what are the different kinds of research papers

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Types of research papers

Analytical research paper

Argumentative or persuasive paper, definition paper, compare and contrast paper, cause and effect paper, interpretative paper, experimental research paper, survey research paper, frequently asked questions about the different types of research papers, related articles.

There are multiple different types of research papers. It is important to know which type of research paper is required for your assignment, as each type of research paper requires different preparation. Below is a list of the most common types of research papers.

➡️ Read more:  What is a research paper?

In an analytical research paper you:

• pose a question
• collect relevant data from other researchers
• analyze their different viewpoints

You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic. It is important to stay neutral and not show your own negative or positive position on the matter.

The argumentative paper presents two sides of a controversial issue in one paper. It is aimed at getting the reader on the side of your point of view.

You should include and cite findings and arguments of different researchers on both sides of the issue, but then favor one side over the other and try to persuade the reader of your side. Your arguments should not be too emotional though, they still need to be supported with logical facts and statistical data.

Tip: Avoid expressing too much emotion in a persuasive paper.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information. You should include facts from a variety of sources, but leave those facts unanalyzed.

Compare and contrast papers are used to analyze the difference between two:

Make sure to sufficiently describe both sides in the paper, and then move on to comparing and contrasting both thesis and supporting one.

Cause and effect papers are usually the first types of research papers that high school and college students write. They trace probable or expected results from a specific action and answer the main questions "Why?" and "What?", which reflect effects and causes.

In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

An interpretative paper requires you to use knowledge that you have gained from a particular case study, for example a legal situation in law studies. You need to write the paper based on an established theoretical framework and use valid supporting data to back up your statement and conclusion.

This type of research paper basically describes a particular experiment in detail. It is common in fields like:

Experiments are aimed to explain a certain outcome or phenomenon with certain actions. You need to describe your experiment with supporting data and then analyze it sufficiently.

This research paper demands the conduction of a survey that includes asking questions to respondents. The conductor of the survey then collects all the information from the survey and analyzes it to present it in the research paper.

➡️ Ready to start your research paper? Take a look at our guide on how to start a research paper .

In an analytical research paper, you pose a question and then collect relevant data from other researchers to analyze their different viewpoints. You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information.

Cause and effect papers are usually the first types of research papers that high school and college students are confronted with. The answer questions like "Why?" and "What?", which reflect effects and causes. In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

This type of research paper describes a particular experiment in detail. It is common in fields like biology, chemistry or physics. Experiments are aimed to explain a certain outcome or phenomenon with certain actions.

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Types of Research Papers: Overview

• Types of Research Questions

A research paper is simply a piece of writing that uses outside sources. There are different types of research papers with varying purposes and expectations for sourcing. While this guide explains those differences broadly, disciplines and assignments vary.

Ask your professor for clarification on the purpose,  types of appropriate research questions , and expectations of sources for your assignment.

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• A Research Guide
• Research Paper Guide

Different Types of Research Papers

• According to the purpose
• According to the depth of scope
• According to the data type
• According to variables manipulation
• According to the type of inference
• According to the time in which it is carried out
• According to the sources of information
• According to how the data is obtained
• According to design
• Other research paper types

Types of research papers

As a way to make your journey through the research-type paper options a bit easier, let’s divide them by types of work.

According to the purpose:

• Theoretical. Theoretical research type is one of the most popular types of research paper as it has a clear focus. If you have to work with this type, your main objective is to generate all currently available. Even if it has no practical appliance (like in Engineering or design), you must use it anyway. You must collect data and make sure that your target audience understands what your research is about and what theory it follows. Most of such research papers will relate to theories and basic analytical work.
• Applied. This research type stands for something that can be approached scientifically based on practice. The aim here is to generate practical skills. It’s essential in Engineering, Healthcare, and Biology. For such types of papers, one can alternate between technological or scientific types of research, depending on your aims. A technological approach will be fitting if you wish to improve some processes. Now, the scientific research type would include prediction as you work with variables and design things.

According to the depth of scope:

• Exploratory. It is most suitable for research type papers where you have to explore a not-well-known subject. Start with making a hypothesis and developing research. It can be an investigation talking about the role of video games in the development of teenagers.
• Descriptive. This type of research is where you must describe certain characteristics or discuss specifics of some belief or an event. You may not have to research why something has caused these characteristic traits. You must describe and talk about how some things may change IF this or that takes place.
• Explanatory. It’s one of the popular research methods since one has to analyze specific methodologies and help the target audience trace the cause-and-effect relations. It is close to descriptive writing by nature. Still, you must create a research environment since your findings may have to be re-created by others.
• Correlational. This is where you identify the link between two or more variables. You must focus on determining whether certain research variables will be affected and see whether something is systematic regarding these changes (correlational research methodology).

According to the data type:

• Qualitative . It’s used to collect, evaluate, and explain information based on obtained information. It means you have to approach a linguistic-semiotic method to things as you research. You can turn to analysis, interviews, questionnaires, and personal surveys. This is where statistical data helps! You must ask yourself “why” instead of “how.”
• Quantitative. Such types of papers to write belong to one of the most challenging cases because quantitative stands for mathematical (think MATLAB) and computer-based software to check things. It also makes it possible to create a prognosis, which is why this type of research is usually met in engineering.
• Mixed. It’s also possible to use both methodologies if you can support your research type assignment with source information and personal examples. If you are dealing with Psychology or Experimental study, use surveys and aid yourself with AI-based evaluation tools.

According to variables manipulation:

• Experimental. Contrary to its title, you do not have to experiment per se. It’s about the design or replication of things you research. It means you have to re-create specific research conditions to discover what effects are caused by given variables. It’s where you primarily use case studies and sample groups.
• Non-experimental. They often call this research type an observational study. It means that you have to provide analysis in its natural environment. You do not have to intervene in the process but consider turning to descriptive writing. This research may include observation of animals in their natural habitat or the use of the noise effect in the urban environment.
• Quasi-experimental. These types of academic papers are not purely experimental, as you only work with two or three variables. Another aspect of this research is based on randomly chosen variables. It helps to decrease the bias in your study. It also helps to focus on relevant data and allows us to narrow things down.

According to the type of inference:

• Deductive. It means the research is basically fixed since one has to focus on laws and things that can or cannot be. It helps to come to certain conclusions. As you look at the research problem, you use deduction to create your considerations. If you make assumptions and develop reliable evidence, this work method suits you.
• Inductive. It’s one of the flexible methods to think about. The reason why it’s flexible is the way inductive research is generated. You conclude by observing and generalizing while different kinds of research occur. You have to collect data over a period, which makes the process less fixed.
• Hypothetical-deductive approach. You have to make a hypothesis for your research work and use deduction methods to come up with a conclusion. The major difference is that a researcher also takes time to evaluate whether things are correct.

According to the time in which it is carried out:

• Longitudinal. You might know this type of work as diachronic research. Despite the complex name, it focuses on the same issue or an event where a fixed period is taken. It has to track certain changes based on variables. It’s one of the most popular research papers in Healthcare, Nursing, Sociology, Psychology, and Education.
• Cross-sectional. Also known as synchronous research, it is the type of work that approaches cross-sectional design. Here, you have to look at some event or a process at a certain point by taking notes. Thus, research can be used both for sample groups or when working with a case study.

According to the sources of information:

• Primary. Most students are asked to use primary sources. It is exactly why we have a primary research paper method. The data must be collected directly (personal interviews, surveys, questionnaires, a field observation study, etc.) and represent first-hand information. It is perfect for papers in Psychology, Journalism, Healthcare, and subjects where accuracy is vital.
• Secondary. This research type of work is mainly developed with sources that represent secondary references. These include books in print or found online, scientific journals, peer-reviewed documents, etc. If another expert or a student reviews a study, it is related to secondary research; so will your project.

According to how the data is obtained:

• Documentary. As the name suggests, documentary research is based on the secondary references you used. It is a systematic review where you turn to secondary sources related to your subject of study. The most prominent types of research projects in this area are writing a literature review or working with a case study. It is one of the most accessible and clear types of research work.
• Field. It is quite popular research these days as students tend to collect information in the field or at the location where something takes place. Think about researching Fashion Studies where you attend the shows or exploring Environmental Science, where you must observe a phenomenon and take notes.
• Laboratory. The major difference in laboratory research type is working in a strictly-controlled environment where study notes are taken immediately. You must isolate unnecessary variables and use one or two scientific methods. Therefore, such type of research writing is called laboratory research. If your college professor asks for this assignment, consider keeping up with standards and rules.
• Survey. This is where you have to work with the primary information or the use of first-hand data you obtain yourself. It is especially helpful when you work with a group to obtain variables. With this research type, you can also come up with certain conclusions to support your hypothesis and thesis statement.

According to design:

• Fixed. When conducting a fixed research type, narrow things down and focus on temporal aspects. It means you have to discuss how often you will evaluate something, where your research will occur, a sample group, and other fixed variables. Working on fixed types of research reports, creating precise conditions, and follow strict protocols. Such research is related chiefly to lab reports or laboratory works mostly used in Healthcare and/or Law.
• Flexible. Now, the flexible research type will provide you with a process where certain things will change as you take step after step in your research. The examples may include case studies where you have to observe the changes that may take over time. Another example would relate to Anthropology or Geography, where you have to observe a group of people or deal with a cross-cultural analysis. It can also relate to grounded-theory studies, where you should develop theoretical knowledge based on analysis and your thinking.

Other research paper types:

• Argumentative. Also known as a persuasive research type paper, you have to persuade your target audience on your side and a point of view. You have to use at least one piece of evidence (references) to prove your point and support your argument. You must talk about different research opinions and show why your side is correct.
• Analytical. Analytical research papers should always pose a problem and collect relevant information. You can look at another researcher’s works and provide an analysis based on various points of view. The main types of research papers include analysis and must keep the tone analytical and remain neutral without showing your thoughts unless only to guide the reader.
• Definition. This research type requires describing the facts or arguments without using anything based on your opinion or an emotional constituent. You only have to offer information by including facts, yet let your data remain without analysis or bias.
• Action-based. This research type assignment must conduct your work based on a process or a certain action causing things. It can also lead to social processes where a person’s actions have led to something. It can be some research about social movements and/or manufacturing processes.
• Causal. It may relate to cause-and-effect papers where you must focus on the causes. This research type has to address the questions and explore the causes. It can be based on case studies related to business, education, environmental, educational issues, and more.
• Classification. If you have to classify, compare, and contrast things, this method will be helpful. Start with the standards and the rules by setting your classification type immediately. Once you know it, your research paper will go smoothly.
• Comparative. As a rule, this research will deal with comparative work where you take a methodology and compare two sample groups, two individuals, different beliefs, or situations. If you have to compare, discuss your objectives and then create two columns to determine differences and similarities.

What research paper type is most suitable for me?

It will always depend on the research paper objectives you wish to achieve. If you need clarification on the research type you must approach, consult your academic advisor or look closely at your grading rubric. If it says that you must develop an analytical study, it will require posing a specific research question or a problem. The next step would be to collect information on a topic and provide an analysis based on various points of view.

Likewise, if your grading rubric has the word “definition” mentioned, your research type paper must focus on the facts or argumentation. In this case, you should not provide your opinion or talk about what some author thinks. Only the definition of an object or belief is necessary.

As you can see, you only have to find out what your research must achieve. Set the purpose and look at the different types of research and possible methods to approach your problem . Once you know it, look at the research type papers and choose the most fitting option!

• Writing a Research Paper
• Research Paper Title
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• Hypothesis for a Research Paper
• Research Question
• Research Paper Outline
• Research Paper Summary
• Research Paper Prospectus
• Research Paper Proposal
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• AMA Style Research Paper
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• Research Paper Structure
• Research Paper Cover Page
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• Research Paper Conclusion
• Research Paper Appendix
• Research Paper Bibliography
• APA Reference Page
• Annotated Bibliography
• Bibliography vs Works Cited vs References Page
• Research Paper Types
• What is Qualitative Research

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Although research paper assignments may vary widely, there are essentially two basic types of research papers. These are argumentative and analytical .

Argumentative

In an argumentative research paper, a student both states the topic they will be exploring and immediately establishes the position they will argue regarding that topic in a thesis statement . This type of paper hopes to persuade its reader to adopt the view presented.

 Example : a paper that argues the merits of early exposure to reading for children would be an argumentative essay.

An analytical research paper states the topic that the writer will be exploring, usually in the form of a question, initially taking a neutral stance. The body of the paper will present multifaceted information and, ultimately, the writer will state their conclusion, based on the information that has unfolded throughout the course of the essay. This type of paper hopes to offer a well-supported critical analysis without necessarily persuading the reader to any particular way of thinking.

Example : a paper that explores the use of metaphor in one of Shakespeare's sonnets would be an example of an analytical essay.

*Please note that this LibGuide will primarily be concerning itself with argumentative or rhetorical research papers.

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Types of Research – Explained with Examples

• By DiscoverPhDs
• October 2, 2020

Types of Research

Research is about using established methods to investigate a problem or question in detail with the aim of generating new knowledge about it.

It is a vital tool for scientific advancement because it allows researchers to prove or refute hypotheses based on clearly defined parameters, environments and assumptions. Due to this, it enables us to confidently contribute to knowledge as it allows research to be verified and replicated.

Knowing the types of research and what each of them focuses on will allow you to better plan your project, utilises the most appropriate methodologies and techniques and better communicate your findings to other researchers and supervisors.

Classification of Types of Research

There are various types of research that are classified according to their objective, depth of study, analysed data, time required to study the phenomenon and other factors. It’s important to note that a research project will not be limited to one type of research, but will likely use several.

According to its Purpose

Theoretical research.

Theoretical research, also referred to as pure or basic research, focuses on generating knowledge , regardless of its practical application. Here, data collection is used to generate new general concepts for a better understanding of a particular field or to answer a theoretical research question.

Results of this kind are usually oriented towards the formulation of theories and are usually based on documentary analysis, the development of mathematical formulas and the reflection of high-level researchers.

Applied Research

Here, the goal is to find strategies that can be used to address a specific research problem. Applied research draws on theory to generate practical scientific knowledge, and its use is very common in STEM fields such as engineering, computer science and medicine.

This type of research is subdivided into two types:

• Technological applied research : looks towards improving efficiency in a particular productive sector through the improvement of processes or machinery related to said productive processes.
• Scientific applied research : has predictive purposes. Through this type of research design, we can measure certain variables to predict behaviours useful to the goods and services sector, such as consumption patterns and viability of commercial projects.

According to your Depth of Scope

Exploratory research.

Exploratory research is used for the preliminary investigation of a subject that is not yet well understood or sufficiently researched. It serves to establish a frame of reference and a hypothesis from which an in-depth study can be developed that will enable conclusive results to be generated.

Because exploratory research is based on the study of little-studied phenomena, it relies less on theory and more on the collection of data to identify patterns that explain these phenomena.

Descriptive Research

The primary objective of descriptive research is to define the characteristics of a particular phenomenon without necessarily investigating the causes that produce it.

In this type of research, the researcher must take particular care not to intervene in the observed object or phenomenon, as its behaviour may change if an external factor is involved.

Explanatory Research

Explanatory research is the most common type of research method and is responsible for establishing cause-and-effect relationships that allow generalisations to be extended to similar realities. It is closely related to descriptive research, although it provides additional information about the observed object and its interactions with the environment.

Correlational Research

The purpose of this type of scientific research is to identify the relationship between two or more variables. A correlational study aims to determine whether a variable changes, how much the other elements of the observed system change.

According to the Type of Data Used

Qualitative research.

Qualitative methods are often used in the social sciences to collect, compare and interpret information, has a linguistic-semiotic basis and is used in techniques such as discourse analysis, interviews, surveys, records and participant observations.

In order to use statistical methods to validate their results, the observations collected must be evaluated numerically. Qualitative research, however, tends to be subjective, since not all data can be fully controlled. Therefore, this type of research design is better suited to extracting meaning from an event or phenomenon (the ‘why’) than its cause (the ‘how’).

Quantitative Research

Quantitative research study delves into a phenomena through quantitative data collection and using mathematical, statistical and computer-aided tools to measure them . This allows generalised conclusions to be projected over time.

According to the Degree of Manipulation of Variables

Experimental research.

It is about designing or replicating a phenomenon whose variables are manipulated under strictly controlled conditions in order to identify or discover its effect on another independent variable or object. The phenomenon to be studied is measured through study and control groups, and according to the guidelines of the scientific method.

Non-Experimental Research

Also known as an observational study, it focuses on the analysis of a phenomenon in its natural context. As such, the researcher does not intervene directly, but limits their involvement to measuring the variables required for the study. Due to its observational nature, it is often used in descriptive research.

Quasi-Experimental Research

It controls only some variables of the phenomenon under investigation and is therefore not entirely experimental. In this case, the study and the focus group cannot be randomly selected, but are chosen from existing groups or populations . This is to ensure the collected data is relevant and that the knowledge, perspectives and opinions of the population can be incorporated into the study.

According to the Type of Inference

Deductive investigation.

In this type of research, reality is explained by general laws that point to certain conclusions; conclusions are expected to be part of the premise of the research problem and considered correct if the premise is valid and the inductive method is applied correctly.

Inductive Research

In this type of research, knowledge is generated from an observation to achieve a generalisation. It is based on the collection of specific data to develop new theories.

Hypothetical-Deductive Investigation

It is based on observing reality to make a hypothesis, then use deduction to obtain a conclusion and finally verify or reject it through experience.

According to the Time in Which it is Carried Out

Longitudinal study (also referred to as diachronic research).

It is the monitoring of the same event, individual or group over a defined period of time. It aims to track changes in a number of variables and see how they evolve over time. It is often used in medical, psychological and social areas .

Cross-Sectional Study (also referred to as Synchronous Research)

Cross-sectional research design is used to observe phenomena, an individual or a group of research subjects at a given time.

According to The Sources of Information

Primary research.

This fundamental research type is defined by the fact that the data is collected directly from the source, that is, it consists of primary, first-hand information.

Secondary research

Unlike primary research, secondary research is developed with information from secondary sources, which are generally based on scientific literature and other documents compiled by another researcher.

According to How the Data is Obtained

Documentary (cabinet).

Documentary research, or secondary sources, is based on a systematic review of existing sources of information on a particular subject. This type of scientific research is commonly used when undertaking literature reviews or producing a case study.

Field research study involves the direct collection of information at the location where the observed phenomenon occurs.

From Laboratory

Laboratory research is carried out in a controlled environment in order to isolate a dependent variable and establish its relationship with other variables through scientific methods.

Mixed-Method: Documentary, Field and/or Laboratory

Mixed research methodologies combine results from both secondary (documentary) sources and primary sources through field or laboratory research.

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Research: What it is.

A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition. It is, perhaps, helpful to think of the research paper as a living thing, which grows and changes as the student explores, interprets, and evaluates sources related to a specific topic. Primary and secondary sources are the heart of a research paper, and provide its nourishment; without the support of and interaction with these sources, the research paper would morph into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to further the field in which it is written, but also to provide the student with an exceptional opportunity to increase her knowledge in that field. It is also possible to identify a research paper by what it is not.

Research: What it is not.

A research paper is not simply an informed summary of a topic by means of primary and secondary sources. It is neither a book report nor an opinion piece nor an expository essay consisting solely of one's interpretation of a text nor an overview of a particular topic. Instead, it is a genre that requires one to spend time investigating and evaluating sources with the intent to offer interpretations of the texts, and not unconscious regurgitations of those sources. The goal of a research paper is not to inform the reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished through two major types of research papers.

Two major types of research papers.

Argumentative research paper:

The argumentative research paper consists of an introduction in which the writer clearly introduces the topic and informs his audience exactly which stance he intends to take; this stance is often identified as the thesis statement . An important goal of the argumentative research paper is persuasion, which means the topic chosen should be debatable or controversial. For example, it would be difficult for a student to successfully argue in favor of the following stance.

Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking cigarettes is, indeed, harmful to one's health. A better thesis would be the following.

In this sentence, the writer is not challenging the current accepted stance that both firsthand and secondhand cigarette smoke is dangerous; rather, she is positing that the social acceptance of the latter over the former is indicative of a cultural double-standard of sorts. The student would support this thesis throughout her paper by means of both primary and secondary sources, with the intent to persuade her audience that her particular interpretation of the situation is viable.

Analytical research paper:

The analytical research paper often begins with the student asking a question (a.k.a. a research question) on which he has taken no stance. Such a paper is often an exercise in exploration and evaluation. For example, perhaps one is interested in the Old English poem Beowulf . He has read the poem intently and desires to offer a fresh reading of the poem to the academic community. His question may be as follows.

His research may lead him to the following conclusion.

Though his topic may be debatable and controversial, it is not the student's intent to persuade the audience that his ideas are right while those of others are wrong. Instead, his goal is to offer a critical interpretation of primary and secondary sources throughout the paper--sources that should, ultimately, buttress his particular analysis of the topic. The following is an example of what his thesis statement may look like once he has completed his research.

This statement does not negate the traditional readings of Beowulf ; instead, it offers a fresh and detailed reading of the poem that will be supported by the student's research.

It is typically not until the student has begun the writing process that his thesis statement begins to take solid form. In fact, the thesis statement in an analytical paper is often more fluid than the thesis in an argumentative paper. Such is one of the benefits of approaching the topic without a predetermined stance.

Different Types Of Research Papers

Table of contents

• 1 Analytical Research Papers
• 2 Argumentative or Persuasive Research Papers
• 3 Definition Research Papers
• 4 Compare and Contrast Papers
• 5 Cause and Effect Papers
• 7 Survey Research Papers
• 8 Interpretative Paper
• 9 The Main Points When Writing Research Papers

Academic time is a period of great challenges. The most difficult ones concern the production of creative, sizeable, and meaningful works. To do so, the student must find the necessary information and choose the key thoughts to develop in their text. The most responsible thing is to put all the data together logically, consistently, and concisely. Moreover, each university (college) puts forward unique formatting requirements.

First, the subject of the document subject determines the basic points. Thus, lawyers necessarily refer to the norms of laws in their work. Mathematicians operate with formulas and calculations. Philosophers are freer and rely on their own conclusions and thoughts. Depending on the types of research papers, this affects the structure, format, and narration style. Preparing a student paper seems complicated, long, and boring. However, this process can bring pleasure! In this article, we will share information about different types of research projects to help students easily create academic papers.

Analytical Research Papers

The main task of writing a paper is teaching the student how to think. Thus, the two main types of research papers ─ analytical and argumentative ─ rely on facts to process. The differences between these academic papers seem non-obvious at first. Therefore, we will consider each of them in turn. Analytical type of work work assumes the deepest possible immersion in the subject (topic). Here are the main components of analytical research papers:

• The main concept can be broken down into additional topics (categories).
• Critical thinking becomes the basis for interpreting the data obtained.
• They are a mix of information: scientific data and literature are intertwined with contemporary ones.

No wonder students frequently need academic paper assistance when preparing such texts for the first time. A specialist can quickly and accurately gather and present the necessary information according to the requirements. If you are struggling with what is an analytical research paper, we`ll give you simple advice. Consistency is what will help add readability to your paper. Keeping in mind the principle of “one paragraph / one thought” , you will not get confused by the information. This approach helps to keep the story logical while you are not as familiar with the different types of research articles. When you master working with analytics, writing college papers will become easier.

Argumentative or Persuasive Research Papers

Actually, there are multiple genres of scientific papers with mixed formats. We will now examine argumentative (persuasive), often confused with analytical texts. However, this type of research paper has notable features:

• They are based strictly on facts.
• Each statement is reasoned.
• Several sources support statements.

In contrast to the previous one, the focus is on conveying a thought and convincing the reader of it. If you are a medical student, you know biology research papers rely on survey data, statistics, and professors’ opinions. A quality medical paper excludes theories and speculations. For example, they rely on successful cases when they want to convey the effectiveness of a new drug or treatment regimen. You can read transcripts of legal proceedings: it gives a great insight into how argument structure works. For example, some parts of the sensational court hearings of actor Johnny Depp were published online. And later, they became part of the student papers of future lawyers.

The main thing to realize is that different types of research papers also have different purposes. The format should not be perceived as a limitation. Following the structure and key principles allows one to convey the key messages. For example, argumentation is especially good when conveying a controversial or unpopular idea. You are sort of practicing objections with the reader by factualizing them.

Definition Research Papers

During the studies, you may meet opposing types of academic papers. One kind may give more freedom for thoughts and manifestations. The other requires the author to be as objective as possible. This type of document, as the name implies, emphasizes informativeness. To understand the concept of such texts, note the following research paper topics . The title often already contains the main idea:

• “Fundamentals of pathogenic bacterial development”;
• “Principles of artificial intelligence”;
• “Legal aspects of relationship regulation”.

The main author’s task here is to transfer information. Usually, here comes the difficulty of choosing interesting and relevant data. That is why you can often ask yourself: who can write my research paper per all guidelines and professor’s expectations?

People who have not faced the need to prepare a text consider this task simple. First and foremost, writing a plan makes composing study papers easier. Depending on the requirements, highlight 5-7 main facts that need to be described. When you have a draft ready, adding additional information becomes less challenging.

Compare and Contrast Papers

Success is close when you understand how to use distinct types of research articles. Interestingly. students lament they lack writing skills. However, this will only be an advantage in some academic papers. One of the options worth mastering is texts based on comparison/contrast, e.g., to describe colors or texture. How do you explain the difference between green and lettuce colors?

Let’s explain this type of research papers with a simple example. You have two monitors in front of you. You can describe all the charms using beautiful epithets. But the reader will not understand: which one is better? Rely on technical characteristics: size, performance, battery, matrix. When discussing visual objects, use images: they often speak better than words.

It’s a principle that applies to scientific research work creation. Excessive emotionality of the author may indicate interest / attempted manipulation. Otherwise, the cold and dry facts create the very contrast and comparison that allow the reader to draw personally appropriate conclusions. If you are pursuing a specific thought, you need to know which comparisons are relevant to your topic.

Cause and Effect Papers

As students learns, they master different types of research texts. Often, teachers request informative and analytical materials at the beginning of the training. However, by the middle of the training, one cannot do without more complex formats of research papers. This type of work assumes a deep immersion in the subject and topic. The author must describe the causes and consequences of the events or phenomena.

The very mechanism of creating a paper differs. The author mainly collects information from the previous varieties, having a key thought. To conclude, you must first understand all the data received. And only after that, it is possible to separate the main idea. At the same time, such a process shows how types of scientific papers are created, claiming to be experts in the future. The most interesting thing is that the original theory and the author’s opinion can change dramatically. This is the value: the student enriches the knowledge and adds important research to the world library.

It is a mistake to assume that reports are dry statistics. You will likely find cautious theories in different types of scientific papers, even if the author is an experienced scientist. In medicine, for example, you don’t rely on the one-time success of a vaccine. You can only talk about the effectiveness of a treatment after years of confirmed positive research.

Reports are especially often used to present data in medicine, biology, and physics. To confirm dogmatic claims, the same experiment is performed thousands of times. Discoveries are often spontaneous and accidental. At the same time, science tries to explain and confirm that even errors are part of the fact.

In these types of research papers, it is especially important to maintain accuracy. Researchers must adhere to citation and ethical rules to ensure the validity and reproducibility of their work. Indeed, effective communication of experimental results promotes scientific knowledge and informed debate in the academic community.

Survey Research Papers

All types of academic paper have a place for data obtained by talking to people. Consequently, qualitative student work involves a combination of methods for better research. Surveys, when used properly, become an important source of obtaining information.

The key aspect is to obtain a relevant sample. For example, if your paper focuses on the difficulties of young mothers, it is unlikely to be wise to reach out to child-free men aged 50+. There are also several other important factors to consider: each respondent’s place of residence, social status, and education. Example topics could range from public opinion on social issues to consumer preferences in marketing. Reporting survey research requires transparency, statistical accuracy, and consideration of potential biases. Effective survey research contributes valuable insights into human behavior and societal trends, offering a quantitative foundation for academic inquiry and decision-making in various fields.

This is one of the types of research reports with which social work students and future political scientists are particularly likely to come into contact. In the process, students learn to see the relationship between behavioral patterns and demographic factors of different categories of people.

Interpretative Paper

An interpretative paper involves a subjective analysis of a given subject matter. Unlike purely factual or objective approaches, this type of paper delves into a topic’s deeper meanings, implications, and nuances. In simple words, it is more of the author’s freedom. The structure typically includes an introduction that outlines the context and significance of the subject, a literature review to provide background and context, a detailed analysis incorporating the writer’s interpretations, and a conclusion summarizing key insights.

Essential components of interpretative papers include a clear thesis statement, a comprehensive examination of relevant literature or sources, and a well-articulated argument supported by evidence. Example topics for interpretative papers might include the analysis of symbolism in literature, the interpretation of cultural phenomena, or examining historical events from a particular perspective. Writing such papers demands critical thinking, creativity, and the ability to present a coherent narrative that reflects the author’s insights and perspectives.

The Main Points When Writing Research Papers

All types of papers in research matters for different academic purposes. To successfully complete your assignment, remember the most important thing: you are a researcher. The best student papers are born out of their sincere interest. Focus not on the beauty or imagery of speech will come later.

Are you studying a discipline and have questions about certain topics? Take that question for research: it will motivate you to learn more information. The more literature and sources you plug in, the more thoughts you will have. This already provides unconventional conclusions, and you might be the one to voice a new perspective on familiar things. Thus, you succeed in academic learning and contribute to the development of science!

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• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• Types of Research Designs
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

Introduction

Before beginning your paper, you need to decide how you plan to design the study .

The research design refers to the overall strategy and analytical approach that you have chosen in order to integrate, in a coherent and logical way, the different components of the study, thus ensuring that the research problem will be thoroughly investigated. It constitutes the blueprint for the collection, measurement, and interpretation of information and data. Note that the research problem determines the type of design you choose, not the other way around!

De Vaus, D. A. Research Design in Social Research . London: SAGE, 2001; Trochim, William M.K. Research Methods Knowledge Base. 2006.

General Structure and Writing Style

The function of a research design is to ensure that the evidence obtained enables you to effectively address the research problem logically and as unambiguously as possible . In social sciences research, obtaining information relevant to the research problem generally entails specifying the type of evidence needed to test the underlying assumptions of a theory, to evaluate a program, or to accurately describe and assess meaning related to an observable phenomenon.

With this in mind, a common mistake made by researchers is that they begin their investigations before they have thought critically about what information is required to address the research problem. Without attending to these design issues beforehand, the overall research problem will not be adequately addressed and any conclusions drawn will run the risk of being weak and unconvincing. As a consequence, the overall validity of the study will be undermined.

The length and complexity of describing the research design in your paper can vary considerably, but any well-developed description will achieve the following :

• Identify the research problem clearly and justify its selection, particularly in relation to any valid alternative designs that could have been used,
• Review and synthesize previously published literature associated with the research problem,
• Clearly and explicitly specify hypotheses [i.e., research questions] central to the problem,
• Effectively describe the information and/or data which will be necessary for an adequate testing of the hypotheses and explain how such information and/or data will be obtained, and
• Describe the methods of analysis to be applied to the data in determining whether or not the hypotheses are true or false.

The research design is usually incorporated into the introduction of your paper . You can obtain an overall sense of what to do by reviewing studies that have utilized the same research design [e.g., using a case study approach]. This can help you develop an outline to follow for your own paper.

NOTE : Use the SAGE Research Methods Online and Cases and the SAGE Research Methods Videos databases to search for scholarly resources on how to apply specific research designs and methods . The Research Methods Online database contains links to more than 175,000 pages of SAGE publisher's book, journal, and reference content on quantitative, qualitative, and mixed research methodologies. Also included is a collection of case studies of social research projects that can be used to help you better understand abstract or complex methodological concepts. The Research Methods Videos database contains hours of tutorials, interviews, video case studies, and mini-documentaries covering the entire research process.

Creswell, John W. and J. David Creswell. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches . 5th edition. Thousand Oaks, CA: Sage, 2018; De Vaus, D. A. Research Design in Social Research . London: SAGE, 2001; Gorard, Stephen. Research Design: Creating Robust Approaches for the Social Sciences . Thousand Oaks, CA: Sage, 2013; Leedy, Paul D. and Jeanne Ellis Ormrod. Practical Research: Planning and Design . Tenth edition. Boston, MA: Pearson, 2013; Vogt, W. Paul, Dianna C. Gardner, and Lynne M. Haeffele. When to Use What Research Design . New York: Guilford, 2012.

Action Research Design

Definition and Purpose

The essentials of action research design follow a characteristic cycle whereby initially an exploratory stance is adopted, where an understanding of a problem is developed and plans are made for some form of interventionary strategy. Then the intervention is carried out [the "action" in action research] during which time, pertinent observations are collected in various forms. The new interventional strategies are carried out, and this cyclic process repeats, continuing until a sufficient understanding of [or a valid implementation solution for] the problem is achieved. The protocol is iterative or cyclical in nature and is intended to foster deeper understanding of a given situation, starting with conceptualizing and particularizing the problem and moving through several interventions and evaluations.

What do these studies tell you ?

• This is a collaborative and adaptive research design that lends itself to use in work or community situations.
• Design focuses on pragmatic and solution-driven research outcomes rather than testing theories.
• When practitioners use action research, it has the potential to increase the amount they learn consciously from their experience; the action research cycle can be regarded as a learning cycle.
• Action research studies often have direct and obvious relevance to improving practice and advocating for change.
• There are no hidden controls or preemption of direction by the researcher.

What these studies don't tell you ?

• It is harder to do than conducting conventional research because the researcher takes on responsibilities of advocating for change as well as for researching the topic.
• Action research is much harder to write up because it is less likely that you can use a standard format to report your findings effectively [i.e., data is often in the form of stories or observation].
• Personal over-involvement of the researcher may bias research results.
• The cyclic nature of action research to achieve its twin outcomes of action [e.g. change] and research [e.g. understanding] is time-consuming and complex to conduct.
• Advocating for change usually requires buy-in from study participants.

Coghlan, David and Mary Brydon-Miller. The Sage Encyclopedia of Action Research . Thousand Oaks, CA:  Sage, 2014; Efron, Sara Efrat and Ruth Ravid. Action Research in Education: A Practical Guide . New York: Guilford, 2013; Gall, Meredith. Educational Research: An Introduction . Chapter 18, Action Research. 8th ed. Boston, MA: Pearson/Allyn and Bacon, 2007; Gorard, Stephen. Research Design: Creating Robust Approaches for the Social Sciences . Thousand Oaks, CA: Sage, 2013; Kemmis, Stephen and Robin McTaggart. “Participatory Action Research.” In Handbook of Qualitative Research . Norman Denzin and Yvonna S. Lincoln, eds. 2nd ed. (Thousand Oaks, CA: SAGE, 2000), pp. 567-605; McNiff, Jean. Writing and Doing Action Research . London: Sage, 2014; Reason, Peter and Hilary Bradbury. Handbook of Action Research: Participative Inquiry and Practice . Thousand Oaks, CA: SAGE, 2001.

Case Study Design

A case study is an in-depth study of a particular research problem rather than a sweeping statistical survey or comprehensive comparative inquiry. It is often used to narrow down a very broad field of research into one or a few easily researchable examples. The case study research design is also useful for testing whether a specific theory and model actually applies to phenomena in the real world. It is a useful design when not much is known about an issue or phenomenon.

• Approach excels at bringing us to an understanding of a complex issue through detailed contextual analysis of a limited number of events or conditions and their relationships.
• A researcher using a case study design can apply a variety of methodologies and rely on a variety of sources to investigate a research problem.
• Design can extend experience or add strength to what is already known through previous research.
• Social scientists, in particular, make wide use of this research design to examine contemporary real-life situations and provide the basis for the application of concepts and theories and the extension of methodologies.
• The design can provide detailed descriptions of specific and rare cases.
• A single or small number of cases offers little basis for establishing reliability or to generalize the findings to a wider population of people, places, or things.
• Intense exposure to the study of a case may bias a researcher's interpretation of the findings.
• Design does not facilitate assessment of cause and effect relationships.
• Vital information may be missing, making the case hard to interpret.
• The case may not be representative or typical of the larger problem being investigated.
• If the criteria for selecting a case is because it represents a very unusual or unique phenomenon or problem for study, then your interpretation of the findings can only apply to that particular case.

Case Studies. Writing@CSU. Colorado State University; Anastas, Jeane W. Research Design for Social Work and the Human Services . Chapter 4, Flexible Methods: Case Study Design. 2nd ed. New York: Columbia University Press, 1999; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Greenhalgh, Trisha, editor. Case Study Evaluation: Past, Present and Future Challenges . Bingley, UK: Emerald Group Publishing, 2015; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Stake, Robert E. The Art of Case Study Research . Thousand Oaks, CA: SAGE, 1995; Yin, Robert K. Case Study Research: Design and Theory . Applied Social Research Methods Series, no. 5. 3rd ed. Thousand Oaks, CA: SAGE, 2003.

Causal Design

Causality studies may be thought of as understanding a phenomenon in terms of conditional statements in the form, “If X, then Y.” This type of research is used to measure what impact a specific change will have on existing norms and assumptions. Most social scientists seek causal explanations that reflect tests of hypotheses. Causal effect (nomothetic perspective) occurs when variation in one phenomenon, an independent variable, leads to or results, on average, in variation in another phenomenon, the dependent variable.

Conditions necessary for determining causality:

• Empirical association -- a valid conclusion is based on finding an association between the independent variable and the dependent variable.
• Appropriate time order -- to conclude that causation was involved, one must see that cases were exposed to variation in the independent variable before variation in the dependent variable.
• Nonspuriousness -- a relationship between two variables that is not due to variation in a third variable.
• Causality research designs assist researchers in understanding why the world works the way it does through the process of proving a causal link between variables and by the process of eliminating other possibilities.
• Replication is possible.
• There is greater confidence the study has internal validity due to the systematic subject selection and equity of groups being compared.
• Not all relationships are causal! The possibility always exists that, by sheer coincidence, two unrelated events appear to be related [e.g., Punxatawney Phil could accurately predict the duration of Winter for five consecutive years but, the fact remains, he's just a big, furry rodent].
• Conclusions about causal relationships are difficult to determine due to a variety of extraneous and confounding variables that exist in a social environment. This means causality can only be inferred, never proven.
• If two variables are correlated, the cause must come before the effect. However, even though two variables might be causally related, it can sometimes be difficult to determine which variable comes first and, therefore, to establish which variable is the actual cause and which is the  actual effect.

Beach, Derek and Rasmus Brun Pedersen. Causal Case Study Methods: Foundations and Guidelines for Comparing, Matching, and Tracing . Ann Arbor, MI: University of Michigan Press, 2016; Bachman, Ronet. The Practice of Research in Criminology and Criminal Justice . Chapter 5, Causation and Research Designs. 3rd ed. Thousand Oaks, CA: Pine Forge Press, 2007; Brewer, Ernest W. and Jennifer Kubn. “Causal-Comparative Design.” In Encyclopedia of Research Design . Neil J. Salkind, editor. (Thousand Oaks, CA: Sage, 2010), pp. 125-132; Causal Research Design: Experimentation. Anonymous SlideShare Presentation; Gall, Meredith. Educational Research: An Introduction . Chapter 11, Nonexperimental Research: Correlational Designs. 8th ed. Boston, MA: Pearson/Allyn and Bacon, 2007; Trochim, William M.K. Research Methods Knowledge Base. 2006.

Cohort Design

Often used in the medical sciences, but also found in the applied social sciences, a cohort study generally refers to a study conducted over a period of time involving members of a population which the subject or representative member comes from, and who are united by some commonality or similarity. Using a quantitative framework, a cohort study makes note of statistical occurrence within a specialized subgroup, united by same or similar characteristics that are relevant to the research problem being investigated, rather than studying statistical occurrence within the general population. Using a qualitative framework, cohort studies generally gather data using methods of observation. Cohorts can be either "open" or "closed."

• Open Cohort Studies [dynamic populations, such as the population of Los Angeles] involve a population that is defined just by the state of being a part of the study in question (and being monitored for the outcome). Date of entry and exit from the study is individually defined, therefore, the size of the study population is not constant. In open cohort studies, researchers can only calculate rate based data, such as, incidence rates and variants thereof.
• Closed Cohort Studies [static populations, such as patients entered into a clinical trial] involve participants who enter into the study at one defining point in time and where it is presumed that no new participants can enter the cohort. Given this, the number of study participants remains constant (or can only decrease).
• The use of cohorts is often mandatory because a randomized control study may be unethical. For example, you cannot deliberately expose people to asbestos, you can only study its effects on those who have already been exposed. Research that measures risk factors often relies upon cohort designs.
• Because cohort studies measure potential causes before the outcome has occurred, they can demonstrate that these “causes” preceded the outcome, thereby avoiding the debate as to which is the cause and which is the effect.
• Cohort analysis is highly flexible and can provide insight into effects over time and related to a variety of different types of changes [e.g., social, cultural, political, economic, etc.].
• Either original data or secondary data can be used in this design.
• In cases where a comparative analysis of two cohorts is made [e.g., studying the effects of one group exposed to asbestos and one that has not], a researcher cannot control for all other factors that might differ between the two groups. These factors are known as confounding variables.
• Cohort studies can end up taking a long time to complete if the researcher must wait for the conditions of interest to develop within the group. This also increases the chance that key variables change during the course of the study, potentially impacting the validity of the findings.
• Due to the lack of randominization in the cohort design, its external validity is lower than that of study designs where the researcher randomly assigns participants.

Healy P, Devane D. “Methodological Considerations in Cohort Study Designs.” Nurse Researcher 18 (2011): 32-36; Glenn, Norval D, editor. Cohort Analysis . 2nd edition. Thousand Oaks, CA: Sage, 2005; Levin, Kate Ann. Study Design IV: Cohort Studies. Evidence-Based Dentistry 7 (2003): 51–52; Payne, Geoff. “Cohort Study.” In The SAGE Dictionary of Social Research Methods . Victor Jupp, editor. (Thousand Oaks, CA: Sage, 2006), pp. 31-33; Study Design 101. Himmelfarb Health Sciences Library. George Washington University, November 2011; Cohort Study. Wikipedia.

Cross-Sectional Design

Cross-sectional research designs have three distinctive features: no time dimension; a reliance on existing differences rather than change following intervention; and, groups are selected based on existing differences rather than random allocation. The cross-sectional design can only measure differences between or from among a variety of people, subjects, or phenomena rather than a process of change. As such, researchers using this design can only employ a relatively passive approach to making causal inferences based on findings.

• Cross-sectional studies provide a clear 'snapshot' of the outcome and the characteristics associated with it, at a specific point in time.
• Unlike an experimental design, where there is an active intervention by the researcher to produce and measure change or to create differences, cross-sectional designs focus on studying and drawing inferences from existing differences between people, subjects, or phenomena.
• Entails collecting data at and concerning one point in time. While longitudinal studies involve taking multiple measures over an extended period of time, cross-sectional research is focused on finding relationships between variables at one moment in time.
• Groups identified for study are purposely selected based upon existing differences in the sample rather than seeking random sampling.
• Cross-section studies are capable of using data from a large number of subjects and, unlike observational studies, is not geographically bound.
• Can estimate prevalence of an outcome of interest because the sample is usually taken from the whole population.
• Because cross-sectional designs generally use survey techniques to gather data, they are relatively inexpensive and take up little time to conduct.
• Finding people, subjects, or phenomena to study that are very similar except in one specific variable can be difficult.
• Results are static and time bound and, therefore, give no indication of a sequence of events or reveal historical or temporal contexts.
• Studies cannot be utilized to establish cause and effect relationships.
• This design only provides a snapshot of analysis so there is always the possibility that a study could have differing results if another time-frame had been chosen.
• There is no follow up to the findings.

Bethlehem, Jelke. "7: Cross-sectional Research." In Research Methodology in the Social, Behavioural and Life Sciences . Herman J Adèr and Gideon J Mellenbergh, editors. (London, England: Sage, 1999), pp. 110-43; Bourque, Linda B. “Cross-Sectional Design.” In  The SAGE Encyclopedia of Social Science Research Methods . Michael S. Lewis-Beck, Alan Bryman, and Tim Futing Liao. (Thousand Oaks, CA: 2004), pp. 230-231; Hall, John. “Cross-Sectional Survey Design.” In Encyclopedia of Survey Research Methods . Paul J. Lavrakas, ed. (Thousand Oaks, CA: Sage, 2008), pp. 173-174; Helen Barratt, Maria Kirwan. Cross-Sectional Studies: Design Application, Strengths and Weaknesses of Cross-Sectional Studies. Healthknowledge, 2009. Cross-Sectional Study. Wikipedia.

Descriptive Design

Descriptive research designs help provide answers to the questions of who, what, when, where, and how associated with a particular research problem; a descriptive study cannot conclusively ascertain answers to why. Descriptive research is used to obtain information concerning the current status of the phenomena and to describe "what exists" with respect to variables or conditions in a situation.

• The subject is being observed in a completely natural and unchanged natural environment. True experiments, whilst giving analyzable data, often adversely influence the normal behavior of the subject [a.k.a., the Heisenberg effect whereby measurements of certain systems cannot be made without affecting the systems].
• Descriptive research is often used as a pre-cursor to more quantitative research designs with the general overview giving some valuable pointers as to what variables are worth testing quantitatively.
• If the limitations are understood, they can be a useful tool in developing a more focused study.
• Descriptive studies can yield rich data that lead to important recommendations in practice.
• Appoach collects a large amount of data for detailed analysis.
• The results from a descriptive research cannot be used to discover a definitive answer or to disprove a hypothesis.
• Because descriptive designs often utilize observational methods [as opposed to quantitative methods], the results cannot be replicated.
• The descriptive function of research is heavily dependent on instrumentation for measurement and observation.

Anastas, Jeane W. Research Design for Social Work and the Human Services . Chapter 5, Flexible Methods: Descriptive Research. 2nd ed. New York: Columbia University Press, 1999; Given, Lisa M. "Descriptive Research." In Encyclopedia of Measurement and Statistics . Neil J. Salkind and Kristin Rasmussen, editors. (Thousand Oaks, CA: Sage, 2007), pp. 251-254; McNabb, Connie. Descriptive Research Methodologies. Powerpoint Presentation; Shuttleworth, Martyn. Descriptive Research Design, September 26, 2008; Erickson, G. Scott. "Descriptive Research Design." In New Methods of Market Research and Analysis . (Northampton, MA: Edward Elgar Publishing, 2017), pp. 51-77; Sahin, Sagufta, and Jayanta Mete. "A Brief Study on Descriptive Research: Its Nature and Application in Social Science." International Journal of Research and Analysis in Humanities 1 (2021): 11; K. Swatzell and P. Jennings. “Descriptive Research: The Nuts and Bolts.” Journal of the American Academy of Physician Assistants 20 (2007), pp. 55-56; Kane, E. Doing Your Own Research: Basic Descriptive Research in the Social Sciences and Humanities . London: Marion Boyars, 1985.

Experimental Design

A blueprint of the procedure that enables the researcher to maintain control over all factors that may affect the result of an experiment. In doing this, the researcher attempts to determine or predict what may occur. Experimental research is often used where there is time priority in a causal relationship (cause precedes effect), there is consistency in a causal relationship (a cause will always lead to the same effect), and the magnitude of the correlation is great. The classic experimental design specifies an experimental group and a control group. The independent variable is administered to the experimental group and not to the control group, and both groups are measured on the same dependent variable. Subsequent experimental designs have used more groups and more measurements over longer periods. True experiments must have control, randomization, and manipulation.

• Experimental research allows the researcher to control the situation. In so doing, it allows researchers to answer the question, “What causes something to occur?”
• Permits the researcher to identify cause and effect relationships between variables and to distinguish placebo effects from treatment effects.
• Experimental research designs support the ability to limit alternative explanations and to infer direct causal relationships in the study.
• Approach provides the highest level of evidence for single studies.
• The design is artificial, and results may not generalize well to the real world.
• The artificial settings of experiments may alter the behaviors or responses of participants.
• Experimental designs can be costly if special equipment or facilities are needed.
• Some research problems cannot be studied using an experiment because of ethical or technical reasons.
• Difficult to apply ethnographic and other qualitative methods to experimentally designed studies.

Anastas, Jeane W. Research Design for Social Work and the Human Services . Chapter 7, Flexible Methods: Experimental Research. 2nd ed. New York: Columbia University Press, 1999; Chapter 2: Research Design, Experimental Designs. School of Psychology, University of New England, 2000; Chow, Siu L. "Experimental Design." In Encyclopedia of Research Design . Neil J. Salkind, editor. (Thousand Oaks, CA: Sage, 2010), pp. 448-453; "Experimental Design." In Social Research Methods . Nicholas Walliman, editor. (London, England: Sage, 2006), pp, 101-110; Experimental Research. Research Methods by Dummies. Department of Psychology. California State University, Fresno, 2006; Kirk, Roger E. Experimental Design: Procedures for the Behavioral Sciences . 4th edition. Thousand Oaks, CA: Sage, 2013; Trochim, William M.K. Experimental Design. Research Methods Knowledge Base. 2006; Rasool, Shafqat. Experimental Research. Slideshare presentation.

Exploratory Design

An exploratory design is conducted about a research problem when there are few or no earlier studies to refer to or rely upon to predict an outcome . The focus is on gaining insights and familiarity for later investigation or undertaken when research problems are in a preliminary stage of investigation. Exploratory designs are often used to establish an understanding of how best to proceed in studying an issue or what methodology would effectively apply to gathering information about the issue.

The goals of exploratory research are intended to produce the following possible insights:

• Familiarity with basic details, settings, and concerns.
• Well grounded picture of the situation being developed.
• Generation of new ideas and assumptions.
• Development of tentative theories or hypotheses.
• Determination about whether a study is feasible in the future.
• Issues get refined for more systematic investigation and formulation of new research questions.
• Direction for future research and techniques get developed.
• Design is a useful approach for gaining background information on a particular topic.
• Exploratory research is flexible and can address research questions of all types (what, why, how).
• Provides an opportunity to define new terms and clarify existing concepts.
• Exploratory research is often used to generate formal hypotheses and develop more precise research problems.
• In the policy arena or applied to practice, exploratory studies help establish research priorities and where resources should be allocated.
• Exploratory research generally utilizes small sample sizes and, thus, findings are typically not generalizable to the population at large.
• The exploratory nature of the research inhibits an ability to make definitive conclusions about the findings. They provide insight but not definitive conclusions.
• The research process underpinning exploratory studies is flexible but often unstructured, leading to only tentative results that have limited value to decision-makers.
• Design lacks rigorous standards applied to methods of data gathering and analysis because one of the areas for exploration could be to determine what method or methodologies could best fit the research problem.

Cuthill, Michael. “Exploratory Research: Citizen Participation, Local Government, and Sustainable Development in Australia.” Sustainable Development 10 (2002): 79-89; Streb, Christoph K. "Exploratory Case Study." In Encyclopedia of Case Study Research . Albert J. Mills, Gabrielle Durepos and Eiden Wiebe, editors. (Thousand Oaks, CA: Sage, 2010), pp. 372-374; Taylor, P. J., G. Catalano, and D.R.F. Walker. “Exploratory Analysis of the World City Network.” Urban Studies 39 (December 2002): 2377-2394; Exploratory Research. Wikipedia.

Field Research Design

Sometimes referred to as ethnography or participant observation, designs around field research encompass a variety of interpretative procedures [e.g., observation and interviews] rooted in qualitative approaches to studying people individually or in groups while inhabiting their natural environment as opposed to using survey instruments or other forms of impersonal methods of data gathering. Information acquired from observational research takes the form of “ field notes ” that involves documenting what the researcher actually sees and hears while in the field. Findings do not consist of conclusive statements derived from numbers and statistics because field research involves analysis of words and observations of behavior. Conclusions, therefore, are developed from an interpretation of findings that reveal overriding themes, concepts, and ideas. More information can be found HERE .

• Field research is often necessary to fill gaps in understanding the research problem applied to local conditions or to specific groups of people that cannot be ascertained from existing data.
• The research helps contextualize already known information about a research problem, thereby facilitating ways to assess the origins, scope, and scale of a problem and to gage the causes, consequences, and means to resolve an issue based on deliberate interaction with people in their natural inhabited spaces.
• Enables the researcher to corroborate or confirm data by gathering additional information that supports or refutes findings reported in prior studies of the topic.
• Because the researcher in embedded in the field, they are better able to make observations or ask questions that reflect the specific cultural context of the setting being investigated.
• Observing the local reality offers the opportunity to gain new perspectives or obtain unique data that challenges existing theoretical propositions or long-standing assumptions found in the literature.

What these studies don't tell you

• A field research study requires extensive time and resources to carry out the multiple steps involved with preparing for the gathering of information, including for example, examining background information about the study site, obtaining permission to access the study site, and building trust and rapport with subjects.
• Requires a commitment to staying engaged in the field to ensure that you can adequately document events and behaviors as they unfold.
• The unpredictable nature of fieldwork means that researchers can never fully control the process of data gathering. They must maintain a flexible approach to studying the setting because events and circumstances can change quickly or unexpectedly.
• Findings can be difficult to interpret and verify without access to documents and other source materials that help to enhance the credibility of information obtained from the field  [i.e., the act of triangulating the data].
• Linking the research problem to the selection of study participants inhabiting their natural environment is critical. However, this specificity limits the ability to generalize findings to different situations or in other contexts or to infer courses of action applied to other settings or groups of people.
• The reporting of findings must take into account how the researcher themselves may have inadvertently affected respondents and their behaviors.

Historical Design

The purpose of a historical research design is to collect, verify, and synthesize evidence from the past to establish facts that defend or refute a hypothesis. It uses secondary sources and a variety of primary documentary evidence, such as, diaries, official records, reports, archives, and non-textual information [maps, pictures, audio and visual recordings]. The limitation is that the sources must be both authentic and valid.

• The historical research design is unobtrusive; the act of research does not affect the results of the study.
• The historical approach is well suited for trend analysis.
• Historical records can add important contextual background required to more fully understand and interpret a research problem.
• There is often no possibility of researcher-subject interaction that could affect the findings.
• Historical sources can be used over and over to study different research problems or to replicate a previous study.
• The ability to fulfill the aims of your research are directly related to the amount and quality of documentation available to understand the research problem.
• Since historical research relies on data from the past, there is no way to manipulate it to control for contemporary contexts.
• Interpreting historical sources can be very time consuming.
• The sources of historical materials must be archived consistently to ensure access. This may especially challenging for digital or online-only sources.
• Original authors bring their own perspectives and biases to the interpretation of past events and these biases are more difficult to ascertain in historical resources.
• Due to the lack of control over external variables, historical research is very weak with regard to the demands of internal validity.
• It is rare that the entirety of historical documentation needed to fully address a research problem is available for interpretation, therefore, gaps need to be acknowledged.

Howell, Martha C. and Walter Prevenier. From Reliable Sources: An Introduction to Historical Methods . Ithaca, NY: Cornell University Press, 2001; Lundy, Karen Saucier. "Historical Research." In The Sage Encyclopedia of Qualitative Research Methods . Lisa M. Given, editor. (Thousand Oaks, CA: Sage, 2008), pp. 396-400; Marius, Richard. and Melvin E. Page. A Short Guide to Writing about History . 9th edition. Boston, MA: Pearson, 2015; Savitt, Ronald. “Historical Research in Marketing.” Journal of Marketing 44 (Autumn, 1980): 52-58;  Gall, Meredith. Educational Research: An Introduction . Chapter 16, Historical Research. 8th ed. Boston, MA: Pearson/Allyn and Bacon, 2007.

Longitudinal Design

A longitudinal study follows the same sample over time and makes repeated observations. For example, with longitudinal surveys, the same group of people is interviewed at regular intervals, enabling researchers to track changes over time and to relate them to variables that might explain why the changes occur. Longitudinal research designs describe patterns of change and help establish the direction and magnitude of causal relationships. Measurements are taken on each variable over two or more distinct time periods. This allows the researcher to measure change in variables over time. It is a type of observational study sometimes referred to as a panel study.

• Longitudinal data facilitate the analysis of the duration of a particular phenomenon.
• Enables survey researchers to get close to the kinds of causal explanations usually attainable only with experiments.
• The design permits the measurement of differences or change in a variable from one period to another [i.e., the description of patterns of change over time].
• Longitudinal studies facilitate the prediction of future outcomes based upon earlier factors.
• The data collection method may change over time.
• Maintaining the integrity of the original sample can be difficult over an extended period of time.
• It can be difficult to show more than one variable at a time.
• This design often needs qualitative research data to explain fluctuations in the results.
• A longitudinal research design assumes present trends will continue unchanged.
• It can take a long period of time to gather results.
• There is a need to have a large sample size and accurate sampling to reach representativness.

Anastas, Jeane W. Research Design for Social Work and the Human Services . Chapter 6, Flexible Methods: Relational and Longitudinal Research. 2nd ed. New York: Columbia University Press, 1999; Forgues, Bernard, and Isabelle Vandangeon-Derumez. "Longitudinal Analyses." In Doing Management Research . Raymond-Alain Thiétart and Samantha Wauchope, editors. (London, England: Sage, 2001), pp. 332-351; Kalaian, Sema A. and Rafa M. Kasim. "Longitudinal Studies." In Encyclopedia of Survey Research Methods . Paul J. Lavrakas, ed. (Thousand Oaks, CA: Sage, 2008), pp. 440-441; Menard, Scott, editor. Longitudinal Research . Thousand Oaks, CA: Sage, 2002; Ployhart, Robert E. and Robert J. Vandenberg. "Longitudinal Research: The Theory, Design, and Analysis of Change.” Journal of Management 36 (January 2010): 94-120; Longitudinal Study. Wikipedia.

Meta-Analysis Design

Meta-analysis is an analytical methodology designed to systematically evaluate and summarize the results from a number of individual studies, thereby, increasing the overall sample size and the ability of the researcher to study effects of interest. The purpose is to not simply summarize existing knowledge, but to develop a new understanding of a research problem using synoptic reasoning. The main objectives of meta-analysis include analyzing differences in the results among studies and increasing the precision by which effects are estimated. A well-designed meta-analysis depends upon strict adherence to the criteria used for selecting studies and the availability of information in each study to properly analyze their findings. Lack of information can severely limit the type of analyzes and conclusions that can be reached. In addition, the more dissimilarity there is in the results among individual studies [heterogeneity], the more difficult it is to justify interpretations that govern a valid synopsis of results. A meta-analysis needs to fulfill the following requirements to ensure the validity of your findings:

• Clearly defined description of objectives, including precise definitions of the variables and outcomes that are being evaluated;
• A well-reasoned and well-documented justification for identification and selection of the studies;
• Assessment and explicit acknowledgment of any researcher bias in the identification and selection of those studies;
• Description and evaluation of the degree of heterogeneity among the sample size of studies reviewed; and,
• Justification of the techniques used to evaluate the studies.
• Can be an effective strategy for determining gaps in the literature.
• Provides a means of reviewing research published about a particular topic over an extended period of time and from a variety of sources.
• Is useful in clarifying what policy or programmatic actions can be justified on the basis of analyzing research results from multiple studies.
• Provides a method for overcoming small sample sizes in individual studies that previously may have had little relationship to each other.
• Can be used to generate new hypotheses or highlight research problems for future studies.
• Small violations in defining the criteria used for content analysis can lead to difficult to interpret and/or meaningless findings.
• A large sample size can yield reliable, but not necessarily valid, results.
• A lack of uniformity regarding, for example, the type of literature reviewed, how methods are applied, and how findings are measured within the sample of studies you are analyzing, can make the process of synthesis difficult to perform.
• Depending on the sample size, the process of reviewing and synthesizing multiple studies can be very time consuming.

Beck, Lewis W. "The Synoptic Method." The Journal of Philosophy 36 (1939): 337-345; Cooper, Harris, Larry V. Hedges, and Jeffrey C. Valentine, eds. The Handbook of Research Synthesis and Meta-Analysis . 2nd edition. New York: Russell Sage Foundation, 2009; Guzzo, Richard A., Susan E. Jackson and Raymond A. Katzell. “Meta-Analysis Analysis.” In Research in Organizational Behavior , Volume 9. (Greenwich, CT: JAI Press, 1987), pp 407-442; Lipsey, Mark W. and David B. Wilson. Practical Meta-Analysis . Thousand Oaks, CA: Sage Publications, 2001; Study Design 101. Meta-Analysis. The Himmelfarb Health Sciences Library, George Washington University; Timulak, Ladislav. “Qualitative Meta-Analysis.” In The SAGE Handbook of Qualitative Data Analysis . Uwe Flick, editor. (Los Angeles, CA: Sage, 2013), pp. 481-495; Walker, Esteban, Adrian V. Hernandez, and Micheal W. Kattan. "Meta-Analysis: It's Strengths and Limitations." Cleveland Clinic Journal of Medicine 75 (June 2008): 431-439.

Mixed-Method Design

• Narrative and non-textual information can add meaning to numeric data, while numeric data can add precision to narrative and non-textual information.
• Can utilize existing data while at the same time generating and testing a grounded theory approach to describe and explain the phenomenon under study.
• A broader, more complex research problem can be investigated because the researcher is not constrained by using only one method.
• The strengths of one method can be used to overcome the inherent weaknesses of another method.
• Can provide stronger, more robust evidence to support a conclusion or set of recommendations.
• May generate new knowledge new insights or uncover hidden insights, patterns, or relationships that a single methodological approach might not reveal.
• Produces more complete knowledge and understanding of the research problem that can be used to increase the generalizability of findings applied to theory or practice.
• A researcher must be proficient in understanding how to apply multiple methods to investigating a research problem as well as be proficient in optimizing how to design a study that coherently melds them together.
• Can increase the likelihood of conflicting results or ambiguous findings that inhibit drawing a valid conclusion or setting forth a recommended course of action [e.g., sample interview responses do not support existing statistical data].
• Because the research design can be very complex, reporting the findings requires a well-organized narrative, clear writing style, and precise word choice.
• Design invites collaboration among experts. However, merging different investigative approaches and writing styles requires more attention to the overall research process than studies conducted using only one methodological paradigm.
• Concurrent merging of quantitative and qualitative research requires greater attention to having adequate sample sizes, using comparable samples, and applying a consistent unit of analysis. For sequential designs where one phase of qualitative research builds on the quantitative phase or vice versa, decisions about what results from the first phase to use in the next phase, the choice of samples and estimating reasonable sample sizes for both phases, and the interpretation of results from both phases can be difficult.
• Due to multiple forms of data being collected and analyzed, this design requires extensive time and resources to carry out the multiple steps involved in data gathering and interpretation.

Burch, Patricia and Carolyn J. Heinrich. Mixed Methods for Policy Research and Program Evaluation . Thousand Oaks, CA: Sage, 2016; Creswell, John w. et al. Best Practices for Mixed Methods Research in the Health Sciences . Bethesda, MD: Office of Behavioral and Social Sciences Research, National Institutes of Health, 2010Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches . 4th edition. Thousand Oaks, CA: Sage Publications, 2014; Domínguez, Silvia, editor. Mixed Methods Social Networks Research . Cambridge, UK: Cambridge University Press, 2014; Hesse-Biber, Sharlene Nagy. Mixed Methods Research: Merging Theory with Practice . New York: Guilford Press, 2010; Niglas, Katrin. “How the Novice Researcher Can Make Sense of Mixed Methods Designs.” International Journal of Multiple Research Approaches 3 (2009): 34-46; Onwuegbuzie, Anthony J. and Nancy L. Leech. “Linking Research Questions to Mixed Methods Data Analysis Procedures.” The Qualitative Report 11 (September 2006): 474-498; Tashakorri, Abbas and John W. Creswell. “The New Era of Mixed Methods.” Journal of Mixed Methods Research 1 (January 2007): 3-7; Zhanga, Wanqing. “Mixed Methods Application in Health Intervention Research: A Multiple Case Study.” International Journal of Multiple Research Approaches 8 (2014): 24-35 .

Observational Design

This type of research design draws a conclusion by comparing subjects against a control group, in cases where the researcher has no control over the experiment. There are two general types of observational designs. In direct observations, people know that you are watching them. Unobtrusive measures involve any method for studying behavior where individuals do not know they are being observed. An observational study allows a useful insight into a phenomenon and avoids the ethical and practical difficulties of setting up a large and cumbersome research project.

• Observational studies are usually flexible and do not necessarily need to be structured around a hypothesis about what you expect to observe [data is emergent rather than pre-existing].
• The researcher is able to collect in-depth information about a particular behavior.
• Can reveal interrelationships among multifaceted dimensions of group interactions.
• You can generalize your results to real life situations.
• Observational research is useful for discovering what variables may be important before applying other methods like experiments.
• Observation research designs account for the complexity of group behaviors.
• Reliability of data is low because seeing behaviors occur over and over again may be a time consuming task and are difficult to replicate.
• In observational research, findings may only reflect a unique sample population and, thus, cannot be generalized to other groups.
• There can be problems with bias as the researcher may only "see what they want to see."
• There is no possibility to determine "cause and effect" relationships since nothing is manipulated.
• Sources or subjects may not all be equally credible.
• Any group that is knowingly studied is altered to some degree by the presence of the researcher, therefore, potentially skewing any data collected.

Atkinson, Paul and Martyn Hammersley. “Ethnography and Participant Observation.” In Handbook of Qualitative Research . Norman K. Denzin and Yvonna S. Lincoln, eds. (Thousand Oaks, CA: Sage, 1994), pp. 248-261; Observational Research. Research Methods by Dummies. Department of Psychology. California State University, Fresno, 2006; Patton Michael Quinn. Qualitiative Research and Evaluation Methods . Chapter 6, Fieldwork Strategies and Observational Methods. 3rd ed. Thousand Oaks, CA: Sage, 2002; Payne, Geoff and Judy Payne. "Observation." In Key Concepts in Social Research . The SAGE Key Concepts series. (London, England: Sage, 2004), pp. 158-162; Rosenbaum, Paul R. Design of Observational Studies . New York: Springer, 2010;Williams, J. Patrick. "Nonparticipant Observation." In The Sage Encyclopedia of Qualitative Research Methods . Lisa M. Given, editor.(Thousand Oaks, CA: Sage, 2008), pp. 562-563.

Philosophical Design

Understood more as an broad approach to examining a research problem than a methodological design, philosophical analysis and argumentation is intended to challenge deeply embedded, often intractable, assumptions underpinning an area of study. This approach uses the tools of argumentation derived from philosophical traditions, concepts, models, and theories to critically explore and challenge, for example, the relevance of logic and evidence in academic debates, to analyze arguments about fundamental issues, or to discuss the root of existing discourse about a research problem. These overarching tools of analysis can be framed in three ways:

• Ontology -- the study that describes the nature of reality; for example, what is real and what is not, what is fundamental and what is derivative?
• Epistemology -- the study that explores the nature of knowledge; for example, by what means does knowledge and understanding depend upon and how can we be certain of what we know?
• Axiology -- the study of values; for example, what values does an individual or group hold and why? How are values related to interest, desire, will, experience, and means-to-end? And, what is the difference between a matter of fact and a matter of value?
• Can provide a basis for applying ethical decision-making to practice.
• Functions as a means of gaining greater self-understanding and self-knowledge about the purposes of research.
• Brings clarity to general guiding practices and principles of an individual or group.
• Philosophy informs methodology.
• Refine concepts and theories that are invoked in relatively unreflective modes of thought and discourse.
• Beyond methodology, philosophy also informs critical thinking about epistemology and the structure of reality (metaphysics).
• Offers clarity and definition to the practical and theoretical uses of terms, concepts, and ideas.
• Limited application to specific research problems [answering the "So What?" question in social science research].
• Analysis can be abstract, argumentative, and limited in its practical application to real-life issues.
• While a philosophical analysis may render problematic that which was once simple or taken-for-granted, the writing can be dense and subject to unnecessary jargon, overstatement, and/or excessive quotation and documentation.
• There are limitations in the use of metaphor as a vehicle of philosophical analysis.
• There can be analytical difficulties in moving from philosophy to advocacy and between abstract thought and application to the phenomenal world.

Burton, Dawn. "Part I, Philosophy of the Social Sciences." In Research Training for Social Scientists . (London, England: Sage, 2000), pp. 1-5; Chapter 4, Research Methodology and Design. Unisa Institutional Repository (UnisaIR), University of South Africa; Jarvie, Ian C., and Jesús Zamora-Bonilla, editors. The SAGE Handbook of the Philosophy of Social Sciences . London: Sage, 2011; Labaree, Robert V. and Ross Scimeca. “The Philosophical Problem of Truth in Librarianship.” The Library Quarterly 78 (January 2008): 43-70; Maykut, Pamela S. Beginning Qualitative Research: A Philosophic and Practical Guide . Washington, DC: Falmer Press, 1994; McLaughlin, Hugh. "The Philosophy of Social Research." In Understanding Social Work Research . 2nd edition. (London: SAGE Publications Ltd., 2012), pp. 24-47; Stanford Encyclopedia of Philosophy . Metaphysics Research Lab, CSLI, Stanford University, 2013.

Sequential Design

• The researcher has a limitless option when it comes to sample size and the sampling schedule.
• Due to the repetitive nature of this research design, minor changes and adjustments can be done during the initial parts of the study to correct and hone the research method.
• This is a useful design for exploratory studies.
• There is very little effort on the part of the researcher when performing this technique. It is generally not expensive, time consuming, or workforce intensive.
• Because the study is conducted serially, the results of one sample are known before the next sample is taken and analyzed. This provides opportunities for continuous improvement of sampling and methods of analysis.
• The sampling method is not representative of the entire population. The only possibility of approaching representativeness is when the researcher chooses to use a very large sample size significant enough to represent a significant portion of the entire population. In this case, moving on to study a second or more specific sample can be difficult.
• The design cannot be used to create conclusions and interpretations that pertain to an entire population because the sampling technique is not randomized. Generalizability from findings is, therefore, limited.
• Difficult to account for and interpret variation from one sample to another over time, particularly when using qualitative methods of data collection.

Betensky, Rebecca. Harvard University, Course Lecture Note slides; Bovaird, James A. and Kevin A. Kupzyk. "Sequential Design." In Encyclopedia of Research Design . Neil J. Salkind, editor. (Thousand Oaks, CA: Sage, 2010), pp. 1347-1352; Cresswell, John W. Et al. “Advanced Mixed-Methods Research Designs.” In Handbook of Mixed Methods in Social and Behavioral Research . Abbas Tashakkori and Charles Teddle, eds. (Thousand Oaks, CA: Sage, 2003), pp. 209-240; Henry, Gary T. "Sequential Sampling." In The SAGE Encyclopedia of Social Science Research Methods . Michael S. Lewis-Beck, Alan Bryman and Tim Futing Liao, editors. (Thousand Oaks, CA: Sage, 2004), pp. 1027-1028; Nataliya V. Ivankova. “Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice.” Field Methods 18 (February 2006): 3-20; Bovaird, James A. and Kevin A. Kupzyk. “Sequential Design.” In Encyclopedia of Research Design . Neil J. Salkind, ed. Thousand Oaks, CA: Sage, 2010; Sequential Analysis. Wikipedia.

Systematic Review

• A systematic review synthesizes the findings of multiple studies related to each other by incorporating strategies of analysis and interpretation intended to reduce biases and random errors.
• The application of critical exploration, evaluation, and synthesis methods separates insignificant, unsound, or redundant research from the most salient and relevant studies worthy of reflection.
• They can be use to identify, justify, and refine hypotheses, recognize and avoid hidden problems in prior studies, and explain data inconsistencies and conflicts in data.
• Systematic reviews can be used to help policy makers formulate evidence-based guidelines and regulations.
• The use of strict, explicit, and pre-determined methods of synthesis, when applied appropriately, provide reliable estimates about the effects of interventions, evaluations, and effects related to the overarching research problem investigated by each study under review.
• Systematic reviews illuminate where knowledge or thorough understanding of a research problem is lacking and, therefore, can then be used to guide future research.
• The accepted inclusion of unpublished studies [i.e., grey literature] ensures the broadest possible way to analyze and interpret research on a topic.
• Results of the synthesis can be generalized and the findings extrapolated into the general population with more validity than most other types of studies .
• Systematic reviews do not create new knowledge per se; they are a method for synthesizing existing studies about a research problem in order to gain new insights and determine gaps in the literature.
• The way researchers have carried out their investigations [e.g., the period of time covered, number of participants, sources of data analyzed, etc.] can make it difficult to effectively synthesize studies.
• The inclusion of unpublished studies can introduce bias into the review because they may not have undergone a rigorous peer-review process prior to publication. Examples may include conference presentations or proceedings, publications from government agencies, white papers, working papers, and internal documents from organizations, and doctoral dissertations and Master's theses.

Denyer, David and David Tranfield. "Producing a Systematic Review." In The Sage Handbook of Organizational Research Methods .  David A. Buchanan and Alan Bryman, editors. ( Thousand Oaks, CA: Sage Publications, 2009), pp. 671-689; Foster, Margaret J. and Sarah T. Jewell, editors. Assembling the Pieces of a Systematic Review: A Guide for Librarians . Lanham, MD: Rowman and Littlefield, 2017; Gough, David, Sandy Oliver, James Thomas, editors. Introduction to Systematic Reviews . 2nd edition. Los Angeles, CA: Sage Publications, 2017; Gopalakrishnan, S. and P. Ganeshkumar. “Systematic Reviews and Meta-analysis: Understanding the Best Evidence in Primary Healthcare.” Journal of Family Medicine and Primary Care 2 (2013): 9-14; Gough, David, James Thomas, and Sandy Oliver. "Clarifying Differences between Review Designs and Methods." Systematic Reviews 1 (2012): 1-9; Khan, Khalid S., Regina Kunz, Jos Kleijnen, and Gerd Antes. “Five Steps to Conducting a Systematic Review.” Journal of the Royal Society of Medicine 96 (2003): 118-121; Mulrow, C. D. “Systematic Reviews: Rationale for Systematic Reviews.” BMJ 309:597 (September 1994); O'Dwyer, Linda C., and Q. Eileen Wafford. "Addressing Challenges with Systematic Review Teams through Effective Communication: A Case Report." Journal of the Medical Library Association 109 (October 2021): 643-647; Okoli, Chitu, and Kira Schabram. "A Guide to Conducting a Systematic Literature Review of Information Systems Research."  Sprouts: Working Papers on Information Systems 10 (2010); Siddaway, Andy P., Alex M. Wood, and Larry V. Hedges. "How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-analyses, and Meta-syntheses." Annual Review of Psychology 70 (2019): 747-770; Torgerson, Carole J. “Publication Bias: The Achilles’ Heel of Systematic Reviews?” British Journal of Educational Studies 54 (March 2006): 89-102; Torgerson, Carole. Systematic Reviews . New York: Continuum, 2003.

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Academic Writing: FAQs: Types of Academic Writing

• Getting Started
• Types of Academic Writing
• The Writing Process
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Research Papers

What is a research paper?

A research paper requires you to form an opinion on a topic, research and gain expert knowledge on that topic, and then back up your own opinions and assertions with facts found through your thorough research.

Types of Research Papers   This guide discusses the different types of research papers that you might encounter in an academic setting.

How to Write a Research Paper  This article provides step-by-step guidance on how to write a research paper.

Argumentative Essays

What is an argumentative essay?

In this paper, you make an argument about a topic or subject and use evidence and analysis to prove your argument. Your main argument is also called a thesis statement .

How to Write an Argumentative Essay   This article discusses the basics of writing an argumentative paper.

Exploratory Essays

What is an exploratory essay?

An exploratory essay considers a topic or problem and explores possible solutions. This type of paper also sometimes includes background about how you have approached the topic, as well as information about your research process. Whereas other types of essays take a concrete stance on an issue and offer extensive support for that stance, the exploratory essay covers how you arrived at an idea and what research materials and methods you used to explore it.

How to Write an Exploratory Essay   This article covers the essentials of writing an exploratory essay.

Critical Analysis Essays

What is a critical analysis essay?

A critical analysis examines and evaluates someone else’s work, such as a book, an essay, or an article. It requires two steps: a careful reading of the work and thoughtful analysis of the information presented in the work.

How to Write a Critical Analysis Essay   This resource discusses the details of critical analysis essays and provides tips for writing one.

Literature Reviews

What is a literature review?

A literature review is an assessment of sources on a chosen topic of research. The  four main objectives  of a literature review are:

• Studying  the references of your research area
• Summarizing  the main arguments
• Identifying  current gaps, stances, and issues
• Finally,  presenting  all of the above in a text

How to Write a Literature Review   This guide defines literature reviews and offers strategies for constructing them.

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What are the Different Types of Research Papers?

There is a diverse array of research papers that one can find in academic writing. Research papers are a rigorous combination of knowledge, thinking, analysis, research, and writing. Early career researchers and students need to know that research papers can be of fundamentally different types. Generally, they combine aspects and elements of multiple strands or frameworks of research. This depends primarily on the aim of the study, the discipline, the critical requirements of research publications and journals and the research topic or area. Specifically, research papers can be differentiated by their primary rationale, structure, and emphasis. The different types of research papers contribute to the universe of knowledge while providing invaluable insights for policy and scope for further advanced research and development. In this article, we will look at various kinds of research papers and understand their underlying principles, objectives, and purposes.  

Different types of research papers

• Argumentative Research Paper:  In an argumentative paper, the researcher is expected to present facts and findings on both sides of a given topic but make an extended and persuasive argument supporting one side  over  the other. The purpose of such research papers is to provide evidence-based arguments to support the claim or thesis statement taken up by the researcher. Emotions mustn’t inform the building up of the case. Conversely, facts and findings must be objective and logical while presenting both sides of the issue. The position taken up by the researcher must be stated clearly and in a well-defined manner. The evidence supporting the claim must be well-researched and up-to-date, and the paper presents differing views on the topic, even if these do not agree or align with the researcher’s thesis statement. 
• Analytical Research Paper:  In an analytical research paper, the researcher starts by asking a research question, followed by a collection of appropriate data from a wide range of sources. These include primary and secondary data, which the researcher needs to analyze and interpret closely. Critical and analytical thinking skills are therefore crucial to this process. Rather than presenting a summary of the data, the researcher is expected to analyze the findings and perspectives of each source material before putting forward their critical insights and concluding. Personal biases or positions mustn’t influence or creep into the process of writing an analytical research paper. 
• Experimental Research Paper:  Experimental research papers provide a detailed report on a particular research experiment undertaken by a researcher and its outcomes or findings. Based on the research experiment, the researcher explains the experimental design and procedure, shows sufficient data, presents analysis, and draws a conclusion. Such research papers are more common in fields such as biology, chemistry, and physics. Experimental research involves conducting experiments in controlled conditions to test specific hypotheses. This not only allows researchers to arrive at particular conclusions but also helps them understand causal relationships. As it lends itself to replicating the findings of the research, it enhances the validity of the research conducted. 

Some more types of research papers

In addition to the above-detailed types of research papers, there are many more types, including review papers, case study papers, comparative research papers and so on.  

• Review papers   provide a detailed overview and analysis of existing research on a particular topic. The key objective of a review paper is to provide readers with a comprehensive understanding of the latest research findings on a specific subject. 
• Case study papers  usually focus on a single or small number of cases. This is used in research when the aim is to obtain an in-depth investigation of an issue.  
• Comparative research papers  involve comparing and contrasting two or more entities or cases that help to identify and arrive at trends or relationships. The objective of relative research papers is to increase knowledge and understand issues in different contexts. 
• Survey research papers  require that a survey be conducted on a given topic by posing questions to potential respondents. Once the survey has been completed, the researcher analyzes the information and presents it as a research paper. 
• Interpretative paper s  employ the knowledge or information gained from pursuing a specific issue or research topic in a particular field. It is written around theoretical frameworks and uses data to support the thesis statement and findings.  

Research papers are an essential part of academic writing and contribute significantly to advancing our knowledge and understanding of different subjects. The researcher’s ability to conduct research, analyze data, and present their findings is crucial to producing high-quality research papers. By understanding the different types of research papers and their underlying principles, researchers can contribute to the advancement of knowledge in their respective fields and provide invaluable insights for policy and further research.

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The 7 Types of Academic Papers and Journal Articles

In the vast universe of journal articles, writers are tasked with creating many different kinds of papers, all with specific purposes and audiences in mind. If you're just stepping into this fascinating world, take a minute or two to familiarize yourself with the types of papers you might need to write – understanding all of these different types can turbocharge your writing journey. While academic papers could fit into an endless list of categories, it's helpful to get started with a few common types you're likely to encounter (and write!) in the academic community.

1. Original research

You know a text is original research if the report is written by the researchers who ran the study. Written by experts for other experts, original research articles usually undergo the peer review process before submission to an academic journal.

In an original article, the authors outline their research by first presenting their hypothesis and research questions . Here they describe the purpose of their study. They detail the research methods they applied, lay out the results of their research, and present the results. Original research also includes implications and interpretations of the study to give other experts in the field new information on all of the subjects. What's really interesting about original research is that, upon reading a study, future researchers will generate ideas to build on articles with their own original research and keep the advancement of knowledge acquisition going. The possibilities are endless!

Within the category of original research, you will encounter some specific kinds of research articles. Some studies can include elements of more than one type:

• Exploratory research Exploratory studies involve a kind of thought experiment and don't often include actual testing of a theory. Without the funding (and the time, technology, and commitment) to actually travel to other planets, a physicist might propose a new method to find other planets that could support life beyond Earth.
• Constructive research A person undergoing constructive research builds something that will lead to new information and knowledge and solve a real-life problem. If a computer scientist creates a new algorithm and tests it out to see what it can show us, they are demonstrating constructive research.
• Controlled experiments This type of research is usually conducted in a lab under controlled conditions. The benefit of isolating one aspect of a study is that it provides a clear result of an experiment without the need to discount your findings in the presence of other factors that could skew the outcome. For example, a medical researcher might use this type of study to determine how a virus responds to an antiviral drug in development.
• Field research An experiment in which some, but not all, aspects can be controlled is an example of field research. For example, a study on the effects of a pesticide on outdoor flowering plants involves a few outside forces that researchers might not be able to successfully manage. A researcher could compare the plants exposed to the pesticide with a plant without pesticide exposure, but they would have little control over the seed quality, sun exposure, rain amounts, or other natural factors.
• Natural study Under a natural experiment, a researcher takes a purely observational role and has little to no control over the factors involved. For example, a natural experiment could measure the effects of a free lunch program piloted in multiple schools over a period of time.
• Cohort study A cohort study offers an observational study design in which researchers follow a group of individuals over time and observe common characteristics or exposure to a specific element. The researchers then examine within that cohort of people the outcomes related to a particular factor, compared to people in a similar group without that factor. For example, a study might examine the long-term health effects of smoking and identify a group of individuals who smoke. The study would look at the development of lung cancer or other diseases within that group of smokers and compare the prevalence of disease compared to a group of non-smokers.

2. Retrospective study

A retrospective study looks back through time to observe the relationship between a characteristic or level of exposure and a health outcome that arises in individuals. This type of study uses existing records and data sources for its observations. An example of a retroactive study is one that examines the connection between the use of a medication and the prevalence of a specific side effect.

3. Case study

A research case study involves an in-depth investigation of a particular individual, group, or situation with a goal to understand the effect of complex factors. A researcher performing a case study collects a variety of data on a case, including interviews, observations, and documents, and analyzes them to identify patterns, themes, and insights that can help to understand the case in greater depth.

Research case studies are often used in fields such as psychology, sociology, and education to explore complex human behaviors and experiences. Researchers in various fields can apply this type of study to investigate the effects of a particular intervention on a specific individua or group or the factors that contribute to successful outcomes in a particular setting. For example, a case study could examine a successful company known for its innovative management practices. The researcher could conduct interviews with employees and managers, review company documents and reports, and observe the company's operations to uncover the factors that contribute to its success.

Research case studies provide a rich and detailed understanding of a particular situation, which supplies the researcher with powerful tools and insights for future research.

4. Methodology study

A methodology study focuses on evaluating and improving research methods and techniques for application to a research question or field of study. This type of study can examine the validity and reliability of a particular research instrument, such as a survey or questionnaire. In such an analysis, researchers can collect data from a sample of participants using a specific research instrument and then examine the data to assess the validity and reliability of the instrument. They could also compare the results obtained with the instrument to the results obtained using other research methods.

Methodology studies advance the research field by developing more effective methodologies and improving the quality of research conducted.

5. Opinion article

An opinion article expresses the author's personal viewpoint on a topic. Unlike a research article, an opinion article is not based on objective reporting or research but offers the author's subjective analysis without the need for evidence or peer review. Opinion articles can be found in newspapers, magazines, and online publications, often written by journalists or experts in a field who want to share their views.

An example of an opinion article is an op-ed piece in a newspaper or online publication. Op-eds are typically published on the editorial page of a newspaper or magazine and are written by individuals who are not affiliated with the publication. An op-ed article might argue in favor of or against a particular policy, offer a personal reflection on a current event, or provide commentary on a controversial issue. The author would use persuasive language and evidence to support the argument and try to convince readers to adopt the same viewpoint.

Opinion articles provide individuals with a way to share their ideas with a broader audience and to contribute to public debate and discourse.

6. Review article

A review article summarizes and synthesizes existing research. The goal is to provide a comprehensive overview and identify gaps in the current knowledge to see what further research should be done. Review articles are typically published in academic journals by researchers or experts in a field. They can take the form of narrative reviews, systematic reviews, or meta-analyses.

An example of a review article is a narrative review of the literature on the effectiveness of cognitive-behavioral therapy (CBT) for the treatment of anxiety disorders. The author might summarize and analyze randomized controlled trials and observational studies on the use of CBT, providing an overall assessment of the effectiveness of CBT for anxiety disorders and pointing out any yet unanswered questions about its application.

7. Short report

A short report presents the findings of a particular study or investigation. Named for its brevity, it is typically shorter in length than a full research paper or report and is intended to serve as a summary of the study's main findings.

Short reports include an introduction that provides background information on the study, a summary of the research methodology, a presentation of the key findings, and a conclusion that summarizes the main implications of the study. Short reports help researchers communicate their findings in a clear and concise manner and provide a summary of key information for different audiences.

If you're dipping your toes into academic writing or scholarly publishing, you'll find a world of different paper types, each with its own style, aim, and intended readers. It might seem like a lot to take in at first, but understanding these formats can seriously boost your ability to share your research and ideas. Plus, knowing the ins and outs of these various types means you can sift through published works more effectively, picking out the best sources for your own work. At the end of the day, this rich variety of academic papers and journal articles is what keeps the conversation lively in the scientific community, helping us all to keep learning and growing.

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• Papers that go beyond numbers (qualitative research) Trisha Greenhalgh, Rod Taylor
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• Papers that report diagnostic or screening tests Trisha Greenhalgh
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Types of Research Papers

Table of Contents

Writing a research paper requires a special approach, depending on its type. Students associate completing this type of academic assignment with spending long hours on difficult writing. But writing academic work can be less challenging if you know how to distinguish different paper types. You will better understand what aspect to emphasize and how to present the information the right way. The paper type determines the tone of your work.

Let’s find what popular research work types and their main features to make your academic writing journey captivating and flawless are.

What Is a Research Paper?

Before moving to paper-type details, let’s find out what research work is and how it differs from other written assignments. A research article is a form of academic writing providing analysis, evaluation, or interpretation of a topic based on empirical evidence. Research papers use statistical data and a strict code for citations. The structure of a research paper depends on assignment requirements. However, generally, it consists of:

• Introduction
• Literature review
• Recommendations
• Limitations
• Acknowledgements
• Figures and Tables

The language of your article should be formal, objective, hedged, and responsible. Plan and organize your writing carefully and precisely. It is required to use complex sentence structures and impersonal pronouns. When writing your research work, avoid wordiness, a vague thesis statement, informal language, description without analysis, and not citing sources. Use one style manual (MLA, APA, or Chicago) to cite them consistently.

Features of research articles are clear focus established by the thesis statement, straightforward structure, statements supported by evidence, and impersonal tone. The length of a research paper ranges from 4,000 to 6,000 words. However, depending on the assignment, your work can be 2,000 words or even 10,000 words. Your academic level and the assignment complexity influence the essay length.

Simple Steps for Writing Different Types of Research Papers

There are nine simple steps you should follow if you wonder: “how can I write my research paper?”

• Carefully read the assignment guidelines.
• Select an engaging article topic.
• Do early research.
• Create a powerful thesis statement.
• Find reliable sources.
• Write a paper outline.
• Create an essay draft.
• Follow citation and formatting rules.
• Thoroughly edit and proofread your work.

When you need research paper help for some reason, you can find a lot of professional writing services and buy research work.

Different Types of Research Article

There are seven main research work types. Explore them to know what approach to take to create a high-quality paper in the future. Here you can find each type’s specifics and differences to prepare for your assignment the best way. If you have some issues with task completion, choose a reliable service and buy a research paper.

#1 Argumentative Research Papers

Creating an argumentative paper requires a writer to present arguments related to the topic from different points of view. They should analyze the two sides and propose their pros and cons. After that, an author should choose one viewpoint and prove its correctness using evidence from primary sources. There is a special argumentative paper structure that is aimed at persuading the reader to support the writer’s opinion. Thus, describe the problem from two different viewpoints, suggest their pros and cons, and give preference to one.

#2 Analytical Research Papers

It may seem challenging to write an analytical work, but once you find its features, structure, and guidelines, there’s nothing to worry about. A writer should analyze in their paper ideas, facts, events, or issues. It requires an objective analysis and critical thinking to provide strong arguments. You should not take any viewpoint and neutrally describe every point supporting them with relevant information. The analytical paper is based on describing multiple points of view, analyzing all points, and drawing a general conclusion.

#3 Cause and Effect Research Papers

These papers are created to find what is the cause of the expected result. Students without much writing experience are generally assigned to complete such research works. In their papers, they have to describe a situation, present effects, and causes, and draw a conclusion. But this paper type is not as simple as it seems at first sight. Depending on your academic level and subject, a professor may ask you to determine the possible result if conditions change.

#4 Problem-Solution Research Papers

Dealing with this paper type, a writer should describe the problem, present their solution to it, and prove why it is correct. Your task is to find a relevant issue that will be interesting to solve and to engage the readers to explore your solution. Provide reliable data to support your opinion. Consider adding some examples, statistics, and data.

#5 Experimental Research Papers

If you study biology, physics, chemistry, or sociology, this paper type is right for you. When creating an experimental work, a writer should describe their experimental process. This paper provides useful experience and relevant data. Conclude the paper proving that your experiment makes a great contribution to the field.

#6 Report Research Papers

A report paper provides a logical and detailed summary of a case study. A researcher outlines what has been done for the research. The paper includes information, data characteristics, and necessary facts to summarize the findings.

#7 An Interpretive Essay

Such essays are assigned to social science and literature students to show their theoretical knowledge of the subject. Interpret someone’s piece of writing and identify their methods. It is required to support the thesis statement and findings with relevant data.

Types of a Research Article

Research articles are often associated with research articles, and there is no difference between them. Some scholars suggest that works are longer and more detailed. So let’s see what six types of research articles are:

• The original research article is a manuscript for a journal.
• A review article is a comprehensive research summary consisting of a systematic review, literature review, and meta-analysis.
• Short communications are a type of research article that provides a summary of research data.
• A book chapter is a separate section of a book.
• The book review is a brief report of a book consisting of an introduction, author profile, book format, and content.
• Conference materials are article types that can be presented as conference abstracts, posters, and presentation extracts.

Research Paper Styles

If you need research work help, check out the main research article styles. Educational institutions worldwide require their students to adhere to one of the following paper formats or styles:

American Medical Association (AMA) Style

AMA style is commonly used in medical publications. It has a special citation format with in-text references cited numerically in consecutive order using Arabic numerals. Double-space and 12-point font are preferable.

Associated Press Style

The AP style is used mainly for writing news. It’s characterized by consistency, logic, and brevity. Writers avoid offensive and stereotypical language in their works. This style is essential for print journalism.

Chicago Manual of Style

Chicago format style is used in history, physical, natural, and social sciences by many writers and scientists. It is crucial to know about this style that the note numbers are placed within the text, and the sources are found at the end of the chapter.

American Psychological Association (APA) Style

This format is one of the most widely used in academic writing. Students benefit from the APA style frequently in the social sciences. It is also easy to read due to its 12-point font. There are many features of this style, but you should remember that it differs by a left-aligned running header with the title of your study on each page.

Modern Language Association (MLA) Style

MLA style is one of two of the most popular article formats. It is widely used for writing papers on humanities, literature, and English. This style is simple and easy; just use double-spaced throughout the paper and a 12-point font.

Can Research Papers Have Opinions?

Giving your opinion on the issue presupposes subjective evaluation, and in the article, we found that a research paper should be written in an impersonal, objective tone. That’s a controversial question, and we’ll try to handle it.

You can include opinions of prominent scholars in the field and give citations and references to their works. An author should show in their work that they have a personal view on the question and can substantiate it by research and literature. Persuade readers in your paper that your opinion is worth considering using arguments.

Besides, there is an opinion research paper type that aims at presenting the writer’s opinion on a specific topic. Here you are welcome to express your viewpoint but support it with reliable sources and documents.

Writing a research paper seems an insurmountable task with many aspects to consider. Determine your paper type, and your writing process will be much easier as you will have special guidelines.

Contact a research paper writer if you require academic assistance.

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In brief: what types of studies are there.

Last Update: September 8, 2016 ; Next update: 2024.

There are various types of scientific studies such as experiments and comparative analyses, observational studies, surveys, or interviews. The choice of study type will mainly depend on the research question being asked.

When making decisions, patients and doctors need reliable answers to a number of questions. Depending on the medical condition and patient's personal situation, the following questions may be asked:

• What is the cause of the condition?
• What is the natural course of the disease if left untreated?
• What will change because of the treatment?
• How many other people have the same condition?
• How do other people cope with it?

Each of these questions can best be answered by a different type of study.

In order to get reliable results, a study has to be carefully planned right from the start. One thing that is especially important to consider is which type of study is best suited to the research question. A study protocol should be written and complete documentation of the study's process should also be done. This is vital in order for other scientists to be able to reproduce and check the results afterwards.

The main types of studies are randomized controlled trials (RCTs), cohort studies, case-control studies and qualitative studies.

• Randomized controlled trials

If you want to know how effective a treatment or diagnostic test is, randomized trials provide the most reliable answers. Because the effect of the treatment is often compared with "no treatment" (or a different treatment), they can also show what happens if you opt to not have the treatment or diagnostic test.

When planning this type of study, a research question is stipulated first. This involves deciding what exactly should be tested and in what group of people. In order to be able to reliably assess how effective the treatment is, the following things also need to be determined before the study is started:

• How long the study should last
• How many participants are needed
• How the effect of the treatment should be measured

For instance, a medication used to treat menopause symptoms needs to be tested on a different group of people than a flu medicine. And a study on treatment for a stuffy nose may be much shorter than a study on a drug taken to prevent strokes .

“Randomized” means divided into groups by chance. In RCTs participants are randomly assigned to one of two or more groups. Then one group receives the new drug A, for example, while the other group receives the conventional drug B or a placebo (dummy drug). Things like the appearance and taste of the drug and the placebo should be as similar as possible. Ideally, the assignment to the various groups is done "double blinded," meaning that neither the participants nor their doctors know who is in which group.

The assignment to groups has to be random in order to make sure that only the effects of the medications are compared, and no other factors influence the results. If doctors decided themselves which patients should receive which treatment, they might – for instance – give the more promising drug to patients who have better chances of recovery. This would distort the results. Random allocation ensures that differences between the results of the two groups at the end of the study are actually due to the treatment and not something else.

Randomized controlled trials provide the best results when trying to find out if there is a cause-and-effect relationship. RCTs can answer questions such as these:

• Is the new drug A better than the standard treatment for medical condition X?
• Does regular physical activity speed up recovery after a slipped disk when compared to passive waiting?
• Cohort studies

A cohort is a group of people who are observed frequently over a period of many years – for instance, to determine how often a certain disease occurs. In a cohort study, two (or more) groups that are exposed to different things are compared with each other: For example, one group might smoke while the other doesn't. Or one group may be exposed to a hazardous substance at work, while the comparison group isn't. The researchers then observe how the health of the people in both groups develops over the course of several years, whether they become ill, and how many of them pass away. Cohort studies often include people who are healthy at the start of the study. Cohort studies can have a prospective (forward-looking) design or a retrospective (backward-looking) design. In a prospective study, the result that the researchers are interested in (such as a specific illness) has not yet occurred by the time the study starts. But the outcomes that they want to measure and other possible influential factors can be precisely defined beforehand. In a retrospective study, the result (the illness) has already occurred before the study starts, and the researchers look at the patient's history to find risk factors.

Cohort studies are especially useful if you want to find out how common a medical condition is and which factors increase the risk of developing it. They can answer questions such as:

• How does high blood pressure affect heart health?
• Does smoking increase your risk of lung cancer?

For example, one famous long-term cohort study observed a group of 40,000 British doctors, many of whom smoked. It tracked how many doctors died over the years, and what they died of. The study showed that smoking caused a lot of deaths, and that people who smoked more were more likely to get ill and die.

• Case-control studies

Case-control studies compare people who have a certain medical condition with people who do not have the medical condition, but who are otherwise as similar as possible, for example in terms of their sex and age. Then the two groups are interviewed, or their medical files are analyzed, to find anything that might be risk factors for the disease. So case-control studies are generally retrospective.

Case-control studies are one way to gain knowledge about rare diseases. They are also not as expensive or time-consuming as RCTs or cohort studies. But it is often difficult to tell which people are the most similar to each other and should therefore be compared with each other. Because the researchers usually ask about past events, they are dependent on the participants’ memories. But the people they interview might no longer remember whether they were, for instance, exposed to certain risk factors in the past.

Still, case-control studies can help to investigate the causes of a specific disease, and answer questions like these:

• Do HPV infections increase the risk of cervical cancer ?
• Is the risk of sudden infant death syndrome (“cot death”) increased by parents smoking at home?

Cohort studies and case-control studies are types of "observational studies."

• Cross-sectional studies

Many people will be familiar with this kind of study. The classic type of cross-sectional study is the survey: A representative group of people – usually a random sample – are interviewed or examined in order to find out their opinions or facts. Because this data is collected only once, cross-sectional studies are relatively quick and inexpensive. They can provide information on things like the prevalence of a particular disease (how common it is). But they can't tell us anything about the cause of a disease or what the best treatment might be.

Cross-sectional studies can answer questions such as these:

• How tall are German men and women at age 20?
• How many people have cancer screening?
• Qualitative studies

This type of study helps us understand, for instance, what it is like for people to live with a certain disease. Unlike other kinds of research, qualitative research does not rely on numbers and data. Instead, it is based on information collected by talking to people who have a particular medical condition and people close to them. Written documents and observations are used too. The information that is obtained is then analyzed and interpreted using a number of methods.

Qualitative studies can answer questions such as these:

• How do women experience a Cesarean section?
• What aspects of treatment are especially important to men who have prostate cancer ?
• How reliable are the different types of studies?

Each type of study has its advantages and disadvantages. It is always important to find out the following: Did the researchers select a study type that will actually allow them to find the answers they are looking for? You can’t use a survey to find out what is causing a particular disease, for instance.

It is really only possible to draw reliable conclusions about cause and effect by using randomized controlled trials. Other types of studies usually only allow us to establish correlations (relationships where it isn’t clear whether one thing is causing the other). For instance, data from a cohort study may show that people who eat more red meat develop bowel cancer more often than people who don't. This might suggest that eating red meat can increase your risk of getting bowel cancer. But people who eat a lot of red meat might also smoke more, drink more alcohol, or tend to be overweight. The influence of these and other possible risk factors can only be determined by comparing two equal-sized groups made up of randomly assigned participants.

That is why randomized controlled trials are usually the only suitable way to find out how effective a treatment is. Systematic reviews, which summarize multiple RCTs , are even better. In order to be good-quality, though, all studies and systematic reviews need to be designed properly and eliminate as many potential sources of error as possible.

• German Network for Evidence-based Medicine. Glossar: Qualitative Forschung.  Berlin: DNEbM; 2011. 
• Greenhalgh T. Einführung in die Evidence-based Medicine: kritische Beurteilung klinischer Studien als Basis einer rationalen Medizin. Bern: Huber; 2003. 
• Institute for Quality and Efficiency in Health Care (IQWiG, Germany). General methods . Version 5.0. Cologne: IQWiG; 2017.
• Klug SJ, Bender R, Blettner M, Lange S. Wichtige epidemiologische Studientypen. Dtsch Med Wochenschr 2007; 132:e45-e47. [ PubMed : 17530597 ]
• Schäfer T. Kritische Bewertung von Studien zur Ätiologie. In: Kunz R, Ollenschläger G, Raspe H, Jonitz G, Donner-Banzhoff N (eds.). Lehrbuch evidenzbasierte Medizin in Klinik und Praxis. Cologne: Deutscher Ärzte-Verlag; 2007.

IQWiG health information is written with the aim of helping people understand the advantages and disadvantages of the main treatment options and health care services.

Because IQWiG is a German institute, some of the information provided here is specific to the German health care system. The suitability of any of the described options in an individual case can be determined by talking to a doctor. informedhealth.org can provide support for talks with doctors and other medical professionals, but cannot replace them. We do not offer individual consultations.

Our information is based on the results of good-quality studies. It is written by a team of health care professionals, scientists and editors, and reviewed by external experts. You can find a detailed description of how our health information is produced and updated in our methods.

• Cite this Page InformedHealth.org [Internet]. Cologne, Germany: Institute for Quality and Efficiency in Health Care (IQWiG); 2006-. In brief: What types of studies are there? [Updated 2016 Sep 8].

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Home » Research Methodology – Types, Examples and writing Guide

Research Methodology – Types, Examples and writing Guide

Table of Contents

Research Methodology

Definition:

Research Methodology refers to the systematic and scientific approach used to conduct research, investigate problems, and gather data and information for a specific purpose. It involves the techniques and procedures used to identify, collect , analyze , and interpret data to answer research questions or solve research problems . Moreover, They are philosophical and theoretical frameworks that guide the research process.

Structure of Research Methodology

Research methodology formats can vary depending on the specific requirements of the research project, but the following is a basic example of a structure for a research methodology section:

I. Introduction

• Provide an overview of the research problem and the need for a research methodology section
• Outline the main research questions and objectives

II. Research Design

• Explain the research design chosen and why it is appropriate for the research question(s) and objectives
• Discuss any alternative research designs considered and why they were not chosen
• Describe the research setting and participants (if applicable)

III. Data Collection Methods

• Describe the methods used to collect data (e.g., surveys, interviews, observations)
• Explain how the data collection methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or instruments used for data collection

IV. Data Analysis Methods

• Describe the methods used to analyze the data (e.g., statistical analysis, content analysis )
• Explain how the data analysis methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or software used for data analysis

V. Ethical Considerations

• Discuss any ethical issues that may arise from the research and how they were addressed
• Explain how informed consent was obtained (if applicable)
• Detail any measures taken to ensure confidentiality and anonymity

VI. Limitations

• Identify any potential limitations of the research methodology and how they may impact the results and conclusions

VII. Conclusion

• Summarize the key aspects of the research methodology section
• Explain how the research methodology addresses the research question(s) and objectives

Research Methodology Types

Types of Research Methodology are as follows:

Quantitative Research Methodology

This is a research methodology that involves the collection and analysis of numerical data using statistical methods. This type of research is often used to study cause-and-effect relationships and to make predictions.

Qualitative Research Methodology

This is a research methodology that involves the collection and analysis of non-numerical data such as words, images, and observations. This type of research is often used to explore complex phenomena, to gain an in-depth understanding of a particular topic, and to generate hypotheses.

Mixed-Methods Research Methodology

This is a research methodology that combines elements of both quantitative and qualitative research. This approach can be particularly useful for studies that aim to explore complex phenomena and to provide a more comprehensive understanding of a particular topic.

Case Study Research Methodology

This is a research methodology that involves in-depth examination of a single case or a small number of cases. Case studies are often used in psychology, sociology, and anthropology to gain a detailed understanding of a particular individual or group.

Action Research Methodology

This is a research methodology that involves a collaborative process between researchers and practitioners to identify and solve real-world problems. Action research is often used in education, healthcare, and social work.

Experimental Research Methodology

This is a research methodology that involves the manipulation of one or more independent variables to observe their effects on a dependent variable. Experimental research is often used to study cause-and-effect relationships and to make predictions.

Survey Research Methodology

This is a research methodology that involves the collection of data from a sample of individuals using questionnaires or interviews. Survey research is often used to study attitudes, opinions, and behaviors.

Grounded Theory Research Methodology

This is a research methodology that involves the development of theories based on the data collected during the research process. Grounded theory is often used in sociology and anthropology to generate theories about social phenomena.

Research Methodology Example

An Example of Research Methodology could be the following:

Research Methodology for Investigating the Effectiveness of Cognitive Behavioral Therapy in Reducing Symptoms of Depression in Adults

Introduction:

The aim of this research is to investigate the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression in adults. To achieve this objective, a randomized controlled trial (RCT) will be conducted using a mixed-methods approach.

Research Design:

The study will follow a pre-test and post-test design with two groups: an experimental group receiving CBT and a control group receiving no intervention. The study will also include a qualitative component, in which semi-structured interviews will be conducted with a subset of participants to explore their experiences of receiving CBT.

Participants:

Participants will be recruited from community mental health clinics in the local area. The sample will consist of 100 adults aged 18-65 years old who meet the diagnostic criteria for major depressive disorder. Participants will be randomly assigned to either the experimental group or the control group.

Intervention :

The experimental group will receive 12 weekly sessions of CBT, each lasting 60 minutes. The intervention will be delivered by licensed mental health professionals who have been trained in CBT. The control group will receive no intervention during the study period.

Data Collection:

Quantitative data will be collected through the use of standardized measures such as the Beck Depression Inventory-II (BDI-II) and the Generalized Anxiety Disorder-7 (GAD-7). Data will be collected at baseline, immediately after the intervention, and at a 3-month follow-up. Qualitative data will be collected through semi-structured interviews with a subset of participants from the experimental group. The interviews will be conducted at the end of the intervention period, and will explore participants’ experiences of receiving CBT.

Data Analysis:

Quantitative data will be analyzed using descriptive statistics, t-tests, and mixed-model analyses of variance (ANOVA) to assess the effectiveness of the intervention. Qualitative data will be analyzed using thematic analysis to identify common themes and patterns in participants’ experiences of receiving CBT.

Ethical Considerations:

This study will comply with ethical guidelines for research involving human subjects. Participants will provide informed consent before participating in the study, and their privacy and confidentiality will be protected throughout the study. Any adverse events or reactions will be reported and managed appropriately.

Data Management:

All data collected will be kept confidential and stored securely using password-protected databases. Identifying information will be removed from qualitative data transcripts to ensure participants’ anonymity.

Limitations:

One potential limitation of this study is that it only focuses on one type of psychotherapy, CBT, and may not generalize to other types of therapy or interventions. Another limitation is that the study will only include participants from community mental health clinics, which may not be representative of the general population.

Conclusion:

This research aims to investigate the effectiveness of CBT in reducing symptoms of depression in adults. By using a randomized controlled trial and a mixed-methods approach, the study will provide valuable insights into the mechanisms underlying the relationship between CBT and depression. The results of this study will have important implications for the development of effective treatments for depression in clinical settings.

How to Write Research Methodology

Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results. It’s an essential section of any research paper or thesis, as it helps readers understand the validity and reliability of your findings. Here are the steps to write a research methodology:

• Start by explaining your research question: Begin the methodology section by restating your research question and explaining why it’s important. This helps readers understand the purpose of your research and the rationale behind your methods.
• Describe your research design: Explain the overall approach you used to conduct research. This could be a qualitative or quantitative research design, experimental or non-experimental, case study or survey, etc. Discuss the advantages and limitations of the chosen design.
• Discuss your sample: Describe the participants or subjects you included in your study. Include details such as their demographics, sampling method, sample size, and any exclusion criteria used.
• Describe your data collection methods : Explain how you collected data from your participants. This could include surveys, interviews, observations, questionnaires, or experiments. Include details on how you obtained informed consent, how you administered the tools, and how you minimized the risk of bias.
• Explain your data analysis techniques: Describe the methods you used to analyze the data you collected. This could include statistical analysis, content analysis, thematic analysis, or discourse analysis. Explain how you dealt with missing data, outliers, and any other issues that arose during the analysis.
• Discuss the validity and reliability of your research : Explain how you ensured the validity and reliability of your study. This could include measures such as triangulation, member checking, peer review, or inter-coder reliability.
• Acknowledge any limitations of your research: Discuss any limitations of your study, including any potential threats to validity or generalizability. This helps readers understand the scope of your findings and how they might apply to other contexts.
• Provide a summary: End the methodology section by summarizing the methods and techniques you used to conduct your research. This provides a clear overview of your research methodology and helps readers understand the process you followed to arrive at your findings.

When to Write Research Methodology

Research methodology is typically written after the research proposal has been approved and before the actual research is conducted. It should be written prior to data collection and analysis, as it provides a clear roadmap for the research project.

The research methodology is an important section of any research paper or thesis, as it describes the methods and procedures that will be used to conduct the research. It should include details about the research design, data collection methods, data analysis techniques, and any ethical considerations.

The methodology should be written in a clear and concise manner, and it should be based on established research practices and standards. It is important to provide enough detail so that the reader can understand how the research was conducted and evaluate the validity of the results.

Applications of Research Methodology

Here are some of the applications of research methodology:

• To identify the research problem: Research methodology is used to identify the research problem, which is the first step in conducting any research.
• To design the research: Research methodology helps in designing the research by selecting the appropriate research method, research design, and sampling technique.
• To collect data: Research methodology provides a systematic approach to collect data from primary and secondary sources.
• To analyze data: Research methodology helps in analyzing the collected data using various statistical and non-statistical techniques.
• To test hypotheses: Research methodology provides a framework for testing hypotheses and drawing conclusions based on the analysis of data.
• To generalize findings: Research methodology helps in generalizing the findings of the research to the target population.
• To develop theories : Research methodology is used to develop new theories and modify existing theories based on the findings of the research.
• To evaluate programs and policies : Research methodology is used to evaluate the effectiveness of programs and policies by collecting data and analyzing it.
• To improve decision-making: Research methodology helps in making informed decisions by providing reliable and valid data.

Purpose of Research Methodology

Research methodology serves several important purposes, including:

• To guide the research process: Research methodology provides a systematic framework for conducting research. It helps researchers to plan their research, define their research questions, and select appropriate methods and techniques for collecting and analyzing data.
• To ensure research quality: Research methodology helps researchers to ensure that their research is rigorous, reliable, and valid. It provides guidelines for minimizing bias and error in data collection and analysis, and for ensuring that research findings are accurate and trustworthy.
• To replicate research: Research methodology provides a clear and detailed account of the research process, making it possible for other researchers to replicate the study and verify its findings.
• To advance knowledge: Research methodology enables researchers to generate new knowledge and to contribute to the body of knowledge in their field. It provides a means for testing hypotheses, exploring new ideas, and discovering new insights.
• To inform decision-making: Research methodology provides evidence-based information that can inform policy and decision-making in a variety of fields, including medicine, public health, education, and business.

Advantages of Research Methodology

Research methodology has several advantages that make it a valuable tool for conducting research in various fields. Here are some of the key advantages of research methodology:

• Systematic and structured approach : Research methodology provides a systematic and structured approach to conducting research, which ensures that the research is conducted in a rigorous and comprehensive manner.
• Objectivity : Research methodology aims to ensure objectivity in the research process, which means that the research findings are based on evidence and not influenced by personal bias or subjective opinions.
• Replicability : Research methodology ensures that research can be replicated by other researchers, which is essential for validating research findings and ensuring their accuracy.
• Reliability : Research methodology aims to ensure that the research findings are reliable, which means that they are consistent and can be depended upon.
• Validity : Research methodology ensures that the research findings are valid, which means that they accurately reflect the research question or hypothesis being tested.
• Efficiency : Research methodology provides a structured and efficient way of conducting research, which helps to save time and resources.
• Flexibility : Research methodology allows researchers to choose the most appropriate research methods and techniques based on the research question, data availability, and other relevant factors.
• Scope for innovation: Research methodology provides scope for innovation and creativity in designing research studies and developing new research techniques.

Research Methodology Vs Research Methods

About the author.

Muhammad Hassan

Researcher, Academic Writer, Web developer

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

Published on 8.5.2024 in Vol 26 (2024)

Application of Patient-Reported Outcome Measurements in Adult Tumor Clinical Trials in China: Cross-Sectional Study

Authors of this article:

Original Paper

• Yan Jia 1, 2 *   ; 
• Qi Li 1, 2 *   ; 
• Xiaowen Zhang 1 , MS   ; 
• Yi Yan 3   ; 
• Shiyan Yan 4 , PhD   ; 
• Shunping Li 5 , PhD   ; 
• Wei Li 6 , PhD   ; 
• Xiaowen Wu 7 , PhD   ; 
• Hongguo Rong 1, 8 * , PhD   ; 
• Jianping Liu 1, 8 , PhD  

1 Center for Evidence-Based Chinese Medicine, Beijing University of Chinese Medicine, Beijing, China

2 Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing, China

3 School of Traditional Chinese Medicine, Beijing University of Chinese Medicine, Beijing, China

4 College of Acupuncture and Massage, Beijing University of Chinese Medicine, Beijing, China

5 Centre for Health Management and Policy Research, Shandong University, Shandong, China

6 International Research Center for Medicinal Administration, Peking University, Beijing, China

7 Peking University Cancer Hospital & Institute, Peking University, Beijng, China

8 Institute for Excellence in Evidence-Based Chinese Medicine, Beijing University of Chinese Medicine, Beijing, China

*these authors contributed equally

Corresponding Author:

Hongguo Rong, PhD

Center for Evidence-Based Chinese Medicine

Beijing University of Chinese Medicine

No. 11 Beisanhuan East Road, Chaoyang District

Beijing, 100029

Phone: 86 (10)64286757

Email: [email protected]

Background: International health policies and researchers have emphasized the value of evaluating patient-reported outcomes (PROs) in clinical studies. However, the characteristics of PROs in adult tumor clinical trials in China remain insufficiently elucidated.

Objective: This study aims to assess the application and characteristics of PRO instruments as primary or secondary outcomes in adult randomized clinical trials related to tumors in China.

Methods: This cross-sectional study identified tumor-focused randomized clinical trials conducted in China between January 1, 2010, and June 30, 2022. The ClinicalTrials.gov database and the Chinese Clinical Trial Registry were selected as the databases. Trials were classified into four groups based on the use of PRO instruments: (1) trials listing PRO instruments as primary outcomes, (2) trials listing PRO instruments as secondary outcomes, (3) trials listing PRO instruments as coprimary outcomes, and (4) trials without any mention of PRO instruments. Pertinent data, including study phase, settings, geographic regions, centers, participant demographics (age and sex), funding sources, intervention types, target diseases, and the names of PRO instruments, were extracted from these trials. The target diseases involved in the trials were grouped according to the American Joint Committee on Cancer Staging Manual, 8th Edition .

Results: Among the 6445 trials examined, 2390 (37.08%) incorporated PRO instruments as part of their outcomes. Within this subset, 26.82% (641/2390) listed PRO instruments as primary outcomes, 52.72% (1260/2390) as secondary outcomes, and 20.46% (489/2390) as coprimary outcomes. Among the 2,155,306 participants included in these trials, PRO instruments were used to collect data from 613,648 (28.47%) patients as primary or secondary outcomes and from 74,287 (3.45%) patients as coprimary outcomes. The most common conditions explicitly using specified PRO instruments included thorax tumors (217/1280, 16.95%), breast tumors (176/1280, 13.75%), and lower gastrointestinal tract tumors (173/1280, 13.52%). Frequently used PRO instruments included the European Organisation for Research and Treatment of Cancer Quality of Life Core Questionnaire–30, the visual analog scale, the numeric rating scale, the Traditional Chinese Medicine Symptom Scale, and the Pittsburgh Sleep Quality Index.

Conclusions: Over recent years, the incorporation of PROs has demonstrated an upward trajectory in adult randomized clinical trials on tumors in China. Nonetheless, the infrequent measurement of the patient’s voice remains noteworthy. Disease-specific PRO instruments should be more effectively incorporated into various tumor disease categories in clinical trials, and there is room for improvement in the inclusion of PRO instruments as clinical trial end points.

Introduction

Patient-reported outcome (PRO) instruments are defined as any report regarding a patient’s health status obtained directly from the patient, excluding interpretation of the patient’s responses by clinicians or other individuals [ 1 ]. PRO data consist of information obtained directly from patients concerning their health status, symptoms, treatment adherence, physical and social functioning, health-related quality of life, and satisfaction with health care [ 2 - 4 ]. Serving as noninvasive, comprehensive, and patient-centered metrics, PROs play a pivotal role in enhancing patient engagement, facilitating informed clinical decisions, and improving patient-clinician communication [ 5 - 9 ]. High-quality PRO measures examined in rigorous trials can evaluate treatment effectiveness, assess patient adherence to treatment, guide drug research, and inform health care policies [ 2 , 5 ]. In addition, some PRO instruments could supplement safety data and contribute to the assessment of tolerability (eg, Patient-Reported Outcomes version of the Common Terminology Criteria for Adverse Events [PRO-CTCAE]) [ 2 , 5 ].

In particular, PROs are valuable end points in trials of disabling, chronic, and incurable conditions because they systematically capture the patients’ perspectives in a scientifically rigorous way [ 3 , 10 , 11 ]. Recognizing their importance, clinical trials focused on tumors are increasingly incorporating PRO instruments as primary or secondary outcomes [ 12 - 15 ]. The European Commission has indicated the priority of preventing cancer and ensuring a high quality of life for patients with cancer within the framework of Europe’s Beating Cancer Plan [ 16 ]. The incorporation of PROs in clinical trials offers distinct advantages, including improvements in health-related quality of life, patient-clinician communication, and economic benefits from reduced health care use [ 17 - 20 ]. To uphold best practices in tumor clinical trials that use PROs, several methodological recommendations have emerged in recent years, such as SPIRIT-PRO (Standard Protocol Items: Recommendations for Interventional Trials–Patient-Reported Outcome), CONSORT-PRO (Consolidated Standards of Reporting Trials–Patient-Reported Outcome), SISAQOL (Setting International Standards in Analysing Patient-Reported Outcomes and Quality of Life Endpoints), and other relevant guidelines [ 2 - 4 , 21 ]. However, PRO measures often receive lower priority in the design of oncology-related clinical trials when compared to survival, imaging, and biomarker-related outcomes [ 22 ].

In China, PROs are increasingly being used in clinical trials, but there are challenges as well. A cross-sectional survey of interventional clinical trials conducted in China revealed that only 29.7% of the included trials listed PRO instruments as primary or secondary outcomes [ 23 ]. Moreover, there is a notable absence of comprehensive assessments evaluating the application of PRO instruments in tumor clinical trials in China. Unlike previous cross-sectional studies that encompassed all types of clinical trials, our study primarily examined adult tumor clinical trials in China that have listed PRO instruments as primary or secondary outcomes, referencing the methodologies and reporting patterns of a previous study [ 23 ]. We extracted the registration information of adult randomized clinical trials conducted in China to systematically analyze the application of PRO instruments in tumor clinical trials, aiming to evaluate the application of PRO instruments in adult tumor clinical trials in China and provide potential directions for further investigation.

Study Design

This cross-sectional study was designed to describe the characteristics of adult tumor clinical trials conducted in China between January 1, 2010, and June 30, 2022, that listed PRO instruments as primary or secondary outcomes. All clinical trials should be registered, and data of clinical trials were collected from 2 clinical trial registries, namely ClinicalTrials.gov and the Chinese Clinical Trial Registry, with public disclosure. We conducted data retrieval and export in July 2022. The clinical trials covered 34 provincial-level administrative regions in accordance with the 2019 version of China’s administrative divisions. We further sought to describe the PRO instruments frequently used in trials encompassing diverse target tumor conditions.

Data Collection Strategy

This study focused on interventional randomized clinical trials conducted in China involving participants aged ≥18 years ( Figure 1 ). Duplicate trials with 2 registration identification numbers were treated as a single trial (ClinicalTrials.gov records were retained). The evaluation of tumor clinical trials included three types of information: (1) basic information (registration number, registration date, scientific name, recruiting country, and other information), (2) key information (outcome, target disease, and age and sex of participants), and (3) characteristic information (main sponsor’s location, study settings, number of setting centers, study stage, funding source, and intervention type).

Data Classification

PRO instruments were defined by the US Food and Drug Administration in 2009 [ 1 ] as any report about a patient’s health status obtained directly from the patient, excluding interpretation of the patient’s response by clinicians or other individuals. Trials using PRO instruments as primary or secondary outcomes were considered PRO trials. On the basis of a previous study of PRO labeling of new US Food and Drug Administration–approved drugs (2016-2020) [ 24 ], eligible trials were classified into four groups: (1) trials that listed PRO instruments as primary outcomes, (2) trials that listed PRO instruments as secondary outcomes, (3) trials that listed PRO instruments as coprimary outcomes, and (4) trials without any mention of PRO instruments.

Statistical Analysis

Data related to the characteristics of the included trials (clinical phase, study setting, participant age and sex, region of the primary sponsor, setting center, number of PROs, funding source, and type of intervention) were extracted independently by 2 authors with a predesigned data extraction table. Owing to the varied categories and wide variation of target diseases, we classified similar target diseases based on classifications from the American Joint Committee on Cancer Staging Manual, 8th Edition ( Multimedia Appendix 1 ). On the basis of this categorization of diseases, we consolidated the PRO instruments used in each trial to identify those used most frequently. We conducted quantitative analysis only on items that listed the names of PRO instruments for a more detailed understanding of the commonly used evaluation tools. All data analyses were performed using Stata (version 14.0; StataCorp LLC).

Ethical Considerations

According to the Common Rule (45 CFR part 46) of the US Department of Health and Human Services (Office for Human Research Protections), this study is exempt from institutional review board approval and the requirement for informed patient consent because it did not involve clinical data or human participants. This study followed the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) reporting guidelines designed for observational studies in epidemiology.

Trial Characteristics

Table 1 presents a comprehensive overview of the included trials. The study included 7251 tumor-focused randomized controlled trials conducted in China between January 1, 2010, and June 30, 2022. Of these 7251 trials, 3276 (45.18%) were sourced from ClinicalTrials.gov, and 3975 (54.82%) were identified from the Chinese Clinical Trial Registry. Of these 7251 trials, after excluding 806 (11.12%) trials (n=5, 0.6% duplicates; n=465, 57.7% non-Chinese trials; n=321, 39.8% trials involving children; and n=15, 1.9% trials with incomplete reports), 6445 (88.88%) eligible trials were identified for analysis.

a The early phase trials included a clinical pretest as well as phase 0 and phase 1 trials.

b Diagnostic new technique clinical study, inspection technology, and trials involving multiple phases.

c Rehabilitation center, nursing home, campus, centers for disease control, home, and research institute.

d The trials were conducted in China, but their sponsor was based overseas.

e N/A: not applicable.

f Combination trials were funded partly by industry and partly by nonindustry institutions, such as universities, hospitals, and so on.

Of the 2,155,306 participants recruited in all included trials, 139,297 (6.46%) were involved in trials with PRO instruments as primary outcomes, 400,064 (18.56%) in trials with PRO instruments as secondary outcomes, and 74,287 (3.45%) in trials with PRO instruments as coprimary outcomes. Among the 6445 trials included, 2390 (37.08%) used PRO instruments as either primary or secondary outcomes, while 4055 (62.92%) did not use any PRO instrument.

The majority of the studies (6098/6445, 94.62%) did not impose any age restrictions on participants (children were excluded). In trials involving PROs, the proportion of older participants (aged >65 y; 42/2390, 1.78%) was slightly higher than in those without PROs (100/6445, 1.55%). Among all trials that incorporated PRO measurements, 17.15% (410/2390) included only female participants, while 4.48% (107/2390) included only male participants. Furthermore, in trials involving only female participants, the vast majority (974/1000, 97.4%) studied breast and female reproductive organ tumors. In trials exclusively involving male participants, more than half (135/267, 50.5%) centered around male genital organ tumors.

Regarding trial phases, of the 6445 clinical trials, early phase trials were the most prevalent (n=1317, 20.43%), followed by phase 3 trials (n=1004, 15.58%), phase 2 trials (n=873, 13.56%), and phase 4 trials (n=779, 12.09%). Of the 2390 PRO-related trials, early phase trials were again the most common (n=575, 24.06%), followed by phase 3 trials (n=284, 11.88%), phase 4 trials (n=269, 11.26%), and phase 2 trials (n=218, 9.12%).

Most of the trials (6034/6445, 93.62%) were conducted in hospitals, with hardly any (3/6445, 0.05%) conducted in community settings. More than half of the primary sponsors were located in eastern China (3745/6445, 58.11%), followed by northern (797/6445, 12.37%) and southern (682/6445, 10.58%) China, while 18.85% (1215/6445) of the primary sponsors were situated in other regions of China, such as the southwestern, central, northwestern, and northeastern regions. Similar patterns were observed for studies involving PROs. The majority of the major sponsors (1916/2390, 80.17%) originated from the eastern, northern, and southern regions of China, while 19.79% (473/2390) hailed from the southwestern, central, northeastern, and northwestern regions. There were differences in the proportions of PRO trials were noted among different provinces; the distribution of PRO instruments across Chinese provinces can be found in Multimedia Appendix 2 .

Moreover, 87.29% (5626/6445) of the trials were single-center trials, and only 11.11% (716/6445) were multicenter trials. Similar phenomena were observed for PRO-related studies, but multicenter trials accounted for a slightly higher percentage (312/2390, 13.05%). Of the 2390 PRO trials, 2144 (89.71%) used 1 to 3 PRO instruments, followed by 4 to 6 (n=218, 9.12%) and 7 to 9 (n=25, 1.05%) PRO instruments. The majority of the trials were nonindustry-funded trials (5443/6445, 84.45%), while 11.67% (752/6445) were industry-funded trials.

Table 2 shows the frequency of intervention types used across different trial classifications. The data indicated that more than a third of the included trials used drugs as the intervention (2496/6445, 38.73%), followed by combination therapies (1350/6445, 20.95%) and surgery (1044/6445, 16.2%). Among clinical trials involving drug interventions, nearly four-tenths (989/2496, 39.62%) used PRO instruments as their outcomes. Trials using drugs as the intervention exhibited a higher incidence of using PRO instruments as their primary or coprimary outcomes (468/989, 47.32%) compared to trials using other intervention types.

a PRO: patient-reported outcome.

b Other interventions included acupuncture, physical exercise, and psychosocial treatment.

Conditions and Participants

The annual counts of tumor clinical trials are listed in Figure 2 . During the study period—from January 1, 2010, to June 30, 2022—the number of tumor clinical trial registrations exhibited a consistent upward trajectory, paralleled by a commensurate increase in the number of clinical trials related to PROs.

Figures 3 and 4 depict the distribution of trial counts and corresponding participant numbers across different tumor types, respectively, wherein PROs served as outcomes. Among the 2390 tumor-related trials that used PRO instruments as primary or secondary outcomes, the top 5 tumors were thorax (448/2390, 18.74%), upper gastrointestinal tract (306/2390, 12.8%), lower gastrointestinal tract (300/2390, 12.55%), breast (289/2390, 12.09%), and head and neck (177/2390, 7.41%) tumors. Trials regarding female reproductive organ (168/2390, 7.03%) and hepatobiliary system (146/2390, 6.11%) tumors were also frequently observed. Male genital organ tumors (56/2390, 2.34%), central nervous system tumors (51/2390, 2.13%), endocrine system tumors (47/2390, 1.97%), and urinary tract tumors (33/2390, 1.38%) all accounted for proportions ranging from 1% to 5%, and hematologic malignant tumors (22/2390, 0.92%), neuroendocrine tumors (14/2390, 0.59%), bone tumors (8/2390, 0.33%), skin tumors (4/2390, 0.17%), ophthalmic tumors (2/2390, 0.08%), and soft tissue sarcoma (1/2390, 0.04%) constituted <1% of the trials.

Among the 613,648 participants enrolled in these PRO trials, 134,940 (22%) were diagnosed with lower gastrointestinal tract tumors, 131,470 (21.42%) with upper gastrointestinal tract tumors, and 79,068 (12.88%) with thorax tumors. Furthermore, there were a number of patients with breast tumors (63,238/613,648, 10.31%), female reproductive organ tumors (440,975/613,648, 6.68%), head and neck tumors (35,642/613,648, 5.81%), or hepatobiliary system tumors (22,044/613,648, 3.59%), each involving >10,000 patients. By contrast, conditions with <10,000 participants encompassed central nervous system tumors (8897/613,648, 1.45%), endocrine system tumors (8472/613,648, 1.38%), male genital organ tumors (8357/613,648, 1.36%), urinary tract tumors (6784/613,648, 1.11%), neuroendocrine tumors (3539/613,648, 0.58%), hematologic malignant tumors (2629/613,648, 0.43%), bone tumors (825/613,648, 0.13%), skin tumors (311/613,648, 0.05%), ophthalmic tumors (274/613,648, 0.04%), and soft tissue sarcoma (266/613,648, 0.04%).

PRO Instruments Used in Clinical Trials

Table 3 presents the number of explicitly specified PROs where trials precisely listed the names of the PRO instruments and the number of implicitly specified PROs where trials referenced patients’ subjective feelings without specifying the instruments used, separately for the 3 trial types. Specifically, the trial that specified the PRO instruments used was classified into “explicitly specified PROs,” and the trial that did not specify the instruments used was classified into “implicitly specified PROs.” It was evident that in primary and coprimary outcome trial sets, a greater number of trials explicitly listed the PRO instruments compared to those that did not specify the instruments used. Among the 3 trial types, the coprimary outcome category exhibited the highest proportion of explicitly specified PROs (339/489, 69.3%).

Tables 4 - 6 display the frequency of use of PRO scales for different diseases under the 3 categories. In trials using PRO instruments as coprimary outcomes, the visual analog scale (VAS) and the numeric rating scale (NRS) were the most commonly used scales for various tumors. For trials using PRO instruments as primary outcomes, the VAS was the most commonly used scale for various diseases. For trials using PRO instruments as secondary outcomes, the most commonly used scale for each disease was the European Organisation for Research and Treatment of Cancer Quality of Life Core Questionnaire-30 (EORTC QLQ-C30).

a VAS: visual analog scale.

b NRS: numeric rating scale.

c EORTC QLQ-LC43: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Lung Cancer 43.

d SF-36: 36-item Short Form Health Survey.

e PSQI: Pittsburgh Sleep Quality Index.

f IPSS: International Prostate Symptom Score.

g LARS: Low Anterior Resection Syndrome.

h EORTC QLQ-C30: European Organisation for Research and Treatment of Cancer Quality of Life Core Questionnaire-30.

i EORTC QLQ-STO22: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Stomach 22.

j UW-QOL: University of Washington Quality of Life Questionnaire.

k QoR-40: Quality of Recovery-40.

l IDS: Involvement-Detachment Scale.

m IIEF-15: International Index of Erectile Function-15.

n QoR-15: Quality of Recovery-15.

o TCMSS: Traditional Chinese Medicine Symptom Scale.

p N/A: not applicable.

a EORTC QLQ-C30: European Organisation for Research and Treatment of Cancer Quality of Life Core Questionnaire-30.

b FACT-L: Functional Assessment of Cancer Therapy–Lung.

c EORTC QLQ-LC13: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Lung Cancer 13.

d FACT-B: Functional Assessment of Cancer Therapy–Breast.

e EORTC QLQ-BR23: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Breast Cancer 23.

f VAS: visual analog scale.

g EORTC QLQ-OES18: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Oesophageal Cancer 18.

h EORTC QLQ-H&N35: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Head and Neck Cancer 35.

i NRS: numeric rating scale.

j EORTC QLQ-CX24: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Cervical Cancer 24.

k EORTC QLQ-HCC18: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Hepatocellular Carcinoma 18.

l FACT-P: Functional Assessment of Cancer Therapy–Prostate.

m BPI-SF: Brief Pain Inventory–Short Form.

n FACT-G: Functional Assessment of Cancer Therapy–General.

o QoR-40: Quality of Recovery-40.

p SF-36: 36-item Short Form Health Survey.

q QoR-15: Quality of Recovery-15.

r WHOQOL-BREF: World Health Organization Quality of Life Brief Version.

s EORTC QLQ-PAN26: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Pancreatic Cancer 26.

t FACIT: Functional Assessment of Chronic Illness Therapy.

u HF-QOL: Hand-Foot Skin Reaction and Quality of Life.

v N/A: not applicable.

w EORTC QLQ-OPT30: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Ophthalmic Cancer 30.

c EORTC QLQ-C30: European Organisation for Research and Treatment of Cancer Quality of Life Core Questionnaire-30.

d QoR-15: Quality of Recovery-15.

e TNSS: Total Nasal Symptom Score.

f BCS: Bruggemann Comfort Scale.

g PSQI: Pittsburgh Sleep Quality Index.

h ICIQ-SF: International Consultation on Incontinence Questionnaire–Short Form.

i FACT-P: Functional Assessment of Cancer Therapy–Prostate.

j HADS: Hospital Anxiety and Depression Scale.

k EORTC IADL-BN32: European Organisation for Research and Treatment of Cancer Instrumental Activities of Daily Living in Patients With Brain Tumors-32.

l N/A: not applicable.

m SAS: Self-Rating Anxiety Scale.

n SDS: Self-Rating Depression Scale.

To analyze the overall application of scales in explicitly specified PROs by condition, we examined the specific PRO instruments used in trials that explicitly mentioned the PRO instruments as primary or secondary outcomes ( Table 7 ). Of the 1280 trials, 321 (25.08%) used the EORTC QLQ-C30 ( Multimedia Appendix 3 ), which was the most commonly used PRO scale. Of note, the EORTC QLQ-C30 was the most commonly used scale in trials concerning lower gastrointestinal tract, upper gastrointestinal tract, head and neck, female reproductive organ, hepatobiliary system, bone, neuroendocrine, skin, and ophthalmic tumors as well as hematologic malignancies. In addition, the VAS was used in 24.77% (317/1280) of the trials ( Multimedia Appendix 3 ), predominating in trials involving thorax, breast, male genital organ, endocrine system, central nervous system, and urinary tract tumors. The NRS was also frequently used (169/1280, 13.2%) in cancer trials. More targeted scales have been used for different tumor diseases; for example, the European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire (EORTC QLQ)–Head and Neck Cancer 35 (36/101, 35.6%) was more common in head and neck tumor trials, the EORTC QLQ–Oesophageal Cancer 18 (15/140, 10.7%) and the EORTC QLQ–Stomach 22 (14/140, 10%) were frequently observed in upper gastrointestinal cancer trials, the EORTC QLQ–Colorectal Cancer 29 (14/173, 8.1%) scale was prevalent in lower gastrointestinal cancer trials, the EORTC QLQ–Hepatocellular Carcinoma 18 (8/67, 12%) was frequently found in hepatobiliary system tumor trials, the Functional Assessment of Cancer Therapy (FACT)–Lung (21/217, 9.7%) and the EORTC QLQ–Lung Cancer 13 (19/217, 8.8%) commonly featured in thorax tumor trials, the FACT–Breast (29/176, 16.5%) and the EORTC QLQ–Breast Cancer 23 (16/176, 9.1%) were frequently seen in breast cancer trials, the EORTC QLQ–Ovarian Cancer 28 (6/85, 7%) was a typical scale used in female reproductive organ tumor trials, the FACT–Prostate (7/31, 23%) was often used in male genital organ tumor trials, and the FACT–Anemia (1/9, 11%) and the FACT–Lymphoma (1/9, 11%) were common choices in hematologic malignant tumor trials.

b EORTC QLQ-C30: European Organisation for Research and Treatment of Cancer Quality of Life Core Questionnaire-30.

c NRS: numeric rating scale.

d FACT-L: Functional Assessment of Cancer Therapy–Lung.

e EORTC QLQ-LC13: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Lung Cancer 13.

f FACT-B: Functional Assessment of Cancer Therapy–Breast.

g EORTC QLQ-BR23: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Breast Cancer 23.

h EORTC QLQ-CR29: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Colorectal Cancer 29.

i EORTC QLQ-OES18: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Oesophageal Cancer 18.

j EORTC QLQ-STO22: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Stomach 22.

k EORTC QLQ-H&N35: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Head and Neck Cancer 35.

l PG-SGA: Patient-Generated Subjective Global Assessment.

m SDS: Self-Rating Depression Scale.

n EORTC QLQ-OV28: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Ovarian Cancer 28.

o EORTC QLQ-HCC18: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Hepatocellular Carcinoma 18.

p TCMSS: Traditional Chinese Medicine Symptom Scale.

q FACT-P: Functional Assessment of Cancer Therapy–Prostate.

r BPI: Brief Pain Inventory.

s IPSS: International Prostate Symptom Score.

t QoR-15: Quality of Recovery-15.

u QoR-40: Quality of Recovery-40.

v PCSQ: Preparedness for Colorectal Cancer Surgery Questionnaire.

w WHOQOL-BREF: World Health Organization Quality of Life Brief Version.

x FACT-An: Functional Assessment of Cancer Therapy–Anemia.

y FACT-Lym: Functional Assessment of Cancer Therapy–Lymphoma.

z SF-36: 36-item Short Form Health Survey.

aa EORTC QLQ-PAN26: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Pancreatic Cancer 26.

ab N/A: not applicable.

ac HF-QoL: Hand-Foot Skin Reaction and Quality of Life.

ad EORTC QLQ-OPT30: European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire–Ophthalmic Cancer 30.

ae PSQI: Pittsburgh Sleep Quality Index.

af BFI: Brief Fatigue Inventory.

Principal Findings

This cross-sectional study depicted the general characteristics of adult tumor clinical trials incorporating PROs in China and analyzed the application of PRO instruments in randomized clinical trials of tumors to provide potential directions for future research and serve as a reference for tumor clinical practice. The findings revealed that a significant proportion, specifically 62.92% (4055/6445) of the included trials, missed the opportunity to capture patients’ subjective evaluations. Of the trials with PRO instruments as end points, 26.82% (641/2390) used PRO instruments as primary outcomes, 52.72% (1260/2390) as secondary outcomes, and 20.46% (489/2390) as coprimary outcomes. The majority of PRO trials (2144/2390, 89.71%) used 1 to 3 PRO instruments. Given that PROs can authentically represent patients’ subjective experiences and evaluations, they should receive heightened emphasis in the context of tumor clinical trials. However, in light of the small proportion of tumor-related randomized clinical trials assessing PROs, policy makers and standard-setting bodies are recommended to further promote the collection of PROs in such trials in China.

This study delved into the yearly distribution of tumor clinical trials, indicating a notable surge in the use of PRO instruments as end points between January 1, 2010, and June 30, 2022. Among the trials incorporating PROs, early phase trials constituted the largest proportion (575/2390, 24.06%), followed by phase 3 (284/2390, 11.88%) and phase 4 (269/2390, 11.26%) trials. A retrospective cross-sectional study suggested a potential correlation between the use of PROs in late-stage trials and improved drug outcomes, such as overall survival [ 25 ]. However, the omission of PROs in late-stage trial results may reduce the value of patient participation in these trials. Previous work has shown that the concern regarding funding for PRO research seems significant, and additional funding was needed—and considered important—to pay for the use of PRO instruments to collect relevant data [ 26 ]. This may also be the reason why, among the included studies, there were few PRO tumor trials funded by industry. Relevant policies could provide more financial support for PRO tumor trials. In addition, our study indicated that the application of PRO instruments was more prevalent in trials involving drug interventions. PRO instruments can serve as valuable tools for assessing patient experiences during treatment, which is an essential aspect of drug discovery [ 27 ], and their absence can result in the exclusion of critical information, such as opportunities for patient-centered support programs and insights into benefit-risk profiles [ 27 ].

In accordance with prior research [ 23 ], our study also identified regional differences in the use of PROs. Tumor trials were more prevalent in the eastern, northern, and southern regions of China—especially in Shanghai, Beijing, Guangdong, and Jiangsu—and the adoption of PRO measurements followed a similar pattern. Conversely, in other regions of China, especially in the northwestern and northeastern regions—such as Qinghai, Tibet and Heilongjiang—both the overall number of tumor clinical trials and those incorporating PRO instruments as end points were conspicuously lower. These results indicated the relationship between the volume of tumor clinical trials and the adoption of PRO tools. In addition, other factors such as economic conditions and medical resources also played an important role in this phenomenon [ 28 ]. Relevant policies can continue to encourage medical resources to be tilted toward rural and less developed areas. Remarkably, the study suggested that in resource-constrained remote regions, simplified applications of PRO instruments may be considered in tumor clinical trials. Moreover, our investigation revealed a lower prevalence of industry-funded trials in tumor clinical trials in China. This discrepancy may be attributed to previous findings that tumor trials were characterized by increased risk and costliness [ 29 ].

This study further found that thorax tumors, breast tumors, and lower gastrointestinal tract tumors were the most common conditions in trials with explicit PRO instruments. This might be related to variances in tumor incidence and different clinical concerns [ 30 ]. In the primary and coprimary outcome trial sets, a higher proportion of trials explicitly listed the PRO instruments as end points compared to those not specifying PROs, underscoring the normative inclination to formalize the acquisition and application of PRO instruments. Adherence to guidelines and standardization of PRO application is essential to maximize the application of PRO trial data, enhance their impact, and minimize research waste [ 31 ]. In particular, studies have shown that the standardized PROs were conducive to making trials or clinical treatments more scientifically rigorous and ethically sound [ 32 - 35 ]. Therefore, the need to standardize the application of PRO instruments remains important, with an increased emphasis on explicitly specifying PRO instruments in clinical trials.

This study analyzed the frequency of the use of PRO instruments in different classifications of trials by medical condition and found that the VAS and the NRS were the most commonly used in trials where PROs were designated as coprimary outcomes. Meanwhile, in all trials that used PRO instruments as outcomes, the VAS and the NRS were consistently prevalent. This prevalence can be attributed to the precision, simplicity, and sensitivity of VAS scores, as well as the ease of use and standardized format of the NRS for assessing subjective indicators [ 36 - 38 ]. In addition, almost 90% of patients with cancer would experience pain during the course of their illness [ 39 ]. The pain is both prevalent and burdensome for patients, but there is a lack of objective evaluation indices available for this purpose [ 40 , 41 ]. Consequently, the VAS emerged as the preferred choice for pain assessment in clinical research. Similarly, the NRS, with its user-friendly nature and standardized format, has been the preferred tool for pain assessment [ 36 - 38 ]. PROs continue to represent the gold standard for evaluating patients’ core pain outcomes [ 42 - 44 ]. In this study, among the trials that used PRO instruments as secondary outcomes, the EORTC QLQ-C30 was the most commonly used (223/606, 36.8%), which might be attributed to the significance of addressing quality-of-life concerns for patients with tumors. This study also scrutinized the prevalent PRO instruments used in various medical conditions and found that the quality-of-life scale was frequently used in clinical trials involving tumors. The high frequency of the EORTC QLQ-C30 and FACT scale groups underscored the widespread application of these instruments in assessing patients’ quality of life in cancer clinical trials in China. Specific modules in the EORTC QLQ scale system, such as the EORTC QLQ–Breast Cancer 23, the EORTC QLQ–Lung Cancer 13, and the EORTC QLQ–Colorectal Cancer 29, have been widely used in various cancer diseases [ 45 , 46 ]. Similarly, specific modules in the FACT scales, such as FACT–Lung (lung cancer), FACT–Breast (breast cancer), and FACT–Prostate (prostate cancer), have exhibited a high rate of use in cancer clinical trials in China. The extensive use of various PRO scales indicates a growing awareness and acceptance of PRO instruments, which, in turn, encourages the development of more effective and reliable PRO instruments. PRO instruments can be divided into universal and disease-specific PRO instruments. Considering the heterogeneity of symptom types in patients with tumors, symptom assessment should be performed for specific diseases [ 47 ]. However, in different tumor trials, the explicitly specified PRO instruments were primarily quality-of-life scales, the VAS, and the NRS, suggesting a need for the application of disease-specific PRO scales for different tumor types in clinical trials. It is suggested that according to the heterogeneity of diseases, experts from different fields should be brought together to develop or improve the disease-specific scale through participatory and consensus approaches under the guidance of relevant guidelines [ 33 , 47 , 48 ]. Acceptance of the scale by a wide range of stakeholders would be beneficial to improve the quality and specificity of the scale [ 48 ]. Training of clinicians and researchers on disease-specific scales is recommended. In addition, regarding the implementation of PRO measurement, it can be attempted as part of routine clinical care delivery for corresponding diseases, as well as continuous quality improvement as a clinical care priority [ 48 ].

This study undertook an in-depth analysis of the fundamental aspects of tumor clinical trials encompassing PROs in China, involving categorizing tumors and assessing the application of specific PRO tools for each tumor type. The findings underscore the critical importance of integrating PRO measures into tumor clinical trials in China and the need to standardize the use of PRO instruments within these trials. In recent years, the Chinese government has attached great importance to the application of PRO instruments in clinical trials. To encourage the patient-centered concept of new drug development and make reasonable use of PRO instruments, the National Medical Products Administration formulated the Guiding Principles for the Application of Patient Reported Outcomes in Drug Clinical Research and Development in 2022. To further promote these guiding principles, the relevant departments can educate researchers about the importance of regulating the application of PRO instruments, provide an interpretation of these principles to researchers, and advise them to follow the guidelines. We encourage researchers to communicate relevant information to regulators in a timely manner to conduct higher-quality clinical trials, such as the background of the study, the type of study, and the scale used. Policy makers should further formulate and implement pertinent policies, and PRO application platforms need to be developed and promoted to accelerate rational use of PROs in tumor clinical trials. It is recommended to define or form an institution or department to coordinate and standardize the use of PROs in clinical trials [ 49 ]. The institution or department can provide researchers with some support, such as methodological guidance for PRO applications, interpretation of relevant guidelines, and guidance on internet technologies. Efforts should also be made to encourage communication and collaboration among policy makers, researchers, and medical institutions to promote the high-quality application of PROs in clinical trials. Furthermore, it is crucial to train clinicians in how to use PRO instruments in clinical practice. Ideally, this training can be part of standard medical education programs in the future. The most successful and effective way of training involved real patient cases and problem-based learning using audio and video clips, which could enable clinicians to know how to use PRO instruments and refer to the PRO data [ 50 ]. Researchers are encouraged to follow relevant guidelines and principles and actively engage in conducting high-quality tumor clinical trials to improve well-established PRO protocols and enrich the array of available PRO instruments, thereby advancing personalized population health. In addition, it is suggested to encourage and provide relevant support to patients who have difficulties in completing the PRO reports [ 51 ].

Limitations

It is important to acknowledge several limitations to this study. First, we excluded trials lacking detailed end point information, which may have introduced bias into the results. Second, the inclusion of trials that have not yet commenced participant recruitment, although necessary for our investigation, may have inflated the reported outcomes. Finally, the exclusion of trials involving children due to their limited expressive ability and the potential influence of parental reporting on outcomes may have introduced bias in the findings.

Conclusions

In China, the incorporation of PROs has demonstrated an upward trajectory in adult randomized clinical trials of tumors in recent years. Nonetheless, the infrequent measurement of the patient’s voice remains noteworthy. This study highlights the need for a more comprehensive evaluation of patients’ experiences in adult tumor clinical trials in China. The incorporation of patients’ subjective feelings in the context of tumor diseases is necessary. Disease-specific PRO instruments should be widely used in different categories of tumor disease. Pertinent policies should be formulated and implemented, and PRO application platforms need to be developed and promoted as well. In addition, researchers should actively engage in conducting high-quality tumor clinical trials. There is room for improvement in the standardization of PROs in China.

Acknowledgments

This work was supported by the high-level traditional Chinese Medicine Key Subjects Construction Project of the National Administration of Traditional Chinese Medicine—Evidence-Based Traditional Chinese Medicine (zyyzdxk-2023249).

Data Availability

The data sets generated and analyzed during this study are available from the corresponding author on reasonable request.

Authors' Contributions

HR and JL conceived of the presented idea. YJ and QL coordinated the data collection and analysis. XW, YY, and YJ performed the data extraction. YJ and QL wrote the first draft of the paper; and SY, SL, WL, and XW provided inputs for subsequent drafts. JL and HR provided comments related to the presentation of the findings and critically reviewed the manuscript. All authors read and approved the final manuscript.

Conflicts of Interest

None declared.

Classification of specific diseases.

The number of trials with patient-reported outcomes in each province of China.

Patient-reported outcome tests used most frequently.

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Abbreviations

Edited by A Mavragani; submitted 14.01.23; peer-reviewed by Y Chu, L Guo; comments to author 24.10.23; revised version received 29.10.23; accepted 09.02.24; published 08.05.24.

©Yan Jia, Qi Li, Xiaowen Zhang, Yi Yan, Shiyan Yan, Shunping Li, Wei Li, Xiaowen Wu, Hongguo Rong, Jianping Liu. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 08.05.2024.

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