and autonomous decision-making. The multifunctional role of faculty as mentors, evaluators, and resource providers was considered essential in enhancing academic experiences. Additionally, there was an evident need to improve the physical learning environment and facilities to adapt to emerging educational needs. These results align with existing literature, emphasizing the integration of theory and practice and the significant impact of faculty roles in academic experiences.

The findings suggest that medical colleges should involve students more in decision-making related to their education and ensure the practical relevance of the educational content. Establishing open communication channels between students and faculty who act as mentors and evaluators is also essential. Furthermore, enhancing supportive infrastructures, such as mental health and financial services, and promoting extracurricular activities are crucial for fostering a more effective and nurturing learning environment.

Peer Review reports

Introduction

Teaching and learning environment (TLE) in medical schools as attracted growing attention in the academic community, reflecting its central role in shaping the educational outcomes and professional competency of graduates [ 1 ]. Understanding the TLE in medical schools involves exploring several factors, such as administrative arrangements, curriculum design, assessment methods, student–teacher interaction, resources, facilities, and psychosocial elements [ 2 , 3 , 4 ].

Since the late 1970s, the study of the impact of the TLE on medical students has grown. Initially focusing on deep and surface learning approaches, the research has expanded. It now encompasses diverse learning strategies and styles, highlighting the influence of the TLE on student outcomes [ 5 ]. Ramsden and Entwistle [ 6 ] laid the groundwork for studying the relationship between approaches to learning which refers to the various ways in which students engage with their educational experiences and perceptions of the learning environment students’ views and opinions about the various aspects of their educational setting. In their study, they identified three main factors in approaches to studying: orientations toward personal meaning, reproducing, and achieving.

Despite advancements in TLE research, some contradictory evidence exists regarding the relationship between TLE characteristics and students’ learning approaches [ 7 ]. Additionally, there are indications of cultural differences in student learning approaches [ 8 ], which further the understanding of these dynamics.

Faculty play a crucial role in cultivating a positive TLE by encouraging peer collaboration, stimulating discussions, and fostering positive perceptions [ 9 ]. These aspects are vital for both learning and academic well-being, as indicated by major educational bodies [ 10 , 11 , 12 ].

A supportive TLE has been associated with the overall success of an educational program and the development of competent graduates, influencing aspects such as feelings, mood, and the prevention of burnout [ 13 , 14 , 15 , 16 ]. Several studies have demonstrated the significance of monitoring students’ perceptions as an effective method for evaluating and improving the TLE [ 12 , 17 , 18 , 19 ]. For example, learning communities in medical schools have been linked with positive perceptions of the learning environment [ 20 ], while factors such as quality teaching, faculty support, and self-directed learning spaces are influential in shaping these perceptions [ 19 , 20 , 21 ]. The ongoing evaluation and adaptation of TLEs in collaboration with teachers and students is crucial for improving medical education.

Student surveys have been widely used by institutions across the world as an evaluation tool to assess teaching quality and learning experiences [ 22 ]. In Saudi Arabia, multiple studies have employed the Dundee Ready Education Environment Measure (DREEM) to understand students’ perceptions of their educational environment. Recent regional studies have provided new insights into undergraduate medical students’ learning styles and perceptions [ 23 , 24 ]. However, these studies have also revealed varied perceptions in Saudi institutions. Some have reported positive changes after moving to new campuses. Others expressed concerns about teaching methods, student–teacher relations, and stress [ 25 , 26 , 27 ].

While global research offers a rich array of qualitative studies that intricately explore the TLE [ 7 , 28 , 29 ], there is a noticeable gap in the local literature, with Saudi Arabian studies predominantly relying on quantitative data. An emphasis on quantitative methodologies provides a broad overview but often lacks the in-depth insights that qualitative methods can bring, particularly in understanding the lived experiences of students [ 30 ].

Research conducted at the College of Medicine at Majmaah University has shed light on generally favorable perceptions of students toward the TLE. The study by Almansour, AlMehmadi [ 31 ] identified challenges in acquiring knowledge and developing subject-specific skills, particularly during the basic science years. Specific areas identified as needing improvement included organized studying, communicating knowledge, and effort management. Notably, differences in satisfaction levels between clinical and basic science students, as well as gender-specific perceptions, noted in the research.

Building on the insights provided by the prior mentioned study by Almansour AlMehmadi [ 31 ], the current study aimed to comprehensively explore the experience of students about teaching and learning environment at the College of Medicine at Majmaah University. By exploring into their lived experiences and perceptions, this research seeks to fill the gap in the local literature by providing qualitative data on the TLE. The insights gained will contribute to tailoring the learning environment more effectively to meet the diverse needs of the student population. This will ultimately contribute to the creation of an optimally supportive educational environment.

Study design and participants

This observational study involved medical students at the College of Medicine, Majmaah University, Al-Majmaah, Riyadh Region. A focus group discussion method was employed to deeply explore the impact of the teaching and learning environment on the student’s learning experiences.

Setting and curricular framework

Majmaah University is an evolving educational institution in the region. It was established in 2009. Its college of medicine has adopted an outcome-based hybrid curriculum. Students must complete a six-year medical school program before they enroll in a one-year mandatory internship to obtain their bachelor of medicine/bachelor of surgery (MBBS) degree. The first year (phase 1) in medical school is preparatory, during which the students study chemistry, physics, and the English language. The following two and a half years start (phase 2) with system-oriented basic medical science modules and are followed by two and a half years (phase 3) of clinical clerkship in which students rotate between a major and sub-specialties with a main focus on practical clinical sessions. During all phases, evaluation includes theoretical and practical exams held after each module. This is followed by a mandatory internship year (phase 4) comprised of clinical rotations in medicine, surgery, obstetrics and gynecology, pediatrics, and emergency medicine. in addition to two elective clinical rotations. The interns are evaluated by their direct supervisors at the end of each rotation on a pass/fail basis, and they are eligible for the Saudi Medical Licensing Exam (SMLE), which is held twice a year.

Sampling and recruitment

The participants were recruited for two focus group discussions during the last three months of the 2020/2021 academic year. The total combined number of male and female students in the college at the time of the study was 324. Each group comprised 4–5 participants who had previously participated in quantitative research conducted earlier in their college experience by the same researcher and his team. Both groups consisted of heterogenous type of participants from all academic levels as shown in Table  1 . Following the local cultural norms in Saudi Arabia, the male and female focus groups were kept separate during their participation. A student affairs employee was asked by the researcher to recruit five students from the previous participants to join the two focus group discussions.

Data collection

Data were collected between December 2020 and February 2021. General demographic information sheets were completed by the participants upon recruitment. The focus group discussions were led by the principal investigator. The researcher conducted the focus group discussions virtually through the Zoom videoconferencing application. The recording of all sessions was done through ZOOM videoconferencing features of recording. All focus group discussion sessions took place during a lockdown because of the COVID-19 pandemic, which mandated the use of technology to conduct the sessions. The main researcher, an observer from the research team (two sessions only), and the participants were the only individuals in the Zoom meeting. The discussions were audio-visually recorded and lasted between 45 and 60 min.

The participants were given the choice of speaking Arabic (the native language of all the participants) or English. The discussions were led by a topic guide that was developed based on the aims of the study, which was a deep exploration of our previous questionnaire-based study with the same population (See Additional file 1.) Flexibility was observed by following the structured topic guide to allow the emergence of new themes and in consideration of the interactive nature of the focus group.

The discussion started with a general question, “What is your experience of the teaching and learning as a medical student in the College of Medicine at Majmaah University?” This was followed by a discussion involving some of the learning environment issues identified in the previous study.

Data analysis

The focus group recordings were transcribed professionally by external individuals. To preserve the meaning, the transcripts were analyzed in their original language, and only quotes (as presented in this article) were translated into English. Two individuals (the main researcher and an independent research assistant) were involved in coding the data. The data analysis process was based on the thematic analysis approach [ 32 ], which involves a six-step process: (1) familiarizing yourself with the data, (2) generating initial codes, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and (6) producing the report. Themes were developed based on the identified patterns of the codes. Coding was completed using emergent themes, which were investigated until saturation was achieved. The themes were derived from the collected data and the topic guide, which was partially developed from the previous study. The NVivo software version 11.4.2 was used for data analysis. Using the software increases the efficiency of data organization and retrieval. Familiarization, descriptive coding, basic analysis, and interpretation are the steps followed in data analysis and quotes from the discussions were used to support the themes.

Five focus group discussions were conducted during the course of the study. Three discussion sessions involved the male student group (same participants complete the three sessions), and two sessions were held with the female student group (same participants complete the two sessions). Five male students and four female students voluntarily participated in each group, and they all continued to the conclusion of the study. The participant demographic data are shown in Table  1 . This shows that they were well distributed in regard to educational level. Both the preclinical and clinical phases of the MBBS program were well represented.

The discussion sessions raised many issues about the learning environment in the local context of the college of medicine. The approach the groups used in handling the discussions was generally analytical problem-solving, and in some situations, it was more oriented toward generating recommendations, such as practical steps, to improve the learning environment. Three major themes emerged from the discussion sessions: (1) educational factors, (2) faculty-related factors, and (3) social and personal factors. Each theme contained a number of sub-themes (as shown in Table  2 ).

Educational factors

Decisions about the importance and relevance of their learning.

The students valued teaching methods that bridged the gap between theory and practice, which made their learning more relevant to real situations and practice. For example, the participants made the following comments:

‘Roleplaying is simulating the things that we studied theoretically, and this information won’t stick in our heads until we see it in reality… such as rare conditions, it is almost impossible, and we may never see some of them during practice, and that can be beneficial. Generally, I love simulating, and personally, I always make sure I participate in them.’ [P1M]. ‘The Case Discussions (CDs), which in general have helped me and made me think, especially in differential diagnosis. I wish it was in all the years, not just from the fifth year.’ [P1F].

They also emphasized their interest in deciding about their learning, such as which important topics are needed by the students to ensure their autonomy in the learning environment. This point was in the context of being able to make recommendations rather than changes in actual practice. For example, one participant (P4M) stated,

Not just the doctor can decide roleplay topics, the students themselves can choose as well.

Relevance of the curriculum structure to students’ learning

The feeling of being stressed by the compact courses and the required learning material in the curriculum was shared by many students. Although some students expressed views similar to P3F:

I really like the college’s plan…. It is an excellent point, and instead of studying the diseases all at once and getting me lost, it has been divided into two sections. Even though in the sixth year, there is huge pressure on me.

Some students thought that the distribution of courses, materials, and skills had a rationale behind it. However, some courses seemed less relevant to other students, as shown in the following examples:

‘In one module, I felt that it was not that important’ . [P4F] ‘Last year was the worst with the pressure of the modules and some doctors… sometimes, they don’t accept that we take modules for two weeks, and I have midterms every week. We face huge psychological pressure’ [P3F].

Role of self-reflection

Reflections on learning were expressed by some students. They often related it to their phase or level of clinical exposure. For example, the following comments were made:

‘I think I touched on this in the clinical phase more than basic science phase. I reflected on my learning about 30% in the basic phase and 70% in the clinical phase… when I knew things and I could relate to them, and I had the ability to answer questions from family and friends.’ [P4M]. ‘It depends on our exposure. If there is an exposure and I saw cases or a certain situation or such, I think about it, and sometimes it doesn’t have to be me who’s in the situation but someone else. I think about it and what they are thinking about. But not always because I would be overthinking.’ [PF3].

Some students took their reflections out of the college context to other real-life situations, as in the following examples:

‘It has happened to me in real life. I related what I studied with a situation—I mean the clinical relation of the lecture. It was kind of a fracture, and my diagnosis was right. We had the lecture the day before the incident or a day earlier.’ [P3M].

In contrast, some students focused their reflections on their study issues and mainly on the solutions to those difficulties, for example, the following:

‘For me, any problem facing me related to time management or difficulties or any studying issue, I preferred to talk with seniors because they have been through the exact same experience as mine, at the same college, and they have been taught by the same doctors as me, and this benefits me 200%.’ [P2F]. ‘If I find it difficult to concentrate, I will look for solutions such as reading from a book, reading from a website, and watching videos.’ [P1F]. ‘Block arrangements and the correlation of the information between blocks.’ [P5M]. ‘I remember that case very well, because we linked what we studied with what we saw.’ [P3M]. ‘We had a field visit. They have connected my knowledge with reality, especially with topics related to contamination and vaccines. It was years ago, but I remember it because it cleared up the picture.’ [P4M]. ‘The CDs which in general have helped me and made me think especially in differential diagnosis. I wish it is in all years, not just from fifth year.’ [P1F]. ‘We don’t have a university hospital, so the university should do something alternative to have clinical exposure and see patients in the earlier years.’ [P1F]. ‘It was patient history and clinical examination. Yes, I learned about them in basic science, but when I practiced them, they were different. I think if the university took advantage of the students, instead of us studying how to take a history and do a clinical examination theoretically, they could the students go to summer training, and we would benefit 100%.’ [P1F].

Extracurricular activities

The students described an issue of poor awareness of extracurricular activities early in their learning journeys. A lack of these activities and support was also mentioned as an issue, as described in the following:

‘As seniors, we didn’t know about them, and it is a requirement to participate in a student club for our CV. We didn’t know till this year.’ [P5M]. ‘So, I feel we lack this in our college, and we focus on studying. We don’t have student activities to motivate us and entertain us. Everything is under academic pressure, and the students will burn out, and they will not have the ability or passion to participate or represent the college of medicine in other forums. It is such a waste of excellent potential.’ [P3F]. ‘I wanted to establish a student club similar to the KSU [King Saud University] student club…. I didn’t get the university support and had a financial issue.’ [P3F].

Academic atmosphere and resources

In regards to facilities, there were some issues raised contrasting the old and new building, some were related to the separation of the male and female student campuses, and others related to the management of facilities:

In the old building, we had a public library. The atmosphere was actually encouraging you to study during your free time. Now we understand that the building is new, and this is the third year since we moved in. But, we hope that the future is better regarding this point. [P4M] We were moving constantly between the old college building, theater building, and the new college building. This was in regard to labs. We didn’t get the full advantage of them, and the lack of labs, especially for female students, and we were unsettled in one place. We have moved constantly. [P3F] We don’t have a garden in our building. We can’t sit outdoor. We’re always indoors from 8:00 AM to 2:00–3:00 PM, and we are forbidden to go out and do anything. We don’t have a place where we can breathe fresh air. [P4F] ‘If I compare it with another library in a different place, there is a difference. We have shortages in our resources, but what I see is, it is enough, and I don’t know. Additionally, nowadays, everybody is headed for software and soft copies. Honestly, now is different than three years ago; everyone has an iPad, which contains uncountable resources.’

The clinical posting in the local hospital had an impact mainly on the female students, with comments regarding the perceptions of inequality in the opportunities to learn due to gender:

‘I mean in terms of cases in King Khalid Hospital are so limited, and some of the doctors were not cooperative with us. The training at King Khalid Hospital was not the best. But there wasn’t inequality regarding our gender.’ [P1F].

As medical students, their focus was more on the clinical teaching-related factors that hindered their learning, such as limited clinical exposure. For most of their issues, they tried to link them to the setting (where they had limited clinical exposure in a small city hospital), gender difficulties due to cultural barriers, time management, and the number of students:

‘In terms of clinical exposure, we suffer. Some modules, for instance, are also practical, but we see the patient just once or twice during the module. This is due to several reasons, such as the hospital here, patients are few in number, and we don’t have a university hospital’ [P1M]. ‘Sometimes, it is a time matter and wondering how to study clinical skills in the college, then go to the hospital to see what we studied.’ [P4M]. ‘When I asked to go to a different hospital… unfortunately, in the female department, it was so hard to the extent that I went to the male department to transfer. I really wish it gets easier in the coming years.’ [P1F].

In contrast, some students acknowledged the effort that the college was making to overcome the limited clinical experience and appreciated the environment and resources, but with some critiques regarding certain facilities. This was shown in the maturity of the approach of some senior students as they advanced in their learning:

‘Clinical exposure… this matter is not only the students’ responsibility but also the responsibility of the college and the students at the same time. The college is trying to expose us and allow the students to do the examination once, twice, or more than that. However, some students are not interested. On the other hand, there are interested students, but the opportunity is not available for them.’ [P5M]. ‘The place, in my view… it is excellent in terms of theater and practicing places, except the library. It has limited resources.’ [P5M].

One issue appraised by most of the students was the safe environment and friendly atmosphere. The students, faculty, and administrative staff exhibit great cooperation, but that can be strained as the number of students increases:

‘The thing that we are doing is having a friendly meeting with doctors, and that depends on people’s free time. This will assist education more, and the general atmosphere would be more comfortable.’ [P4M]. ‘If the number of students is large and they don’t interact with each other, they won’t know each other. So, if there is group division, after a period of time, the group division changes.’ [P5M]. ‘There is huge cooperation between us and the doctors, and there is assistance and explanation when we ask for it, and they give their time off for us more than it is required from them, which is great.’ [P2F]. ‘The environment in general is good, to an extent. Some of the things were better than what we expected…. There is cooperation from the administration generally. For example, simple issues we faced, they have solved for us quickly.’ [P2F].

Faculty-related factors

Role as resource person.

The presence of a faculty member has a direct impact on the students: as a role model, a source of applied knowledge and skills that would be hard for the students themselves to perceive abstractly, and an accessible person in the institute with whom the students can easily interact. These various aspects are shown in the following examples:

‘Some doctors… the knowledge that they gave it to us… I cannot find it in any book or in any video, and the time I spend with them is precious.’ [P3F]. ‘The doctors are cooperative with us. We had good references, and everything was clear as a result. The outcome was very good, but in contrast, the other block was not.’ [P1F]. ‘They really provided a good explanation, especially for the clinical examination. It is impossible to forget how some lecturers explained clinical examination to us in a great and excellent way.’ [P1F]. ‘For example, during the breaks, I might find a certain doctor, and I’m free for half an hour. I sit with him and share ideas, or he explains something for me that will strengthen our relationship.’ [P4M]. ‘For clinical exposure, the faculty members have played their role and tried. There is a lot of bedside teaching in all the modules, and they have offered us a lot.’ [P4M].

Although the flip side of the potential positive impact of these various contributions is that some individual faculty members may not have the skills to guide the students or are failing to do so:

‘The problem is in some subjects the doctors are not fully knowledgeable or it’s not their subject. So, the doctor has difficulty in delivering the information to the students and that will cause a decrease of student knowledge.’ [P3F]. ‘I must present in a perfect way. On the other hand, the doctors who are teaching and giving us information are not presenting to us in a perfect way. They read from the iPad. They slide, open the book, and read from it .’ [P1F]. ‘The office hours of the faculty are a very important point that I want to mention. During the Directed Self Learning DSL, you weather have a meeting with doctors during their office hours, or you search about the topic. We have done it before, and we had time out of the lectures and office hours frame where we went to the doctor, so he clarified some points and explained them to us.’ [P1M]. ‘There is someone called a year coordinator, and he can play a major role, but for us as students, we didn’t feel that.’ [P4M]. ‘Some faculty members, if they knew that you are not interested in their subject (specialty), they won’t answer your questions.’ [P3F].

Role as evaluator (feedback provider)

The students appreciated the role of the feedback provided by the faculty on their performance and the impact of this practice on their development. However, they did address the feedback they received and the challenges in seeking feedback and how it was provided by the faculty:

‘Some of them, they give you feedback privately and explain weaknesses are strengths and what I need to change and to pay attention to some points that will come at residency.’ [P3F]. ‘When I present in their seminar and at the end, they give me feedback, so I develop myself. In reference to their feedback, I see an improvement in the next seminar, but other doctors, they don’t give feedback to their students, and that will lead to lack of improvement.’ [P4M]. ‘If we had better communication, it would be fantastic, and I think it is students’ responsibility…and if you know your seminar’s doctor, you search for him and show him your work.…and give you feedback. He will tell you what you need to add and what to remove.’ [P2M].

Role as mentor

Having a mentor is highly appreciated by students, and they admire the effort of the faculty to make it happen, both formally and informally. There is still the challenge of keeping it effective and appropriate for each level of student:

‘Having mentors is so great, but it needs more commitment because this situation is new to the students…. Honestly, the faculty were committed, and they tried to do so many things, such as, if you want to know your grade, go to your mentor, but I feel we need more sessions with our mentors .’ [P4M]. ‘Started the semester correctly, regular meetings with our mentors… then it decreased gradually, and it became a routine, just filling out papers or signing papers. Mentors are fundamental.’ [P1M]. ‘Before the pandemic, we organized with two doctors to meet in a coffee shop in the evening, and it was an informal meeting. It was so beneficial in terms of life experiences.’ [P1M]. ‘Also, the mentor has a role in impacting our experience. Doesn’t he? [two students verbally agreed with this after it was said.’ [P1M]. ‘We didn’t have a guide to show us what to do. There are so many things we were missing in the basic years.’ [P1F].

Social and personal factors

Educational challenges.

The students illustrated that their ability to cope with stressors of having a variety of educational activities that needed good preparation and often more time was challenging. Some students related those stressors to external factors affecting them, such as the short time frame of the courses, number of classes, nature of activities, and demands of the learning materials.

‘The experience so far is good from some students’ point of view. One of the problems that we face is the number of classes. Some days, we have five or six classes in one day that will reduce students’ understanding, and there’s no equal distribution for the lectures during that is one of the major problems we face .’ [P1M]. ‘There is no proportioning with the time. We have, for example, some modules; we will only have eight weeks, and the curriculum needs more time than that. Even in the exam, the quantity of the information is not proportional to the time, and I have been struggling with this issue myself.’ [P1M]. ‘The time of Problem Based Learning (PBLs) and CDs and these sorts of things. Honestly, they are putting us under psychological pressure during this time .’ [P2F].

Students’ interactions

The students’ interactions with each other have an important impact (positively and negatively) on the learning environments, as stated in the following examples:

‘For me, the thing that impacted me was the students. There is motivation and assistance between us. In addition, the faculty did a lot .’ [P3M]. ‘We notice that there is always a group of studious students, a group of average students, and so on. We need to promote the culture of strong people help weak people. Some students who are advanced academically shouldn’t be enclosed with each other and neglecting other students.’ [P5M]. ‘This phenomenon causes problems between students. For example, one group has a clarification of something or a particular source, and they don’t share it with other groups .’ [P1M]. ‘Comparing us with the female side, they always tell us that female students got higher marks then you and your level is less than female students’ level, and we struggle with this.’ [P1M]. ‘The second point that I feel helps is the relationships between the students. If the batch is connected and gathered, and they are helping each other, it is different than if they are doing silly actions or hiding information from each other. This will affect them. If there is group work and the students are helping each other constantly, it is different than if they are fighting each other.’ [P5M].

Psychological and financial support

Having a supportive context in the matter of psychological or financial support was also addressed as an issue impacting the learning environment:

‘Secondly, we lack psychological consultations and a clinic in the university, or at least, they could provide consultations and access to them .’ [P3F]. ‘Not just a program discount, but in general, some universities provide this to their students for free. They contract with shops, for example. Shops provide medical tools or scrubs .’ [P1F].

This study was conducted to explore the teaching and learning environment at the College of Medicine at Majmaah University. Insights from focus groups shed light on students’ experiences and perspectives within the educational context, revealing key themes in education, faculty interactions, and social as well as personal factors.

In the context of education, the importance of relevance in teaching methods cannot be overemphasized. Students in the current study valued teaching methods that effectively bridged theoretical concepts with practical application, enhancing the relevance of their learning. This finding was consistent with those from other contexts in which studies examined the dichotomy between perceived educational value and task engagement, as reported by various researchers [ 33 , 34 , 35 , 36 ]. Learners perceiving a separation between learning and practical work tend to engage selectively with tasks, influenced by their perceived educational value.

This aspect from educators’ was found in earlier literature where educators were required to make frequent decisions regarding what information to incorporate based on its relevance to the curriculum and school policies [ 37 ]. This prescriptive nature of relevance aligns with the desire of students for learning that resonates with reality.

In addition, the findings revealed that students want an active role in decision-making regarding their learning, which hints at anticipated relevance, as mentioned by Diekema and Olsen [ 37 ]. Thus, the relevance of content and the perceived educational value of tasks are central to the learner’s experience. While the current study focused on the students’ perspectives, the literature suggests that both educators and students have unique insights to offer in this respect, and the bridge between theory and practice can only be truly constructed when these insights are aligned.

The results of our study highlight the diverse ways in which students engage in self-reflection. Some contextualized their reflections within the specific phase of their medical training or the extent of their clinical exposure. Others extrapolated their learning to real-life scenarios, which is relevant to the previous point of perceiving the value of learning, while another group focused exclusively on academic difficulties and their potential solutions.

Schei, Fuks and Boudreau [ 34 ] illustrate this concept of reflection well, noting its potential in addressing medical education complexities, though acknowledging challenges posed by human cognition. Schei and colleagues argued for a form of reflection in medical education that results in wise practice, encompassing both self-awareness and self-correcting behaviors, which aligns with our findings in which the students reflected on solutions to their academic challenges.

Hargreaves [ 38 ] offers an interesting perspective, suggesting that reflective competence can be developed progressively throughout an undergraduate program. This concept provides a plausible explanation for the variations observed in student reflections. As students move through different stages of their education, the nature and depth of their reflections evolve.

Griggs [ 39 ] explored the challenges associated with assessing reflective practices in medical education. Our study’s findings resonate with this, as during the focus group, the reflections leaned toward discussing personal experiences. Griggs’ emphasis on storytelling as a catalyst for deeper reflection also aligns with our observations. When students relate their learning to real-life situations, they are, in essence, crafting a narrative that might foster more profound reflection.

Students reported a noticeable lack of information and encouragement regarding participation in extracurricular activities, which the literature has indicated as important in fostering various essential practical and analytical skills and attitudes, such as leadership, commitment, responsibility [ 40 ], problem-solving, and essay-writing abilities [ 41 ].

Extracurricular activities has been reported foster student-community interactions, thereby enhancing learning experiences [ 40 ]. However, in the current study, the students felt that there was inadequate support for extracurricular activities, both financial and organizational, from the university, echoing the barriers identified by Fuji [ 40 ], such as a lack of support, limited positions, and poor availability of physical and financial resources. Students’ feelings of burnout and academic pressure find echoes in existing literature on the subject. which mentions poor time management and the risk of lowered academic performance as potential barriers to participation in extracurricular activities [ 42 ].

The findings from the current study and the literature collectively advocate for a more supportive environment for extracurricular activities in medical education.

The results illustrate various issues and positive aspects related to the educational facilities and environment experienced by students. A noticeable concern is the inadequacy of certain facilities amenities, such as a public library and outdoor spaces. Female students, in particular, highlighted issues like insufficient lab facilities and a perception of unequal distribution of resources during clinical postings at local hospitals. Similar results were identified by other studies that emphasized the importance of well-equipped educational environments with necessary facilities and resources for students’ motivation, participation, and self-regulation in learning processes [ 43 , 44 ].

However, a new educational setting has also been credited for fostering a safe and cooperative environment where students, faculty, and administrative staff effectively collaborate, enhancing the educational experience. The adaptability to technological advancements is evident, with a shift toward digital resources like software and iPads, which seem to partly mitigate the limitations of physical resources. This resonates with the literature’s emphasis on the necessity of up-to-date resources for effective learning [ 44 ].

It is thus clear that while there are areas for improvement, particularly concerning facility provisions and gender-related challenges, various elements of the new environment were conducive to fostering a positive and adaptive learning experience.

The students expressed their concerns with the limited clinical exposure and constraints faced due to limited patient availability and the absence of a university hospital. This resonates with the concerns documented in the existing literature. The literature has shown that students exhibit a strong inclination toward hands-on clinical practice [ 45 ]. In the current study, gender difficulties, coupled with cultural barriers, further complicated this scenario.

Notably, the educational institution’s role, including that of faculties, has been addressed in literature. For example, there is an emphasis on the indispensability of authentic learning experiences [ 46 ]. The students’ reflections highlighted an appreciation for the college’s concerted efforts to improve the deficits in clinical exposure, underlining the institutional responsibility of enhancing the students’ practical learning experience.

Furthermore, the students’ aspirations for enriched clinical encounters were similarly found in Saigal, Takemura [ 47 ], emphasizing the influential role of preclinical and clinical experiences in shaping medical students’ specialty preferences and overarching professional paths.

The multifaceted roles that faculty members play—as resource persons, evaluators, and mentors—are instrumental in molding students’ academic experience was evident in the study results.

Ingraham, Davidson and Yonge [ 48 ] emphasized this dimension of the faculty–student relationship, where themes of support and care are paramount. A key aspect of this is the knowledge-sharing that happens outside of structured teaching sessions. This was evident in the results from students’ appreciation for informal meetings with faculty members, where they discussed life experiences in a casual setting like a coffee shop. Such interactions emphasize the importance of faculty as a well-spring of real-world experiences, not just academic knowledge.

As reported by Shim and Walczak [ 49 ], the efficacy of pedagogical methods often rests on the quality of the feedback provided. The feedback received from faculty helps students identify their strengths, understand their areas of improvement, and map out future learning pathways. Smith [ 50 ] indicated that the relationship between faculty members as mentors and students as mentees is significant in shaping perceptions and satisfaction levels in academic settings. For students, having a mentor is more than just an academic advantage; it is an avenue for holistic growth. Students praised the faculty’s efforts in establishing mentorship and guidance through uncertainties, albeit suggesting the need for more consistent interactions. They also raised concerns about the changing dynamics of mentorship, where initial enthusiasm can sometimes wane, and the interaction can devolve into accomplishing routine paperwork.

Naturally, the students expressed that they encountered stressors during their educational journeys. The results revealed that students found managing multiple educational activities within limited timeframes to be particularly challenging. This aligns with the findings of Weber, Skodda [ 51 ], who identified organizational factors, such as inadequate information flow and exam-related issues, as significant contributors to students’ stress levels.

The students highlighted specific external factors exacerbating their stress levels, such as the unequal distribution of lectures, short course durations, and an overwhelming volume of information relative to the time until each exam. These findings align with several studies in Saudi Arabia [ 52 , 53 ] emphasizing heightened stress levels in medical students due to the intensity of the curriculum and academic achievement. Similarly, Hill, Goicochea and Merlo [ 54 ] highlighted system-level concerns, such as administrative and assessment-related pressures, corroborating our findings regarding the impact of external and organizational factors on student stress.

As suggested by Hill, Goicochea and Merlo [ 54 ], our study highlights the necessity for structural consideration in medical education to create a more balanced and less stressful academic environment, thereby enhancing students’ ability to cope with the demands of their education.

The students highlighted the role of peer interactions in the learning process. Similarly, Akinla, Hagan and Atiomo [ 55 ] emphasized the value of near-peer mentoring in fostering professional and personal development. The students’ revealed that these interactions encompassed collaboration, as well as competition and comparison, and were helpful with their stressors and mental health challenges [ 54 , 56 ]. In particular, the gender-based comparisons and the withholding of information among groups revealed a competitive environment that can exacerbate stress and hinder collective academic progress.

Students emphasized the essential role of psychological and financial support in enhancing the medical students’ learning environment. This finding is consistent with the broader educational literature that emphasizes the crucial role of financial and mental health services in supporting students’ well-being and academic success [ 53 , 56 ].

The literature and student feedback collectively emphasize the importance of enhancing the supportive infrastructure within educational environments. Such improvements, including mental health services and financial assistance, are essential for creating a more supportive and conducive learning environment [ 52 ].

This study has highlighted the critical interaction of educational content, faculty involvement, and social and personal elements in shaping students’ educational experiences. A key finding is the students’ strong appreciation for educational relevance and their autonomy in decision-making. Faculty roles, encompassing resources, evaluators, and mentors, are central to shaping both the academic experience and supporting students’ development. Additionally, the necessity to enhance physical learning environments and facilities to meet evolving educational needs is underscored. This study contributes to existing literature by pinpointing specific improvement areas, emphasizing the importance of student involvement and faculty roles in the educational process.

Recommendations

Based on our study’s findings, we recommend several enhancements to the educational experience in medical colleges. Emphasizing practical applications in the curriculum is crucial to bridge the gap between theory and practice, making learning more relevant and engaging for students.

Student involvement in decision-making processes is essential for fostering a sense of ownership in their educational journey. Implementing structured reflection activities tailored to different curriculum stages can deepen students’ engagement and understanding.

Incorporating practical case studies and scenarios will enable students to relate their learning to real-life situations, enhancing practical knowledge application. Equally important is encouraging student participation in extracurricular activities, which aids in developing essential life skills.

Addressing facility inadequacies, such as enhancing library resources and outdoor spaces, is necessary to create a conducive learning environment. Ensuring equal clinical opportunities for all students, irrespective of gender, and addressing cultural barriers in clinical practice, will promote a more inclusive educational setting.

Strengthening mentorship programs is vital for providing ongoing support to students. Adjusting structural elements of the curriculum, like lecture distribution and course durations, can alleviate student stress, contributing to a more balanced academic environment.

Promoting collaboration over competition among students will foster a supportive educational atmosphere. Finally, enhancing psychological and financial support services, including counseling and financial aid, is crucial for students’ overall well-being and success.

These targeted recommendations aim to improve various aspects of medical education, ensuring a higher quality of learning and student satisfaction.

Data availability

The qualitative data used in the current study are not publicly available as the related quotes are shared in the results section, however they can be available from the corresponding author on reasonable request.

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Acknowledgements

We deeply appreciate Shams Khalid Almutawa from University of Strathclyde for her contribution in coding and analysis.

This research is funded by Princess Nourah bint Abdulrahman University, Researches Supporting Project number (PNURSP2024R353) Princess Nourah bint Abdulrahman University Saudi Arabia.

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Almansour, M., Almoayad, F. Exploring challenges and perceptions in the learning environment: an online qualitative study of medical students. BMC Med Educ 24 , 147 (2024). https://doi.org/10.1186/s12909-024-05116-8

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