Lecture 2 Writing A Literature Review.pdf

CONSIDERATIONS AND REPARATION FOR YOUR LITERATURE REVIEW Dr Jennifer Egbunike Associate Professor Healthcare Management AIM & OBJECTIVES FOR THE SESSION Aim  By the end of the session you will gain knowledge and an understanding into the process of undertaking...

CONSIDERATIONS AND REPARATION FOR YOUR LITERATURE REVIEW Dr Jennifer Egbunike Associate Professor Healthcare Management AIM & OBJECTIVES FOR THE SESSION Aim  By the end of the session you will gain knowledge and an understanding into the process of undertaking a literature review, for clinical leadership Objectives  1. To consider what is knowledge  2. To define a literature review  3. To gain insight into how to approach and write up a literature review  How do we acquire our knowledge?  How is it validated? Who decides?  When is it a fact?  Itis objective, or is it subjective? Or is it constructed as we go? WHAT IS THE TRUTH?  WHAT IS A LITERATURE REVIEW? AIMS 1. To demonstrate your knowledge & understanding of the topic 2. To identify the main researchers 3. To explore the gaps in research evidence 4. To consider application, to your own context Objectives To use a search strategy, search engines, snowballing To identify a structure with themes identified, to show synthesis To utilise skills that critique research articles (use matrix) To reflect and apply conclusions, into your own clinical context WHAT IS THE PURPOSE OF A LITERATURE REVIEW  What information already exists in your field of research- what has been said or done  Identify any gaps in the literature  Show any relationships between theories and previous studies  Provide context, rationale, basis for your own research- This is your ‘why’  Identify seminal work, methodologies used and research techniques  Assess similarities and differences  key questions or narratives  Identify ideas, conclusions and theories  Review Aims  Good background provided  Comprehensive and up to date  Contextualise the problem  States clearly how your work builds on or responds to earlier studies  Be selective about points you raise for discussion  Does it open up your inquiry adequately?  Analyse and synthesize thematically  WHAT MAKES A GOOD RESEARCH QUESTION? WHAT – the health issue or problem? Any sub-topics in developing the background information? Any gaps or questions unanswered? WHO- target population you are interested in? Gender, age, ethnicity, WHERE- geographic location/ context? But beware of getting too narrow WHEN- Time/period restrictions Current or historic context. Where historic, how relevant in the now? ?causative timeline of event A LITERATURE REVIEW What is your story? Is it contemporary? Why is it important? What is your rationale? What are your key messages, for your clinical context? What further questions need to be explored and How?  Blooms Taxonomy of Critical Thinking Type of Level Activity Verbs Used for Objectives or Question Lowest define, memorize, repeat, record, list, recall, name, relate, collect, label, Knowledge level specify, cite, enumerate, tell, recount Comprehen restate, summarize, discuss, describe, recognize, explain, express, sion identify, locate, report, retell, review, translate exhibit, solve, interview, simulate, apply, employ, use, demonstrate, Application dramatize, practice, illustrate, operate, calculate, show, experiment interpret, classify, analyze, arrange, differentiate, group, compare, Higher organize, contrast, examine, scrutinize, survey, categorize, dissect, probe, Analysis levels inventory, investigate, question, discover, text, inquire, distinguish, detect, diagram, inspect compose, setup, plan, prepare, propose, imagine, produce, hypothesize, invent, incorporate, develop, generalize, design, originate, formulate, Synthesis predict, arrange, contrive, assemble, concoct, construct, systematize, create judge, assess, decide, measure, appraise, estimate, evaluate, infer, rate, Evaluation deduce, compare, score, value, predict, revise, choose, conclude, recommend, select, determine, criticize Descriptive Writing (Cottrell 2003) Critical analytical writing (Cottrell, 2003) States what happened Identifies the significance States what something is like Evaluates strengths and weaknesses Gives the story so far Weighs one piece of information against another States the order in which things happened Makes reasoned judgements Says how to do something Argues a case according to the evidence Explains what a theory says Shows why something is relevant or suitable Explains how something works Indicates why something will work (best) Notes the method used Identifies whether something is appropriate or suitable Says when something occurred Identifies why the timing is of importance States the different components Weighs up the importance of component parts States options Gives reasons for selecting each option Lists details Structures information in order of importance Lists in any order Shows the relevance of links between pieces of information States links between items Draws conclusions DEVELOPING CRITICAL THINKING SKILLS  Review of an authors argument  Be critical, identify strengths/limitations, challenges/benefits, themes & gaps in evidence  Development of your argument ( what are your claims, with evidence and reasoning)  Exploring alternatives (reflexivity eg Brookfield)  Engagement with the world and contextualising in practice  AVOID THE BARRIERS TO CRITICAL THINKING (COTTRELL, 2005)  Include academic criticism and argument development  Consider the detail, supportive evidence, to support/justify any claims  Avoid just critiquing findings; consider the research design, ethical considerations, methods of data collection, study population, sampling methods and representativeness, data analysis methods and the relevance of the findings to your own clinical context ASSESS THE EVIDENCE How reliable is the evidence/source? Is it representative? Are the claims well substantiated? Consider other possible explanations  THE IMPORTANCE OF A CLEAR STRUCTURE  Introduction and Rationale (Policy, Location-Qatar, world, research focus)  Search strategy (explain, use tables where appropriate, inclusion/exclusion criteria)  Summarize the Literature by identifying 2/3 key themes (Use headings for your themes, to sign post the reader)  Consider methodology, gaps, strengths/benefits & limitations/challenges  Create depth in your review by selecting 5/6 core research articles  Reflection on literature and Clinical Impact/development and leadership implications  Gap identification, problem statement or rationale for your study  Research Question, Aims and Objective  Outline your findings  Recommendations (e.g. Research questions, Research design, Education & Training, local/national policy)  References-accurate, contemporary, wide range, relevant  Your research outline should contain: Problem statement- Think WHAT, WHO, WHERE, WHEN Research Question -Aim and Objectives Method- Secondary data review Key words- 3-5 keywords to be used in your literature search Relevant databases for your topic  Suggested Readings See core texts- ANY QUESTIONS ?