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.
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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.
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:
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.
This should include:
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:
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:
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.
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.
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.
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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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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)?
COMMUNICATION IN THE BIOLOGICAL SCIENCES Department of Biology
LITERATURE REVIEW PAPER
WHAT IS A REVIEW PAPER?
CHOOSING A TOPIC
RESEARCHING A TOPIC
HOW TO WRITE THE PAPER
The purpose of a review paper is to succinctly review recent progress in a particular topic. Overall, the paper summarizes the current state of knowledge of the topic. It creates an understanding of the topic for the reader by discussing the findings presented in recent research papers .
A review paper is not a "term paper" or book report . It is not merely a report on some references you found. Instead, a review paper synthesizes the results from several primary literature papers to produce a coherent argument about a topic or focused description of a field.
Examples of scientific reviews can be found in:
Current Opinion in Cell Biology
Current Opinion in Genetics & Development
Annual Review of Plant Physiology and Plant Molecular Biology
Annual Review of Physiology
Trends in Ecology & Evolution
You should read articles from one or more of these sources to get examples of how your paper should be organized.
Scientists commonly use reviews to communicate with each other and the general public. There are a wide variety of review styles from ones aimed at a general audience (e.g., Scientific American ) to those directed at biologists within a particular subdiscipline (e.g., Annual Review of Physiology ).
A key aspect of a review paper is that it provides the evidence for a particular point of view in a field. Thus, a large focus of your paper should be a description of the data that support or refute that point of view. In addition, you should inform the reader of the experimental techniques that were used to generate the data.
The emphasis of a review paper is interpreting the primary literature on the subject. You need to read several original research articles on the same topic and make your own conclusions about the meanings of those papers.
Click here for advice on choosing a topic.
Click here for advice on doing research on your topic.
HOW TO WRITE THE PAPER
Overview of the Paper: Your paper should consist of four general sections:
Review articles contain neither a materials and methods section nor an abstract.
Organizing the Paper: Use topic headings. Do not use a topic heading that reads, "Body of the paper." Instead the topic headings should refer to the actual concepts or ideas covered in that section.
Example
What Goes into Each Section:
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A critique paper is an analytical essay focusing on evaluating and interpreting a piece of work, such as an article, book , film, or painting. The aim is to assess the work’s strengths and weaknesses, often comparing it to relevant standards or other works in the field. The writer should provide a balanced analysis, supporting their observations with evidence, to inform readers about the work’s value and significance.
What is a critique paper.
A critique paper is an analytical evaluation of a work, focusing on its strengths and weaknesses. It requires critical thinking to assess and discuss the work’s effectiveness and provide recommendations for improvement, often backed by evidence.
Critique papers can vary widely in focus and approach, depending on the subject and purpose. Here are some common types:
A critique paper serves several important academic and intellectual purposes, contributing to both the writer’s understanding and the broader scholarly community’s discussion on a subject. Here are the primary purposes of a critique paper:
A critique paper generally follows a structured format to ensure a thorough evaluation and clear presentation of thoughts. Here’s an outline of the typical format along with an example for a research article critique:
In this critique, I evaluate the article “The Impact of Daily Exercise on Wellbeing” by Dr. Jane Smith, published in the 2020 edition of Health & Lifestyle. The article claims that daily exercise significantly improves mental health. This critique assesses the validity of Dr. Smith’s research methods and findings.
Dr. Smith’s article outlines a study conducted over 12 months involving 300 participants, exploring the effects of various exercise routines on mental health indicators such as stress, happiness, and overall life satisfaction.
While Dr. Smith’s methodology of tracking participant wellbeing through self-reported surveys is insightful, the reliance on self-reporting can introduce bias and affect the reliability of the data. Furthermore, the study lacks a control group, which is crucial for comparing the effects observed.
In conclusion, although Dr. Smith’s findings provide valuable insights into the positive effects of daily exercise on mental health, the study’s methodologies could be strengthened by incorporating a control group and using more objective data collection methods. Future research should address these limitations to build on Dr. Smith’s work.
Smith, J. (2020). The Impact of Daily Exercise on Wellbeing. Health & Lifestyle Journal, 15(4), 234-248.
Here are the Examples of critique papers provide structured analyses and evaluations of various works, including books, films, and artworks. They illustrate how to critically assess themes, techniques, and overall impact.
Critique of a film, critique of a scientific research article.
Providing students with examples of critique papers can help them understand how to effectively analyze and evaluate different types of work, such as literature, films, research articles, and more. Here are three examples of critique paper topics, each tailored to a specific subject, that could be useful for students learning to write critiques:
Creating a critique for a short story involves analyzing elements such as plot, characters, setting, themes, and the author’s writing style. Here are three examples of critique papers for short stories that can help students learn to evaluate and interpret literature effectively:
Feminist critique papers provide insightful analyses on literature, media, or cultural practices through the lens of feminist theory, highlighting issues of gender equality, representation, and the experiences of women. Here are three examples of feminist critique paper topics, each tailored to examine different subjects with a focus on feminist perspectives:
Art critique paper examples offer structured evaluations of various artworks, including paintings, sculptures, and photographs. These examples analyze themes, techniques, and emotional impact, providing insights into the artist’s intentions and the work’s significance. They serve as guides for understanding and articulating critical perspectives on art.
Critique paper examples for books provide detailed analyses and evaluations of various literary works, including novels, non-fiction, and classics. They examine themes, character development, writing style, and overall impact, offering insights into the strengths and weaknesses of each book. These examples guide readers in developing their own critical perspectives.
Critique paper examples for novels offer in-depth analyses and evaluations of fictional works across genres. They explore themes, character development, plot structure, and writing style. These examples help readers understand the novel’s strengths and weaknesses, providing a framework for developing thoughtful, balanced critiques of literary fiction.
A critique paper is a detailed analysis and evaluation of a work, such as a book, article, film, or painting. It goes beyond merely summarizing the work by also providing a critical discussion regarding the quality and impact of the work. Here are some essential characteristics of a well-crafted critique paper:
Writing a critique paper involves a systematic analysis of a work (like an article, book, film, or painting), focusing on evaluating its various components and expressing your point of view. Here’s a structured guide on how to write a high-quality critique paper that’s SEO-friendly and well-suited for readability:
Before you start writing, make sure you fully understand the requirements of your critique. Know whether you need to provide a general analysis or focus on a specific aspect of the work
Engage with the work thoroughly. If it’s a book or an article, read it multiple times. For films or exhibitions, consider multiple viewings. Take notes on key points, themes, and elements that stand out.
Your thesis is the central argument of your critique. It should state your main point clearly and concisely, expressing your overall opinion of the work. For instance, “John Doe’s ‘Modern Society’ effectively argues its point about social media addiction through compelling data and relatable personal stories, though it sometimes lacks sufficient counterarguments.”
Start with an engaging introduction that provides essential information about the work (title, author, type of work, and publication date) and ends with your thesis statement. This section sets the stage for your critique.
Briefly summarize the main points of the work to provide context for your analysis. Keep this part factual and neutral, covering key points that are relevant to your critique without going into excessive detail.
In the body paragraphs, discuss your analysis of the work, supporting your thesis with evidence. Break down your critique into organized sections, such as: Content Evaluation: Analyze the accuracy, depth, and relevance of the information presented. Structure: Evaluate the organization and clarity of the work. Style: Consider the author’s writing style, use of language, and the appropriateness for the intended audience. Impact: Discuss the effectiveness and impact of the work on its audience.
Smooth transitions between paragraphs help guide the reader and improve the flow of your essay. Use transitional words and phrases to connect ideas.
Summarize your points briefly and restate your thesis in a new way in the conclusion. You might also discuss the broader implications of the work or suggest areas for further research or consideration.
Ensure your critique is clear and concise. Check for grammar and spelling errors, and make sure your arguments are logically structured. Compliance with SEO standards such as using familiar words, maintaining appropriate sentence length, and avoiding passive voice will enhance the readability and effectiveness of your critique.
If you’ve used additional sources to support your critique or to understand the work, make sure to cite them appropriately to avoid plagiarism.
A critique paper analyzes and evaluates the quality and significance of a work, such as an article, book, film, or painting.
Begin with an engaging introduction that includes the work’s basic information and your thesis statement expressing your main evaluation.
The body should include your detailed analysis, supported by evidence from the work, covering content, structure, style, and impact.
Summarize the main points, restate your thesis in a new light, and possibly suggest areas for further research or implications.
The length varies based on assignment requirements but typically ranges from 500 to 2000 words.
Yes, a clear thesis statement is crucial as it guides your analysis and states your overarching opinion of the work.
Yes, personal opinions are valid as long as they are supported by evidence and reasoned analysis.
Use the citation style specified by your instructor, typically APA, MLA, or Chicago, to cite all referenced materials.
A critique offers a detailed evaluation and analysis, whereas a summary only provides a concise recap of the work’s main points.
Offer unique insights, engage deeply with the text, and provide a balanced evaluation that includes both strengths and weaknesses.
Text prompt
10 Examples of Public speaking
20 Examples of Gas lighting
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Wondering what to expect from your paper review appointment? Below are the types of assignments we review, along with sample feedback. Feedback will vary among writing instructional specialists but will consist of some of these:
The appointment form in myPASS is the best place to tell us your goals and about areas you are struggling with in your writing. Be as specific as possible to get targeted help within the 30-minute timeframe.
Walden University Writing Center. (n.d.) Paper reviews: Sample paper reviews . https://academicguides.waldenu.edu/academic-skills/paper-reviews/sample-paper-reviews
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A title page is required for all APA Style papers. There are both student and professional versions of the title page. Students should use the student version of the title page unless their instructor or institution has requested they use the professional version. APA provides a student title page guide (PDF, 199KB) to assist students in creating their title pages.
The student title page includes the paper title, author names (the byline), author affiliation, course number and name for which the paper is being submitted, instructor name, assignment due date, and page number, as shown in this example.
Title page setup is covered in the seventh edition APA Style manuals in the Publication Manual Section 2.3 and the Concise Guide Section 1.6
Student papers do not include a running head unless requested by the instructor or institution.
Follow the guidelines described next to format each element of the student title page.
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Paper title | Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize of the title. Place the main title and any subtitle on separate double-spaced lines if desired. There is no maximum length for titles; however, keep titles focused and include key terms. |
|
Author names | Place one double-spaced blank line between the paper title and the author names. Center author names on their own line. If there are two authors, use the word “and” between authors; if there are three or more authors, place a comma between author names and use the word “and” before the final author name. | Cecily J. Sinclair and Adam Gonzaga |
Author affiliation | For a student paper, the affiliation is the institution where the student attends school. Include both the name of any department and the name of the college, university, or other institution, separated by a comma. Center the affiliation on the next double-spaced line after the author name(s). | Department of Psychology, University of Georgia |
Course number and name | Provide the course number as shown on instructional materials, followed by a colon and the course name. Center the course number and name on the next double-spaced line after the author affiliation. | PSY 201: Introduction to Psychology |
Instructor name | Provide the name of the instructor for the course using the format shown on instructional materials. Center the instructor name on the next double-spaced line after the course number and name. | Dr. Rowan J. Estes |
Assignment due date | Provide the due date for the assignment. Center the due date on the next double-spaced line after the instructor name. Use the date format commonly used in your country. | October 18, 2020 |
| Use the page number 1 on the title page. Use the automatic page-numbering function of your word processing program to insert page numbers in the top right corner of the page header. | 1 |
The professional title page includes the paper title, author names (the byline), author affiliation(s), author note, running head, and page number, as shown in the following example.
Follow the guidelines described next to format each element of the professional title page.
|
|
|
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Paper title | Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize of the title. Place the main title and any subtitle on separate double-spaced lines if desired. There is no maximum length for titles; however, keep titles focused and include key terms. |
|
Author names
| Place one double-spaced blank line between the paper title and the author names. Center author names on their own line. If there are two authors, use the word “and” between authors; if there are three or more authors, place a comma between author names and use the word “and” before the final author name. | Francesca Humboldt |
When different authors have different affiliations, use superscript numerals after author names to connect the names to the appropriate affiliation(s). If all authors have the same affiliation, superscript numerals are not used (see Section 2.3 of the for more on how to set up bylines and affiliations). | Tracy Reuter , Arielle Borovsky , and Casey Lew-Williams | |
Author affiliation
| For a professional paper, the affiliation is the institution at which the research was conducted. Include both the name of any department and the name of the college, university, or other institution, separated by a comma. Center the affiliation on the next double-spaced line after the author names; when there are multiple affiliations, center each affiliation on its own line.
| Department of Nursing, Morrigan University |
When different authors have different affiliations, use superscript numerals before affiliations to connect the affiliations to the appropriate author(s). Do not use superscript numerals if all authors share the same affiliations (see Section 2.3 of the for more). | Department of Psychology, Princeton University | |
Author note | Place the author note in the bottom half of the title page. Center and bold the label “Author Note.” Align the paragraphs of the author note to the left. For further information on the contents of the author note, see Section 2.7 of the . | n/a |
| The running head appears in all-capital letters in the page header of all pages, including the title page. Align the running head to the left margin. Do not use the label “Running head:” before the running head. | Prediction errors support children’s word learning |
| Use the page number 1 on the title page. Use the automatic page-numbering function of your word processing program to insert page numbers in the top right corner of the page header. | 1 |
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A bibliometric review of innovations in sustainable tourism research: current trends and future research agenda.
2. theoretical background, 3. materials and methods, 4.1. contribution and citation trends of countries, 4.2. contribution of the institutions, 4.3. contributions of the authors, 4.4. prolific journals and publishers, 4.5. most common keywords, 4.6. citation analysis, 5. discussion.
Author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.
Click here to enlarge figure
DBR | Country | No. of Documents (2010–2023 *) | TCs | CPD | CBR |
---|---|---|---|---|---|
1 | Italy | 28 | 626 | 22.36 | 1 |
2 | China | 25 | 495 | 19.80 | 4 |
3 | Spain | 19 | 205 | 10.79 | 7 |
4 | Indonesia | 19 | 114 | 6.00 | 10 |
5 | United Kingdom | 10 | 263 | 26.30 | 6 |
6 | Portugal | 10 | 81 | 8.10 | 15 |
7 | Greece | 9 | 196 | 21.78 | 8 |
8 | Taiwan | 9 | 70 | 7.78 | 16 |
9 | United States | 7 | 507 | 72.43 | 3 |
10 | Hungary | 6 | 37 | 6.17 | 22 |
11 | Poland | 6 | 36 | 6.00 | 23 |
12 | Malaysia | 6 | 21 | 3.50 | 32 |
13 | Pakistan | 5 | 98 | 19.60 | 12 |
14 | Netherlands | 5 | 61 | 12.20 | 17 |
CBR | Country | No. of Documents (2010–2023 *) | TCs | CPD | DBR |
---|---|---|---|---|---|
1 | Italy | 28 | 626 | 22.36 | 1 |
2 | India | 4 | 508 | 127.00 | 17 |
3 | United States | 7 | 507 | 72.43 | 9 |
4 | China | 25 | 495 | 19.80 | 2 |
5 | Canada | 3 | 310 | 103.33 | 21 |
6 | United Kingdom | 10 | 263 | 26.30 | 6 |
7 | Spain | 19 | 205 | 10.79 | 4 |
8 | Greece | 9 | 196 | 21.78 | 7 |
9 | Australia | 4 | 194 | 48.50 | 15 |
10 | Indonesia | 19 | 114 | 6.00 | 3 |
11 | Vietnam | 3 | 109 | 36.33 | 27 |
Country | Institution | Total Documents (2010–2023 *) | Total Citations |
---|---|---|---|
Italy | Sapienza Università di Roma | 4 | 34 |
Poland | Silesian University of Technology | 4 | 30 |
Hungary | Hungarian University of Agriculture and Life Sciences | 4 | 24 |
China | Southeast University | 3 | 191 |
Italy | Università degli Studi di Cagliari | 3 | 176 |
Australia | Griffith University | 3 | 156 |
Italy | Università degli Studi di Napoli Federico II | 3 | 128 |
Spain | Universidad de Las Palmas de Gran Canaria | 3 | 46 |
Italy | Università degli Studi di Genova | 3 | 38 |
Hungary | John von Neumann University | 3 | 24 |
Morocco | Université Abdelmalek Essaadi | 3 | 19 |
Portugal | Universidade do Algarve | 3 | 15 |
Author Name | Total Articles * | Total Citations | H-Index | Affiliation | Country |
---|---|---|---|---|---|
Dávid, Lóránt Dénes | 4 | 24 | 16 | John von Neumann University | Hungary |
Xu, Feifei | 3 | 191 | 18 | Southeast University | China |
Pirlone, Francesca | 3 | 38 | 7 | Università degli Studi di Genova | Italy |
El Archi, Youssef | 3 | 19 | 5 | Université Abdelmalek Essaadi | Morocco |
Benbba, Brahim | 3 | 19 | 3 | Université Abdelmalek Essaadi | Morocco |
Sharma, Gagan Deep | 2 | 426 | 28 | Guru Gobind Singh Indraprastha University | India |
Abbas, Jaffar | 2 | 146 | 48 | Shanghai Jiao Tong University | China |
Della Corte, Valentina | 2 | 126 | 15 | Università degli Studi di Napoli Federico II | Italy |
Del Gaudio, Giovanna | 2 | 126 | 9 | Università degli Studi di Napoli Federico II | Italy |
Sepe, Fabiana | 2 | 126 | 7 | Università degli Studi di Napoli Federico II | Italy |
He, Yong | 2 | 123 | 26 | School of Economics & Management, Nanjing University of Science and Technology | China |
He, Peng | 2 | 123 | 10 | Chongqing Technology and Business University | China |
Martini, Umberto | 2 | 44 | 11 | Università di Trento | Italy |
Buffa, Federica | 2 | 44 | 10 | Università di Trento | Italy |
Chung, Namho | 2 | 35 | 39 | Kyung Hee University | South Korea |
Spadaro, Ilenia | 2 | 27 | 6 | Università degli Studi di Genova | Italy |
Candia, Selena | 2 | 25 | 5 | Università degli Studi di Genova | Italy |
Szromek, Adam R. | 2 | 16 | 17 | Silesian University of Technology | Poland |
Ragavan, Neethiahnanthan Ari | 2 | 12 | 9 | Taylor’s University Malaysia | Malaysia |
Joime, Gian Piero | 2 | 8 | 1 | Universita degli Studi Guglielmo Marconi | Italy |
Lo, Wei-Shuo | 2 | 8 | 6 | Meiho University | Taiwan |
Pranita, Diaz | 2 | 5 | 4 | Universitas Indonesia | Indonesia |
Source/Journal | CS, 2022 | TDs * | TCs | CPD | The Most-Cited Document | TC | Publisher |
---|---|---|---|---|---|---|---|
Sustainability (Switzerland) | 5.8 | 58 | 1115 | 19.22 | Sustainable tourism in the open innovation realm: A bibliometric analysis [ ] | 112 | Multidisciplinary Digital Publishing Institute (MDPI), (Basel, Switzerland) |
Economic Research-Ekonomska Istrazivanja | 6.2 | 7 | 30 | 4.29 | Impact of eco-innovation and sustainable tourism growth on the environmental degradation: the case of China [ ] | 20 | Taylor & Francis (Abingdon, UK) |
Journal of Sustainable Tourism | 18.9 | 5 | 146 | 29.2 | Big data or small data? A methodological review of sustainable tourism [ ] | 68 | Taylor & Francis (Abingdon, UK) |
Worldwide Hospitality and Tourism Themes | 3.5 | 4 | 40 | 10 | The contribution of tourism towards a more sustainable and inclusive society: key guiding principles in times of crisis [ ] | 13 | Emerald Publishing (Leeds, UK) |
WIT Transactions on Ecology and the Environment | 0.9 | 4 | 30 | 7.5 | Eco friendly service buildings and facilities for sustainable tourism and environmental awareness in protected areas [ ] | 21 | WIT Press (Southampton, UK) |
International Journal of Sustainable Development and Planning | 1.7 | 4 | 29 | 7.25 | Integrating the carrying capacity methodology into tourism strategic plans: A sustainable approach to tourism [ ] | 14 | International Information and Engineering Technology Association (Edmonton, AB, Canada) |
Journal of Open Innovation: Technology, Market, and Complexity | 7.5 | 4 | 27 | 6.75 | The sustainable business model of spa tourism enterprise—results of research carried out in Poland [ ] | 12 | Elsevier (Amsterdam, The Netherlands) |
Journal of Tourism Futures | 8.7 | 4 | 24 | 6 | Reset or temporary break? Attitudinal change, risk perception and future travel intention in tourists experiencing the COVID-19 pandemic [ ] | 11 | Emerald Publishing (Leeds, UK) |
IOP Conference Series: Earth and Environmental Science | 0.8 | 4 | 8 | 2 | The digital management system of the tangible culture heritage for enhancing historic building governance in Malang, Indonesia [ ] | 5 | IOP Publishing Ltd. (Conference Proceeding) (Bristol, UK) |
Administrative Sciences | 3.0 | 3 | 27 | 9 | How to carry out the transition towards a more circular tourist activity in the hotel sector. The role of innovation [ ] | 27 | Multidisciplinary Digital Publishing Institute (MDPI), (Basel, Switzerland) |
Tourism Recreation Research | 8.9 | 3 | 24 | 8 | Creative periphery syndrome? Opportunities for sustainable tourism innovation in Timor-Leste, an early stage destination [ ] | 14 | Taylor & Francis (Abingdon, UK) |
Geojournal of Tourism and Geosites | 3.2 | 3 | 22 | 7.33 | Developing smart tourism using virtual reality as a tourism promotion strategy in Indonesia [ ] | 14 | Editura Universitati din Oradea (Oradea, Romania) |
E3S Web of Conferences | 1.0 | 3 | 0 | 0 | - | - | EDP sciences (Conference Proceeding) (Les Ulis, France) |
No. | Keyword | Occurrences | TLS | No. | Keyword | Occurrences | TLS |
---|---|---|---|---|---|---|---|
1 | sustainable tourism | 63 | 48 | 15 | smart cities | 4 | 5 |
2 | tourism | 21 | 25 | 16 | social innovation | 4 | 6 |
3 | sustainability | 17 | 18 | 17 | tourism planning | 4 | 3 |
4 | innovation | 16 | 23 | 18 | climate change | 3 | 3 |
5 | smart tourism | 13 | 13 | 19 | destination management | 3 | 5 |
6 | sustainable development | 13 | 11 | 20 | economic growth | 3 | 3 |
7 | COVID-19 | 10 | 12 | 21 | entrepreneurship | 3 | 3 |
8 | sustainable tourism development | 9 | 6 | 22 | responsible behavior | 3 | 5 |
9 | rural tourism | 6 | 8 | 23 | smart city | 3 | 3 |
10 | bibliometric analysis | 5 | 7 | 24 | smart tourism destinations | 3 | 2 |
11 | China | 5 | 5 | 25 | social media | 3 | 4 |
12 | cultural heritage | 5 | 5 | 26 | stakeholders | 3 | 3 |
13 | resilience | 5 | 7 | 27 | tourism industry | 3 | 2 |
14 | open innovation | 4 | 5 | 28 | tourism management | 3 | 4 |
Research Trend | Keywords | Number of Keywords (Occurrences) |
---|---|---|
Tourism | sustainable tourism, tourism, smart tourism, sustainable tourism development, rural tourism, tourism planning, smart tourism destinations, tourism industry, tourism management | 9 (125) |
Sustainability | sustainable tourism, sustainability, sustainable development, sustainable tourism development, climate change, responsible behavior | 6 (108) |
Management | sustainable development, COVID-19, sustainable tourism development, resilience, open innovation, tourism planning, destination management, economic growth, entrepreneurship, social media, stakeholders, tourism industry, tourism management | 13 (66) |
Scope | rural tourism, China, cultural heritage, smart cities, destination management, smart city, smart tourism destinations, tourism industry | 8 (32) |
Innovation | innovation, open innovation, social innovation | 3 (24) |
Smart | smart tourism, smart cities, smart city, smart tourism destinations | 4 (23) |
Method | bibliometric analysis | 1 (5) |
Source | Title of the Paper | Journal | TCs * |
---|---|---|---|
[ ] | Reviving tourism industry post-COVID-19: A resilience-based framework | Tourism Management Perspectives | 426 |
[ ] | Entrepreneurship and innovation at the base of the Pyramid: A recipe for inclusive growth or social exclusion? | Journal of Management Studies | 275 |
[ ] | Sustainable tourism in the open innovation realm: A bibliometric analysis | Sustainability (Switzerland) | 110 |
[ ] | Evolutionary analysis of sustainable tourism | Annals of Tourism Research | 97 |
[ ] | Facilitating reef tourism management through an innovative importance-performance analysis method | Tourism Management | 92 |
[ ] | The role of human–machine interactive devices for post-COVID-19 innovative sustainable tourism in Ho Chi Minh City, Vietnam | Sustainability (Switzerland) | 80 |
[ ] | Perspectives on cultural and sustainable rural tourism in a smart region: The case study of Marmilla in Sardinia (Italy) | Sustainability (Switzerland) | 79 |
[ ] | The influence of Islamic religiosity on the perceived socio-cultural impact of sustainable tourism development in Pakistan: A structural equation modeling approach | Sustainability (Switzerland) | 76 |
[ ] | Sustainability in tourism as an innovation driver: An analysis of family business reality | Sustainability (Switzerland) | 74 |
[ ] | Tourists’ Health Risk Threats Amid COVID-19 Era: Role of Technology Innovation, Transformation, and Recovery Implications for Sustainable Tourism | Frontiers in Psychology | 70 |
[ ] | Big data or small data? A methodological review of sustainable tourism | Journal of Sustainable Tourism | 68 |
[ ] | IoT Architecture for a sustainable tourism application in a smart city environment | Mobile Information Systems | 64 |
[ ] | Energy practices among small- and medium-sized tourism enterprises: A case of misdirected effort? | Journal of Cleaner Production | 57 |
[ ] | Sustainable wine tourism development: Case studies from the Greek Region of Peloponnese | Sustainability (Switzerland) | 56 |
Document Title | TCs | Focus |
---|---|---|
Reviving tourism industry post-COVID-19: A resilience-based framework | 462 | Management |
Entrepreneurship and innovation at the base of the Pyramid: A recipe for inclusive growth or social exclusion? | 275 | |
Facilitating reef tourism management through an innovative importance-performance analysis method | 92 | |
Tourists’ Health Risk Threats Amid COVID-19 Era: Role of Technology Innovation, Transformation, and Recovery Implications for Sustainable Tourism | 70 | |
Energy practices among small- and medium-sized tourism enterprises: A case of misdirected effort? | 57 | |
Sustainable tourism in the open innovation realm: A bibliometric analysis | 110 | Sustainability |
Evolutionary analysis of sustainable tourism | 97 | |
The influence of Islamic religiosity on the perceived socio-cultural impact of sustainable tourism development in Pakistan: A structural equation modeling approach | 76 | |
Sustainability in tourism as an innovation driver: An analysis of family business reality | 74 | |
Sustainable wine tourism development: Case studies from the Greek Region of Peloponnese | 56 | |
Perspectives on cultural and sustainable rural tourism in a smart region: The case study of Marmilla in Sardinia (Italy) | 79 | Smart/ICTs |
The role of human–machine interactive devices for post-COVID-19 innovative sustainable tourism in Ho Chi Minh City, Vietnam | 80 | |
Big data or small data? A methodological review of sustainable tourism | 68 | |
IoT Architecture for a sustainable tourism application in a smart city environment | 64 |
Research Focus | Key Considerations |
---|---|
1 Tourism | Providing research on innovations in sustainable tourism that would contribute to the literature on the development of tourism in general. The emergence of new avenues and hot topics might be introduced by the authors to lead the general development of the field as it is “[t]ime for tourism to become sustainable, not just to achieve sustainability in the business sense but also in respect to climate change” [ ]. However, it is necessary to notice that, as tourism encompasses a wide range of interconnected aspects, including economics, geography, sociology, psychology, marketing, environmental science, and more [ ], the latter disciplines might serve as pillars for the general development of sustainable tourism thought. |
2 Sustainability | The research focus is on sustainability issues in the field of tourism. Those researchers focusing on sustainability might apply their know-how in the field of tourism. Thus, the innovativeness and technological developments from other disciplines might be adapted and, therefore, reinforce the application of innovations to contribute to tourism sustainability. Over 70% of the articles in non-tourism journals were written specifically about tourism, for example, reviewing tourism from their own disciplinary perspective [ ]. |
3 Management | Managerial issues of sustainable tourism are of high importance for industry and academia. In order to develop and maintain a high-level scientifically based sustainable tourism management system, managerial issues must also be addressed with proper attention because it is “[t]ime for the academia to transfer its knowledge by publishing short, digestible articles for the industry” [ ]. Several trends might be envisioned: coping with global crises like (but not limited to) COVID-19 [ , ] and wars [ , ]; data privacy and security [ ]; work and employment opportunities [ ]; stakeholder collaboration and governance [ ]; tourism experience management [ ]; tourist satisfaction [ ]; place and territorial branding [ , ]; overtourism [ , ]; tourism monitoring [ ]; tourism-related SMEs [ ]; etc. Also, developing a sense of community through the development and fostering of social capital is very important [ ]. |
4 Scope | Focusing on the scope can be considered in three main levels: (1) destination level, (2) asset level, and (3) kind of tourism level. In this regard, one particular scope that shapes the entire research process is chosen. At the destination level, research can be focused on tourism development in some particular destination, region, country, or city. Analyzing organizational ambidexterity in tourism research, authors [ ] suggest providing future studies on more specific destinations (e.g., urban, rural, cultural, coastal, sport tourism, or wine tourism destinations, etc.) At the asset level, some particular scopes of interest include cultural heritage [ ], national parks [ ], tourism industry [ ], rural tourism [ , ], etc. Finally, focusing on different kinds of tourism would also enhance the body of knowledge. Examples demonstrate the link between tourism and health, especially travel medicine [ ]; war volunteer tourism [ ]; dark tourism [ ]; shopping tourism [ , , ]; sport or fan tourism [ ]; film tourism [ ]; cruise tourism [ ]; sailing tourism [ ]; etc. |
5 Innovation | The research in the field of sustainable tourism may focus on various kinds of innovation, thus developing a background for innovation adoption in the industry. In this regard, the authors might concentrate on researching the implementation procedures and effects of different innovations, for example, green innovation [ ], technical innovations [ ], regional innovations [ ], and digital innovations [ ] like e-sport tourism [ ] or artificial intelligence (AI) or information and communication technologies (ICT) in tourism [ ]. Also, the process of innovation contains issues to be explored [ ]. Mihalache, M. and Mihalache, O.R. [ ] propose that “the key to obtaining high performance over the long term in the tourism industry rests on firms’ ability to combine exploratory and exploitative innovation, a concept referred to as organizational ambidexterity”, and the research on exploratory and exploitative innovation, which are contradictory activities, in the sustainable tourism context is scarce. |
6 Smart | Smart environments deserve special attention. The concept of “smart” encompasses technological, economic, and social advancements driven by technologies employing sensors, big data, open data, innovative connectivity methods, information exchange, and reasoning processes [ ]. In the framework of innovations in sustainable tourism, researchers may focus on various smart environments, including smart cities, smart destinations, smart hospitality, smart communities, and other forms of smart environments [ ]. Also, travelers’ use of smart tourism technologies enriches their travel experience and satisfaction by reducing worries and facilitating novelty seeking [ ]; thus, the development of smart tourism technologies and their application possibilities should also gain researchers’ attention. |
7 Method | Methodological development of tourism research is also an important focus contributing to sustainability issues. New ontological and epistemological understandings of research are necessary [ ]. In this regard, the researchers can choose either to apply some particular method like bibliometric analysis [ ], neurotourism [ ], or case study; or contribute to the field of knowledge by introducing scales (for example, Hong Kong tourist satisfaction index [ ]) and frameworks for the research. Also, under-researched groups such as children can be engaged to gain a deeper/truer understanding of visitors [ ]. |
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
Pilelienė, L.; Grigaliūnaitė, V.; Bogoyavlenska, Y. A Bibliometric Review of Innovations in Sustainable Tourism Research: Current Trends and Future Research Agenda. Sustainability 2024 , 16 , 7124. https://doi.org/10.3390/su16167124
Pilelienė L, Grigaliūnaitė V, Bogoyavlenska Y. A Bibliometric Review of Innovations in Sustainable Tourism Research: Current Trends and Future Research Agenda. Sustainability . 2024; 16(16):7124. https://doi.org/10.3390/su16167124
Pilelienė, Lina, Viktorija Grigaliūnaitė, and Yuliya Bogoyavlenska. 2024. "A Bibliometric Review of Innovations in Sustainable Tourism Research: Current Trends and Future Research Agenda" Sustainability 16, no. 16: 7124. https://doi.org/10.3390/su16167124
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When considering internal data or the results of a study, often business leaders either take the evidence presented as gospel or dismiss it altogether. Both approaches are misguided. What leaders need to do instead is conduct rigorous discussions that assess any findings and whether they apply to the situation in question.
Such conversations should explore the internal validity of any analysis (whether it accurately answers the question) as well as its external validity (the extent to which results can be generalized from one context to another). To avoid missteps, you need to separate causation from correlation and control for confounding factors. You should examine the sample size and setting of the research and the period over which it was conducted. You must ensure that you’re measuring an outcome that really matters instead of one that is simply easy to measure. And you need to look for—or undertake—other research that might confirm or contradict the evidence.
By employing a systematic approach to the collection and interpretation of information, you can more effectively reap the benefits of the ever-increasing mountain of external and internal data and make better decisions.
Five pitfalls to avoid
The problem.
When managers are presented with internal data or an external study, all too often they either automatically accept its accuracy and relevance to their business or dismiss it out of hand.
Leaders mistakenly conflate causation with correlation, underestimate the importance of sample size, focus on the wrong outcomes, misjudge generalizability, or overweight a specific result.
Leaders should ask probing questions about the evidence in a rigorous discussion about its usefulness. They should create a psychologically safe environment so that participants will feel comfortable offering diverse points of view.
Let’s say you’re leading a meeting about the hourly pay of your company’s warehouse employees. For several years it has automatically been increased by small amounts to keep up with inflation. Citing a study of a large company that found that higher pay improved productivity so much that it boosted profits, someone on your team advocates for a different approach: a substantial raise of $2 an hour for all workers in the warehouse. What would you do?
AI models have proven capable of many things, but what tasks do we actually want them doing? Preferably drudgery — and there's plenty of that in research and academia. Reliant hopes to specialize in the kind of time-consuming data extraction work that's currently a specialty of tired grad students and interns.
"The best thing you can do with AI is improve the human experience: reduce menial labor and let people do the things that are important to them," said CEO Karl Moritz Hermann. In the research world, where he and co-founders Marc Bellemare and Richard Schlegel have worked for years, literature review is one of the most common examples of this "menial labor."
Every paper cites previous and related work, but finding these sources in the sea of science is not easy. And some, like systematic reviews, cite or use data from thousands.
For one study , Hermann recalled, "The authors had to look at 3,500 scientific publications, and a lot of them ended up not being relevant. It's a ton of time spent extracting a tiny amount of useful information — this felt like something that really ought to be automated by AI."
They knew that modern language models could do it: One experiment put ChatGPT on the task and found that it was able to extract data with an 11% error rate. Like many things LLMs can do, it's impressive but nothing like what people actually need.
"That's just not good enough," said Hermann. "For these knowledge tasks, menial as they may be, it's very important that you don't make mistakes."
Reliant's core product, Tabular, is based on an LLM in part (Llama 3.1), but augmented with other proprietary techniques, is considerably more effective. On the multi-thousand-study extraction above, they said it did the same task with zero errors.
What that means is you dump a thousand documents in, say you want this, that, and the other data out of them, and Reliant pores through them and finds that information — whether it's perfectly labeled and structured or (far more likely) it isn't. Then it pops all that data and any analyses you wanted done into a nice UI so you can dive down into individual cases.
"Our users need to be able to work with all the data all at once, and we're building features to allow them to edit the data that's there, or go from the data to the literature; we see our role as helping the users find where to spend their attention," Hermann said.
This tailored and effective application of AI — not as splashy as a digital friend but almost certainly much more viable — could accelerate science across a number of highly technical domains. Investors have taken note, funding an $11.3 million seed round; Tola Capital and Inovia Capital led the round, with angel Mike Volpi participating.
Like any application of AI, Reliant's tech is very compute-intensive, which is why the company has bought its own hardware rather than renting it a la carte from one of the big providers. Going in-house with hardware offers both risk and reward: You have to make these expensive machines pay for themselves, but you get the chance to crack open the problem space with dedicated compute.
"One thing that we've found is it's very challenging to give a good answer if you have limited time to give that answer," Hermann explained — for instance, if a scientist asks the system to perform a novel extraction or analysis task on a hundred papers. It can be done quickly, or well, but not both — unless they predict what users might ask and figure out the answer, or something like it, ahead of time.
"The thing is, a lot of people have the same questions, so we can find the answers before they ask, as a starting point," said Bellemare, the startup's chief science officer. "We can distill 100 pages of text into something else, that may not be exactly what you want, but it's easier for us to work with."
Think about it this way: If you were going to extract the meaning from a thousand novels, would you wait until someone asked for the characters' names to go through and grab them? Or would you just do that work ahead of time (along with things like locations, dates, relationships, etc.) knowing the data would likely be wanted? Certainly the latter — if you had the compute to spare.
https://www.youtube.com/watch?v=QR56kMZ9ezI
This pre-extraction also gives the models time to resolve the inevitable ambiguities and assumptions found in different scientific domains. When one metric "indicates" another, it may not mean the same thing in pharmaceuticals as it does in pathology or clinical trials. Not only that, but language models tend to give different outputs depending on how they're asked certain questions. So Reliant's job has been to turn ambiguity into certainty — "and this is something you can only do if you're willing to invest in a particular science or domain," Hermann noted.
As a company, Reliant's first focus is on establishing that the tech can pay for itself before attempting anything more ambitious. "In order to make interesting progress, you have to have a big vision but you also need to start with something concrete," said Hermann. "From a startup survival point of view, we focus on for-profit companies, because they give us money to pay for our GPUs. We're not selling this at a loss to customers."
One might expect the firm to feel the heat from companies like OpenAI and Anthropic, which are pouring money into handling more structured tasks like database management and coding, or from implementation partners like Cohere and Scale. But Bellemare was optimistic: "We're building this on a groundswell — any improvement in our tech stack is great for us. The LLM is one of maybe eight large machine learning models in there — the others are fully proprietary to us, made from scratch on data propriety to us."
The transformation of the biotech and research industry into an AI-driven one is certainly only beginning and may be fairly patchwork for years to come. But Reliant seems to have found a strong footing to start from.
"If you want the 95% solution, and you just apologize profusely to one of your customers once in a while, great," said Hermann. "We're for where precision and recall really matter, and where mistakes really matter. And frankly, that's enough; we're happy to leave the rest to others."
(This story originally had Hermann's name incorrect — my own error, I have changed it throughout.)
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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.
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?
Step 4: Assess the validity and R eliability of. study (R eading the whole P aper) • Validity. • The results produced are the true representative of reality. • Absolute Wight is not the true ...
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
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.
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 ...
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 ...
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 ...
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 ...
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.
critique while providing a brief example to demonstrate the principles and form. Keyw ords: quantitative article critique, statistics, methodology , graduate students Introduction
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 ...
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
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.
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.
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 ...
Critique of research articles. A guide for critique of research articles. Following is the list ofcriteria to evaluate (critique) a research article. Please note that you shouldfirst summarize the paper and then evaluate different parts of it. Most of the evaluationsection should be devoted to evaluation of internal validity of theconclusions.
An article critique is a detailed evaluation and analysis of a scholarly article or research paper. It involves an objective assessment of the author's arguments, evidence, methodology, and conclusions. An effective critique goes beyond summarizing the content; it delves into the strengths, weaknesses, and implications of the article.
How to write a critique. When you're ready to begin writing your critique, follow these steps: 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 ...
Here is a sample extract from a critical review of an article. In this brochure only the introduction and conclusion are included. We thank Suwandi Tijia for allowing us to use his critical review in this resource. Title Introduction Introduces the author and topic area. Presents the aim/purpose of the article Key findings Reviewer's ...
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.
of the main points of the paper you chose to critique!) If you cannot write a clear summary, you absolutely cannot begin to critique the paper. 2) Example summary and critique of primary research paper The fertilized eggs of marine snails are often enclosed in complex, leathery egg capsules with 30 or more embryos being confined within each ...
A review paper is not a "term paper" or book report. It is not merely a report on some references you found. Instead, a review paper synthesizes the results from several primary literature papers to produce a coherent argument about a topic or focused description of a field. Examples of scientific reviews can be found in: Scientific American
Critique papers can vary widely in focus and approach, depending on the subject and purpose. Here are some common types: Literature Critique: Evaluates books, articles, and other written materials, focusing on theme, style, and contribution to the field. Art Critique: Analyzes artworks in terms of technique, style, symbolism, and emotional impact.
Wondering what to expect from your paper review appointment? Below are the types of assignments we review, along with sample feedback. Feedback will vary among writing instructional specialists but will consist of some of these: Explanations of errors; Links to resources; Questions or reactions from a reader's perspective; Recommended next steps
Example. Paper title. Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize major words of the title. Place the main title and any subtitle on separate double-spaced lines if desired. There is no maximum length for titles; however, keep titles focused and include key terms.
The names given to series of these publications vary, but are often such generic terms as "technical reports," "working papers," "research memoranda," "internal notes," "occasional papers," "discussion papers" or "gray (or grey) literature." In the physical and natural sciences, "technical report" seems to be the preferred designation.
This bibliometric review explores the existing publications regarding innovations in sustainable tourism. The aim of the review was to determine the existing research trends in the field of innovations in sustainable tourism by mapping the research on the innovations and "smart" aspects in sustainable tourism and contributing to the field by outlining the recent research trends ...
Leaders mistakenly conflate causation with correlation, underestimate the importance of sample size, focus on the wrong outcomes, misjudge generalizability, or overweight a specific result. The ...
Reliant hopes to specialize in the kind of time-consuming data extraction work that's currently a specialty of tired grad students and interns. "The best thing you can do with AI is improve the human experience: reduce menial labor and let people do the things that are important to them," said CEO Karl Moritz. In the research world, where he and co-founders Marc Bellemare and Richard Schlegel ...