critique on research paper

Making sense of research: A guide for critiquing a paper

Affiliation.

1 School of Nursing, Griffith University, Meadowbrook, Queensland.
PMID: 16114192
DOI: 10.5172/conu.14.1.38

Learning how to critique research articles is one of the fundamental skills of scholarship in any discipline. The range, quantity and quality of publications available today via print, electronic and Internet databases means it has become essential to equip students and practitioners with the prerequisites to judge the integrity and usefulness of published research. Finding, understanding and critiquing quality articles can be a difficult process. This article sets out some helpful indicators to assist the novice to make sense of research.

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Article Summaries, Reviews & Critiques

Writing an article SUMMARY
Writing an article REVIEW

Writing an article CRITIQUE

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A critique asks you to evaluate an article and the author’s argument. You will need to look critically at what the author is claiming, evaluate the research methods, and look for possible problems with, or applications of, the researcher’s claims.

Introduction

Give an overview of the author’s main points and how the author supports those points. Explain what the author found and describe the process they used to arrive at this conclusion.

Body Paragraphs

Interpret the information from the article:

Does the author review previous studies? Is current and relevant research used?
What type of research was used – empirical studies, anecdotal material, or personal observations?
Was the sample too small to generalize from?
Was the participant group lacking in diversity (race, gender, age, education, socioeconomic status, etc.)
For instance, volunteers gathered at a health food store might have different attitudes about nutrition than the population at large.
How useful does this work seem to you? How does the author suggest the findings could be applied and how do you believe they could be applied?
How could the study have been improved in your opinion?
Does the author appear to have any biases (related to gender, race, class, or politics)?
Is the writing clear and easy to follow? Does the author’s tone add to or detract from the article?
How useful are the visuals (such as tables, charts, maps, photographs) included, if any? How do they help to illustrate the argument? Are they confusing or hard to read?
What further research might be conducted on this subject?

Try to synthesize the pieces of your critique to emphasize your own main points about the author’s work, relating the researcher’s work to your own knowledge or to topics being discussed in your course.

From the Center for Academic Excellence (opens in a new window), University of Saint Joseph Connecticut

Additional Resources

All links open in a new window.

Writing an Article Critique (from The University of Arizona Global Campus Writing Center)

How to Critique an Article (from Essaypro.com)

How to Write an Article Critique (from EliteEditing.com.au)

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Last Updated: Mar 15, 2024 9:32 AM
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IOE Writing Centre

Writing a Critical Review

Writing a Critique

A critique (or critical review) is not to be mistaken for a literature review. A 'critical review', or 'critique', is a complete type of text (or genre), discussing one particular article or book in detail. In some instances, you may be asked to write a critique of two or three articles (e.g. a comparative critical review). In contrast, a 'literature review', which also needs to be 'critical', is a part of a larger type of text, such as a chapter of your dissertation.

Most importantly: Read your article / book as many times as possible, as this will make the critical review much easier.

1. Read and take notes 2. Organising your writing 3. Summary 4. Evaluation 5. Linguistic features of a critical review 6. Summary language 7. Evaluation language 8. Conclusion language 9. Example extracts from a critical review 10. Further resources

Read and Take Notes

To improve your reading confidence and efficiency, visit our pages on reading.

Organising your writing

You first need to summarise the text that you have read. One reason to summarise the text is that the reader may not have read the text. In your summary, you will

focus on points within the article that you think are interesting
summarise the author(s) main ideas or argument
explain how these ideas / argument have been constructed. (For example, is the author basing her arguments on data that they have collected? Are the main ideas / argument purely theoretical?)

In your summary you might answer the following questions: Why is this topic important? Where can this text be located? For example, does it address policy studies? What other prominent authors also write about this?

Evaluation is the most important part in a critical review.

Use the literature to support your views. You may also use your knowledge of conducting research, and your own experience. Evaluation can be explicit or implicit.

Explicit evaluation

Explicit evaluation involves stating directly (explicitly) how you intend to evaluate the text. e.g. "I will review this article by focusing on the following questions. First, I will examine the extent to which the authors contribute to current thought on Second Language Acquisition (SLA) pedagogy. After that, I will analyse whether the authors' propositions are feasible within overseas SLA classrooms."

Implicit evaluation

Implicit evaluation is less direct. The following section on Linguistic Features of Writing a Critical Review contains language that evaluates the text. A difficult part of evaluation of a published text (and a professional author) is how to do this as a student. There is nothing wrong with making your position as a student explicit and incorporating it into your evaluation. Examples of how you might do this can be found in the section on Linguistic Features of Writing a Critical Review. You need to remember to locate and analyse the author's argument when you are writing your critical review. For example, you need to locate the authors' view of classroom pedagogy as presented in the book / article and not present a critique of views of classroom pedagogy in general.

Linguistic features of a critical review

The following examples come from published critical reviews. Some of them have been adapted for student use.

Summary language

This article / book is divided into two / three parts. First...
While the title might suggest...
The tone appears to be...
Title is the first / second volume in the series Title, edited by...The books / articles in this series address...
The second / third claim is based on...
The author challenges the notion that...
The author tries to find a more middle ground / make more modest claims...
The article / book begins with a short historical overview of...
Numerous authors have recently suggested that...(see Author, Year; Author, Year). Author would also be once such author. With his / her argument that...
To refer to title as a...is not to say that it is...
This book / article is aimed at... This intended readership...
The author's book / article examines the...To do this, the author first...
The author develops / suggests a theoretical / pedagogical model to…
This book / article positions itself firmly within the field of...
The author in a series of subtle arguments, indicates that he / she...
The argument is therefore...
The author asks "..."
With a purely critical / postmodern take on...
Topic, as the author points out, can be viewed as...
In this recent contribution to the field of...this British author...
As a leading author in the field of...
This book / article nicely contributes to the field of...and complements other work by this author...
The second / third part of...provides / questions / asks the reader...
Title is intended to encourage students / researchers to...
The approach taken by the author provides the opportunity to examine...in a qualitative / quantitative research framework that nicely complements...
The author notes / claims that state support / a focus on pedagogy / the adoption of...remains vital if...
According to Author (Year) teaching towards examinations is not as effective as it is in other areas of the curriculum. This is because, as Author (Year) claims that examinations have undue status within the curriculum.
According to Author (Year)…is not as effective in some areas of the curriculum / syllabus as others. Therefore the author believes that this is a reason for some school's…

Evaluation language

This argument is not entirely convincing, as...furthermore it commodifies / rationalises the...
Over the last five / ten years the view of...has increasingly been viewed as 'complicated' (see Author, Year; Author, Year).
However, through trying to integrate...with...the author...
There are difficulties with such a position.
Inevitably, several crucial questions are left unanswered / glossed over by this insightful / timely / interesting / stimulating book / article. Why should...
It might have been more relevant for the author to have written this book / article as...
This article / book is not without disappointment from those who would view...as...
This chosen framework enlightens / clouds...
This analysis intends to be...but falls a little short as...
The authors rightly conclude that if...
A detailed, well-written and rigorous account of...
As a Korean student I feel that this article / book very clearly illustrates...
The beginning of...provides an informative overview into...
The tables / figures do little to help / greatly help the reader...
The reaction by scholars who take a...approach might not be so favourable (e.g. Author, Year).
This explanation has a few weaknesses that other researchers have pointed out (see Author, Year; Author, Year). The first is...
On the other hand, the author wisely suggests / proposes that...By combining these two dimensions...
The author's brief introduction to...may leave the intended reader confused as it fails to properly...
Despite my inability to...I was greatly interested in...
Even where this reader / I disagree(s), the author's effort to...
The author thus combines...with...to argue...which seems quite improbable for a number of reasons. First...
Perhaps this aversion to...would explain the author's reluctance to...
As a second language student from ...I find it slightly ironic that such an anglo-centric view is...
The reader is rewarded with...
Less convincing is the broad-sweeping generalisation that...
There is no denying the author's subject knowledge nor his / her...
The author's prose is dense and littered with unnecessary jargon...
The author's critique of...might seem harsh but is well supported within the literature (see Author, Year; Author, Year; Author, Year). Aligning herself with the author, Author (Year) states that...
As it stands, the central focus of Title is well / poorly supported by its empirical findings...
Given the hesitation to generalise to...the limitation of...does not seem problematic...
For instance, the term...is never properly defined and the reader left to guess as to whether...
Furthermore, to label...as...inadvertently misguides...
In addition, this research proves to be timely / especially significant to... as recent government policy / proposals has / have been enacted to...
On this well researched / documented basis the author emphasises / proposes that...
Nonetheless, other research / scholarship / data tend to counter / contradict this possible trend / assumption...(see Author, Year; Author, Year).
Without entering into detail of the..., it should be stated that Title should be read by...others will see little value in...
As experimental conditions were not used in the study the word 'significant' misleads the reader.
The article / book becomes repetitious in its assertion that...
The thread of the author's argument becomes lost in an overuse of empirical data...
Almost every argument presented in the final section is largely derivative, providing little to say about...
She / he does not seem to take into consideration; however, that there are fundamental differences in the conditions of…
As Author (Year) points out, however, it seems to be necessary to look at…
This suggest that having low…does not necessarily indicate that…is ineffective.
Therefore, the suggestion made by Author (Year)…is difficult to support.
When considering all the data presented…it is not clear that the low scores of some students, indeed, reflects…

Conclusion language

Overall this article / book is an analytical look at...which within the field of...is often overlooked.
Despite its problems, Title offers valuable theoretical insights / interesting examples / a contribution to pedagogy and a starting point for students / researchers of...with an interest in...
This detailed and rigorously argued...
This first / second volume / book / article by...with an interest in...is highly informative...

Example extracts from a critical review

Writing critically.

If you have been told your writing is not critical enough, it probably means that your writing treats the knowledge claims as if they are true, well supported, and applicable in the context you are writing about. This may not always be the case.

In these two examples, the extracts refer to the same section of text. In each example, the section that refers to a source has been highlighted in bold. The note below the example then explains how the writer has used the source material.

There is a strong positive effect on students, both educationally and emotionally, when the instructors try to learn to say students' names without making pronunciation errors (Kiang, 2004).

Use of source material in example a:

This is a simple paraphrase with no critical comment. It looks like the writer agrees with Kiang. (This is not a good example for critical writing, as the writer has not made any critical comment).

Kiang (2004) gives various examples to support his claim that "the positive emotional and educational impact on students is clear" (p.210) when instructors try to pronounce students' names in the correct way. He quotes one student, Nguyet, as saying that he "felt surprised and happy" (p.211) when the tutor said his name clearly . The emotional effect claimed by Kiang is illustrated in quotes such as these, although the educational impact is supported more indirectly through the chapter. Overall, he provides more examples of students being negatively affected by incorrect pronunciation, and it is difficult to find examples within the text of a positive educational impact as such.

Use of source material in example b:

The writer describes Kiang's (2004) claim and the examples which he uses to try to support it. The writer then comments that the examples do not seem balanced and may not be enough to support the claims fully. This is a better example of writing which expresses criticality.

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Further resources

You may also be interested in our page on criticality, which covers criticality in general, and includes more critical reading questions.

Further reading: Read and Write Critically

We recommend that you do not search for other university guidelines on critical reviews. This is because the expectations may be different at other institutions. Ask your tutor for more guidance or examples if you have further questions.

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How to Write an Article Critique

Tips for Writing a Psychology Critique Paper

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

Cultura RM / Gu Cultura / Getty Images

Steps for Writing a Critique

Evaluating the Article

How to Write It
Helpful Tips

An article critique involves critically analyzing a written work to assess its strengths and flaws. If you need to write an article critique, you will need to describe the article, analyze its contents, interpret its meaning, and make an overall assessment of the importance of the work.

Critique papers require students to conduct a critical analysis of another piece of writing, often a book, journal article, or essay . No matter your major, you will probably be expected to write a critique paper at some point.

For psychology students, critiquing a professional paper is a great way to learn more about psychology articles, writing, and the research process itself. Students will analyze how researchers conduct experiments, interpret results, and discuss the impact of the results.

At a Glance

An article critique involves making a critical assessment of a single work. This is often an article, but it might also be a book or other written source. It summarizes the contents of the article and then evaluates both the strengths and weaknesses of the piece. Knowing how to write an article critique can help you learn how to evaluate sources with a discerning eye.

Steps for Writing an Effective Article Critique

While these tips are designed to help students write a psychology critique paper, many of the same principles apply to writing article critiques in other subject areas.

Your first step should always be a thorough read-through of the material you will be analyzing and critiquing. It needs to be more than just a casual skim read. It should be in-depth with an eye toward key elements.

To write an article critique, you should:

Read the article , noting your first impressions, questions, thoughts, and observations
Describe the contents of the article in your own words, focusing on the main themes or ideas
Interpret the meaning of the article and its overall importance
Critically evaluate the contents of the article, including any strong points as well as potential weaknesses

The following guidelines can help you assess the article you are reading and make better sense of the material.

Read the Introduction Section of the Article

Start by reading the introduction . Think about how this part of the article sets up the main body and how it helps you get a background on the topic.

Is the hypothesis clearly stated?
Is the necessary background information and previous research described in the introduction?

In addition to answering these basic questions, note other information provided in the introduction and any questions you have.

Read the Methods Section of the Article

Is the study procedure clearly outlined in the methods section ? Can you determine which variables the researchers are measuring?

Remember to jot down questions and thoughts that come to mind as you are reading. Once you have finished reading the paper, you can then refer back to your initial questions and see which ones remain unanswered.

Read the Results Section of the Article

Are all tables and graphs clearly labeled in the results section ? Do researchers provide enough statistical information? Did the researchers collect all of the data needed to measure the variables in question?

Make a note of any questions or information that does not seem to make sense. You can refer back to these questions later as you are writing your final critique.

Read the Discussion Section of the Article

Experts suggest that it is helpful to take notes while reading through sections of the paper you are evaluating. Ask yourself key questions:

How do the researchers interpret the results of the study?
Did the results support their hypothesis?
Do the conclusions drawn by the researchers seem reasonable?

The discussion section offers students an excellent opportunity to take a position. If you agree with the researcher's conclusions, explain why. If you feel the researchers are incorrect or off-base, point out problems with the conclusions and suggest alternative explanations.

Another alternative is to point out questions the researchers failed to answer in the discussion section.

Begin Writing Your Own Critique of the Paper

Once you have read the article, compile your notes and develop an outline that you can follow as you write your psychology critique paper. Here's a guide that will walk you through how to structure your critique paper.

Introduction

Begin your paper by describing the journal article and authors you are critiquing. Provide the main hypothesis (or thesis) of the paper. Explain why you think the information is relevant.

Thesis Statement

The final part of your introduction should include your thesis statement. Your thesis statement is the main idea of your critique. Your thesis should briefly sum up the main points of your critique.

Article Summary

Provide a brief summary of the article. Outline the main points, results, and discussion.

When describing the study or paper, experts suggest that you include a summary of the questions being addressed, study participants, interventions, comparisons, outcomes, and study design.

Don't get bogged down by your summary. This section should highlight the main points of the article you are critiquing. Don't feel obligated to summarize each little detail of the main paper. Focus on giving the reader an overall idea of the article's content.

Your Analysis

In this section, you will provide your critique of the article. Describe any problems you had with the author's premise, methods, or conclusions. You might focus your critique on problems with the author's argument, presentation, information, and alternatives that have been overlooked.

When evaluating a study, summarize the main findings—including the strength of evidence for each main outcome—and consider their relevance to key demographic groups.

Organize your paper carefully. Be careful not to jump around from one argument to the next. Arguing one point at a time ensures that your paper flows well and is easy to read.

Your critique paper should end with an overview of the article's argument, your conclusions, and your reactions.

What This Means For You

Being able to write a solid article critique is a useful academic skill. While it can be challenging, start by breaking down the sections of the paper, noting your initial thoughts and questions. Then structure your own critique so that you present a summary followed by your evaluation. In your critique, include the strengths and the weaknesses of the article.

Archibald D, Martimianakis MA. Writing, reading, and critiquing reviews . Can Med Educ J . 2021;12(3):1-7. doi:10.36834/cmej.72945

Pautasso M. Ten simple rules for writing a literature review . PLoS Comput Biol . 2013;9(7):e1003149. doi:10.1371/journal.pcbi.1003149

Gülpınar Ö, Güçlü AG. How to write a review article? Turk J Urol . 2013;39(Suppl 1):44–48. doi:10.5152/tud.2013.054

Erol A. Basics of writing review articles . Noro Psikiyatr Ars . 2022;59(1):1-2. doi:10.29399/npa.28093

American Psychological Association. Publication Manual of the American Psychological Association (7th ed.). Washington DC: The American Psychological Association; 2019.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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How to Critique a Research Article

Published: 01 October 2023

Let's briefly examine some basic pointers on how to perform a literature review.

If you've managed to get your hands on peer-reviewed articles, then you may wonder why it is necessary for you to perform your own article critique. Surely the article will be of good quality if it has made it through the peer-review process?

Unfortunately, this is not always the case.

Publication bias can occur when editors only accept manuscripts that have a bearing on the direction of their own research, or reject manuscripts with negative findings. Additionally, not all peer reviewers have expert knowledge on certain subject matters , which can introduce bias and sometimes a conflict of interest.

Performing your own critical analysis of an article allows you to consider its value to you and to your workplace.

Critical evaluation is defined as a systematic way of considering the truthfulness of a piece of research, its results and how relevant and applicable they are.

How to Critique

It can be a little overwhelming trying to critique an article when you're not sure where to start. Considering the article under the following headings may be of some use:

Title of Study/Research

You may be a better judge of this after reading the article, but the title should succinctly reflect the content of the work, stimulating readers' interest.

Three to six keywords that encapsulate the main topics of the research will have been drawn from the body of the article.

Introduction

This should include:

Evidence of a literature review that is relevant and recent, critically appraising other works rather than merely describing them
Background information on the study to orientate the reader to the problem
Hypothesis or aims of the study
Rationale for the study that justifies its need, i.e. to explore an un-investigated gap in the literature.

Materials and Methods

Similar to a recipe, the description of materials and methods will allow others to replicate the study elsewhere if needed. It should both contain and justify the exact specifications of selection criteria, sample size, response rate and any statistics used. This will demonstrate how the study is capable of achieving its aims. Things to consider in this section are:

What sort of sampling technique and size was used?
What proportion of the eligible sample participated? (e.g. '553 responded to a survey sent to 750 medical technologists'
Were all eligible groups sampled? (e.g. was the survey sent only in English?)
What were the strengths and weaknesses of the study?
Were there threats to the reliability and validity of the study, and were these controlled for?
Were there any obvious biases?
If a trial was undertaken, was it randomised, case-controlled, blinded or double-blinded?

Results should be statistically analysed and presented in a way that an average reader of the journal will understand. Graphs and tables should be clear and promote clarity of the text. Consider whether:

There were any major omissions in the results, which could indicate bias
Percentages have been used to disguise small sample sizes
The data generated is consistent with the data collected.

Negative results are just as relevant as research that produces positive results (but, as mentioned previously, may be omitted in publication due to editorial bias).

This should show insight into the meaning and significance of the research findings. It should not introduce any new material but should address how the aims of the study have been met. The discussion should use previous research work and theoretical concepts as the context in which the new study can be interpreted. Any limitations of the study, including bias, should be clearly presented. You will need to evaluate whether the author has clearly interpreted the results of the study, or whether the results could be interpreted another way.

Conclusions

These should be clearly stated and will only be valid if the study was reliable, valid and used a representative sample size. There may also be recommendations for further research.

These should be relevant to the study, be up-to-date, and should provide a comprehensive list of citations within the text.

Final Thoughts

Undertaking a critique of a research article may seem challenging at first, but will help you to evaluate whether the article has relevance to your own practice and workplace. Reading a single article can act as a springboard into researching the topic more widely, and aids in ensuring your nursing practice remains current and is supported by existing literature.

Marshall, G 2005, ‘Critiquing a Research Article’, Radiography , vol. 11, no. 1, viewed 2 October 2023, https://www.radiographyonline.com/article/S1078-8174(04)00119-1/fulltext

Sarah Vogel View profile

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Writing, reading, and critiquing reviews

Écrire, lire et revue critique, douglas archibald.

1 University of Ottawa, Ontario, Canada;

Maria Athina Martimianakis

2 University of Toronto, Ontario, Canada

Why reviews matter

What do all authors of the CMEJ have in common? For that matter what do all health professions education scholars have in common? We all engage with literature. When you have an idea or question the first thing you do is find out what has been published on the topic of interest. Literature reviews are foundational to any study. They describe what is known about given topic and lead us to identify a knowledge gap to study. All reviews require authors to be able accurately summarize, synthesize, interpret and even critique the research literature. 1 , 2 In fact, for this editorial we have had to review the literature on reviews . Knowledge and evidence are expanding in our field of health professions education at an ever increasing rate and so to help keep pace, well written reviews are essential. Though reviews may be difficult to write, they will always be read. In this editorial we survey the various forms review articles can take. As well we want to provide authors and reviewers at CMEJ with some guidance and resources to be able write and/or review a review article.

What are the types of reviews conducted in Health Professions Education?

Health professions education attracts scholars from across disciplines and professions. For this reason, there are numerous ways to conduct reviews and it is important to familiarize oneself with these different forms to be able to effectively situate your work and write a compelling rationale for choosing your review methodology. 1 , 2 To do this, authors must contend with an ever-increasing lexicon of review type articles. In 2009 Grant and colleagues conducted a typology of reviews to aid readers makes sense of the different review types, listing fourteen different ways of conducting reviews, not all of which are mutually exclusive. 3 Interestingly, in their typology they did not include narrative reviews which are often used by authors in health professions education. In Table 1 , we offer a short description of three common types of review articles submitted to CMEJ.

Three common types of review articles submitted to CMEJ

More recently, authors such as Greenhalgh 4 have drawn attention to the perceived hierarchy of systematic reviews over scoping and narrative reviews. Like Greenhalgh, 4 we argue that systematic reviews are not to be seen as the gold standard of all reviews. Instead, it is important to align the method of review to what the authors hope to achieve, and pursue the review rigorously, according to the tenets of the chosen review type. Sometimes it is helpful to read part of the literature on your topic before deciding on a methodology for organizing and assessing its usefulness. Importantly, whether you are conducting a review or reading reviews, appreciating the differences between different types of reviews can also help you weigh the author’s interpretation of their findings.

In the next section we summarize some general tips for conducting successful reviews.

How to write and review a review article

In 2016 David Cook wrote an editorial for Medical Education on tips for a great review article. 13 These tips are excellent suggestions for all types of articles you are considering to submit to the CMEJ. First, start with a clear question: focused or more general depending on the type of review you are conducting. Systematic reviews tend to address very focused questions often summarizing the evidence of your topic. Other types of reviews tend to have broader questions and are more exploratory in nature.

Following your question, choose an approach and plan your methods to match your question…just like you would for a research study. Fortunately, there are guidelines for many types of reviews. As Cook points out the most important consideration is to be sure that the methods you follow lead to a defensible answer to your review question. To help you prepare for a defensible answer there are many guides available. For systematic reviews consult PRISMA guidelines ; 13 for scoping reviews PRISMA-ScR ; 14 and SANRA 15 for narrative reviews. It is also important to explain to readers why you have chosen to conduct a review. You may be introducing a new way for addressing an old problem, drawing links across literatures, filling in gaps in our knowledge about a phenomenon or educational practice. Cook refers to this as setting the stage. Linking back to the literature is important. In systematic reviews for example, you must be clear in explaining how your review builds on existing literature and previous reviews. This is your opportunity to be critical. What are the gaps and limitations of previous reviews? So, how will your systematic review resolve the shortcomings of previous work? In other types of reviews, such as narrative reviews, its less about filling a specific knowledge gap, and more about generating new research topic areas, exposing blind spots in our thinking, or making creative new links across issues. Whatever, type of review paper you are working on, the next steps are ones that can be applied to any scholarly writing. Be clear and offer insight. What is your main message? A review is more than just listing studies or referencing literature on your topic. Lead your readers to a convincing message. Provide commentary and interpretation for the studies in your review that will help you to inform your conclusions. For systematic reviews, Cook’s final tip is most likely the most important– report completely. You need to explain all your methods and report enough detail that readers can verify the main findings of each study you review. The most common reasons CMEJ reviewers recommend to decline a review article is because authors do not follow these last tips. In these instances authors do not provide the readers with enough detail to substantiate their interpretations or the message is not clear. Our recommendation for writing a great review is to ensure you have followed the previous tips and to have colleagues read over your paper to ensure you have provided a clear, detailed description and interpretation.

Finally, we leave you with some resources to guide your review writing. 3 , 7 , 8 , 10 , 11 , 16 , 17 We look forward to seeing your future work. One thing is certain, a better appreciation of what different reviews provide to the field will contribute to more purposeful exploration of the literature and better manuscript writing in general.

In this issue we present many interesting and worthwhile papers, two of which are, in fact, reviews.

Major Contributions

A chance for reform: the environmental impact of travel for general surgery residency interviews by Fung et al. 18 estimated the CO 2 emissions associated with traveling for residency position interviews. Due to the high emissions levels (mean 1.82 tonnes per applicant), they called for the consideration of alternative options such as videoconference interviews.

Understanding community family medicine preceptors’ involvement in educational scholarship: perceptions, influencing factors and promising areas for action by Ward and team 19 identified barriers, enablers, and opportunities to grow educational scholarship at community-based teaching sites. They discovered a growing interest in educational scholarship among community-based family medicine preceptors and hope the identification of successful processes will be beneficial for other community-based Family Medicine preceptors.

Exploring the global impact of the COVID-19 pandemic on medical education: an international cross-sectional study of medical learners by Allison Brown and team 20 studied the impact of COVID-19 on medical learners around the world. There were different concerns depending on the levels of training, such as residents’ concerns with career timeline compared to trainees’ concerns with the quality of learning. Overall, the learners negatively perceived the disruption at all levels and geographic regions.

The impact of local health professions education grants: is it worth the investment? by Susan Humphrey-Murto and co-authors 21 considered factors that lead to the publication of studies supported by local medical education grants. They identified several factors associated with publication success, including previous oral or poster presentations. They hope their results will be valuable for Canadian centres with local grant programs.

Exploring the impact of the COVID-19 pandemic on medical learner wellness: a needs assessment for the development of learner wellness interventions by Stephana Cherak and team 22 studied learner-wellness in various training environments disrupted by the pandemic. They reported a negative impact on learner wellness at all stages of training. Their results can benefit the development of future wellness interventions.

Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework by Dore, Bogie, et al. 23 invited program directors to reflect on the introduction of the CanMEDS framework into Canadian postgraduate medical education programs. Their survey revealed that while program directors (PDs) recognized the necessity of the accreditation process, they did not feel they had a voice when the change occurred. The authors concluded that collaborations with PDs would lead to more successful outcomes.

Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development by Laura Farrell and team 24 stressed several elements for effective longitudinal faculty development (LFD) initiatives. They found that participants benefited from a supportive and collaborative environment while trying to learn a new skill or concept.

Brief Reports

The effect of COVID-19 on medical students’ education and wellbeing: a cross-sectional survey by Stephanie Thibaudeau and team 25 assessed the impact of COVID-19 on medical students. They reported an overall perceived negative impact, including increased depressive symptoms, increased anxiety, and reduced quality of education.

In Do PGY-1 residents in Emergency Medicine have enough experiences in resuscitations and other clinical procedures to meet the requirements of a Competence by Design curriculum? Meshkat and co-authors 26 recorded the number of adult medical resuscitations and clinical procedures completed by PGY1 Fellow of the Royal College of Physicians in Emergency Medicine residents to compare them to the Competence by Design requirements. Their study underscored the importance of monitoring collection against pre-set targets. They concluded that residency program curricula should be regularly reviewed to allow for adequate clinical experiences.

Rehearsal simulation for antenatal consults by Anita Cheng and team 27 studied whether rehearsal simulation for antenatal consults helped residents prepare for difficult conversations with parents expecting complications with their baby before birth. They found that while rehearsal simulation improved residents’ confidence and communication techniques, it did not prepare them for unexpected parent responses.

Review Papers and Meta-Analyses

Peer support programs in the fields of medicine and nursing: a systematic search and narrative review by Haykal and co-authors 28 described and evaluated peer support programs in the medical field published in the literature. They found numerous diverse programs and concluded that including a variety of delivery methods to meet the needs of all participants is a key aspect for future peer-support initiatives.

Towards competency-based medical education in addictions psychiatry: a systematic review by Bahji et al. 6 identified addiction interventions to build competency for psychiatry residents and fellows. They found that current psychiatry entrustable professional activities need to be better identified and evaluated to ensure sustained competence in addictions.

Six ways to get a grip on leveraging the expertise of Instructional Design and Technology professionals by Chen and Kleinheksel 29 provided ways to improve technology implementation by clarifying the role that Instructional Design and Technology professionals can play in technology initiatives and technology-enhanced learning. They concluded that a strong collaboration is to the benefit of both the learners and their future patients.

In his article, Seven ways to get a grip on running a successful promotions process, 30 Simon Field provided guidelines for maximizing opportunities for successful promotion experiences. His seven tips included creating a rubric for both self-assessment of likeliness of success and adjudication by the committee.

Six ways to get a grip on your first health education leadership role by Stasiuk and Scott 31 provided tips for considering a health education leadership position. They advised readers to be intentional and methodical in accepting or rejecting positions.

Re-examining the value proposition for Competency-Based Medical Education by Dagnone and team 32 described the excitement and controversy surrounding the implementation of competency-based medical education (CBME) by Canadian postgraduate training programs. They proposed observing which elements of CBME had a positive impact on various outcomes.

You Should Try This

In their work, Interprofessional culinary education workshops at the University of Saskatchewan, Lieffers et al. 33 described the implementation of interprofessional culinary education workshops that were designed to provide health professions students with an experiential and cooperative learning experience while learning about important topics in nutrition. They reported an enthusiastic response and cooperation among students from different health professional programs.

In their article, Physiotherapist-led musculoskeletal education: an innovative approach to teach medical students musculoskeletal assessment techniques, Boulila and team 34 described the implementation of physiotherapist-led workshops, whether the workshops increased medical students’ musculoskeletal knowledge, and if they increased confidence in assessment techniques.

Instagram as a virtual art display for medical students by Karly Pippitt and team 35 used social media as a platform for showcasing artwork done by first-year medical students. They described this shift to online learning due to COVID-19. Using Instagram was cost-saving and widely accessible. They intend to continue with both online and in-person displays in the future.

Adapting clinical skills volunteer patient recruitment and retention during COVID-19 by Nazerali-Maitland et al. 36 proposed a SLIM-COVID framework as a solution to the problem of dwindling volunteer patients due to COVID-19. Their framework is intended to provide actionable solutions to recruit and engage volunteers in a challenging environment.

In Quick Response codes for virtual learner evaluation of teaching and attendance monitoring, Roxana Mo and co-authors 37 used Quick Response (QR) codes to monitor attendance and obtain evaluations for virtual teaching sessions. They found QR codes valuable for quick and simple feedback that could be used for many educational applications.

In Creation and implementation of the Ottawa Handbook of Emergency Medicine Kaitlin Endres and team 38 described the creation of a handbook they made as an academic resource for medical students as they shift to clerkship. It includes relevant content encountered in Emergency Medicine. While they intended it for medical students, they also see its value for nurses, paramedics, and other medical professionals.

Commentary and Opinions

The alarming situation of medical student mental health by D’Eon and team 39 appealed to medical education leaders to respond to the high numbers of mental health concerns among medical students. They urged leaders to address the underlying problems, such as the excessive demands of the curriculum.

In the shadows: medical student clinical observerships and career exploration in the face of COVID-19 by Law and co-authors 40 offered potential solutions to replace in-person shadowing that has been disrupted due to the COVID-19 pandemic. They hope the alternatives such as virtual shadowing will close the gap in learning caused by the pandemic.

Letters to the Editor

Canadian Federation of Medical Students' response to “ The alarming situation of medical student mental health” King et al. 41 on behalf of the Canadian Federation of Medical Students (CFMS) responded to the commentary by D’Eon and team 39 on medical students' mental health. King called upon the medical education community to join the CFMS in its commitment to improving medical student wellbeing.

Re: “Development of a medical education podcast in obstetrics and gynecology” 42 was written by Kirubarajan in response to the article by Development of a medical education podcast in obstetrics and gynecology by Black and team. 43 Kirubarajan applauded the development of the podcast to meet a need in medical education, and suggested potential future topics such as interventions to prevent learner burnout.

Response to “First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity” by Kumar and Hassan 44 acknowledged the previously published article by Biro et al. 45 that explored limitations in medical training for the LGBTQ2S community. However, Kumar and Hassen advocated for further progress and reform for medical training to address the health requirements for sexual and gender minorities.

In her letter, Journey to the unknown: road closed!, 46 Rosemary Pawliuk responded to the article, Journey into the unknown: considering the international medical graduate perspective on the road to Canadian residency during the COVID-19 pandemic, by Gutman et al. 47 Pawliuk agreed that international medical students (IMGs) do not have adequate formal representation when it comes to residency training decisions. Therefore, Pawliuk challenged health organizations to make changes to give a voice in decision-making to the organizations representing IMGs.

In Connections, 48 Sara Guzman created a digital painting to portray her approach to learning. Her image of a hand touching a neuron showed her desire to physically see and touch an active neuron in order to further understand the brain and its connections.

A guide for critique of research articles

Following is the list of criteria to evaluate (critique) a research article. Please note that you should first summarize the paper and then evaluate different parts of it.

Most of the evaluation section should be devoted to evaluation of internal validity of the conclusions. Please add at the end a section entitled ''changes in the design/procedures if I want to replicate this study." Attach a copy of the original article to your paper.

Click here to see a an example (this is how you start) of a research critique.

Click here to see the original article.

The following list is a guide for you to organize your evaluation. It is recommended to organize your evaluation in this order. This is a long list of questions. You don’t have to address all questions. However, you should address highlighted questions . Some questions may not be relevant to your article.

Introduction

1. Is there a statement of the problem?

2. Is the problem “researchable”? That is, can it be investigated through the collection and analysis of data?

3. Is background information on the problem presented?

4. Is the educational significance of the problem discussed?

5. Does the problem statement indicate the variables of interest and the specific relationship between those variables which are investigated? When necessary, are variables directly or operationally defined?

Review of Related Literature

1. Is the review comprehensive?

2. Are all cited references relevant to the problem under investigation?

3. Are most of the sources primary, i.e., are there only a few or no secondary sources?

4. Have the references been critically analyzed and the results of various studies compared and contrasted, i.e., is the review more than a series of abstracts or annotations?

5. Does the review conclude with a brief summary of the literature and its implications for the problem investigated?

6. Do the implications discussed form an empirical or theoretical rationale for the hypotheses which follow?

1. Are specific questions to be answered listed or specific hypotheses to be tested stated?

2. Does each hypothesis state an expected relationship or difference?

3. If necessary, are variables directly or operationally defined?

4. Is each hypothesis testable?

Method Subjects

1. Are the size and major characteristics of the population studied described?

2. If a sample was selected, is the method of selecting the sample clearly described?

3. Is the method of sample selection described one that is likely to result in a representative, unbiased sample?

4. Did the researcher avoid the use of volunteers?

5. Are the size and major characteristics of the sample described?

6. Does the sample size meet the suggested guideline for minimum sample size appropriate for the method of research represented?

Instruments

1. Is the rationale given for the selection of the instruments (or measurements) used?

2. Is each instrument described in terms of purpose and content?

3. Are the instruments appropriate for measuring the intended variables?

4. Is evidence presented that indicates that each instrument is appropriate for the sample under study?

5. Is instrument validity discussed and coefficients given if appropriate?

6. Is reliability discussed in terms of type and size of reliability coefficients?

7. If appropriate, are subtest reliabilities given?

8. If an instrument was developed specifically for the study, are the procedures involved in its development and validation described?

9. If an instrument was developed specifically for the study, are administration, scoring or tabulating, and interpretation procedures fully described?

Design and Procedure

1. Is the design appropriate for answering the questions or testing the hypotheses of the study?

2. Are the procedures described in sufficient detail to permit them to be replicated by another researcher?

3. If a pilot study was conducted, are its execution and results described as well as its impact on the subsequent study?

4. Are the control procedures described?

5. Did the researcher discuss or account for any potentially confounding variables that he or she was unable to control for?

1. Are appropriate descriptive or inferential statistics presented?

2. Was the probability level, α, at which the results of the tests of significance were evaluated,

specified in advance of the data analyses?

3. If parametric tests were used, is there evidence that the researcher avoided violating the

required assumptions for parametric tests?

4. Are the tests of significance described appropriate, given the hypotheses and design of the

study?

5. Was every hypothesis tested?

6. Are the tests of significance interpreted using the appropriate degrees of freedom?

7. Are the results clearly presented?

8. Are the tables and figures (if any) well organized and easy to understand?

9. Are the data in each table and figure described in the text?

Discussion (Conclusions and Recommendation)

1. Is each result discussed in terms of the original hypothesis to which it relates?

2. Is each result discussed in terms of its agreement or disagreement with previous results

obtained by other researchers in other studies?

3. Are generalizations consistent with the results?

4. Are the possible effects of uncontrolled variables on the results discussed?

5. Are theoretical and practical implications of the findings discussed?

6. Are recommendations for future action made?

7. Are the suggestions for future action based on practical significance or on statistical

significance only, i.e., has the author avoided confusing practical and statistical

significance?

8. Are recommendations for future research made?

Additional general questions to be answered in your critique.

1. What is (are) the research question(s) (or hypothesis)?

2. Describe the sample used in this study.

3. Describe the reliability and validity of all the instruments used.

4. What type of research is this? Explain.

5. How was the data analyzed?

6. What is (are) the major finding(s)?

Writing a Critique Paper: Seven Easy Steps

Were you assigned or asked by your professor to write a critique paper? It’s easy to write one. Just follow the following four steps in writing a critique paper and three steps in presenting it, then you’re ready to go.

One of the students’ requirements I specified in the course module is a critique paper. Just so everyone benefits from the guide I prepared for that class, I share it here.

To standardize the format they use in writing a critique paper, I came up with the following steps to make their submissions worthwhile.

Since they are graduate students, more is expected of them. Hence, most of the verbs I use in writing the lesson’s objectives reside in the domain of higher thinking skills or HOTS. Developing the students’ critical thinking skills will help them analyze future problems and propose solutions that embody environmental principles thus resonate desirable outcomes aligned with the goal of sustainable development.

Step-by-step procedure in writing a critique paper.

I quickly wrote this simple guide on writing a critique paper to help you evaluate any composition you want to write about. It could be a book, a scientific article, a gray paper, or whatever your professor assigns. I integrated the essence of the approach in this article.

The critique paper essentially comprises two major parts, namely the:

1) Procedure in Writing a Critique Paper, and the

2) Format of the Critique Paper.

First, you will need to know the procedure that will guide you in evaluating a paper. Second, the format of the critique paper refers to how you present it so that it becomes logical and scholarly in tone.

The Four Steps in Writing a Critique Paper

Here are the four steps in writing a critique paper:

To write a good critique paper, it pays to adhere to a smooth flow of thought in your evaluation of the piece. You will need to introduce the topic, analyze, interpret, then conclude it.

Introduce the Discussion Topic

Introduce the topic of the critique paper. To capture the author’s idea, you may apply the 5Ws and 1H approach in writing your technical report.

That means, when you write your critique paper, you should be able to answer the Why , When , Where , What , Who , and How questions. Using this approach prevents missing out on the essential details. If you can write a critique paper that adheres to this approach, that would be excellent.

Here’s a simplified example to illustrate the technique:

The news article by John Doe was a narrative about a bank robbery. Accordingly, a masked man (Who) robbed a bank (What) the other day (When) next to a police station (Where) . He did so in broad daylight (How) . He used a bicycle to escape from the scene of the crime (How) . In his haste, he bumped into a post. His mask fell off; thus, everyone saw his face, allowing witnesses to describe him. As a result, he had difficulty escaping the police, who eventually retrieved his loot and put him in jail because of his wrongdoing (Why) .

Hence, you give details about the topic, in this case, a bank robbery. Briefly describe what you want to tell your audience. State the overall purpose of writing the piece and its intention.

Is the essay written to inform, entertain, educate, raise an issue for debate, and so on? Don’t parrot or repeat what the writer wrote in his paper. And write a paragraph or a few sentences as succinctly as you can.

Analyze means to break down the abstract ideas presented into manageable bits.

What are the main points of the composition? How was it structured? Did the view expressed by the author allow you, as the reader, to understand?

In the example given above, it’s easy to analyze the event as revealed by the chain of events. How do you examine the situation?

The following steps are helpful in the analysis of information:

Ask yourself what your objective is in writing the critique paper. Come up with a guidepost in examining it. Are you looking at it with some goal or purpose in mind? Say you want to find out how thieves carry out bank robberies. Perhaps you can categorize those robberies as either planned or unplanned.
Find out the source, or basis, of the information that you need. Will you use the paper as your source of data, or do you have corroborating evidence?
Remove unnecessary information from your data source. Your decision to do so depends on your objective. If there is irrelevant data, remove it from your critique.

We can use an analogy here to clearly explain the analysis portion.

If you want to split a log, what would you do? Do you use an ax, a chainsaw, or perhaps a knife? The last one is out of the question. It’s inappropriate.

Thus, it would be best if you defined the tools of your analysis. Tools facilitate understanding and allow you to make an incisive analysis.

Read More : 5 Tools in Writing the Analysis Section of the Critique Paper

Now, you are ready to interpret the article, book, or any composition once the requisites of analysis are in place.

Visualize the event in your mind and interpret the behavior of actors in the bank robbery incident. You have several actors in that bank heist: the robber, the police, and the witnesses of the crime.

While reading the story, it might have occurred to you that the robber is inexperienced. We can see some discrepancies in his actions.

Imagine, his mode of escape is a bicycle. What got into him? Maybe he did not plan the robbery at all. Besides, there was no mention that the robber used a gun in the heist.

That fact confirms the first observation that he was not ready at all. Escaping the scene of the crime using a bicycle with nothing to defend himself once pursued? He’s insane. Unimaginable. He’s better off sleeping at home and waiting for food to land on his lap if food will come at all.

If we examine the police’s response, they were relatively quick. Right after the robber escaped the crime scene, they appeared to remedy the situation. The robber did not put up a fight.

What? With bare knuckles? It makes little sense.

If we look at the witnesses’ behavior, we can discern that perhaps they willingly informed the police of the bank robber’s details. They were not afraid. And that’s because the robber appears to be unarmed. But there was no specific mention of it.

Narrate the importance of each of the different sections or paragraphs. How does the write-up contribute to the overall picture of the issue or problem being studied?

Assess or Evaluate

Finally, judge whether the article was a worthwhile account after all. Did it meet expectations? Was it able to convey the information most efficiently? Or are there loopholes or flaws that should have been mentioned?

Format of Presenting the Critique Paper

The logical format in writing a critique paper comprises at least three sections: the introduction, the body, and the conclusion. This approach is systematic and achieves a good flow that readers can follow.

Introduction

Include the title and name of the author in your introduction. Make a general description of the topic being discussed, including the author’s assumptions, inferences, or contentions. Find out the thesis or central argument , which will be the basis of your discussion.

The robbery example appears to be inappropriate to demonstrate this section, as it is so simple. So we level up to a scientific article.

In any scientific article, there is always a thesis that guides the write-up. A thesis is a statement that expresses what the author believes in and tries to test in his study. The investigation or research converges (ideally) to this central theme as the author’s argument.

You can find the thesis in the paper’s hypothesis section. That’s because a hypothesis is a tentative thesis. Hypo means “below or under,” meaning it is the author’s tentative explanation of whatever phenomenon he tackles.

If you need more information about this, please refer to my previous post titled “ How to Write a Thesis .”

How is the introduction of a critique paper structured? It follows the general guidelines of writing from a broad perspective to more specific concerns or details. See how it’s written here: Writing a Thesis Introduction: from General to Specific .

You may include the process you adopted in writing the critique paper in this section.

The body of the paper includes details about the article being examined. It is here where you place all those musings of yours after applying the analytical tools .

This section is similar to the results and discussion portion of a scientific paper. It describes the outcome of your analysis and interpretation.

In explaining or expressing your argument, substantiate it by citing references to make it believable. Make sure that those references are relevant as well as timely. Don’t cite references that are so far out in the past. These, perhaps, would not amount to a better understanding of the topic at hand. Find one that will help you understand the situation.

Besides, who wants to adopt the perspective of an author who has not even got hold of a mobile phone if your paper is about using mobile phones to facilitate learning during the pandemic caused by COVID-19 ? Find a more recent one that will help you understand the situation.

Objectively examine the major points presented by the author by giving details about the work. How does the author present or express the idea or concept? Is he (or she) convincing the way he/she presents his/her paper’s thesis?

Well, I don’t want to be gender-biased, but I find the “he/she” term somewhat queer. I’ll get back to the “he” again, to represent both sexes.

I mention the gender issue because the literature says that there is a difference in how a person sees things based on gender. For example, Ragins & Sundstrom (1989) observed that it would be more difficult for women to obtain power in the organization than men. And there’s a paper on gender and emotions by Shields et al. (2006) , although I wouldn’t know the outcome of that study as it is behind a paywall. My point is just that there is a difference in perspective between men and women. Alright.

Therefore, always find evidence to support your position. Explain why you agree or disagree with the author. Point out the discrepancies or strengths of the paper.

Well, everything has an end. Write a critique paper that incorporates the key takeaways of the document examined. End the critique with an overall interpretation of the article, whatever that is.

Why do you think is the paper relevant in the course’s context that you are taking? How does it contribute to say, the study of human behavior (in reference to the bank robbery)? Are there areas that need to be considered by future researchers, investigators, or scientists? That will be the knowledge gap that the next generation of researchers will have to look into.

If you have read up to this point, then thank you for reading my musings. I hope that helped you clarify the steps in writing a critique paper. A well-written critique paper depends on your writing style.

Read More : How to Write an Article with AI: A Guide to Using AI for Article Creation and Refinement

Notice that my writing style changes based on the topic that I discuss. Hence, if your professor assigns you a serious, rigorous, incisive, and detailed analysis of a scientific article, then that is the way to go. Adopt a formal mode in your writing.

Final Tip : Find a paper that is easy for you to understand. In that way, you can clearly express your thoughts. Write a critique paper that rocks!

Three Tips on How to Write a Good Statistical Question

Five tips for research paper presentation, how to write the conceptual framework in a research proposal, about the author, patrick regoniel.

Dr. Regoniel, a faculty member of the graduate school, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

Thank you..for your idea ..it was indeed helpful

Glad it helped you Preezy.

This is extremely helpful. Thank you very much!

Thanks for sharing tips on how to write critique papers. This article is very informative and easy to understand.

Welcome. Thank you for your appreciation.

How to Critique a Research Paper

Published 16 October, 2023

You might be asked by your teachers and professors in college to critique an article or research paper to reveal its authenticity through criticism. A research paper critique considers both negative and positive points of the research paper before giving any statement about the Research Paper. Students having no idea about how to critique a research paper can take the help of the following tips given for the research paper critique. My Research Topics experts give their guidance to critique a research paper to the students.

Useful tips and examples are cited below for the students to understand the process of critiquing a research paper with expertise. Make sure that you are not skipping these tips as professional research paper writers of My Research Topics have suggested these guiding tips to the students.

Read the Entire Research Paper before Start critiquing it

If you have been assigned with writing a research paper critique make sure that you have finished the primary reading of the research paper. It is very important to read the research paper carefully till the end It will help the students to find out certain useful leads to a critique of a research paper. Also, research topics for the critique also become easy to find. You can also take the help to critique a research paper from the professional research paper helpers of the My Research Topics. So do not show a casual approach a write high-quality research paper on the deadline assigned to you.

Note down some important arguments that are discussed in the paper

While reading the research paper it is the responsibility of the students to note down important points of the research paper. These important points include the arguments that the writer of the research paper has risen through his writing the paper. It will help the students to start critiquing their research paperwork. Students can pin these points on the paper and then while finding the research leads these arguments could serve this purpose easily. Help from the certified and professional research paper helpers could be taken by the students. High qualities help in critiquing arguments of the research paper is given to the students and that is to all the time.

Read Also: Discourse Analysis Research Methodology

Do research on the authenticity of these arguments and resources used

The next step in the process of article critique is to check the authenticity of the arguments that are written by the writers of a research paper. This authenticity could be checked only through performing research on the resources used and how authentic they were. If research is done by using authentic resources and by applying a correct research methodology authenticity of the research paper could be checked. Help in checking the research paper’s authenticity to the students is given by Myresearchtopics .com experts to the students. So make sure that you are taking this help to check whether the given arguments of the research paper are authentic or not.

Write the validity of the solutions given for these arguments

The next step in writing the research paper article is to check the validity of the solutions that research paper writers have given to the arguments of the topic. These solutions must be practical in nature which could be applied to real life. There are many solutions that the research paper contains that are of no use when it comes to applying them on the real grounds. Such solutions must be disclosed by the critique while critiquing a research paper. Help to critique the research paper solutions is given by the My Research Topics Experts to the students.

So if you are assigned such a task take the help of experts for this task. There is no value in the solutions given for the troubles discussed related to the research paper topics if they are not useful in the real part of life. A research paper critique must keep this point in mind before giving an unbiased research paper critique to the professors. A high score could be obtained by following this philosophy.

Give your personal critical analysis at the end

When all the above tasks are completed by the students the final step is to give an overall personal criticism on the research paper. It is what the critique personally feels about the research paper. But it does not mean that anything could be said about the research paper as every statement has to be substantiated with valid reasons and examples. So this is the most difficult task that students do in their personal critical analysis while writing a research paper critique. Seek the help of the My Research Topics experts to complete research paper critique assignments on time with these experts and submit them before the deadline.

Read Also: Thematic Analysis for research

Conclude your article critique

Finally, conclude your research paper critiquing at the end by giving a research conclusion at the end. You can give the overall review of the entire critique of the research paper that you have written so far. Both negative and positive aspects of the research paper need to be discussed at this stage. Do not include new points at this part of the time. You have to show the success of your article critique at this point in time. You have the option to seek help from the My Research Topics Experts as well. High-quality help in writing research paper critiques is given to the students by these experts.

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Critical thinking refers to deliberately scrutinizing and evaluating theories, concepts, or ideas using reasoned reflection and analysis. The act of thinking critically involves moving beyond simply understanding information, but also questioning its source, its production, and its presentation in order to expose potential bias or researcher subjectivity [i.e., being influenced by personal opinions and feelings rather than by external determinants ] . Applying critical thinking to investigating a research problem involves actively challenging basic assumptions and questioning the choices and potential motives underpinning how the author designed the study, conducted the research, and arrived at particular conclusions or recommended courses of action.

Mintz, Steven. "How the Word "Critical" Came to Signify the Leading Edge of Cultural Analysis." Higher Ed Gamma Blog , Inside Higher Ed, February 13, 2024; Van Merriënboer, Jeroen JG and Paul A. Kirschner. Ten Steps to Complex Learning: A Systematic Approach to Four-component Instructional Design . New York: Routledge, 2017.

Thinking Critically

Applying Critical Thinking to Research and Writing

Professors like to use the term critical thinking; in fact, the idea of being a critical thinker permeates much of higher education writ large. In the classroom, the idea of thinking critically is often mentioned by professors when students ask how they should approach a research and writing assignment [other approaches your professor might mention include interdisciplinarity, comparative, gendered, global, etc.]. However, critical thinking is more than just an approach to research and writing. It is an acquired skill associated with becoming a complex learner capable of discerning important relationships among the elements of, as well as integrating multiple ways of understanding applied to, the research problem. Critical thinking is a lens through which you holistically interrogate a topic.

Given this, thinking critically encompasses a variety of inter-related connotations applied to writing a college-level research paper:

Integrated and Multi-Dimensional . Critical thinking is not focused on any one element of research, but instead, is applied holistically throughout the process of identifying the research problem, reviewing the literature, applying methods of analysis, describing the results, discussing their implications, and, if appropriate, offering recommendations for further research. It permeates the entire research endeavor from contemplating what to write to proofreading the final product.
Humanizes the Research . Thinking critically can help humanize what is being studied by extending the scope of your analysis beyond the traditional boundaries of prior research. The scope of prior research could have involved, for example, sampling homogeneous populations, considering only certain factors related to the investigation of a phenomenon, or limiting the way authors framed or contextualized their study. Critical thinking supports opportunities to incorporate the experiences of others into the research, leading to a more inclusive and representative examination of the topic.
Non-Linear . This refers to analyzing a research problem in ways that do not rely on sequential decision-making or rational forms of reasoning. Creative thinking relies on intuitive judgement, flexibility, and unconventional approaches to investigating complex phenomena in order to discover new insights, connections, and potential solutions . This involves going back and modifying your thinking as new evidence emerges , perhaps multiple times throughout the research process, and then drawing conclusions from multiple perspectives.
Normative . This is the idea that critical thinking can be used to challenge prior assumptions in ways that advocate for social justice, equity, and resilience that can lead to research having a more transformative and expansive impact. In this respect, critical thinking can be viewed as a method for breaking away from dominant culture norms so as to produce research outcomes that illuminate previously hidden aspects of exploitation and injustice.
Power Dynamics . Research in the social sciences often includes examining aspects of power that focus on how it operates, how it can be acquired, and how it can be maintained, thereby shaping social relations, organizations, institutions, and the production and maintenance of knowledge. Thinking critically can reveal how societal structures perpetuate power and influence in ways that marginalizes and oppresses specific groups or communities within the contexts of history , politics, economics, culture, and other factors.
Reflection . A key component of critical thinking is practicing reflexivity; the act of turning ideas and concepts back onto yourself in order to reveal and clarify your own beliefs, assumptions, and perspectives. Being critically reflexive is important because it can reveal hidden biases you may have that could unintentionally influence how you interpret and validate information. The more reflexive you are, the better able and more comfortable you are in opening yourself up to new modes of understanding.
Rigorous Questioning . Thinking critically is guided by asking questions that lead to addressing complex concepts, principles, theories, or problems more effectively, and in so doing, help distinguish what is known from from what is not known [or that may be hidden]. Critical thinking involves deliberately framing inquiries not only as hypotheses, but as a way to apply systematic, disciplined, in-depth forms of questioning concerning the research problem and in relation to your positionality as a researcher.
Social Change . An overarching goal of critical thinking applied to research and writing is to seek to identify and challenge sources of inequality, exploitation, oppression, and marinalization that contributes to maintaining the status quo within institutions of society. This can include entities, such as, schools, courts, businesses, government agencies, or religious organizations, that have been created and maintained through certain ways of thinking within the dominant culture.

Critical thinking permeates the entire research and writing process. However, it applies especially to the literature review and discussion sections of your paper . In reviewing the literature, it is important to reflect upon specific aspects of a study, such as, determining if the research design effectively establishes cause and effect relationships or provides insight into explaining why certain phenomena do or do not occur, assessing whether the method of gathering data or information supports the objectives of the study, and evaluating if the assumptions used t o arrive at a specific conclusion are evidence-based and relevant to addressing the research problem. That said, an assessment of whether a source is helpful to supporting your arguments, but also, that this assessment involves critically analyzing how the research challenges conventional approaches to research that perpetuate inequalities or hides the voices of others.

Critical thinking applies to the discussion section of your paper because this is where you internalize the results of your study and explain its value and significance. This involves more than summarizing findings and describing outcomes. It includes reflecting on their importance and providing reasoned explanations why your paper helps fill a gap in the literature or expands knowledge and understanding in ways that inform practice. Critical reflection helps you think introspectively about your own beliefs concerning the significance of the findings, but in ways that avoid biased judgment and decision making.

Using Questions to Encourage Critical Thinking

[coming soon]

Behar-Horenstein, Linda S., and Lian Niu. “Teaching Critical Thinking Skills in Higher Education: A Review of the Literature.” Journal of College Teaching and Learning 8 (February 2011): 25-41; Bayou, Yemeserach and Tamene Kitila. "Exploring Instructors’ Beliefs about and Practices in Promoting Students’ Critical Thinking Skills in Writing Classes." GIST–Education and Learning Research Journal 26 (2023): 123-154; Butcher, Charity. "Using In-class Writing to Promote Critical Thinking and Application of Course Concepts." Journal of Political Science Education 18 (2022): 3-21; Loseke, Donileen R. Methodological Thinking: Basic Principles of Social Research Design. Thousand Oaks, CA: Sage, 2012; Mintz, Steven. "How the Word "Critical" Came to Signify the Leading Edge of Cultural Analysis." Higher Ed Gamma Blog , Inside Higher Ed, February 13, 2024; Hart, Claire et al. “Exploring Higher Education Students’ Critical Thinking Skills through Content Analysis.” Thinking Skills and Creativity 41 (September 2021): 100877; Lewis, Arthur and David Smith. "Defining Higher Order Thinking." Theory into Practice 32 (Summer 1993): 131-137; Sabrina, R., Emilda Sulasmi, and Mandra Saragih. "Student Critical Thinking Skills and Student Writing Ability: The Role of Teachers' Intellectual Skills and Student Learning." Cypriot Journal of Educational Sciences 17 (2022): 2493-2510. Suter, W. Newton. Introduction to Educational Research: A Critical Thinking Approach. 2nd edition. Thousand Oaks, CA: SAGE Publications, 2012; Van Merriënboer, Jeroen JG and Paul A. Kirschner. Ten Steps to Complex Learning: A Systematic Approach to Four-component Instructional Design. New York: Routledge, 2017; Vance, Charles M., et al. "Understanding and Measuring Linear–Nonlinear Thinking Style for Enhanced Management Education and Professional Practice." Academy of Management Learning and Education 6 (2007): 167-185; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. "Developing College Students’ Critical Thinking through Reflective Writing." Higher Education Research & Development 42 (2023): 244-259.

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AI Index Report

Welcome to the seventh edition of the AI Index report. The 2024 Index is our most comprehensive to date and arrives at an important moment when AI’s influence on society has never been more pronounced. This year, we have broadened our scope to more extensively cover essential trends such as technical advancements in AI, public perceptions of the technology, and the geopolitical dynamics surrounding its development. Featuring more original data than ever before, this edition introduces new estimates on AI training costs, detailed analyses of the responsible AI landscape, and an entirely new chapter dedicated to AI’s impact on science and medicine.

Read the 2024 AI Index Report

The AI Index report tracks, collates, distills, and visualizes data related to artificial intelligence (AI). Our mission is to provide unbiased, rigorously vetted, broadly sourced data in order for policymakers, researchers, executives, journalists, and the general public to develop a more thorough and nuanced understanding of the complex field of AI.

The AI Index is recognized globally as one of the most credible and authoritative sources for data and insights on artificial intelligence. Previous editions have been cited in major newspapers, including the The New York Times, Bloomberg, and The Guardian, have amassed hundreds of academic citations, and been referenced by high-level policymakers in the United States, the United Kingdom, and the European Union, among other places. This year’s edition surpasses all previous ones in size, scale, and scope, reflecting the growing significance that AI is coming to hold in all of our lives.

Steering Committee Co-Directors

Ray Perrault

Steering committee members.

Erik Brynjolfsson

John Etchemendy

Katrina Ligett

Terah Lyons

James Manyika

Juan Carlos Niebles

Vanessa Parli

Yoav Shoham

Russell Wald

Staff members.

Loredana Fattorini

Nestor Maslej

Letter from the co-directors.

A decade ago, the best AI systems in the world were unable to classify objects in images at a human level. AI struggled with language comprehension and could not solve math problems. Today, AI systems routinely exceed human performance on standard benchmarks.

Progress accelerated in 2023. New state-of-the-art systems like GPT-4, Gemini, and Claude 3 are impressively multimodal: They can generate fluent text in dozens of languages, process audio, and even explain memes. As AI has improved, it has increasingly forced its way into our lives. Companies are racing to build AI-based products, and AI is increasingly being used by the general public. But current AI technology still has significant problems. It cannot reliably deal with facts, perform complex reasoning, or explain its conclusions.

AI faces two interrelated futures. First, technology continues to improve and is increasingly used, having major consequences for productivity and employment. It can be put to both good and bad uses. In the second future, the adoption of AI is constrained by the limitations of the technology. Regardless of which future unfolds, governments are increasingly concerned. They are stepping in to encourage the upside, such as funding university R&D and incentivizing private investment. Governments are also aiming to manage the potential downsides, such as impacts on employment, privacy concerns, misinformation, and intellectual property rights.

As AI rapidly evolves, the AI Index aims to help the AI community, policymakers, business leaders, journalists, and the general public navigate this complex landscape. It provides ongoing, objective snapshots tracking several key areas: technical progress in AI capabilities, the community and investments driving AI development and deployment, public opinion on current and potential future impacts, and policy measures taken to stimulate AI innovation while managing its risks and challenges. By comprehensively monitoring the AI ecosystem, the Index serves as an important resource for understanding this transformative technological force.

On the technical front, this year’s AI Index reports that the number of new large language models released worldwide in 2023 doubled over the previous year. Two-thirds were open-source, but the highest-performing models came from industry players with closed systems. Gemini Ultra became the first LLM to reach human-level performance on the Massive Multitask Language Understanding (MMLU) benchmark; performance on the benchmark has improved by 15 percentage points since last year. Additionally, GPT-4 achieved an impressive 0.97 mean win rate score on the comprehensive Holistic Evaluation of Language Models (HELM) benchmark, which includes MMLU among other evaluations.

Although global private investment in AI decreased for the second consecutive year, investment in generative AI skyrocketed. More Fortune 500 earnings calls mentioned AI than ever before, and new studies show that AI tangibly boosts worker productivity. On the policymaking front, global mentions of AI in legislative proceedings have never been higher. U.S. regulators passed more AI-related regulations in 2023 than ever before. Still, many expressed concerns about AI’s ability to generate deepfakes and impact elections. The public became more aware of AI, and studies suggest that they responded with nervousness.

Ray Perrault Co-director, AI Index

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This paper is in the following e-collection/theme issue:

Published on 19.4.2024 in Vol 26 (2024)

Investigating the Cost-Effectiveness of Telemonitoring Patients With Cardiac Implantable Electronic Devices: Systematic Review

Authors of this article:

Sarah Raes 1 , MSc ;
Andrea Prezzi 1 , MSc ;
Rik Willems 2 , PhD ;
Hein Heidbuchel 3 , PhD ;
Lieven Annemans 1 , PhD

1 Department of Public Health and Primary Care, Ghent University, Gent, Belgium

2 Department of Cardiovascular Sciences, Universiteit Leuven, Leuven, Belgium

3 Department of Genetics, Pharmacology and Physiopathology of Heart, Blood Vessels and Skeleton (GENCOR), Antwerp University, Antwerp, Belgium

Corresponding Author:

Sarah Raes, MSc

Department of Public Health and Primary Care

Ghent University

Corneel Heymanslaan 10

Phone: 32 9 332 83 59

Email: [email protected]

Background: Telemonitoring patients with cardiac implantable electronic devices (CIEDs) can improve their care management. However, the results of cost-effectiveness studies are heterogeneous. Therefore, it is still a matter of debate whether telemonitoring is worth the investment.

Objective: This systematic review aims to investigate the cost-effectiveness of telemonitoring patients with CIEDs, focusing on its key drivers, and the impact of the varying perspectives.

Methods: A systematic review was performed in PubMed, Web of Science, Embase, and EconLit. The search was completed on July 7, 2022. Studies were included if they fulfilled the following criteria: patients had a CIED, comparison with standard care, and inclusion of health economic evaluations (eg, cost-effectiveness analyses and cost-utility analyses). Only complete and peer-reviewed studies were included, and no year limits were applied. The exclusion criteria included studies with partial economic evaluations, systematic reviews or reports, and studies without standard care as a control group. Besides general study characteristics, the following outcome measures were extracted: impact on total cost or income, cost or income drivers, cost or income drivers per patient, cost or income drivers as a percentage of the total cost impact, incremental cost-effectiveness ratios, or cost-utility ratios. Quality was assessed using the Consensus Health Economic Criteria checklist.

Results: Overall, 15 cost-effectiveness analyses were included. All studies were performed in Western countries, mainly Europe, and had primarily a male participant population. Of the 15 studies, 3 (20%) calculated the incremental cost-effectiveness ratio, 1 (7%) the cost-utility ratio, and 11 (73%) the health and cost impact of telemonitoring. In total, 73% (11/15) of the studies indicated that telemonitoring of patients with implantable cardioverter-defibrillators (ICDs) and cardiac resynchronization therapy ICDs was cost-effective and cost-saving, both from a health care and patient perspective. Cost-effectiveness results for telemonitoring of patients with pacemakers were inconclusive. The key drivers for cost reduction from a health care perspective were hospitalizations and scheduled in-office visits. Hospitalization costs were reduced by up to US $912 per patient per year. Scheduled in-office visits included up to 61% of the total cost reduction. Key drivers for cost reduction from a patient perspective were loss of income, cost for scheduled in-office visits and transport. Finally, of the 15 studies, 8 (52%) reported improved quality of life, with statistically significance in only 1 (13%) study ( P =.03).

Conclusions: From a health care and patient perspective, telemonitoring of patients with an ICD or a cardiac resynchronization therapy ICD is a cost-effective and cost-saving alternative to standard care. Inconclusive results were found for patients with pacemakers. However, telemonitoring can lead to a decrease in providers’ income, mainly due to a lack of reimbursement. Introducing appropriate reimbursement could make telemonitoring sustainable for providers while still being cost-effective from a health care payer perspective.

Trial Registration: PROSPERO CRD42022322334; https://tinyurl.com/puunapdr

Introduction

The implantation rates of cardiac implantable electronic devices (CIEDs), including pacemakers and implantable cardioverter-defibrillators (ICDs), have increased over the last decades due to expanded indications and a progressively aging population [ 1 ]. To evaluate the clinical status of the patient and device functioning, current guidelines recommend that older patients with pacemakers should be evaluated every 3 to 12 months and patients with ICDs should be evaluated every 3 to 6 months [ 2 ]. This regimen imposes a considerable burden on patients and physicians if the patient is required to be seen in person.

Telemonitoring, referring to the process of using telecommunication and information technology to monitor the health status of a patient and device function from a distance, can reduce this burden by replacing some in-office visits with transmissions from the patients’ home [ 3 ]. Existing research indicated that telemonitoring is safe (eg, experiencing equal major adverse events to standard care) [ 4 , 5 ]. The advantages of telemonitoring include fewer inappropriate shocks for patients with ICDs [ 4 , 6 ] and fewer hospitalizations for patients with atrial arrhythmias and strokes [ 4 , 6 , 7 ]. Moreover, there is a rapid detection of cardiovascular events and device malfunction [ 5 , 7 ], leading to a time reduction between clinical decision and intervention [ 8 ].

Besides the effectiveness of telemonitoring, patient experience is essential in high-quality health care services. Overall, patients with pacemakers on telemonitoring reported positive experiences comparable to the experience of patients with in-hospital monitoring [ 9 ]. Telemonitored patients with pacemakers tended to receive less information about their diagnosis but no significant differences were found in other items, such as confidence in clinicians, treatment decision involvement, treatment satisfaction, and waiting time before admission [ 9 ]. Another study indicated that telemonitoring of patients with a cardiac resynchronization therapy defibrillator (CRT-D) was time-saving for both patients and physicians [ 10 ].

Cost-effectiveness analyses are important to quantify the value of new interventions, informing both medical decision-making and public policy [ 11 ]. However, cost-effectiveness analyses depend on the perspective considered. The different perspectives are the health care payer perspective (eg, Medicare or Medicaid and British National Health Service), the patient perspective, the provider perspective (eg, physician), and the society perspective. The health care payer and societal perspectives differ from each other as the societal perspective includes indirect nonmedical costs (eg, transport) [ 12 ].

As cost-effectiveness analyses have shown heterogeneous results, it is still debatable whether telemonitoring is worth the investment relative to standard care. However, data on cost-effectiveness are important for health care payers to make decisions on the reimbursement of telemonitoring. Lack of reimbursement can be an important adoption barrier for new technology [ 13 , 14 ]. For these 2 reasons, this paper reviews the cost-effectiveness of telemonitoring, reviews how the results differ from different perspectives, and describes the key drivers of the cost-effectiveness of telemonitoring.

The review protocol was published by PROSPERO (International Prospective Register of Systematic Reviews; CRD42022322334). This systematic review was carried out in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) reporting guideline of 2020 [ 15 ], and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) [ 16 ], which can be found in the Multimedia Appendix 1 . Guidelines for preparing a systematic review of health economic evaluations were followed [ 17 ].

Literature Search

For this review, PubMed, Embase, EconLit, and Web of Science Core Collection were systematically searched. The last search was performed on July 7, 2022. No filters (eg, publication date or type of study) were applied. Search strategies for all electronic databases can be found in Multimedia Appendix 2 .

Search strings were developed based on explorations of databases and previous reviews. The following key concepts were translated into strings: (1) CIEDs, (2) telemonitoring, and (3) economic evaluations (eg, cost-effectiveness analyses and cost-utility analyses). The latter was based on a validated search filter, designed to identify economic evaluations, and was broadened for this study to maximize sensitivity [ 18 ]. The search terms for CIEDs and telemonitoring were based on existing reviews [ 19 - 21 ].

Study Selection

Studies were included if their primary focus was on the cost-effectiveness of telemonitoring patients with a CIED. The eligibility criteria were defined a priori for study selection ( Textbox 1 ). The population, intervention, comparator, and outcome strategy was applied to describe the criteria. Only complete and peer-reviewed studies were included. Specific exclusion criteria included partial economic evaluations, systematic reviews or reports, and studies without standard care as a control group. Only studies published in English, Dutch, French, or German were eligible for inclusion. The reference lists of the included studies were searched manually to identify relevant studies. Two reviewers (SR and AP) independently screened the titles and abstracts of all records using Rayyan (Rayyan Systems Inc) [ 22 ]. After the initial screening, full texts were retrieved and screened for a second time. The second screening round was independently performed by 2 reviewers (SR and AP). Reasons for exclusion were documented ( Figure 1 ). For both screening rounds, reviewers were blinded from each other’s decision, and disagreements were resolved through discussion.

Inclusion criteria

Cardiac implantable electronic devices: pacemaker, implantable cardioverter-defibrillator, cardiac resynchronization therapy defibrillator, cardiac resynchronization therapy pacemaker, and loop recorder
Standard care
Complete health economic evaluations (within-trial and model-based)
All settings
English, French, German, or Dutch

Exclusion criteria

Implantable pulmonary artery pressure monitor
Partial health economic evaluations (outcomes related to costs or effectiveness only)
Systematic reviews, reports, commentaries, congress abstracts, protocols, and animal studies

Quality Assessment

Two researchers (SR and AP) independently evaluated the original papers using the Consensus Health Economic Criteria (CHEC) checklist to assess the risk of bias [ 23 ]. The CHEC checklist included 19 items. Any disagreement was resolved by discussion and consensus. Interpretation of the CHEC list can be found in Multimedia Appendix 3 . The included studies were classified into 4 quality categories: excellent (score of 100%), good quality (score between 75% and 100%), moderate quality (score between 50% and 75%), and low quality (score <50%) [ 24 ].

Synthesis of Results

The study characteristics and main outcomes of the original papers are presented in the Results section. SR extracted all data. A data extraction sheet was developed using an existing template [ 17 ]. The following information was extracted from the included studies: study identification, general study characteristics, results, and authors’ conclusion. The principal outcome measures were health outcomes, cost or income outcomes (eg, the impact on total cost or income, cost or income drivers, cost or income drivers per patient, and cost or income drivers as a percentage of the total cost impact), and incremental cost-effectiveness ratios (ICERs) or cost-utility ratios.

To facilitate comparison across studies, the following adjustments and interpretations were made. First, the cost or income outcomes were presented per patient per year, and different currencies were converted to US Dollar (reference year: 2019 and reference country: United States) [ 25 ]. Second, perspectives were categorized into the health care payer perspective, patient perspective, provider perspective, and societal perspective. For the purpose of our study, the provider includes physicians who are directly involved in the care of patients with CIED.

The selection process is shown in Figure 1 . From a total of 3305 publications, 15 (0.45%) unique publications were reviewed. Studies were excluded because one of the following reasons: (1) intervention: the paper did not describe telemonitoring patients with a CIED; (2) outcome: the paper contained only a cost analysis and not a cost-effectiveness analysis; and (3) study design or publication: the paper was a partial health economic evaluation, congress abstract, protocol, systematic review, animal study, or with no peer review.

Characteristics of the included studies can be found in Table 1 . All 15 (100%) studies had a primarily male population, except for the Nordland study, which had an almost equal sex distribution ( Table 1 ) [ 26 ]. The mean age of the population with pacemakers was between 75 (SD 24.64) and 81 (SD 6.47) years. The mean age of patients with an ICD or CRT-D was between 61 (SD 12.6) and 69 (SD not calculated) years, except for the PREDICT RM study, where >50% of the population was aged >75 years [ 27 ]. Furthermore, of the 15 studies, 1 (7%) included only older patients (with a mean age of 81 years) with pacemakers [ 28 ], and 2 (13%) ICD or CRT-D studies only included patients with heart failure [ 11 , 29 ].

a CIED: cardiac implantable electronic device.

b N/A: not applicable.

c Age was a discrete variable in this study (higher of lower than 75 years old).

d ICD: implantable cardioverter-defibrillator.

e TARIFF: Health Economics Evaluation Registry for Remote Follow-Up.

f CRT-D: cardiac resynchronization therapy defibrillator.

g EVOLVO: Evolution of Management Strategies of Heart Failure Patients With Implantable Defibrillators.

h MORE-CARE: Monitoring Resynchronization Devices and Cardiac Patients.

i CONNECT: Clinical Evaluation of Remote Notification to Reduce Time to Clinical Decision.

j ECOST: Effectiveness and Cost of ICD Follow-Up Schedule With Telecardiology.

k EuroEco: European Health Economic Trial on Home Monitoring in ICD Patients.

l VVI-ICD: single-chamber ICD.

m DDD-ICD: dual-chamber ICD.

n SAVE-HM: Socio-Economic Effects and Cost Saving Potential of Remote Patient Monitoring.

Study Designs

Tables 2 and 3 show the summary table of results. Of 15 studies, 11 (73%) were conducted in Europe [ 11 , 26 , 28 - 32 , 34 , 35 , 37 ], 3 (20%) in the United States [ 27 , 33 , 38 ], and 1 (7%) in Canada [ 36 ]. Of the 15 studies, 3 (20%) calculated the ICER [ 26 - 28 ], 1 (7%) calculated the cost-utility ratio [ 11 ], and 11 (73%) calculated the cost impact of telemonitoring. All studies analyzed the health care payer perspective, with 33% (5/15) analyzing the patient perspective [ 11 , 28 , 30 , 32 , 34 ], 13% (2/15) analyzing the societal perspective [ 33 , 35 ], and 13% (2/15) analyzing the provider perspective [ 13 , 30 ].

b RCT: randomized controlled trial.

c QALY: quality-adjusted life year.

d ICER: incremental cost-effectiveness ratio.

e SAVE-HM: Socio-Economic Effects and Cost Saving Potential of Remote Patient Monitoring.

f N/A: not applicable.

g ICD: implantable cardioverter-defibrillator.

h CRT-D: cardiac resynchronization therapy defibrillator.

i TARIFF: Health Economics Evaluation Registry for Remote Follow-Up.

j EVOLVO: Evolution of Management Strategies of Heart Failure Patients With Implantable Defibrillators.

k The values are statistically significant.

l MORE-CARE: Monitoring Resynchronization Devices and Cardiac Patients.

m QOL: quality of life.

n CONNECT: Clinical Evaluation of Remote Notification to Reduce Time to Clinical Decision.

o ECOST: Effectiveness and Cost of ICD Follow-Up Schedule With Telecardiology.

p SF-36: The 36-Item Short Form Survey.

q EuroEco: European Health Economic Trial on Home Monitoring in ICD Patients.

a If the perspective is health care system or patient, then cost and if the perspective is provider, then income .

b pp: per patient (in health care and patient perspectives) or per physician (in provider perspective).

c The values are statistically significant.

d SAVE-HM: Socio-Economic Effects and Cost Saving Potential of Remote Patient Monitoring.

e ED: emergency department.

f ICD: implantable cardioverter-defibrillator.

g CRT-D: cardiac resynchronization therapy defibrillator.

h TARIFF: Health Economics Evaluation Registry for Remote Follow-Up.

i EVOLVO: Evolution of Management Strategies of Heart Failure Patients With Implantable Defibrillators.

j MORE-CARE: Monitoring Resynchronization Devices and Cardiac Patients.

k Costs were recalculated per patient.

l CONNECT: Clinical Evaluation of Remote Notification to Reduce Time to Clinical Decision.

m ECOST: Effectiveness and Cost of ICD Follow-Up Schedule With Telecardiology.

n EuroEco: European Health Economic Trial on Home Monitoring in ICD Patients.

Intervention and Comparator

Telemonitoring entailed data transmission and data review. Table 4 shows the frequencies of data transmission, review, and in-office visits of the included studies. In 47% (7/15) of the studies, data were transmitted continuously or daily [ 26 , 28 , 30 , 31 , 34 , 35 ]; in 20% (3/15) studies, data were transmitted after a device alert [ 8 , 11 , 29 ]; and in 13% (2/15) studies, data were transmitted every 3 months [ 32 , 33 ]. In 20% (3/15) of the studies, data review was performed daily [ 28 , 34 , 35 ]; however, in 40% (6/15) of the studies, it was performed after a device alert was received [ 8 , 11 , 26 , 29 - 31 ]. Besides data transmission and review, telemonitoring included scheduled in-office visits. In 33% (5/15) of the studies, all scheduled in-office visits were based on the protocol [ 11 , 13 , 29 , 30 , 35 ]. In 7% (1/15) of the studies, at least 1 scheduled in-office visit was protocol based [ 37 ]. In 3 (20%) of the 15 studies, only 1 scheduled in-office visit was protocol based [ 32 - 34 ]. Protocol-based in-office visits are described in Table 4 .

b pp: per patient.

c TARIFF: Health Economics Evaluation Registry for Remote Follow-Up.

d EVOLVO: Evolution of Management Strategies of Heart Failure Patients With Implantable Defibrillators.

e MORE-CARE: Monitoring Resynchronization Devices and Cardiac Patients.

g ECOST: Effectiveness and Cost of ICD Follow-Up Schedule With Telecardiology.

h EuroEco: European Health Economic Trial on Home Monitoring in ICD Patients.

i Save-HM: Socio-Economic Effects and Cost Saving Potential of Remote Patient Monitoring.

j ICD: implantable-cardioverter defibrillator.

k N/A: not applicable.

Effectiveness

Effectiveness results of telemonitoring can be found in Table 2 . Of the 15 studies, 9 (60%) investigated a quality-adjusted life year (QALY) or quality of life (QOL) difference [ 11 , 26 - 30 , 33 , 34 ]. A total of 53% (8/15) of studies reported an increase in QALY or QOL [ 11 , 26 - 28 , 30 , 33 , 34 , 39 ], but the QALY or QOL increase was only statistically significant in 1 (13%; P =.03) of the 8 studies [ 26 - 28 , 30 , 33 , 34 ]. In contrast, only 1 (11%) of the 9 studies investigating QOL or QALY reported a significant decrease in QOL [ 29 ]. Comparing all studies, QALY differences ranged from 0.03 to 0.27 in patients with pacemakers and ranged from −1 to 0.64 in patients with ICD or CRT-D.

Besides QALY or QOL, several studies reported other health outcomes. Chew et al [ 36 ] indicated that the risk of death was lower with telemonitoring. Al-Khatib et al [ 33 ] reported that mortality and general patient satisfaction with telemonitoring were equal to those of standard care. Crossley et al [ 8 ] reported that the time between the clinical event and the clinical decision was 17.4 days shorter in patients with an ICD or CRT-D on telemonitoring than in those on standard care ( P <.001). Burri et al [ 31 ] indicated that telemonitoring patients with ICD or CRT-D led to fewer inappropriate shocks (−51%) and a reduction in battery exhaustion (−7%). Raatikainen et al [ 32 ] indicated that telemonitoring patients with an ICD reduced the average total time spent on device follow-up, with 17 minutes per patient per follow-up for physicians and 175 minutes per patient per follow-up for patients. Similarly, Dario et al [ 37 ] indicated that the time spent by physicians to treat the patient reduced by an average of 4.1 minutes per follow-up in patients with pacemakers and an average of 13.7 minutes per follow-up in patients with an ICD (SD was not reported).

Economic Impact

The results of the economic impact of telemonitoring are presented in Table 2 . Of the 15 studies, 4 (27%) investigated the cost impact of telemonitoring in patients with pacemakers [ 26 , 28 , 35 , 37 ]. From a health care payer perspective, 1 (25%) of the 4 pacemaker studies indicated that telemonitoring increased costs with US $2183 per patient per year (not statistically significant) mainly because of increased hospitalization costs [ 26 ]. A total of 2 (50%) of the 4 pacemaker studies indicated that telemonitoring reduced costs by US $8.9 and US $1054 per patient per year mainly because of a reduction in hospitalization and staff costs, respectively [ 28 , 37 ]. Therefore, hospitalizations reduced costs in the study by Dario et al [ 37 ] but increased costs in the study by Lopez-Villegas et al [ 26 ]. From a patient and societal perspective, the results indicated that telemonitoring reduced costs by US $11 and US $1113 per patient per year, respectively, mainly because of lower transport costs [ 28 , 35 ].

Of the 15 studies, 13 (87%) investigated the cost or income impact of telemonitoring in patients with an ICD or CRT-D [ 8 , 11 , 13 , 27 , 29 - 37 ]. A total of 11 (85%) of the 13 ICD or CRT-D studies investigated the cost impact of telemonitoring from a health care payer perspective, all indicating that telemonitoring reduced costs for patients with an ICD or CRT-D [ 8 , 11 , 13 , 27 , 29 - 32 , 34 , 36 , 37 ]. A total of 9 (82%) of the 11 health care payer perspective studies indicated that hospitalization was the largest driver for cost reduction for patients with an ICD or CRT-D [ 8 , 11 , 13 , 27 , 29 , 30 , 34 , 36 , 37 ]. The hospitalization cost reduced by up to US $912.3 per patient per year [ 34 ]. In addition, scheduled in-office visits were reported as a driver for cost reduction in 5 (45%) of the 11 health care payer perspective studies, as up to 61% of the total cost reduction was due to a decrease in the number of scheduled in-office visits [ 11 , 29 , 30 , 32 , 34 ]. Besides cost drivers that reduced costs, there were also drivers that increased costs. In 3 (27%) of the 11 health care payer perspective studies, unscheduled visits increased the total cost impact of telemonitoring [ 11 , 13 , 29 , 30 , 33 ]. A total of 3 (20%) of the 15 studies indicated that the cost reduction for scheduled in-office visits outweighed the cost increase for unscheduled in-office visits (−US $81.4 vs US $15.6, −US $45.4 vs US $7.8, and −US $44.1 vs US $14/patient/year) [ 11 , 29 , 30 ].

The results of 4 (31%) of the 13 ICD or CRT-D studies that investigated the cost impact of telemonitoring from the patients’ perspective [ 11 , 30 , 32 , 34 ] indicated that patient and caregiver loss of work or activity [ 30 ], scheduled in-office visits [ 11 ], and transport [ 34 ] were the largest drivers for cost reduction. The results of 2 (15%) of the 13 ICD or CRT-D studies that investigated the income impact of telemonitoring from a provider perspective indicated that the loss of reimbursed (scheduled) in-office visits was the most important factor for income loss due to telemonitoring [ 13 , 30 ], reducing income by up to €72.7 (US $77.21) per patient per year [ 30 ].

ICER and Cost-Utility Ratio

Results on ICER and the cost-utility ratio are presented in Table 2 . Of the 15 studies, 3 (20%) calculated the ICER from a health care payer perspective [ 26 - 28 ] and 1 (7%) calculated the cost-utility ratio from a health care payer perspective [ 11 ]. Of the 15 studies, 2 (13%) calculating ICER were conducted with patients with pacemakers [ 26 , 28 ]. Notably, of the 2 studies, 1 (50%) indicated that telemonitoring was cost-effective (ICER: US $270.09/QALY) [ 28 ], and 1 (50%) indicated that telemonitoring was not cost-effective (ICER: US $64,410/QALY) [ 26 ]. For patients with an ICD or CRT-D, of the 2 studies, 1 (50%) indicated that telemonitoring was cost-effective (ICER: US $12,069/QALY) [ 27 ] and 1 (50%) indicated that telemonitoring was dominant [ 11 ].

Critical Appraisal

The critical appraisal of the individual studies is provided in Tables 5 and 6 . Of the 15 studies, 1 (7%) was classified as excellent (score of 100%) [ 13 ], 8 (53%) had a good quality score (100%<score>75%) [ 26 , 28 , 30 , 31 , 33 , 34 , 36 , 37 ], and 6 (40%) had a moderate quality score (75%<score>50%) [ 8 , 11 , 27 , 29 , 32 , 35 ]. A total of 3 (20%) of the 15 studies scored the lowest, with 59% each [ 8 , 29 , 32 ]. More than 50% (>8/15) of the studies scored low for the items cost valuation (item 9) [ 11 , 27 - 32 , 34 , 35 , 37 ], discounting (item 14) [ 8 , 11 , 29 , 30 , 32 , 34 , 35 , 37 ], and no conflict of interest (item 18) [ 8 , 11 , 27 , 29 , 30 , 32 , 34 , 35 ]. All studies scored high on the items study population (item 1), study design (item 4), time horizon (item 10), outcome identification (item 11), outcome measurement (item 12), and ethics (item 19).

a EuroEco: European Health Economic Trial on Home Monitoring in ICD patients.

b TARIFF: Health Economics Evaluation Registry for Remote Follow-Up.

c ECOST: Effectiveness and Cost of ICD Follow-Up Schedule With Telecardiology.

d Sufficient attention was given to this aspect.

e Insufficient attention was given to this aspect.

a Save-HM: Socio-Economic Effects and Cost Saving Potential of Remote Patient Monitoring.

b EVOLVO: Evolution of Management Strategies of Heart Failure Patients With Implantable Defibrillators.

c MORE-CARE: Monitoring Resynchronization Devices and Cardiac Patients.

d CONNECT: Clinical Evaluation of Remote Notification to Reduce Time to Clinical Decision.

e Sufficient attention is given to this aspect.

f Insufficient attention is given to this aspect.

g N/A: not applicable.

Principal Findings and Comparison With Prior Work

The primary aim of this study was to investigate the cost-effectiveness of telemonitoring patients with an ICD or CRT-D and a pacemaker from different perspectives.

From a health care payer perspective, most studies indicated that telemonitoring was a cost-saving and effective alternative to standard care. The most important driver for cost reduction was hospitalizations, both in patients with a pacemaker and those with an ICD or CRT-D. The cost of hospitalizations was reduced by up to US $912.3 per patient per year [ 34 ]. Moreover, the reduction of scheduled in-office visits was the second most important cost-saving factor in most ICD or CRT-D studies, with up to 61% of the total cost reduction. Previous research indicated that up to 55% of the device follow-ups were routine checks with no actionable events or device programming [ 35 , 40 , 41 ]. Several researchers pointed out that most scheduled in-office visits could be replaced by telemonitoring without affecting the quality of care [ 7 , 34 ] and with potentially diagnosing >99.5% of arrhythmia and device problems [ 41 ]. Although scheduled in-office visits decreased, our results show that unscheduled in-office visits increased because of telemonitoring patients with an ICD or CRT-D, probably because of the possible faster detection of arrhythmia and device malfunction by telemonitoring [ 8 ]. However, in all studies analyzing both scheduled and unscheduled in-office visits, the cost reduction for scheduled in-office visits outweighed the cost increase for unscheduled in-office visits [ 11 , 29 , 30 ].

From a patient perspective, our results indicated that the reduction of professional activity, transport time, and costs due to scheduled in-office visits are the most important factors for cost reduction.

The provider perspective was investigated less frequently in the included studies, although it is very relevant. Owing to the reduction of scheduled in-office visits, providers will lose income with telemonitoring if no reimbursement exists for telemonitoring but only for in-office visits. As a result, providers will be stimulated to maintain the classic follow-up instead of telemonitoring. Of the 15 studies, 1 (7%) observed that the total cost for insurance payers does not increase in countries where telemonitoring is reimbursed [ 13 ]. As telemonitoring decreases the overall costs from a health care payer perspective, there is room for proper compensation for providers to transition from in-office care to remote care. Hence, correct compensation (which is possible while still saving on the overall health care cost) will stimulate providers to switch to telemonitoring as the desired care path for patients with a CIED.

All studies reported the effectiveness of telemonitoring. Of the 15 studies, 9 (60%) indicated a QALY or QOL difference. Furthermore, 89% (8/9) of these studies indicated an increase in QALYs or QOL for telemonitoring patients with pacemakers or ICD or CRT-D, ranging from −1 to 0.64. Some studies (3/9, 33%) indicated this QALY or QOL increase was the result of the reduced routine in-office visits [ 7 , 34 ]. However, the QALY or QOL increase was only statistically significant (and positive) in 1 (11%) of the 9 studies [ 11 ]. Nevertheless, patient questionnaires have demonstrated a high acceptance of telemonitoring among patients with pacemakers and those with ICDs [ 39 ]. Moreover, telemonitoring is reported to lead to an increased sense of security [ 39 ]. Furthermore, the results indicated that telemonitoring leads to fewer inappropriate shocks, an important determinant of QALY, in patients with an ICD or CRT-D [ 31 ].

The cost-effectiveness analyses may be sensitive to the heterogeneity among the organization of telemonitoring in different hospitals. This may include different devices, the number of transmissions, the configuration of alerts, and hospital visit scheduling [ 26 ]. It seems reasonable to expect that the efficiency of telemonitoring not only depends on the technology but also on the organization of the service. If hospitals see telemonitoring as an additional service, on top of standard care, less cost-savings may be seen than if hospitals see telemonitoring as a substitute for standard care. A radical organizational change could lead to larger cost-savings, as suggested by an observational study by Facchin et al [ 42 ]. Moreover, such radical change may include a strategy involving other physicians, such as general practitioners, and referring cardiologists, that is, an integrated health care delivery [ 37 ].

Furthermore, the comparison between studies is challenged by differences in study design. The Poniente study by Bautista-Mesa et al [ 28 ] followed up patients with pacemakers for 12 months and indicated a QALY increase of 0.09 for telemonitoring. However, after 5 years of follow-up, the results indicated a QALY decrease of 0.20 for telemonitoring. Bautista-Mesa et al [ 28 ] indicated that some of the telemonitoring benefits (eg, reduction of in-office visits) may not be appreciated in the long term. Therefore, the evolution of utilities may be different depending on the follow-up time. In addition, the results indicated that hospitalizations reduced costs in the study by Dario et al [ 37 ] but increased costs in the study by Lopez-Villegas et al [ 26 ]. This discrepancy might be explained because significantly fewer patients were included in the study by Lopez-Villegas et al (50 vs 2101 patients). None of the 25 patients in the conventional follow-up group were hospitalized, whereas 12% (3/25) of the patients were hospitalized in the remotely monitored group (all for pacemaker problems) [ 26 ]. Furthermore, the included studies relied disproportionally on male participants, except for the Nordland study [ 26 ]. This may be explained by the significant sex disparity in ICD implantation rates, pointed out by Ingelaere et al [ 43 ]. Ingelaere et al [ 43 ] could not completely explain these differences by prevalence differences of cardiomyopathies and imply a possible undertreatment of women. Another study [ 44 ] observed an undertreatment of women with coronary heart disease, as they are less likely to undergo coronary angiography. Therefore, men may undergo more expensive treatments than women. This can explain why the included cost-effectiveness studies may present an overly positive result. In addition, time differences may impact the quality and cost-effectiveness of telemonitoring, as telemonitoring may evolve over time. However, our results did not provide meaningful insights in this respect.

The cost-effectiveness analyses may be sensitive to the heterogeneity among health care systems. From a provider perspective, our results indicated that telemonitoring generates lesser profit than standard care in the absence of reimbursement. Therefore, the lack of reimbursement is generally perceived as a major implementation barrier to telemonitoring, affecting 80% of the centers [ 45 ]. Consequently, providers tend to continue with standard care instead of telemonitoring. However, from a health care payer perspective, our results indicated that telemonitoring was still cost-saving even with reimbursement [ 13 , 34 ]. To stimulate providers to use telemonitoring, provider compensation should be provided based on overall health care cost-savings, making telemonitoring possible if it is preferred as the way to deliver CIED follow-up care.

Limitations

Because of the large discrepancies between health care systems’ organization, costs, access, delivery, quality, and reimbursement of cardiac care, any generalization may be perceived as inaccurate [ 37 , 46 ]. For instance, the included studies were mainly performed in Western countries. The results may not be generalizable to non-Western countries. Therefore, the cost-effectiveness results are contingent on the context in which they were analyzed [ 46 ]. Another limitation of this research is that 40% (6/15) of the included studies are not randomized controlled trials. These studies may have unobserved confounding factors that cannot be controlled for. Finally, cost analyses were excluded in this study because of our research objective. However, future cost analyses could draw a lot of information from analyzing these excluded studies.

Conclusions

Telemonitoring patients with CIED may be a cost-effective alternative to standard follow-up. Moreover, telemonitoring may lead to a cost reduction from a health care and patient perspective, mainly by the reduction of hospitalizations and scheduled in-office visits. Owing to the reduction in scheduled in-office visits, providers’ income tends to decrease when implementing telemonitoring without proper reimbursement. Introducing appropriate reimbursement could make telemonitoring sustainable for providers, while still being cost-effective from a health care payer perspective.

Acknowledgments

The authors would like to thank Dr Ingrid Kremer of Maastricht University for her help in the manuscript review. This work was supported by the Fund for Scientific Research Flanders (Fonds Wetenschappelijk Onderzoek Vlaanderen, grant 1SC9322N, 2021). RW is supported as a postdoctoral clinical researcher by the Fund for Scientific Research Flanders (Fonds Wetenschappelijk Onderzoek Vlaanderen).

Data Availability

All data generated or analyzed during this study are included in this published article and its multimedia appendices.

Authors' Contributions

SR and LA were responsible for the conceptualization of the manuscript. SR, LA, RW, and HH acquired the financial support necessary for this paper and developed the methodology. SR analyzed and investigated the data. AP, LA, RW, and HH validated the results. SR was responsible for the first and final drafts. LA, RW, and HH were involved in editing the drafts. All authors approved the final manuscript.

Conflicts of Interest

RW reports research funding from Abbott, Biotronik, Boston Scientific, and Medtronic and speakers and consultancy fees from Medtronic, Boston Scientific, Biotronik, and Abbott. None of these payments were personal; all were handled through the University of Leuven. HH received personal lecture and consultancy fees from Abbott, Biotronik, Daiichi-Sankyo, Pfizer-BMS, Medscape, and Springer Healthcare Limited. He received unconditional research grants through the University of Antwerp and the University of Hasselt from Abbott, Bayer, Biotronik, Biosense Webster, Boston Scientific, Boehringer Ingelheim, Daicchi-Sankyo, Fibricheck or Qompium, Medtronic, and Pfizer-BMS, all outside the scope of this work. All other authors declare no other conflicts of interest.

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Abbreviations

Edited by T Leung; submitted 28.03.23; peer-reviewed by P Jeurissen, B Dechert; comments to author 07.09.23; revised version received 13.09.23; accepted 13.02.24; published 19.04.24.

©Sarah Raes, Andrea Prezzi, Rik Willems, Hein Heidbuchel, Lieven Annemans. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 19.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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1. Use these guidelines to critique your selected research article to be included in your research proposal. You do not need to address all the questions indicated in this guideline, and only include the questions that apply. 2. Prepare your report as a paper with appropriate headings and use APA format 5th edition.
Writing an Article Critique
Before you start writing, you will need to take some steps to get ready for your critique: Choose an article that meets the criteria outlined by your instructor. Read the article to get an understanding of the main idea. Read the article again with a critical eye. As you read, take note of the following: What are the credentials of the author/s?
PDF Step'by-step guide to critiquing research. Part 1: quantitative research
research question, the methodology section, the data analysis, and the findings (Ryan-Wenger, 1992). Literature review The primary purpose of the literature review is to define or develop the research question while also identifying an appropriate method of data collection (Burns and Grove, 1997). It should also help to identify any gaps in
(PDF) Critiquing A Research Paper A Practical Example
Critiquing a research paper is an important skill. It helps in the evaluation of the available research and its application to evidence-based medicine, However, it requires a systematic approach.
Making sense of research: A guide for critiquing a paper
Abstract. Learning how to critique research articles is one of the fundamental skills of scholarship in any discipline. The range, quantity and quality of publications available today via print, electronic and Internet databases means it has become essential to equip students and practitioners with the prerequisites to judge the integrity and ...
Article Summaries, Reviews & Critiques
A critique asks you to evaluate an article and the author's argument. You will need to look critically at what the author is claiming, evaluate the research methods, and look for possible problems with, or applications of, the researcher's claims. Introduction. Give an overview of the author's main points and how the author supports those ...
Writing a Critique
Writing a Critique. A critique (or critical review) is not to be mistaken for a literature review. A 'critical review', or 'critique', is a complete type of text (or genre), discussing one particular article or book in detail. In some instances, you may be asked to write a critique of two or three articles (e.g. a comparative critical review).
Critiquing a research article
Abstract. This article explores certain concepts relating to critiquing research papers. These include considering the peer review process for publication, demonstrating the need for critiquing, providing a way to carefully evaluate research papers and exploring the role of impact factors. Whilst all these features are considered in this ...
How to Write an Article Critique Psychology Paper
To write an article critique, you should: Read the article, noting your first impressions, questions, thoughts, and observations. Describe the contents of the article in your own words, focusing on the main themes or ideas. Interpret the meaning of the article and its overall importance. Critically evaluate the contents of the article ...
How to Critique a Research Article
Undertaking a critique of a research article may seem challenging at first, but will help you to evaluate whether the article has relevance to your own practice and workplace. Reading a single article can act as a springboard into researching the topic more widely, and aids in ensuring your nursing practice remains current and is supported by existing literature.
Writing, reading, and critiquing reviews
Scoping Review: Aims to quickly map a research area, documenting key concepts, sources of evidence, methodologies used. Typically, scoping reviews do not judge the quality of the papers included in the review. They tend to produce descriptive accounts of a topic area. Kalun P, Dunn K, Wagner N, Pulakunta T, Sonnadara R.
Making sense of research: A guide for critiquing a paper
Developing the skill of "critiquing a research article" makes the students aware of the important steps in "writing a research protocol" by understanding the essential components of published ...
How to review a paper
22 Sep 2016. By Elisabeth Pain. Share: A good peer review requires disciplinary expertise, a keen and critical eye, and a diplomatic and constructive approach. Credit: dmark/iStockphoto. As junior scientists develop their expertise and make names for themselves, they are increasingly likely to receive invitations to review research manuscripts.
PDF CRITIQUING LITERATURE
The literature review should give an overview of the available literature which frames or surrounds the problem being researched. It should look at the similarities and differences between the literature, as well ... Making sense of research: a guide for critiquing a paper . Contemporary Nurse, 14 (1), 38-45. Author: Simone Polden Created Date:
Review A guide to critiquing a research paper. Methodological appraisal
Introduction. Developing and maintaining proficiency in critiquing research have become a core skill in today's evidence-based nursing. In addition, understanding, synthesising and critiquing research are fundamental parts of all nursing curricula at both pre- and post-registration levels (NMC, 2011).This paper presents a guide, which has potential utility in both practice and when undertaking ...
Critique of research articles
Critique of research articles. A guide for critique of research articles. Following is the list of criteria to evaluate (critique) a research article. Please note that you should first summarize the paper and then evaluate different parts of it. Most of the evaluation section should be devoted to evaluation of internal validity of the conclusions.
PDF Writing a Critique or Review of a Research Article
2. If you are reviewing a research study, organize the body of your critique according to the paper's structure. See Table 1 for specific suggestions about questions to ask in critiquing the various elements of a research article. Start with a brief description and analysis of the strengths and weaknesses of the research design and ...
Writing a Critique Paper: 7 Easy Steps
1) Procedure in Writing a Critique Paper, and the. 2) Format of the Critique Paper. First, you will need to know the procedure that will guide you in evaluating a paper. Second, the format of the critique paper refers to how you present it so that it becomes logical and scholarly in tone. The Four Steps in Writing a Critique Paper
How to Critique a Research Paper- Examples And Strategies
Conclude your article critique. Finally, conclude your research paper critiquing at the end by giving a research conclusion at the end. You can give the overall review of the entire critique of the research paper that you have written so far. Both negative and positive aspects of the research paper need to be discussed at this stage.
How To Write a Critique (With Types and an Example)
1. Determine the criteria. Before you write your critique, it's helpful to first determine the criteria for the critique. If it's an assignment, your professor may include a rubric for you to follow. Examine the assignment and ask questions to verify your understanding of the guidelines.
How To Critique A Research Paper, Article, Journal (Critical ...
DESCRIPTION: In this video you will learn how to critique a research paper and how to write a critique paper on a research article. This is the most detaile...
Critiquing Research Evidence for Use in Practice: Revisited
The first step is to critique and appraise the research evidence. Through critiquing and appraising the research evidence, dialog with colleagues, and changing practice based on evidence, NPs can improve patient outcomes ( Dale, 2005) and successfully translate research into evidence-based practice in today's ever-changing health care ...
Organizing Your Social Sciences Research Paper
In writing a research paper, the act of critical thinking applies most directly to the literature review and discussion sections of your paper. ... "Teaching Critical Thinking Skills in Higher Education: A Review of the Literature." Journal of College Teaching and Learning 8 (February 2011): 25-41; Bayou, Yemeserach and Tamene Kitila ...
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Mission. The AI Index report tracks, collates, distills, and visualizes data related to artificial intelligence (AI). Our mission is to provide unbiased, rigorously vetted, broadly sourced data in order for policymakers, researchers, executives, journalists, and the general public to develop a more thorough and nuanced understanding of the complex field of AI.
Call for Papers: Submit Your Research to Gaming Law Review
Gaming Law Review uniquely focuses on gaming law, regulations, and economics. Each issue, ten per volume in total, appears in print and online, and there is no publication fee. The journal is devoted to publishing relevant papers that will both enhance the understanding of our readers and further the field through new information and ideas.
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Background: Telemonitoring patients with cardiac implantable electronic devices (CIEDs) can improve their care management. However, the results of cost-effectiveness studies are heterogeneous. Therefore, it is still a matter of debate whether telemonitoring is worth the investment. Objective: This systematic review aims to investigate the cost-effectiveness of telemonitoring patients with ...
Credit Card Competition Act of 2023 Review and Analysis
Abstract. This paper assesses the need for and possible impacts of S.1838 (118th Congress), entitled Credit Card Competition Act of 2023. The paper provides a critique of the bill, including estimation of possible increases in credit card fraud that may result from its mandate that card issuers provide merchants with alternative processing network choices.

Making sense of research: A guide for critiquing a paper

Publication types

Article Summaries, Reviews & Critiques

Writing an article CRITIQUE

Writing a Critique

Read and Take Notes

Organising your writing

Explicit evaluation

Implicit evaluation

Linguistic features of a critical review

Summary language

Evaluation language

Conclusion language

Example extracts from a critical review

Use of source material in example a:

Use of source material in example b:

Further resources

IOE Writing Centre Online

How to Write an Article Critique

Evaluating the Article

At a Glance

Steps for Writing an Effective Article Critique

Read the Introduction Section of the Article

Read the Methods Section of the Article

Read the Results Section of the Article

Read the Discussion Section of the Article

Begin Writing Your Own Critique of the Paper

Introduction

Thesis Statement

Article Summary

Your Analysis

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How to Critique a Research Article

How to Critique

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Writing, reading, and critiquing reviews

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Writing a Critique Paper: Seven Easy Steps

Table of Contents

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Assess or Evaluate

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Give your personal critical analysis at the end

Conclude your article critique

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