| Critical Review | Aims to demonstrate writer has extensively researched literature and critically evaluated its quality. Goes beyond mere description to include degree of analysis and conceptual innovation. Seeks to identify most significant items in the field. | Significant component: seeks to identify conceptual contribution to embody existing or derive new theory |
Definition from Grant and Booth (2009) DOI: 10.1111/j.1471-1842.2009.00848.x
| Literature Review | Generic term: published materials that provide examination of recent or current literature. Can cover wide range of subjects at various levels of completeness and comprehensiveness. May include research findings | Analysis may be chronological, conceptual, thematic, etc. |
Definition from Grant and Booth (2009) DOI: 10.1111/j.1471-1842.2009.00848.x
| Meta-analysis | Technique that statistically combines the results of quantitative studies to provide a more precise effect of the results | Numerical analysis of measures of effect assuming absence of heterogeneity |
Definition from Grant and Booth (2009) DOI: 10.1111/j.1471-1842.2009.00848.x
| Mixed studies review/mixed methods review | Refers to any combination of methods where one significant component is a literature review (usually systematic). Within a review context it refers to a combination of review approaches for example combining quantitative with qualitative research or outcome with process studies | Analysis may characterise both literatures and look for correlations between characteristics or use gap analysis to identify aspects absent in one literature but missing in the other |
Definition from Grant and Booth (2009) DOI: 10.1111/j.1471-1842.2009.00848.x
| Qualitative systematic review/qualitative evidence synthesis | Method for integrating or comparing the findings from qualitative studies. It looks for ‘themes’ or ‘constructs’ that lie in or across individual qualitative studies | Thematic analysis, may include conceptual models |
Definition from Grant and Booth (2009) DOI: 10.1111/j.1471-1842.2009.00848.x
| Scoping Review | Preliminary assessment of potential size and scope of available research literature. Aims to identify nature and extent of research evidence (usually including ongoing research) | Characterizes quantity and quality of literature, perhaps by study design and other key features. |
Definition from Grant and Booth (2009) DOI: 10.1111/j.1471-1842.2009.00848.x
| Systematic Review | Seeks to systematically search for, appraise and synthesis research evidence, often adhering to guidelines on the conduct of a review. Quality assessment may determine inclusion/exclusion. | What is known; recommendations for practice. What remains unknown; uncertainty around findings, recommendations for future research |
Definition from Grant and Booth (2009) DOI: 10.1111/j.1471-1842.2009.00848.x
| Umbrella Review | Specifically refers to review compiling evidence from multiple reviews into one accessible and usable document. Focuses on broad condition or problem for which there are competing interventions and highlights reviews that address these interventions and their results. Identification of component reviews, but no search for primary studies. Quality assessment of studies within component reviews and/or of reviews themselves. | What is known; recommendations for practice. What remains unknown; recommendations for future research. |
Definition from Grant and Booth (2009) DOI: 10.1111/j.1471-1842.2009.00848.x
Have a look at this journal article
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E (2018) ‘Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach’, BMC medical research methodology, 18(1), pp. 143–143. Available at: https://doi.org/10.1186/s12874-018-0611-x.
A systematic review is an approach used in health, education and social policy (as part of evidence based policy or practice). It's much more than a 'literature review' - it follows a strict and rigorous methodology. The aim is to identify, select, synthesize and appraise all high quality research evidence relevant to a particular topic.
Five steps to writing a Systematic Review
1. Formulate your question.
2. Search for studies.
3. Assess the quality of studies.
4. Summarise the evidence.
5. Interpret the findings
Confused...?
Have a look at these links for further info:
EPPI Centre: What is a Systematic Review?
Bandolier: What is ...? A systematic review
Forgotten what a research term means? Have a look at NICE Glossary.
Useful Resources for Scoping Reviews:
Harley J (2024) How to undertake a scoping review. Nursing Standard. doi: 10.7748/ns.2024.e12348
A literature review is a piece of academic writing demonstrating knowledge and understanding of the academic literature on a specific topic placed in context. A literature review also includes a critical evaluation of the material.
A literature review can:
Doing a Literature Review in health and social care by
This best-selling book is a step-by-step guide to doing a literaturereview for students in all areas of health and social care. It is vitalreading for all those doing their undergraduate dissertation or anystudy that involves doing a literature review.This book provides a practical guide to doing a literature reviewfrom start to finish. This fourth edition includes: A broad range of real life examples of how to overcomechallenges in the process How to get your question right Updated guidance on following a clear search strategy forrelevant literature using the appropriate technology Expanded guide to using a range of critical appraisal tools Increased emphasis on presenting your findings or using themin practice Tips and coverage on how to write up your reviewDoing a Literature Review in Health and Social Care is essentialreading for anyone new to reviewing and presenting evidence ina review."This essential guide demystifies the literature review process...The fourth edition has retained its accessible and user friendlystyle for which the text has become known. A useful glossary andthe questioning style are just some of the pedagogical features ofthis text. I will continue to recommend this book to my students."Debra Jackson, RN PhD FACN, Professor of Nursing, University ofTechnology, Sydney