what is a narrative book review

The Literature Review

• Narrative Review
• Systematic Review
• Scoping Review

Writing your Literature Review

Once you have developed a body of literature to draw from, you can begin writing your literature review. There is no set format for a narrative literature review, and it can vary across fields. However, you will typically see the following elements:

• Sections you might see in a typical research paper including Introduction, background, (possibly) methods, Main/Body, and Conclusion
• Some logical structure of sections (i.e. by time period, by areas of the field, by approach of article etc.)
• Analysis of the relative value of contributions across different sources
• section on areas for further development or further research suggestions

Need writing help? Head to the Graduate Writing Center for help with your literature review!

What is a narrative literature review.

Narrative Literature Reviews are works in which the author reviews a body of literature on a topic and synthesizes the information into a clear narrative that demonstrates the general context of the field . They can also be called a Traditional Literature Review. Compared to Systematic and Scoping reviews, Narrative literature reviews do not use an established method or protocol, but rather take a broad, unspecified approach to what sources are selected to represent the field. Typically narrative literature reviews use peer-reviewed journal articles as their source of scholarship to review, but this might vary based on the individual assignment or review you are conducting. Below are some key elements of a Narrative Lit Review:

• Places the topic within an existing context
• Describes relationships between and around sources cited
• Typically includes critical analysis
• Organizes ideas by theme and/or relevance
• Demonstrates author's knowledge

Staying Organized

Use a reference management software.

Reference Managers are tools that can help you keep track of the scholarly articles you are collecting and reading for your literature review. They can also help you generate citations and bibliographies within your writing. Use the Reference Management Software Guide linked below to learn more about how to get started with one.

Reference Management Research Guide

Keep your search terms in a document or spreadsheet.

Although in Narrative Lit Reviews you are not required to keep detailed reports on your search strategy, it is still important to keep track of the terms you are searching and include information about them to be sure you are casting the widest net possible. Organize your search terms in a way that makes sense to you. As an example, you could keep tabs on:

• Broader terms
• Narrower terms
• Filters that work / filters that don't
• Search strings you can copy and paste directly into search engines and databases

The Research Process

Start with an exploratory/preliminary search.

Use a couple key terms about your topic to try searching without keeping track to see whats out there. This is also a good time to search for already existing reviews on your topic and see if something similar has already been completed. After doing a preliminary search in your general topic, you can begin thinking about your specific research question.

Drafting a Research Question

To start drafting your research question, it may be helpful to consider how your topic fits within a couple of different broad overlapping fields of research. For example, the research question illustrated below asks about identity perspectives from Asian American students in high schools. Each individual topic in this question is its own circle, and the intersection of these circles is the main focus of the literature review. There could be more circles added for each new dimension I would like to add to my research question whether it be a location (i.e. New York City), a clarifying detail (i.e. generational identity), or other form of context.

As you are searching, use the different dimensions of your research question to find individual areas of research, For example, I may want to look at the literature around just the identity of Asian American students, or maybe just look at identity formation in High School. Then, in my literature review, I can synthesize these various fields to explain the different backgrounds and how they all converge around my central topic, the middle of the diagram.

Image from Tips and Strategies for Writing a Dissertation Proposal on Ashe Grads blog.

Conducting your Search

Once you have your research question and key terms from that research question, you can start your formal searching process. In narrative literature reviews it is less important to be comprehensive in checking every possibly relevant result, but more focused on making sure the results you are getting are representative of the fields you are analyzing.

Books in the Libraries to Help with you Narrative Lit Review

Literature Review and Research Design: A Guide to Effective Research Practice

They Say / I Say: The Moves That Matter in Academic Writing, with Readings

The Literature Review: Six Steps to Success

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Types of Reviews

In this guide.

• Common Types of Reviews
• Narrative Reviews
• Scoping Reviews
• Systematic Reviews
• Rapid Reviews
• Umbrella Reviews
• Clinical Practice Guidelines
• Full Infographic Series

What are they?

(AKA Literature Reviews)

Narrative Reviews involve looking at literature across a specific topic and synthesizing what you have learned. You can either look at one specific database, or across multiple databases.

You aren’t expected to become a subject expert, but you should have a pretty good concept of the topic once the review is completed.

How long might it take to complete?

Typically takes less than a month.

Is a team required?

A team is not required for this type of review.

What are the protocols that are preferred or required?

There are no specific protocols required.

When would you use this type of review?

Narrative Reviews can be submitted on their own as an article, or can be a part of a more in-depth project, like a book chapter, thesis, or dissertation.

Is there an example?

Kuwabara AM, Tenforde AS, Finnoff JT, Fredericson M. Iron deficiency in athletes: a narrative review. PM R. 2022;14(5):620-642. doi:10.1002/pmrj.12779

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NARRATIVE REVIEWS

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Narrative reviews are an umbrella term for a collection of reviews that offer the opportunity to undertake an extensive description and interpretation of previously published literature. Narrative reviews are flexible yet rigorous and have five elements that are consistent across most sub-types. Reflexivity is an important component of narrative reviews, which provides readers with clear insight into how the researcher's perspectives and experiences informed interpretation.

Not sure this is the right review type to answer your research question(s)?

Click Types of Reviews to help you decide.

STRENGTHS + WEAKNESSES

Narrative Reviews

Flexible yet rigorous approach for knowledge synthesis, which is useful to many educators and researchers

Helpful for teaching or learning about a topic because they deliver a general overview

Useful for setting the stage for future research, as they offer an interpretation of the literature, note gaps, and critique research to date

Are not often reproducible related to the influence of the authors and setting on screening, sampling, and analysis

Do not include an exhaustive search of all possible evidence on a given topic

They are selective, which may make them harder to critically appraise against strict criteria. Researchers can address this potential shortcoming by being thoughtful, purposive, and transparent about the choices they make throughout the review process, as well as being explicit in their justifications for these choices

NARRATIVE REVIEWS:

Supporting Documents to Download

NARRATIVE REVIEWS: 5-Steps Downloadable How-To Guide

Narrative reviews: theoretical foundations (journal of graduate medical education publication), narrative reviews: how-to guide (journal of graduate medical education publication), author spotlight.

JAVEED SUKHERA, MD PhD

Javeed Sukhera, MD PhD, is the Chair of Psychiatry at the Institute of Living and Chief of Psychiatry at Hartford Hospital in Hartford Connecticut where he has (pending) academic affiliations with Yale University and the University of Connecticut. He is an MD/PhD Scientist in Health Professions Education and researches novel approaches to addressing stigma and bias in healthcare.

Subject Guides

Literature Review and Evidence Synthesis

• A guide to review types This link opens in a new window
• Reviews as Assignments
• Annotated Bibliography

What is a Narrative Literature Review

Narrative review process.

• Integrative Review
• Scoping Review This link opens in a new window
• Systematic Review This link opens in a new window
• Other Review Types
• Subject Librarian Assistance with Reviews
• Grey Literature This link opens in a new window
• Tools for Reviews

Subject Librarians

Find your Subject Librarian Here

A narrative literature review is an integrated analysis of the existing literature used to summarize a body of literature, draw conclusions about a topic, and identify research gaps.  By understanding the current state of the literature, you can show how new research fits into the larger research landscape.  

A narrative literature review is NOT:  

• Just a summary of sources
• A review of  everything  written on a particular topic
• A research paper arguing for a specific viewpoint - a lit review should avoid bias and highlight areas of disagreements
• A systematic review

Purposes of a narrative literature review:

• Explain the background of research on a topic
• Demonstrate the importance of a topic
• Suggest new areas of research
• Identify major themes, concepts, and researchers in a topic
• Identify critical gaps, points of disagreement, or flawed approaches for a research topic

1. Choose a topic & create a research question

• Use a narrow research question for more focused search results
• Use a question framework such as PICO to develop your research question
• Breakdown your research question into searchable concepts and keywords
• Research skills tutorials : How to choose a topic
• Ask a librarian for assistance

2. Select the sources for searching & develop a search strategy

• Identify databases to search for articles relevant to your topic
• Ask a librarian for recommended databases
• Develop a comprehensive search strategy using keywords, controlled vocabularies and Boolean operators
• Research skills tutorials: How to develop a search strategy

3. Conduct the search

• Use a consistent search strategy between databases
• Document the strategies employed to keep track of which are more successful
• Use a citation manager to organize your search results
• Ask a librarian for help or refer to the Research skills tutorials

4. Review the references

• Review the search results for relevant articles that answer your research question
• Review the bibliography of all relevant articles for additional sources
• Consider developing subfolders in the citation manager to organize sources by topic
• Use interlibrary loan for any articles without full text access

5. Summarize findings

• Synthesize the findings from the articles into a final paper
• The final paper should cover the themes identified in the research, explain any conflicts or disagreements, identify research gaps and potential future research areas, explain how this narrative review fits within the existing research and answer the research question . 

For additional information : 

Hempel. (2020). Conducting your literature review. American Psychological Association .

• Buchholz, & Dickins, K. A. (2023). Literature review and synthesis : a guide for nurses and other healthcare professionals . Springer Publishing Company, LLC.
• Coughlan, Michael, and Patricia Cronin.  Doing a Literature Review in Nursing, Health and Social Care . 2nd edition., SAGE, 2017.
• Nundy, S., Kakar, A., Bhutta, Z.A. (2022). How to Do a Review of the Literature? . In: How to Practice Academic Medicine and Publish from Developing Countries?. Springer, Singapore.  https://doi.org/10.1007/978-981-16-5248-6_18
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Book Reviews

What this handout is about.

This handout will help you write a book review, a report or essay that offers a critical perspective on a text. It offers a process and suggests some strategies for writing book reviews.

What is a review?

A review is a critical evaluation of a text, event, object, or phenomenon. Reviews can consider books, articles, entire genres or fields of literature, architecture, art, fashion, restaurants, policies, exhibitions, performances, and many other forms. This handout will focus on book reviews. For a similar assignment, see our handout on literature reviews .

Above all, a review makes an argument. The most important element of a review is that it is a commentary, not merely a summary. It allows you to enter into dialogue and discussion with the work’s creator and with other audiences. You can offer agreement or disagreement and identify where you find the work exemplary or deficient in its knowledge, judgments, or organization. You should clearly state your opinion of the work in question, and that statement will probably resemble other types of academic writing, with a thesis statement, supporting body paragraphs, and a conclusion.

Typically, reviews are brief. In newspapers and academic journals, they rarely exceed 1000 words, although you may encounter lengthier assignments and extended commentaries. In either case, reviews need to be succinct. While they vary in tone, subject, and style, they share some common features:

• First, a review gives the reader a concise summary of the content. This includes a relevant description of the topic as well as its overall perspective, argument, or purpose.
• Second, and more importantly, a review offers a critical assessment of the content. This involves your reactions to the work under review: what strikes you as noteworthy, whether or not it was effective or persuasive, and how it enhanced your understanding of the issues at hand.
• Finally, in addition to analyzing the work, a review often suggests whether or not the audience would appreciate it.

Becoming an expert reviewer: three short examples

Reviewing can be a daunting task. Someone has asked for your opinion about something that you may feel unqualified to evaluate. Who are you to criticize Toni Morrison’s new book if you’ve never written a novel yourself, much less won a Nobel Prize? The point is that someone—a professor, a journal editor, peers in a study group—wants to know what you think about a particular work. You may not be (or feel like) an expert, but you need to pretend to be one for your particular audience. Nobody expects you to be the intellectual equal of the work’s creator, but your careful observations can provide you with the raw material to make reasoned judgments. Tactfully voicing agreement and disagreement, praise and criticism, is a valuable, challenging skill, and like many forms of writing, reviews require you to provide concrete evidence for your assertions.

Consider the following brief book review written for a history course on medieval Europe by a student who is fascinated with beer:

Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600, investigates how women used to brew and sell the majority of ale drunk in England. Historically, ale and beer (not milk, wine, or water) were important elements of the English diet. Ale brewing was low-skill and low status labor that was complimentary to women’s domestic responsibilities. In the early fifteenth century, brewers began to make ale with hops, and they called this new drink “beer.” This technique allowed brewers to produce their beverages at a lower cost and to sell it more easily, although women generally stopped brewing once the business became more profitable.

The student describes the subject of the book and provides an accurate summary of its contents. But the reader does not learn some key information expected from a review: the author’s argument, the student’s appraisal of the book and its argument, and whether or not the student would recommend the book. As a critical assessment, a book review should focus on opinions, not facts and details. Summary should be kept to a minimum, and specific details should serve to illustrate arguments.

Now consider a review of the same book written by a slightly more opinionated student:

Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600 was a colossal disappointment. I wanted to know about the rituals surrounding drinking in medieval England: the songs, the games, the parties. Bennett provided none of that information. I liked how the book showed ale and beer brewing as an economic activity, but the reader gets lost in the details of prices and wages. I was more interested in the private lives of the women brewsters. The book was divided into eight long chapters, and I can’t imagine why anyone would ever want to read it.

There’s no shortage of judgments in this review! But the student does not display a working knowledge of the book’s argument. The reader has a sense of what the student expected of the book, but no sense of what the author herself set out to prove. Although the student gives several reasons for the negative review, those examples do not clearly relate to each other as part of an overall evaluation—in other words, in support of a specific thesis. This review is indeed an assessment, but not a critical one.

Here is one final review of the same book:

One of feminism’s paradoxes—one that challenges many of its optimistic histories—is how patriarchy remains persistent over time. While Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600 recognizes medieval women as historical actors through their ale brewing, it also shows that female agency had its limits with the advent of beer. I had assumed that those limits were religious and political, but Bennett shows how a “patriarchal equilibrium” shut women out of economic life as well. Her analysis of women’s wages in ale and beer production proves that a change in women’s work does not equate to a change in working women’s status. Contemporary feminists and historians alike should read Bennett’s book and think twice when they crack open their next brewsky.

This student’s review avoids the problems of the previous two examples. It combines balanced opinion and concrete example, a critical assessment based on an explicitly stated rationale, and a recommendation to a potential audience. The reader gets a sense of what the book’s author intended to demonstrate. Moreover, the student refers to an argument about feminist history in general that places the book in a specific genre and that reaches out to a general audience. The example of analyzing wages illustrates an argument, the analysis engages significant intellectual debates, and the reasons for the overall positive review are plainly visible. The review offers criteria, opinions, and support with which the reader can agree or disagree.

Developing an assessment: before you write

There is no definitive method to writing a review, although some critical thinking about the work at hand is necessary before you actually begin writing. Thus, writing a review is a two-step process: developing an argument about the work under consideration, and making that argument as you write an organized and well-supported draft. See our handout on argument .

What follows is a series of questions to focus your thinking as you dig into the work at hand. While the questions specifically consider book reviews, you can easily transpose them to an analysis of performances, exhibitions, and other review subjects. Don’t feel obligated to address each of the questions; some will be more relevant than others to the book in question.

• What is the thesis—or main argument—of the book? If the author wanted you to get one idea from the book, what would it be? How does it compare or contrast to the world you know? What has the book accomplished?
• What exactly is the subject or topic of the book? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion? What is the approach to the subject (topical, analytical, chronological, descriptive)?
• How does the author support their argument? What evidence do they use to prove their point? Do you find that evidence convincing? Why or why not? Does any of the author’s information (or conclusions) conflict with other books you’ve read, courses you’ve taken or just previous assumptions you had of the subject?
• How does the author structure their argument? What are the parts that make up the whole? Does the argument make sense? Does it persuade you? Why or why not?
• How has this book helped you understand the subject? Would you recommend the book to your reader?

Beyond the internal workings of the book, you may also consider some information about the author and the circumstances of the text’s production:

• Who is the author? Nationality, political persuasion, training, intellectual interests, personal history, and historical context may provide crucial details about how a work takes shape. Does it matter, for example, that the biographer was the subject’s best friend? What difference would it make if the author participated in the events they write about?
• What is the book’s genre? Out of what field does it emerge? Does it conform to or depart from the conventions of its genre? These questions can provide a historical or literary standard on which to base your evaluations. If you are reviewing the first book ever written on the subject, it will be important for your readers to know. Keep in mind, though, that naming “firsts”—alongside naming “bests” and “onlys”—can be a risky business unless you’re absolutely certain.

Writing the review

Once you have made your observations and assessments of the work under review, carefully survey your notes and attempt to unify your impressions into a statement that will describe the purpose or thesis of your review. Check out our handout on thesis statements . Then, outline the arguments that support your thesis.

Your arguments should develop the thesis in a logical manner. That logic, unlike more standard academic writing, may initially emphasize the author’s argument while you develop your own in the course of the review. The relative emphasis depends on the nature of the review: if readers may be more interested in the work itself, you may want to make the work and the author more prominent; if you want the review to be about your perspective and opinions, then you may structure the review to privilege your observations over (but never separate from) those of the work under review. What follows is just one of many ways to organize a review.

Introduction

Since most reviews are brief, many writers begin with a catchy quip or anecdote that succinctly delivers their argument. But you can introduce your review differently depending on the argument and audience. The Writing Center’s handout on introductions can help you find an approach that works. In general, you should include:

• The name of the author and the book title and the main theme.
• Relevant details about who the author is and where they stand in the genre or field of inquiry. You could also link the title to the subject to show how the title explains the subject matter.
• The context of the book and/or your review. Placing your review in a framework that makes sense to your audience alerts readers to your “take” on the book. Perhaps you want to situate a book about the Cuban revolution in the context of Cold War rivalries between the United States and the Soviet Union. Another reviewer might want to consider the book in the framework of Latin American social movements. Your choice of context informs your argument.
• The thesis of the book. If you are reviewing fiction, this may be difficult since novels, plays, and short stories rarely have explicit arguments. But identifying the book’s particular novelty, angle, or originality allows you to show what specific contribution the piece is trying to make.
• Your thesis about the book.

Summary of content

This should be brief, as analysis takes priority. In the course of making your assessment, you’ll hopefully be backing up your assertions with concrete evidence from the book, so some summary will be dispersed throughout other parts of the review.

The necessary amount of summary also depends on your audience. Graduate students, beware! If you are writing book reviews for colleagues—to prepare for comprehensive exams, for example—you may want to devote more attention to summarizing the book’s contents. If, on the other hand, your audience has already read the book—such as a class assignment on the same work—you may have more liberty to explore more subtle points and to emphasize your own argument. See our handout on summary for more tips.

Analysis and evaluation of the book

Your analysis and evaluation should be organized into paragraphs that deal with single aspects of your argument. This arrangement can be challenging when your purpose is to consider the book as a whole, but it can help you differentiate elements of your criticism and pair assertions with evidence more clearly. You do not necessarily need to work chronologically through the book as you discuss it. Given the argument you want to make, you can organize your paragraphs more usefully by themes, methods, or other elements of the book. If you find it useful to include comparisons to other books, keep them brief so that the book under review remains in the spotlight. Avoid excessive quotation and give a specific page reference in parentheses when you do quote. Remember that you can state many of the author’s points in your own words.

Sum up or restate your thesis or make the final judgment regarding the book. You should not introduce new evidence for your argument in the conclusion. You can, however, introduce new ideas that go beyond the book if they extend the logic of your own thesis. This paragraph needs to balance the book’s strengths and weaknesses in order to unify your evaluation. Did the body of your review have three negative paragraphs and one favorable one? What do they all add up to? The Writing Center’s handout on conclusions can help you make a final assessment.

Finally, a few general considerations:

• Review the book in front of you, not the book you wish the author had written. You can and should point out shortcomings or failures, but don’t criticize the book for not being something it was never intended to be.
• With any luck, the author of the book worked hard to find the right words to express her ideas. You should attempt to do the same. Precise language allows you to control the tone of your review.
• Never hesitate to challenge an assumption, approach, or argument. Be sure, however, to cite specific examples to back up your assertions carefully.
• Try to present a balanced argument about the value of the book for its audience. You’re entitled—and sometimes obligated—to voice strong agreement or disagreement. But keep in mind that a bad book takes as long to write as a good one, and every author deserves fair treatment. Harsh judgments are difficult to prove and can give readers the sense that you were unfair in your assessment.
• A great place to learn about book reviews is to look at examples. The New York Times Sunday Book Review and The New York Review of Books can show you how professional writers review books.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Drewry, John. 1974. Writing Book Reviews. Boston: Greenwood Press.

Hoge, James. 1987. Literary Reviewing. Charlottesville: University Virginia of Press.

Sova, Dawn, and Harry Teitelbaum. 2002. How to Write Book Reports , 4th ed. Lawrenceville, NY: Thomson/Arco.

Walford, A.J. 1986. Reviews and Reviewing: A Guide. Phoenix: Oryx Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Literature Reviews

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

What is a Literature Review?

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

A literature review should: 

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

From  S age Research Methods

Purpose of a Literature Review

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

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

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

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

Limitations of a Literature Review

Some of the limitations of a literature review are:

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

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

Librarian Assistance

For help, please contact the librarian for your subject area.  We have a guide to library specialists by subject .

• Last Updated: Aug 22, 2024 9:12 AM
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• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

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

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

What are Literature Reviews?

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

Goals of Literature Reviews

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

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

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

What kinds of sources require a Literature Review?

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

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

Types of Literature Reviews

What kinds of literature reviews are written?

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

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

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

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

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

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

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

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

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
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• v.8(11); 2016 Nov

How to Conduct a Systematic Review: A Narrative Literature Review

Nusrat jahan.

1 Psychiatry, Mount Sinai Chicago

Sadiq Naveed

2 Psychiatry, KVC Prairie Ridge Hospital

Muhammad Zeshan

3 Department of Psychiatry, Bronx Lebanon Hospital Icahn School of Medicine at Mount Sinai, Bronx, NY

Muhammad A Tahir

4 Psychiatry, Suny Upstate Medical University, Syracuse, NY

Systematic reviews are ranked very high in research and are considered the most valid form of medical evidence. They provide a complete summary of the current literature relevant to a research question and can be of immense use to medical professionals. Our goal with this paper is to conduct a narrative review of the literature about systematic reviews and outline the essential elements of a systematic review along with the limitations of such a review.

Introduction and background

A literature review provides an important insight into a particular scholarly topic. It compiles published research on a topic, surveys different sources of research, and critically examines these sources [ 1 ]. A literature review may be argumentative, integrative, historical, methodological, systematic, or theoretical, and these approaches may be adopted depending upon the types of analysis in a particular study [ 2 ].

Our topic of interest in this article is to understand the different steps of conducting a systematic review. Systematic reviews, according to Wright, et al., are defined as a “review of the evidence on a clearly formulated question that uses systematic and explicit methods to identify, select and critically appraise relevant primary research, and to extract and analyze data from the studies that are included in the review” [ 3 ]. A systematic review provides an unbiased assessment of these studies [ 4 ]. Such reviews emerged in the 1970s in the field of social sciences. Systematic reviews, as well as the meta-analyses of the appropriate studies, can be the best form of evidence available to clinicians [ 3 ]. The unsystematic narrative review is more likely to include only research selected by the authors, which introduces bias and, therefore, frequently lags behind and contradicts the available evidence [ 5 ].

Epidemiologist Archie Cochrane played a vital role in formulating the methodology of the systematic review [ 6 ]. Dr. Cochrane loved to study patterns of disease and how these related to the environment. In the early 1970s, he found that many decisions in health care were made without reliable, up-to-date evidence about the treatments used [ 6 ].

A systematic review may or may not include meta-analysis, depending on whether results from different studies can be combined to provide a meaningful conclusion. David Sackett defined meta-analysis as a “specific statistical strategy for assembling the results of several studies into a single estimate” [ 7 - 8 ].

While the systematic review has several advantages, it has several limitations which can affect the conclusion. Inadequate literature searches and heterogeneous studies can lead to false conclusions. Similarly, the quality of assessment is an important step in systematic reviews, and it can lead to adverse consequences if not done properly.

The purpose of this article is to understand the important steps involved in conducting a systematic review of all kinds of clinical studies. We conducted a narrative review of the literature about systematic reviews with a special focus on articles that discuss conducting reviews of randomized controlled trials. We discuss key guidelines and important terminologies and present the advantages and limitations of systematic reviews.

Narrative reviews are a discussion of important topics on a theoretical point of view, and they are considered an important educational tool in continuing medical education [ 9 ]. Narrative reviews take a less formal approach than systematic reviews in that narrative reviews do not require the presentation of the more rigorous aspects characteristic of a systematic review such as reporting methodology, search terms, databases used, and inclusion and exclusion criteria [ 9 ]. With this in mind, our narrative review will give a detailed explanation of the important steps of a systematic review.

Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) checklist

Systematic reviews are conducted based on predefined criteria and protocol. The PRISMA-P checklist, developed by Moher, et al., contains 17 items (26 including sub-items) comprising the important steps of a systematic review, including information about authors, co-authors, their mailing and email addresses, affiliations, and any new or updated version of a previous systematic review [ 9 ]. It also identifies a plan for documenting important protocol amendments, registry names, registration numbers, financial disclosures, and other support services [ 10 ]. Moher, et al. also state that methods of systematic reviews involve developing eligibility criteria and describing information sources, search strategies, study selection processes, outcomes, assessment of bias in individual studies, and data synthesis [ 10 ].

Research question

Writing a research question is the first step in conducting a systematic review and is of paramount importance as it outlines both the need and validity of systematic reviews (Nguyen, et al., unpublished data). It also increases the efficiency of the review by limiting the time and cost of identifying and obtaining relevant literature [ 11 ]. The research question should summarize the main objective of a systematic review.

An example research question might read, “How does attention-deficit/hyperactivity disorder (ADHD) affect the academic performance of middle school children in North America?” The question focuses on the type of data, analysis, and topic to be discussed (i.e., ADHD among North American middle school students). Try to avoid research questions that are too narrow or broad—they can lead to the selection of only a few studies and the ability to generalize results to any other populations may be limited. An example of a research question that is too narrow would be, “What is the prevalence of ADHD in children and adolescents in Chicago, IL?” Alternately, if the research question is too broad, it can be difficult to reach a conclusion due to poor methodology. An example of a research question that is too broad in scope would be, “What are the effects of ADHD on the functioning of children and adolescents in North America?”

Different tools that can be used to help devise a research question, depending on the type of question, are: population, intervention, comparator, and outcomes (PICO); sample, phenomenon of interest, design, evaluation, and research type (SPIDER); setting, perspective, intervention, comparison, and evaluation (SPICE); and expectation, client group, location, impact, professionals, and service (ECLIPSE).

The PICO approach is mostly used to compare different interventions with each other. It helps to formulate a research question related to prognosis, diagnosis, and therapies [ 12 ].

Scenario: A 50-year-old white woman visited her psychiatrist with a diagnosis of major depressive disorder. She was prescribed fluoxetine, which she feels has been helpful. However, she experienced some unpleasant side effects of nausea and abdominal discomfort. She has recently been told by a friend about the use of St. John’s wort in treating depression and would like to try this in treating her current depression. (Formulating research questions, unpublished data).

In the above-mentioned scenario, the sample population is a 50-year-old female with major depressive disorder; the intervention is St. John’s wort; the comparison is fluoxetine; and the outcome would be efficacy and safety. In order to see the outcome of both efficacy and safety, we will compare the efficacy and safety of both St. John’s wort and fluoxetine in a sample population for treating depression. This scenario represents an example where we can apply the PICO approach to compare two interventions.

In contrast, the SPIDER approach is focused more on study design and samples rather than populations [ 13 ]. The SPIDER approach can be used in this research question: “What is the experience of psychiatry residents attending a transgender education?” The sample is psychiatry residents; the phenomenon of interest is transgender education; the design is a survey; the evaluation looks at the experience; and the research type is qualitative. 

The SPICE approach can be used to evaluate the outcome of a service, intervention, or project [ 14 ]. The SPICE approach applies to the following research question: “In psychiatry clinics, does the combined use of selective serotonin reuptake inhibitor (SSRI) and psychotherapy reduce depression in an outpatient clinic versus SSRI therapy alone?” The setting is the psychiatry clinic; the perspective/population is the outpatient; the intervention is combined psychotherapy and SSRI; the comparison is SSRI alone; and the evaluation is reduced depression. 

The ECLIPSE approach is useful for evaluating the outcome of a policy or service (Nguyen, et al., unpublished data). ECLIPSE can apply in the following research question: “How can a resident get access to medical records of patients admitted to inpatient from other hospitals?” The expectation is: “What are you looking to improve/change to increase access to medical records for patients admitted to inpatient?” The client group is the residents; the location is the inpatient setting; the impact would be the residents having easy access to medical records from other hospitals; and the professionals in this scenario would be those involved in improving the service experiences such as hospital administrators and IT staff.

Inclusion and exclusion criteria

Establishing inclusion and exclusion criteria come after formulating research questions. The concept of inclusion and exclusion of data in a systematic review provides a basis on which the reviewer draws valid and reliable conclusions regarding the effect of the intervention for the disorder under consideration [ 11 ]. Inclusions and exclusion are based on preset criteria for specific systematic review. It should be done before starting the literature search in order to minimize the possibility of bias.

Eligibility criteria provide the boundaries of the systematic review [ 15 ]. Participants, interventions, and comparison of a research question provide the basis for eligibility criteria [ 15 ]. The inclusion criteria should be able to identify the studies of interest and, if the inclusion criteria are too broad or too narrow, it can lead to an ineffective screening process.

Protocol registration

Developing and registering research protocol is another important step of conducting a systematic review. The research protocol ensures that a systematic review is carefully planned and explicitly documented before the review starts, thus promoting consistency in conduct for the review team and supporting the accountability, research integrity, and transparency of the eventually completed review [ 10 ]. PROSPERO and the Cochrane Database of Systematic Reviews are utilized for registering research protocols and research questions, and they check for prior existing duplicate protocols or research questions. PROSPERO is an international database of prospectively registered systematic reviews related to health care and social sciences (PRISMA, 2016). It is funded by the National Institute for Health Research. The Cochrane Collaboration concentrates on producing systematic reviews of interventions and diagnostic test accuracy but does not currently produce reviews on questions of prognosis or etiology [ 16 ].

A detailed and extensive search strategy is important for the systematic review since it minimizes bias in the review process [ 17 ].

Selecting and searching appropriate electronic databases is determined by the topic of interest. Important databases are: MEDLARS Online (MEDLINE), which is the online counterpart to the Medical Literature Analysis and Retrieval System (MEDLARS); Excerpta Medica Database (EMBASE); and Google Scholar. There are multiple electronic databases available based on the area of interest. Other important databases include: PsycINFO for psychology and psychiatry; Allied and Complementary Medicine Database (AMED) for complementary medicine; Manual, Alternative, and Natural Therapy Index System (MANTIS) for alternative medical literature; and Cumulative Index to Nursing and Allied Health Literature (CINAHL) for nursing and allied health [ 15 ].

Additional studies relevant for the review may be found by looking at the references of studies identified by different databases [ 15 ]. Non-indexed articles may be found by searching the content of journals, conferences proceedings, and abstracts. It will also help with letters and commentaries which may not get indexed [ 15 ]. Reviewing clinical trial registries can provide information about any ongoing trials or unpublished research [ 15 ]. A gray literature search can access unpublished papers, reports, and conference reports, and it generally covers studies that are published in an informal fashion, rather than in an indexed journal [ 15 ]. Further search can be performed by selecting important key articles and going through in-text citations [ 15 ].

Using Boolean operators, truncation, and wildcards

Boolean operators use the relationship between different search words to help with the search strategy. These are simple words (i.e., AND, OR, and NOT) which can help with more focused and productive results (poster, Jahan, et al.: How to conduct a systematic review. APPNA 39th Summer Convention. Washington, DC. 2016). The Boolean operator AND finds articles with all the search words. The use of OR broadens the focus of the search, and it will include articles with at least one search term. The researchers can also ignore certain results from the records by using NOT in the search strategy.

An example of AND would be using “depression” AND “children” in the search strategy with the goal of studying depression in children. This search strategy will include all the articles about both depression and children. The researchers may use OR if the emphasis of the study is mood disorders or affective disorders in adolescents. In that case, the search strategy will be “mood disorders” OR “affective disorders” AND “adolescents.” This search will find all the articles about mood disorders or affective disorders in adolescents. The researchers can use NOT if they only want to study depression in children and want to ignore bipolar disorder from the search. An example search in this scenario would be “depression” NOT “bipolar disorder” AND “children.” This will help ignore studies related to bipolar disorder in children.

Truncation and wildcards are other tools to make search strategy more comprehensive and focused. While the researchers search a database for certain articles, they frequently face terminologies that have the same initial root of a word but different endings. An example would be "autism," "autistic," and "autism spectrum disorder." These words have a similar initial root derived from “autis” but they end differently in each case. The truncation symbol (*) retrieves articles that contain words beginning with “autis” plus any additional characters. Wildcards are used for words with the same meanings but different spellings due to various reasons. For the words with spelling variations of a single letter, wildcard symbols can be used. When the researcher inputs “M+N” in the search bar, this returns results containing both “man” or “men” as the wildcard accounts for the spelling variations between the letters M and N.

Study selection

Study selection should be performed in a systematic manner, so reviewers deal with fewer errors and a lower risk of bias (online course, Li T, Dickersin K: Introduction to systematic review and meta-analysis. 2016. https://www.coursera.org/learn/systematic-review #). Study selection should involve two independent reviewers who select studies using inclusion and exclusion criteria. Any disagreements during this process should be resolved by discussion or by a third reviewer [ 10 ]. Specific study types can be selected depending on the research question. For example, questions on incidence and prevalence can be answered by surveys and cohort studies. Clinical trials can provide answers to questions related to therapy and screening. Queries regarding diagnostic accuracy can be answered by clinical trials and cross-sectional studies (online course, Li T, Dickersin K: Introduction to systematic review and meta-analysis. 2016. https://www.coursera.org/learn/systematic-review #). Prognosis and harm-related questions should use cohort studies and clinical trials, and etiology questions should use case-control and cohort studies (online course, Li T, Dickersin K: Introduction to systematic review and meta-analysis. 2016. https://www.coursera.org/learn/systematic-review #).

Data screening and data extractions are two of the major steps in conducting a systematic review [ 18 ]. Data screening involves searching for relevant articles in different databases using keywords. The next step of data screening is manuscript selection by reviewing each manuscript in the search results to compare that manuscript against the inclusion criteria [ 18 ]. The researchers should also review the references of the papers selected before selecting the final paper, which is the last step of data screening [ 18 ].

The next stage is extracting and appraising the data of the included articles [ 18 ]. A data extraction form should be used to help reduce the number of errors, and more than one person should record the data [ 17 ]. Data should be collected on specific points like population type, study authors, agency, study design, humanitarian crisis, target age groups, research strengths from the literature, setting, study country, type(s) of public health intervention, and health outcome(s) addressed by the public health intervention. All this information should then be put into an electronic database [ 18 ].

Assessing bias

Bias is a systematic error (or deviation from the truth) in results or inferences. Biases can change the results of any study and lead to an underestimation or overestimation of the true intervention effect [ 19 ]. Biases can impact any aspect of a review, including selecting studies, collecting and extracting data, and making a conclusion. Biases can vary in magnitude; some are small, with negligible effect, but some are substantial to a degree where an apparent finding may be entirely due to bias [ 19 ]. There are different types of bias, including, but not limited to, selection, detection, attrition, reporting, and performance.

Selection bias occurs when a sample selected is not representative of the whole general population. If randomization of the sample is done correctly, then chances of selection bias can be minimized [ 20 ].

Detection bias refers to systematic differences between groups in how outcomes are determined. This type of bias is based on knowledge of the intervention provided and its outcome [ 19 ].

Attrition bias refers to systematic differences between groups in withdrawals from a study [ 19 ]. The data will be considered incomplete if some subjects are withdrawn or have irregular visits during data collection.

Reporting bias refers to systematic differences between reported and unreported findings, and it is commonly seen during article reviews. Reporting bias is based on reviewer judgment about the outcome of selected articles [ 20 ].

Performance bias develops due to the knowledge of the allocated interventions by participants and personnel during the study [ 20 ]. Using a double-blind study design helps prevent performance bias, where neither the experimenter nor the subjects know which group contains controls and which group contains the test article [ 14 ].

Last step of systematic review: discussion

The discussion of a systematic review is where a summary of the available evidence for different outcomes is written and discussed [ 10 ]. The limitations of a systematic review are also discussed in detail. Finally, a conclusion is drawn after evaluating the results and considering limitations [ 10 ].

Discussion of the current article

Systematic reviews with or without a meta-analysis are currently ranked to be the best available evidence in the hierarchy of evidence-based practice [ 21 ]. We have discussed the methodology of a systematic review. A systematic review is classified in the category of filtered information because it appraises the quality of the study and its application in the field of medicine [ 21 ]. However, there are some limitations of the systematic review, as we mentioned earlier in our article. A large randomized controlled trial may provide a better conclusion than a systematic review of many smaller trials due to their larger sample sizes [ 22 ], which help the researchers generalize their conclusions for a bigger population. Other important factors to consider include higher dropout rates in large studies, co-interventions, and heterogeneity among studies included in the review.

As we discussed the limitations of the systematic review and its effect on quality of evidence, there are several tools to rate the evidence, such as the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system [ 22 ]. GRADE provides a structured approach to evaluating the risk of bias, serious inconsistency between studies, indirectness, imprecision of the results, and publication bias [ 22 ]. Another approach used to rate the quality of evidence is a measurement tool to assess systematic reviews (AMSTAR) [ 23 ]. It is also available in several languages [ 23 ].

Conclusions

Despite its limitations, a systematic review can add to the knowledge of the scientific community especially when there are gaps in the existing knowledge. However, conducting a systematic review requires different steps that involve different tools and strategies. It can be difficult at times to access and utilize these resources. A researcher can understand and strategize a systematic review following the different steps outlined in this literature review. However, conducting a systematic review requires a thorough understanding of all the concepts and tools involved, which is an extensive endeavor to be summed up in one article.

The Cochrane Handbook for Systematic Reviews of Interventions and the Center for Reviews and Dissemination (CRD) provide excellent guidance through their insightful and detailed guidelines. We recommend consulting these resources for further guidance.

Given that our article is a narrative review of the scholarly literature, it contains the same limitations as noted for any narrative review. We hope that our review of the means and methods for conducting a systematic review will be helpful in providing basic knowledge to utilize the resources available to the scientific community.

The content published in Cureus is the result of clinical experience and/or research by independent individuals or organizations. Cureus is not responsible for the scientific accuracy or reliability of data or conclusions published herein. All content published within Cureus is intended only for educational, research and reference purposes. Additionally, articles published within Cureus should not be deemed a suitable substitute for the advice of a qualified health care professional. Do not disregard or avoid professional medical advice due to content published within Cureus.

The authors have declared that no competing interests exist.

Systematic Review, Scoping Review, Narrative Review – What’s the Difference?

Literature review articles use database searches to identify, collate, and analyze available evidence on a topic. Systematic reviews, scoping reviews, and narrative reviews are different evidence-collection and synthesis approaches.

But which type of review is (and isn’t) right for your research question? And how reliable are the findings of different review types?

There are distinctive features, aims, and scope between systematic reviews, scoping reviews, and narrative reviews. Let’s look at each and then pair them up to know which one you’ll need, whether you need ideas and references or you’re looking to write your own review.

• What you’ll learn in this post
• The difference (and similarity) between a systematic review, scoping review, and narrative review.
• The features and value of each of these types of review.
• Side-by-side feature comparison charts of each review type.
• Where to educate yourself on reviews, and how to get expert guidance from published researchers.

What is a systematic review?

Definition and history, key functions and features, what is a scoping review, what is a narrative review, main differences between a systematic review and a scoping review, main differences between a systematic review and a narrative review, main differences between a scoping review and a narrative review.

We don’t have a universal or standard definition of systematic reviews . A systematic review usually is a critical assessment of all the literature addressing a well-defined question. It aims to give the best possible answer based on available evidence.

Systematic reviews follow structured and predefined methods to identify, appraise, and synthesize the relevant literature. They use specific inclusion and exclusion criteria based on strict protocols, such as the PRISMA statement or Cochrane Protocol .

A meta-analysis is a systematic review that, in addition to a narrative summary, combines all the studies’ results into a single statistical analysis. The PRISMA 2020 Checklist offers guidance on how to conduct a meta-analysis.

Systematic reviews ensure that the results are reliable and meaningful to end-users, so they’re widely considered the strongest source for evidence-based healthcare .

Systematic reviews in healthcare began to appear in the 1970s and 1980s . Groups promoting evidence-based healthcare, like Cochrane and the Joanna Briggs Institute (JBI), emerged in the 1990s.

Systematic reviews have been widely used since then. They are necessary for clinicians to keep up to date with their field. They are also often used to inform the development of clinical guidelines and practice .

A systematic review aims to:

• Uncover the international evidence on a particular topic
• Confirm current practice; address uncertainty or variation in practice; identify new practices
• Find and inform areas for future research
• Locate and investigate mixed or conflicting results
• Produce statements to guide decision-making

Traditionally, researchers mainly carried out systematic reviews to assess the effectiveness of health interventions. In this respect, PROSPERO serves as an international database of registered systematic reviews in health and social care sciences. Or in other fields where there is a health-related outcome.

A 2020 systematic review appraising the most effective interventions for depression in heart failure patients is a good example of this approach.They explored six common interventions, medical and non-medical. It found that collaborative care and psychotherapy were the most effective treatments.

But systematic reviews have gone beyond assessing a treatment’s feasibility, appropriateness, meaningfulness, or effectiveness. They’re widely used to measure the cost-effectiveness or impact of socioeconomic interventions.

This review gives an economic appraisal of the clinical outcomes and economic effectiveness of different economic evaluations used for pharmacy services studies in health systems. It found these evaluations are increasingly used to understand which healthcare services provide value for money amid limited healthcare resources.

Systematic reviews are essential for robustly addressing specific questions. But sometimes they might not be able to meet your specific aims or research project requirements. Or you might need a methodologically rigorous and structured preliminary scoping activity to inform how future systematic reviews are done.

That’s where scoping reviews come into play. They’re sometimes called scoping exercises/scoping studies . Scoping reviews rapidly map the size, characteristics, or scope of existing literature in a field of interest. They can help you locate research gaps and needs.

Scoping reviews are “younger” than systematic reviews. They emerged in the early 2000s . There used to be some confusion around their definition and the steps involved in the scoping review process. But, in 2015, a methodological working group of the JBI produced formal guidance for conducting scoping reviews. Likewise, the PRISMA extension for scoping reviews was published in 2018.

Researchers usually carry out a scoping review to:

• Identify the types of evidence in a given field. For example, a scoping review by Challen et al. sought to find the types of available evidence regarding the source and quality of publications and grey literature around emergency planning.
• Clarify crucial concepts or terms in the literature.
• Examine how research is conducted on a specific topic or field. A scoping review of that kind explored the scope of the literature around interventions aimed to improve health care quality in populations with osteoarthritis.
• Identify key characteristics or factors related to a concept.
• As a precursor to a systematic review (examining emerging evidence to confirm the relevance of inclusion criteria and potential questions).
• Identify and analyze knowledge gaps.

A narrative review is a thorough and critical overview of previously published research on the author’s specific topic of interest. It’s also referred to as a traditional review or a literature review.

Narrative reviews are helpful in the following ways:

• You can read them as a general and accurate guide to what is already known about a given topic.
• They are a key part of the research process. They help you establish a theoretical and methodological framework or context for your research.
• By doing a literature review, you can locate existing patterns and trends. This helps you find the gaps in your field and formulate a meaningful research question.

So, like the systematic and scoping reviews, a narrative review appraises, critiques, and summarizes a topic’s available research.

For example, this narrative review sums up the evidence on exercise interventions in improving the health aspects of patients with preclinical Alzheimer’s disease.This narrative review is provided for the clinical development programs for non-oral, non-injectable formulations of dihydroergotamine (DHE) to treat migraine.

But, narrative reviews are far less systematic and rigorous. They’re evidence-based but not always considered massively helpful in terms of the scientific evidence they bring . They’re much more prone to selection bias.

For example, a review paper comparing seven narrative reviews with two systematic reviews found that narrative reviews of the same studies reached different conclusions. So, when you read or assess a narrative review, watch out for certain biases in data search methods.

Systematic reviews and scoping reviews similarly use rigorous and transparent methods to comprehensively identify and analyze all the relevant literature. Their differences in aims and scope are subtle but clear.

Systematic reviews differ greatly from narrative reviews.

As seen, systematic reviews answer a narrow question through detailed and comprehensive literature searches. But narrative reviews are more descriptive. They provide authors’ subjective perspectives on a focused but broader topic.

Scoping reviews and narrative reviews have similar differences to systematic reviews and narrative reviews. Their key difference is that narrative reviews do not follow a standardized methodology.

Any of the above reviews is a big undertaking, and very rewarding. When you need some help in any stage of the process, we have a big range of services. We’ll connect you with publication experts to guide you through the process. Explore Edanz research services here .

Also be sure to grab the free systematic review “12P” checklist below!

The 12P Method for Systematic Reviews

We’ve squeezed all the steps and stages of a typical systematic review onto one page.

You can print it out A4-sized and use it as a handy checklist, or A3-sized for your laboratory wall. You can even share it with your co-authors.

FREE PDF CHECKLIST

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'The Boys in the Boat' is narrative gold. Book Club check-in

This is KUOW's book club, and we just read through the first half of Daniel James Brown's "The Boys in the Boat" about the University of Washington crew team's quest for gold at the 1936 Berlin Olympics. I'm your club guide, Katie Campbell. Let's get into it.

The term "hipster" got, ironically, popular when I was a teenager. It basically referred to someone who had discovered something cool before anyone else did — or thought they did — and thus, felt they had more of a claim over it. It could also refer to someone who believed themselves to be just a little too hip for mainstream cultural phenomena. I didn't move to Seattle until 2021, but I'm willing to bet Seattle was home to an awful lot of hipsters in the early aughts.

I mention this because I admit I expected "The Boys in the Boat" to be good. Just good. A book that had mass appeal and a heroic story that made it popular because everyone loves an underdog. I can't justify why I felt this way except to say I think I fancied myself a bit of a hipster — too cool to be riveted by a book just because George Clooney adapted it for the big screen.

RELATED: What's KUOW's book club reading in August?

Well, dear reader, I'm ready to eat a racing shell full of crow. "The Boys in the Boat" is nothing short of narrative gold. I honestly wrote in my notes, "I can barely stand to stop reading to take notes!" Forgive me in advance for a somewhat long analysis today.

Part of the success of this book is, no doubt, the story at its heart. Brown was working with a fantastic true story about young men who overcame the odds in so many ways to do something amazing during a difficult time for the country and the world. But Brown has taken a good story and, in rowing parlance, given it 10 big ones. Much of that is thanks to Brown's graceful writing style that flows easily from one thought to the next. There are plenty of digressions from the core story to explain things like the physics of rowing or the economic circumstances during the Great Depression, but they don't bog down the central narrative. Rather, they help Brown set the table for the next scene, so we, the readers, can be immersed in the action. The titular boys' work and success on the water is made the more powerful when we not only understand the physical strain but also their lives off the water. To put it simply, Brown doesn't merely tell us our main character, Joe Rantz, is in dire straits, he spit-shines the lens through which he shows us that's the case.

Consider this poignant statement as the UW boys prepare to face the East Coast schools in Poughkeepsie:

Couple Brown's writing style with the way he juxtaposes the preparations in the U.S. with those in Nazi Germany, and it's easy to see why this translated well to film. It reads like cinema, cutting away from a hard-fought win for Rantz and his fellow "frosh" against Cal to Berlin that same day as Joseph Goebbels welcomed a daughter into the world — one of six Goebbels children who would later be murdered by their parents upon Germany's defeat in World War II.

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Let's talk about defeat, in one of its many contexts in "The Boys in the Boat."

Chapter 10 ends as the UW rowing teams win the freshman and junior varsity races in Poughkeepsie, having just defeated some of the best teams in the country. Joe Rantz and our frosh boys, now sophomores, proved themselves in the JV boat. But alas, head coach Al Ulbrickson does not return to Seattle with a clean sweep of victories over the East Coast elites — oh, and Cal. The varsity squad he subbed in over Rantz's crew lost, and badly. I think we all know how this story ends — I won't spoil it for anyone, just in case — but it's interesting to look back on the process by which Ulbrickson picked his historic crew. To see the faults and do a little Monday-morning quarterbacking is stressful as a reader. That's in part because we know how hard Rantz has worked to get to this point, and how well he stacks up to wisdom like this about UW racing shell-builder George Pocock:

As I read that passage, my heart swelled with a sort of pride in these young men who lived long before I was born. It made me think of the comradery and sportsmanship and goodness we see at the Olympics, that we just saw throughout the Paris Olympics. And I think of the, frankly, odd ducks who might call themselves "alpha males" today and how they would never last in a racing shell with Ulbrickson's boys. They wouldn't have the heart for it.

RELATED: How an Indigenous author harnessed her pain to make something 'exquisite'

That's what Brown has given us: a story with heart. It's not just about the sport, the rowing, the brute strength of the boys but also about family, struggle, and their sensitivity as incredibly young men living hard lives while trying to accomplishment something great.

I could go on, but I won't — because there's more reading to be done.

Online Editor/Reporter

Katie joined KUOW's online team as an editor and reporter in 2024, after serving three years as senior producer of the local Morning Edition program. In addition to reporting on the news of the day, she brings readers some levity with a weekly news quiz and curates the KUOW Book Club.

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With an austere frankness, the 62 photos by Joshua Lutz in ORANGE BLOSSOM TRAIL (Image Text Ithaca Press, $40) document the hard living, low-wage jobs and big-box landscapes along a single stretch of highway that runs 400 miles from Georgia to Miami, cutting right through Orlando, Fla.

High shutter speeds hide road workers’ faces in shadow. Corporate storefronts and commercial vans appear without ceremony, as if snapped from a camera phone. Commuters wait for a bus, reduced and sad, while a sign for “Mighty Wings” floats mockingly above them.

Though not without dignity — see Lutz’s portraits of fruit inspectors, as they glance up from a conveyor belt of tumbling oranges — his photos lack any social agenda. They find an unlikely manifesto in the three previously published texts by George Saunders, our Chekhov of suburban realism, threaded through the book.

Saunders’s 2022 allegory of death and hope, “My House,” casts a certain entropy over Lutz’s close-ups of oranges — the region’s alleged cash crop — overtaken by rot and snails. In “Exhortation” (2013), a story told in the voice of an embarrassing middle manager trying to psych up his employees, Saunders expertly confuses the objects of our allegiances. In a sincerely Buddhist essay from 2007, he asks us to view misfortune “with clarity, rather than judging.” It’s almost a caption for Lutz’s images, as attuned to ironically pleasing harmonies of shades of orange — across workers’ safety vests, loan shark signs, a child’s slightly tragic coloring book — as they are to any drama of the working class. Mindfulness, often prescribed for happiness, can be brutal.

Not quite an illustrated Saunders, nor an annotated Lutz, this bizarre almost-collaboration confronts the demoralizing American grind with an attitude between sympathy and resignation. An attitude that’s rare in art because we seldom admit it to ourselves.

What if John Lennon didn’t die? Novel reimagines a life where the Beatles live on

• Title: Reunion: A Rock ‘n Roll Fairy Tale
• Author: Gary Burr
• Genre: Novel
• Publisher: Adave Books

Let me take you down

’Cause I’m going to strawberry fields

Nothing is real

And nothing to get hung about

Strawberry fields forever

The Nashville songwriter, producer and first-time novelist Gary Burr has written Reunion: A Rock ‘n Roll Fairy Tale , an entertaining if unambitious what-if yarn that imagines reunion concerts by the four Beatles in New York’s Central Park and London’s Hyde Park in 1998. Obviously, in this scenario, John Lennon was not assassinated on Dec. 8, 1980.

The book is fun – guaranteed to raise a smile for Beatles fans at least. Its fiction is fact-based, conjured by an informed author. One imagines Burr watched Peter Jackson’s The Beatles: Get Back documentary intensely, because a lot of Reunion ’s dialogue has the vibe of the real thing. Lennon cracks jokes, Ringo Starr is charismatic, an impatient George Harrison keeps checking his wristwatch and Paul McCartney keeps his bossiness somewhat in check.

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They are a democratic quartet in 1998, and Burr nails their Liverpudlian wit and needling repartee. Harrison: “Remember, we must accept the world as it is. We can only change our mental attitudes toward it.” Lennon: “Well, you certainly got your money’s worth from the Maharishi, didn’t you?”

The reputation of Lennon’s wife, Yoko Ono, is somewhat rehabilitated. Characterized as a dragon lady and blamed for the Beatles’ breakup, Ono, in this fairy tale, is wise, softened and approving of the reunion.

Over all, there’s more humour than bickering tension. Introducing the band on stage at Central Park, David Letterman stresses the monumental significance of the reunion. “You know,” he quips, “I had tickets to see Cats .”

The straightforward narrative is presented in 55 short chapters. It begins with the death of McCartney’s wife, Linda McCartney, who died of cancer in 1998. The group, which split apart in 1970, reconciles for a pair of charity concerts for the benefit of cancer research.

The concerts are proposed, conceived, prepared for, rehearsed and performed with little drama. A better novelist would have developed a parallel story to accompany the nuts and bolts of the shows. At 226 pages, this feels like half a book.

In the early 1970s, Pete Townshend of the Who wrote the song Pure and Easy , about an eternal note of music which, when struck, galvanizes humanity and restores a united consciousness: “The noise that I was hearing was a million people cheering.” The premise, while certainly hippie and maybe even a little dippie, speaks to the power of music.

I thought of Pure and Easy toward the end of Reunion .

The first song performed at the Central Park concert is A Hard Day’s Night , a Beatles classic which announces itself with a crashing mystery chord played on guitar, bass and piano.

Author of Reunion: A Rock ‘n Roll Fairy Tale, Gary Burr. Supplied

The technical breakdown of the complicated chord has been debated for years – in 2004, Dalhousie University mathematics professor Jason Brown published a report titled Mathematics, Physics and A Hard Day’s Night – but lay people recognize it instantly. (Chances are it’s in your head right now.)

The author refers to it as “the Chord.” Before the reformed Fab Four strikes it on stage, Lennon suggests to the crowd that it is the Beatles’ job to “make everybody feel young again.”

It was an unfair job and a heavy weight. But when the Beatles were the Beatles, the world was springtime and groovy. Upon their breakup in 1970, the world grew older overnight. And when Lennon was assassinated, something died with him.

In Reunion , the Chord is hit – the noise we are hearing is a million people cheering in Central Park.

We long for more Beatles. With his 2021 book Like Some Forgotten Dream: What if the Beatles hadn’t split up?, Daniel Rachel creates a historically feasible final Beatles album beyond Abbey Road and Let It Be .

In Danny Boyle’s fantastical 2019 rom-com Yesterday , a 78-year-old Lennon is alive, well and dispensing wisdom in a cottage by the sea.

But if Lennon were alive today, as McCartney and Starr are, it’s hard to imagine him participating in a reunion. In his 1970 song God , he sang that he didn’t believe in the Beatles: “The dream is over – what can I say?”

For some, the dream is not over. For those Beatles believers, Reunion is sure to strike a chord.

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Book review: Vikram Seth uses tech to enhance rhythm in Hanuman Chalisa

The short poem, running into just about 100 pages, has been translated with a lot of care and sensitivity keeping in mind what should make the poem more accessible to the readers.

The Hanuman Chalisa - Translated by Vikram Seth

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