And in this issue: of the CMEJ: Bahji A, Smith J, Danilewitz M, Crockford D, el-Guebaly N, Stuart H. Towards competency-based medical education in addictions psychiatry: a systematic review. . 2021; 12(3) 10.36834/cmej.69739
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.
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.
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.
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.
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.
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.
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.
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.
Population Health Metrics volume 22 , Article number: 28 ( 2024 ) Cite this article
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Metrics details
The burden of disease (BOD) approach, originating with the Global Burden of Disease (GBD) study in the 1990s, has become a cornerstone for population health monitoring. Despite the widespread use of the Disability-Adjusted Life Year (DALY) metric, variations in methodological approaches and reporting inconsistencies hinder comparability across studies. To tackle this issue, we set out to develop guidelines for reporting DALY calculation studies to improve the transparency and comparability of BOD estimates.
The development of the STROBOD statement began within the European Burden of Disease Network, evolving from initial concepts discussed in workshops and training sessions focused on critical analysis of BOD studies. In 2021, a working group was formed to refine the preliminary version into the final Standardised Reporting of Burden of Disease studies (STROBOD) statement, consisting of 28 items structured across six main sections. These sections cover the title, abstract, introduction, methods, results, discussion, and open science, aiming to ensure transparency and standardization in reporting BOD studies. Notably, the methods section of the STROBOD checklist encompasses aspects such as study setting, data inputs and adjustments, DALY calculation methods, uncertainty analyses, and recommendations for reproducibility and transparency. A pilot phase was conducted to test the efficacy of the STROBOD statement, highlighting the importance of providing clear explanations and examples for each reporting item.
The inaugural STROBOD statement offers a crucial framework for standardizing reporting in BOD research, with plans for ongoing evaluation and potential revisions based on user feedback. While the current version focuses on general BOD methodology, future iterations may include specialized checklists for distinct applications such as injury or risk factor estimation, reflecting the dynamic nature of this field.
Peer Review reports
The burden of disease (BOD) approach gained prominence in the 1990s, with the launch of the first Global Burden of Disease (GBD) study. Today, the Institute for Health Metrics and Evaluation has transformed the GBD study into a worldwide collaborative effort, generating estimates for 371 diseases and injuries, and 88 risk factors, in 204 countries and territories [ 1 ]. Furthermore, several countries are conducting national BOD studies, and several international organisations have embraced the BOD approach [ 2 , 3 , 4 , 5 ]. Central to this approach is the Disability-Adjusted Life Year (DALY), which allows integrating the impact of morbidity and mortality into a single population health indicator, thereby providing a more comprehensive basis for evaluating, comparing, and ranking the health impact of diseases, injuries, and risk factors. Motivated by the strength of the DALY metric, it is also increasingly used in cost-effectiveness analyses, health impact assessments, and quantitative microbial risk assessments [ 6 , 7 ].
Although the general concept of the DALY metric is well established, there are various methodological choices and assumptions to be made when calculating DALYs [ 6 , 8 , 9 ]. Recent systematic literature reviews of European BOD studies have shown a wide variety in methodological assumptions used to quantify DALYs, but also important inconsistencies in the reporting of methods and particular assumptions [ 2 , 10 , 11 , 11 , 12 ]. For instance, studies differ in the choice of the reference life table for calculating Years of Life Lost (YLL) (e.g., aspirational versus national life expectancies [ 10 , 11 , 11 ]), in the use of specific sets of disability weights (e.g., GBD or national elicitation exercises [ 13 , 14 ]), or in the application of social weighting functions (i.e., age weighting and time discounting [ 2 , 11 ]). This methodological heterogeneity, and the lack of consistent reporting, hampers interpretation and comparability of BOD estimates, thereby limiting the power of the DALY metric as a tool for ranking and prioritisation. For instance, Wyper et al. [ 14 ] have documented that the choice of the reference population used in calculating age-standardised rates can have a major impact on the results, rankings, and conclusions.
To address this challenge, we introduce the Standardised Reporting of Burden of Disease studies (STROBOD) statement.
The aim of the STROBOD statement is to serve as a standard protocol for reporting DALY calculations. The widespread application of the STROBOD statement will increase consistency and transparency in reporting of BOD studies, which will enhance usability of BOD estimates. The statement will furthermore serve as an educational tool, as it helps researchers and students to understand the different choices and assumptions that need to be made when calculating DALYs. The STROBOD statement is however not intended to serve as a tool to assess the quality of BOD studies or estimates.
The STROBOD statement focuses on the DALY methodology, and can be used in combination with other reporting guidelines. For instance, the Guidelines for Accurate and Transparent Health Estimates Reporting (GATHER) can be used to describe input data and estimation methods for new global health estimates [ 15 ]. Likewise, the Consolidated Health Economic Evaluation Reporting Standards (CHEERS) statement can be used when reporting on health economic evaluations [ 16 ], of which a DALY calculation can be a subcomponent.
The basic idea of the STROBOD statement was proposed within the context of the European Burden of Disease Network (COST Action CA18218) [ 17 ].
A preliminary version of the statement was developed by BD in the context of workshops and training schools on the general concepts of BOD, where it was used as a tool to support an exercise on critical reading of BOD studies. This version included basic items on study setting, data adjustments, DALY methods, and uncertainty. Throughout the workshops and training schools, the relevance of the tool was established.
In 2021, a working group was established to further develop this preliminary version into an initial version of the STROBOD statement. This working group consisted of the Core Group members of the European Burden of Disease Network, and met online on regular intervals throughout 2023. In initial meetings, the organisation of the working group was defined, and the scope, purpose and structure of the statement was discussed. It was decided to include a pilot phase and an additional appendix with a detailed explanation of each item, including examples. The scope was defined to be generic, thereby excluding specific methods involving, for example, injury BOD calculations or comparative risk factors (for which add-on statements could be developed). The purpose was defined to be descriptive rather than normative. The structure was defined to be similar to existing statements such as GATHER and CHEERS.
Based on the discussions in the working group, it was decided to add a number of items to the preliminary version, so that the STROBOD statement would cover all relevant aspects of a scientific manuscript or report. We thus included sections on the title, abstract, introduction, results, discussion, and open science. The decision to include the latter section was made to emphasise that future BOD studies should be both easily accessible and reproducible. Specific adjustments were made to the items in the methods section. Detailed questions on different data adjustment steps were merged into one item, and an extra item was added on the listing of epidemiological input parameters. Likewise, items were added on the durations and conditional probabilities used in disease model(s), while the preliminary version only included items on disability weights. Discussions in the working group mainly were linked to the description of the items in the statement table. The supplementary file with detailed explanations and examples provided a way to accommodate requests for further detail (S2 Appendix).
To test the initial protocol, a pilot phase was run by applying it to peer-reviewed published BOD papers. The pilot was conducted by postgraduate supervised students of the Core Group members, while the set of papers used in this test differed widely in scope and complexity. The test applications further highlighted the need to provide clear and detailed explanations and examples for each of the items.
STROBOD comprises a checklist of 28 items (Table 1 ). For each item, the authors need to specify on which page the relevant information can be found. An electronic version of the checklist and a more detailed explanation and elaboration document, describing the interpretation and rationale of each reporting item along with examples of good reporting, are available in the appendix (S2 Appendix).
The STROBOD reporting items are structured in six main sections – i.e., title, abstract, introduction, methods, results, discussion, and open science (S3 Appendix). The title needs to clearly identify the study as a BOD assessment, to facilitate retrieval via database searches. The abstract needs to present key findings, while the introduction needs to present the policy relevance of the study. Most of the items of the checklist relate to the study methods. Authors need to define the study setting (in terms of causes, reference population, and reference year), and describe all data inputs, including methods for data adjustments. Specific DALY calculation methods include the Years Lost due to Disability (YLD) perspective, valuation used in Years of Life Lost (YLL) calculations, disease model with disability weights, durations and severity distributions, and possible multimorbidity adjustments and social weighting. Uncertainty analyses are recommended, and include assessing parameter uncertainty and performing scenario and sensitivity analyses. The results should be presented in a way that supports comparability, and should be discussed in light of previous evidence, in particular focussing on differences arising through different DALY methods or data manipulations. Finally, it is recommended to make the source code available, and describe funding source and conflict of interests.
This first version of the STROBOD statement provides a valuable new resource for BOD researchers and experts. We will actively promote its uptake and use, so that it can become a standard in the field. It is also intended that the STROBOD statement will be evaluated over time, and possibly revised in light of user experiences.
The STROBOD statement focuses on general BOD methodology. Specific applications, such as the estimation of DALYs for injuries or risk factors, require dedicated checklists. For instance, injury BOD studies are typically based on an integration of information on the cause-of-injury , which pertains to the intent and mechanism of injury, and the nature-of-injury , which pertains to the type of injury and the severity of their consequences [ 11 ]. Likewise, BOD studies for risk factors require additional information on the exposure to the concerned risk factor, and the associations with the concerned health outcomes. The integration of these additional inputs come with additional methodological challenges [ 18 ]. To address these specific needs, it is foreseen that the STROBOD statement can form the basis for add-on checklists dedicated to these specific applications. Although the STROBOD statement is intended for studies estimating DALYs, we encourage that studies exclusively estimating YLL, or YLD, can also adhere to the statement by completing the relevant checklist items. In addition to these add-on checklists, we also foresee that the STROBOD statement can be used in complement to other statements, such as GATHER [ 15 ]. Indeed, STROBOD has a specific focus on the DALY metric, while GATHER applies to any health metric—STROBOD thus provides specific detail on the methodological choices and assumptions specific to the DALY, which is a level of detail that exceeds the scope of GATHER. Vice versa, GATHER has a stronger focus on the statistical modelling techniques used to generate coherent global health estimates, which exceeds the scope of STROBOD.
The STROBOD statement supports reporting of BOD studies, but does not provide practical guidance on how to perform a BOD study or translate the results to end users. To understand the practical steps in a BOD study, researchers may refer to Devleesschauwer et al. [ 9 ] and also benefit from existing tools such as the software tool for burden of infectious disease calculations [ 19 ]. Knowledge translation of BOD estimates is an area of active development, and is described in more detail by Lundkvist et al . [ 20 ] and Cuschieri et al . [ 21 ].
The STROBOD statement was developed within the context of the European Burden of Disease Network, with specific inputs from the network’s Core Group. As a consequence, inputs from BOD experts from other continents were not sought, nor was the broader scientific community consulted. Despite the significant variability in the application of BOD methodology, we did not discern any distinct geographical patterns in this diversity. This suggests that our current working group possessed a sufficiently comprehensive perspective on BOD methodology and reporting requirements. Moreover, the decision to develop the statement exclusively with BOD experts was purposeful, given the specialized nature of this methodology within the broader scientific community. Nevertheless, we eagerly anticipate the implementation of the statement in the field, its incorporation into publications, and its use in future training initiatives.
To encourage the adoption of the STROBOD statement, we will proactively engage with the EQUATOR network and editors of relevant scientific journals to advocate for its endorsement as a standard practice in BOD studies. Future activities will also include an application of the statement to published papers, to structurally assess the completeness and quality of reporting of published BOD papers—and to assess how well the current version of the statement is understood by researchers. A first application of the statement to the GBD study (see S4 Appendix) highlighted that certain methodological choices, such as social weighting factors—explicitly excluded from GBD studies—may still hold relevance for national BOD studies and should be reported accordingly. Additionally, the use of the STROBOD statement underscored the importance of thoroughly documenting methodological decisions, including data sources and adjustments, as it significantly improves the transparency and clarity of BOD estimates. We are committed to learning from these experiences, and fostering ongoing discussions with experts and institutions from around the world. Based on these inputs, we anticipate making necessary revisions to the statement, and publishing improved versions of the statement, and extensions to specific topics.
No datasets were generated or analysed during the current study.
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The authors would like to acknowledge the networking support from COST Action CA18218 (European Burden of Disease Network; www.burden-eu.net ), supported by COST (European Cooperation in Science and Technology; www.cost.eu ). The authors would also like to thank Cláudia Cruz Oliveira and Carlotta Di Bari who tested the drafted STROBOD statement. We honour the memory of Dr. Ian Grant, a distinguished public health and burden of disease expert at Public Health Scotland, who contributed to the development of the STROBOD statement but sadly passed away during its preparation. This manuscript and the STROBOD statement stand as a testament to his invaluable contributions to the field.
This work benefited from networking within the context of COST Action CA18218 (European Burden of Disease Network; www.burden-eu.net ), supported by COST (European Cooperation in Science and Technology; www.cost.eu ).
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Brecht Devleesschauwer & Vanessa Gorasso
Department of Translational Physiology, Infectiology and Public Health, Ghent University, Merelbeke, Belgium
Brecht Devleesschauwer
Department of Public Health, Erasmus MC, University Medical Center Rotterdam, Rotterdam, The Netherlands
Periklis Charalampous & Juanita A. Haagsma
Egas Moniz Center for Interdisciplinary Research (CiiEM), Egas Moniz School of Health & Science, Caparica, Portugal
Ricardo Assunção
National Institute for Public Health and the Environment (RIVM), Bilthoven, The Netherlands
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Department of Health Statistics, National Institute for Health Development, Tallinn, Estonia
Jane Idavain
Department of Chronic Non-Communicable Diseases and Injuries, National Institute of Public Health, Ljubljana, Slovenia
Tina Lesnik
Institute of Social Medicine, Faculty of Medicine, University of Belgrade, Belgrade, Serbia
Milena Santric-Milicevic
Laboratory for Strengthening Capacity and Performance of Health Systems and Workforce for Health Equity, Faculty of Medicine, University of Belgrade, Belgrade, Serbia
German Medical Institute, Limassol, Cyprus
Elena Pallari
National Food Institute, Technical University of Denmark, Lyngby, Denmark
Sara M. Pires
Department for Exposure Assessment and Environmental Health Indicators, German Environment Agency, Berlin, Germany
Dietrich Plass
Clinical and Protecting Health Directorate, Public Health Scotland, Glasgow, UK
Grant M. A. Wyper
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Department of Epidemiology and Health Monitoring, Robert Koch Institute, Berlin, Germany
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Wrote the first draft of the manuscript: BD; Contributed to the writing of the manuscript: BD, PC, JH, VG, RA, HH, JI, TL, MSM, EP, SP, DP, GMAW, and EvdL. Agree with the manuscript’s results and conclusions: BD, PC, JH, VG, RA, HH, JI, TL, MSM, EP, SP, DP, GMAW, and EvdL. Drafted the checklist: BD, PC, JH, VG, RA, HH, JI, TL, MSM, EP, SP, DP, GMAW, and EvdL. All authors approved the final draft. All authors have read, and confirmed that they meet, ICMJE criteria for authorship.
Correspondence to Brecht Devleesschauwer .
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DP, JAH and GMAW are Associate Editors of Population Health Metrics. The other authors declare that they have no competing interests.
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Devleesschauwer, B., Charalampous, P., Gorasso, V. et al. Standardised reporting of burden of disease studies: the STROBOD statement. Popul Health Metrics 22 , 28 (2024). https://doi.org/10.1186/s12963-024-00347-9
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DOI : https://doi.org/10.1186/s12963-024-00347-9
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An article critique requires you to critically read a piece of research and identify and evaluate the strengths and weaknesses of the article. ... A summary of a research article requires you to share the key points of the article so your reader can get a ... relevancy, and accuracy of the article, using specific examples from the article to ...
many examples of work written by those who have written on this subject in the past. Pesch cites people like Locke, Montesquieu, and Machiavelli. These are good, well-‐known examples. and authors and I think it adds a great deal credibility to the piece as a whole.
1. Introduction. Article Information: Mention the title of the article, the author's name, the source (journal, magazine, etc.), and the publication date. Thesis Statement: Summarize the main argument or purpose of the article. Scope of the Critique: Briefly outline the main points you will discuss in your critique.
Provide a brief description of why it is important in your specific context. Next, remember to mention all the interesting aspects that help to reveal the value of the article. Finally, talk about the author's intention and vision regarding the subject. The final part of the article critique must offer a summary of the main purpose. Learning ...
When you are reading an article, it is vital to take notes and critique the text to understand it fully and to be able to use the information in it. Here are the main steps for critiquing an article: Read the piece thoroughly, taking notes as you go. Ensure you understand the main points and the author's argument.
1. Begin of briefly critique by identifying the article's title, author(s), date of publication, and the name. researchers. (see the your journal other publication in which app ared. In your introduction, you should also of the Table publication describe 1). or the If the in paper purpose which was it appeared and the credentials and not ...
The results wer e discussed appropriat ely- No misinterpretation. 11. Streng ths motioned are the true strengths. 12. Limitations are r eported do not aff ec t the applicability of the study-. 13 ...
Discussion. 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.
How to Write an A. ticle CritiqueRead the article. Try not to make any notes when you rea. the article for the first time.2 Read the article again, paying close attention to the main point or thesis of the article and the support. points that the article. ses.o3 Read the article again. To write a thorough article critique you must have t.
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.
the article, taking the main points of each paragraph. The point of the diagram is to. show the relationships between the main points in the article. Ev en better you might. consider doing an ...
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 ...
Any article critique example APA opens up with a cover page that shows a paper title, student name, college or university name and date. Next goes the abstract. This is the specific feature of APA style so do not skip it. Abstract is about half a page long and it sums up what will be presented in the critique, that is, main points of analysis ...
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.
Because there are few published examples of critique examples, this article provides the practical points of conducting a formally written quantitative research article critique while providing a ...
An article critique will require you to critically read a piece of research and identify and evaluate the strengths and weaknesses of the article. How is a critique different from a summary? A summary of a research article requires you to share the key points of the article so your reader can get a clear picture of what the article is about. A ...
How to write a critique. Before you start writing, it is important to have a thorough understanding of the work that will be critiqued. Study the work under discussion. Make notes on key parts of the work. Develop an understanding of the main argument or purpose being expressed in the work. Consider how the work relates to a broader issue or ...
Example. Following, we have an example of a summary and an evaluation of a research article. Note that in most literature review contexts, the summary and evaluation would be much shorter. This extended example shows the different ways a student can critique and write about an article. Citation. Chik, A. (2012).
Agreeing with, defending or confirming a particular point of view. Proposing a new point of view. Conceding to an existing point of view, but qualifying certain points. Reformulating an existing idea for a better explanation. Dismissing a point of view through an evaluation of its criteria. Reconciling two seemingly different points of view.
Step 9: Presenting Your Critique. Organize your critique into a well-structured paper, starting with an introduction that outlines the article's context and purpose. Develop a clear and focused thesis statement that conveys your assessment. Support your points with evidence from the article and other credible sources.
Thus, each section of an article is subjected to critique as follows: Introduction. Check the extent to which the title of the article interest and allow you to have an immediate idea of the content of the research. Identify the authors of the research article and/or parties that conducted the research is published.
to identify what is best practice. This article is a step-by step-approach to critiquing quantitative research to help nurses demystify the process and decode the terminology. Key words: Quantitative research methodologies Review process • Research]or many qualified nurses and nursing students research is research, and it is often quite difficult
All reviews require authors to be able accurately summarize, synthesize, interpret and even critique the research literature. 1, 2 In fact, ... Type of Review Description Examples of published HPE articles using review methodology; Systematic Review: Often associated with Cochrane Reviews, this type of review aims to answer a narrowly focused ...
Writing well, a high-stakes endeavor in academia, is critical for publication. Highlighting research methods, convincing readers of the validity of conclusions, and opening up new ways of knowing and doing by evocatively communicating moments of insight gleaned from interpretation of data are intrinsic to both quantitative and qualitative research.
A pilot phase was conducted to test the efficacy of the STROBOD statement, highlighting the importance of providing clear explanations and examples for each reporting item. The inaugural STROBOD statement offers a crucial framework for standardizing reporting in BOD research, with plans for ongoing evaluation and potential revisions based on ...
Research on whether social media use relates to adolescent depression is rapidly increasing. However, is it adequately representing the diversity of global adolescent populations? We conducted a preregistered scoping review (research published between 2018 and 2020; 34 articles) to investigate the proportion of studies recruiting samples from the Global North versus Global South and assess ...