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Science News

Top 10 papers from physical review’s first 125 years.

The most prestigious journal in physics highlights dozens of its most famous papers

Black holes have captured our imaginations for decades. The process of black hole formation was first described in 1939 in a paper in  Physical Review , which is celebrating its 125th anniversary this year.

NASA, ESA, and D. Coe, J. Anderson, and R. van der Marel (STScI)

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By Tom Siegfried

February 8, 2018 at 12:00 pm

No anniversary list is ever complete. Just last month, for instance, my Top 10 scientific anniversaries of 2018 omitted the publication two centuries ago of Mary Shelley’s Frankenstein . It should have at least received honorable mention.

Perhaps more egregious, though, was overlooking the 125th anniversary of the physics journal Physical Review . Since 1893, the Physical Review has published hundreds of thousands of papers and has been long regarded as the premier repository for reports of advances in humankind’s knowledge of the physical world. In recent decades it has split itself into subjournals (A through E, plus L — for Letters — and also X) to prevent excessive muscle building by librarians and also better organize papers by physics subfield. (You don’t want to know what sorts of things get published in X.) 

To celebrate the Physical Review anniversary, the American Physical Society (which itself is younger, forming in 1899 and taking charge of the journal in 1913), has released a list, selected by the journals’ editors, of noteworthy papers from Physical Review history.

The list comprises more than four dozen papers, oblivious to the concerns of journalists composing Top 10 lists. If you prefer the full list without a selective, arbitrary and idiosyncratic Top 10 filter, you can go straight to the Physical Review journals’ own list . But if you want to know which two papers the journal editors missed, you’ll have to read on.

10. Millikan measures the electron’s charge, 1913.

When J.J. Thomson discovered the electron in 1897, it was by proving the rays in cathode ray tubes were made up of a stream of particles. They carried a unit of electrical charge (hence their name). Thomson did not publish in the Physical Review . But Robert Millikan did in 1913 when he measured the strength of the electric charge on a single electron. He used oil drops, measuring how fast they fell through an electric field. Interacting with ions in the air gave each drop more or fewer electric charges, affecting how fast the drops fell. It was easy to calculate the smallest amount of charge consistent with the various changes in speed. (OK, it was not easy at all — it was a tough experiment and the calculations required corrections for all sorts of things.) Millikan’s answer was very close to today’s accepted value, and he won the Nobel Prize in 1923.

9. Wave nature of electron, Davisson and Germer, 1927.

J.J. Thomson’s son George also experimented with electrons, and showed that despite his father’s proof that they were particles, they also sometimes behaved like waves. George did not publish in the Physical Review . But Clinton Davisson and Lester Germer did; their paper established what came to be called the wave-particle duality. Their experiment confirmed the suspicions of Louis de Broglie, who had suggested the wave nature of electrons in 1924.

8. Particle nature of X-rays, Compton, 1923.

Actually, wave-particle duality was already on the physics agenda before de Broglie’s paper or Davisson and Germer’s experiment, thanks to Arthur Holly Compton. His experiments on X-rays showed that when they collided with electrons, momentum was transferred just as in collisions of particles. Nevertheless X-rays were definitely a form of electromagnetic radiation that moved as a wave, like light. Compton’s result was good news for Einstein, who had long argued that light had particle-like properties and could travel in the form of packets (later called photons).

7. Discovery of antimatter, Carl Anderson, 1933.

In the late 1920s, in the wake of the arrival of quantum mechanics, English physicist Paul Dirac was also interested in electrons. He applied his mathematical powers to devise an equation to explain them, and he succeeded. But he got out more than he put in. His equation yielded correct answers for an electron’s energy but also contained a negative root. That perplexed him; a negative energy for an electron seemed to make no physical sense. Still, the math was the math, and Dirac couldn’t ignore his own equation’s solutions. After some false steps, he decided that the negative energy implied the existence of a new kind of particle, identical to an electron except with an opposite electric charge (equal in magnitude to the charge that Millikan had measured). Dirac did not publish in the Physical Review . But Carl Anderson, who actually found Dirac’s antimatter electron in 1933, did. In cloud chamber observations of cosmic rays, Anderson spotted tracks of a lightweight positively charged particle, apparently Dirac’s antielectron. He titled his paper “The Positive Electron” and referred to the new particles as positrons. They were the first example of antimatter.

6. How stars shine, Hans Bethe, 1939.

Since the dawn of science, astronomers had wondered how the sun shines. Some experiments in the 19th century suggested gravity. But a sun powered by gravitational contraction would have burned itself out long ago. A new option for powering the sun appeared in the 1930s when physicists began to understand the energy released in nuclear reactions. In the simplest such reaction, two protons fused. That made sense as a solar power source, because a proton is the nucleus of a hydrogen atom and stars are made mostly of hydrogen. But at a conference in April 1938, experts including Hans Bethe of Cornell University concluded that proton fusion could not create the temperatures observed in the brightest stars. On the train back to Cornell, though, Bethe figured out the correct, more complicated nuclear reactions and soon sent a paper to the Physical Review . He asked the journal to delay publishing it so he could enter it in a contest (open to unpublished papers only). Bethe won the contest and then OK’d publication of his paper , which appeared in March 1939. For winning the contest, he received $500. For the published paper, his prize was delayed — until 1967. In that year he got the Nobel Prize: $61,700.

5. Is quantum mechanics complete? Einstein, Podolsky and Rosen, 1935.

Einstein was famous for a lot of things, including a stubborn resistance to the implications of quantum mechanics. His main objection was articulated in the Physical Review in May 1935 in a paper coauthored with physicists Nathan Rosen and Boris Podolsky. It presented a complicated argument that is frequently misrepresented or misunderstood (as I’ve discussed here previously ), but the gist is he thought quantum mechanics was incomplete. Its math could not describe properties that were simultaneously “real” for two separated particles that had previously interacted. Decades later multiple experiments showed that quantum mechanics was in fact complete; reality is not as simple a concept as Einstein and colleagues would have liked. The “EPR paper” stimulated an enormous amount of interest in the foundations of quantum mechanics, though. And some people continue to believe E, P and R had a point.

4. Is quantum mechanics complete? (Yes.) Bohr, 1935.

Here’s one of the missing papers. Physical Review ’s editors somehow forgot to include Niels Bohr’s reply to the EPR paper. In October 1935, Bohr published a detailed response in the Physical Review , outlining the misunderstandings that EPR had perpetrated. Later EPR experiments turned out exactly as Bohr would have expected. (An early example from 1982 is among the Physical Review anniversary papers, but not this Top 10 list.) Yet some present-day critics still believe that somehow Bohr was wrong and Einstein was right. He wasn’t.

3. Gravitational waves detected by LIGO, 2016.

Einstein was right about gravitational waves. After devising his general theory of relativity to explain gravity, he realized that it implied ripples in the very fabric of spacetime itself. Later he backed off, doubting his original conclusion. But he was right the first time: A mass abruptly changing its speed or direction of movement should emit waves in space. Violent explosions or collisions would create ripples sufficiently strong to be detectable, if you spent a billion dollars or so to build some giant detectors. In a hopeful sign for humankind, the U.S. National Science Foundation put up the money and two black holes provided the collision in 2015, as reported in February 2016 in Physical Review Letters and widely celebrated by bloggers .

2. Explaining nuclear fission, Bohr and Wheeler, 1939.

On September 1, 1939, the opening day of World War II, the Physical Review published a landmark paper describing the theory of nuclear fission. It was a quick turnaround, as fission had been discovered only in December 1938, in Germany. While Einstein was writing a letter to warn President Roosevelt of fission’s potential danger in the hands of Nazis, Bohr and John Archibald Wheeler figured out how fission happened. Their paper provided essential theoretical knowledge for the Manhattan Project, which led to the development of the atomic bomb, and later to the use of nuclear energy as a power source.

1. Oppenheimer and Snyder describe black holes, 1939.

The process of black hole formation was first described by J. Robert Oppenheimer and Hartland Snyder in the same issue of the Physical Review as Bohr and Wheeler’s fission paper. Of course, the name black hole didn’t exist yet, but Oppenheimer and Snyder thoroughly explained how a massive star contracting under the inward pull of its own gravity would eventually disappear from view. “The star thus tends to close itself off from any communication with a distant observer; only its gravitational field persists,” they wrote. Nobody paid any attention to black holes then, though, because Oppenheimer soon became director of the Manhattan Project (requiring him to read Bohr and Wheeler’s paper). It wasn’t until the late 1960s when black holes became a household name thanks to Wheeler (who eventually got around to reading Oppenheimer and Snyder’s paper ). Yet for some reason the Physical Review editors omitted the Oppenheimer-Snyder paper from their list, verifying that no such list is ever complete, even if you have dozens of items instead of only 10.

Follow me on Twitter: @tom_siegfried

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Writing a Scientific Review Article: Comprehensive Insights for Beginners

Ayodeji amobonye.

1 Department of Biotechnology and Food Science, Faculty of Applied Sciences, Durban University of Technology, P.O. Box 1334, KwaZulu-Natal, Durban 4000, South Africa

2 Writing Centre, Durban University of Technology, P.O. Box 1334 KwaZulu-Natal, Durban 4000, South Africa

Japareng Lalung

3 School of Industrial Technology, Universiti Sains Malaysia, Gelugor 11800, Pulau Pinang, Malaysia

Santhosh Pillai

Associated data.

The data and materials that support the findings of this study are available from the corresponding author upon reasonable request.

Review articles present comprehensive overview of relevant literature on specific themes and synthesise the studies related to these themes, with the aim of strengthening the foundation of knowledge and facilitating theory development. The significance of review articles in science is immeasurable as both students and researchers rely on these articles as the starting point for their research. Interestingly, many postgraduate students are expected to write review articles for journal publications as a way of demonstrating their ability to contribute to new knowledge in their respective fields. However, there is no comprehensive instructional framework to guide them on how to analyse and synthesise the literature in their niches into publishable review articles. The dearth of ample guidance or explicit training results in students having to learn all by themselves, usually by trial and error, which often leads to high rejection rates from publishing houses. Therefore, this article seeks to identify these challenges from a beginner's perspective and strives to plug the identified gaps and discrepancies. Thus, the purpose of this paper is to serve as a systematic guide for emerging scientists and to summarise the most important information on how to write and structure a publishable review article.

1. Introduction

Early scientists, spanning from the Ancient Egyptian civilization to the Scientific Revolution of the 16 th /17 th century, based their research on intuitions, personal observations, and personal insights. Thus, less time was spent on background reading as there was not much literature to refer to. This is well illustrated in the case of Sir Isaac Newton's apple tree and the theory of gravity, as well as Gregor Mendel's pea plants and the theory of inheritance. However, with the astronomical expansion in scientific knowledge and the emergence of the information age in the last century, new ideas are now being built on previously published works, thus the periodic need to appraise the huge amount of already published literature [ 1 ]. According to Birkle et al. [ 2 ], the Web of Science—an authoritative database of research publications and citations—covered more than 80 million scholarly materials. Hence, a critical review of prior and relevant literature is indispensable for any research endeavour as it provides the necessary framework needed for synthesising new knowledge and for highlighting new insights and perspectives [ 3 ].

Review papers are generally considered secondary research publications that sum up already existing works on a particular research topic or question and relate them to the current status of the topic. This makes review articles distinctly different from scientific research papers. While the primary aim of the latter is to develop new arguments by reporting original research, the former is focused on summarising and synthesising previous ideas, studies, and arguments, without adding new experimental contributions. Review articles basically describe the content and quality of knowledge that are currently available, with a special focus on the significance of the previous works. To this end, a review article cannot simply reiterate a subject matter, but it must contribute to the field of knowledge by synthesising available materials and offering a scholarly critique of theory [ 4 ]. Typically, these articles critically analyse both quantitative and qualitative studies by scrutinising experimental results, the discussion of the experimental data, and in some instances, previous review articles to propose new working theories. Thus, a review article is more than a mere exhaustive compilation of all that has been published on a topic; it must be a balanced, informative, perspective, and unbiased compendium of previous studies which may also include contrasting findings, inconsistencies, and conventional and current views on the subject [ 5 ].

Hence, the essence of a review article is measured by what is achieved, what is discovered, and how information is communicated to the reader [ 6 ]. According to Steward [ 7 ], a good literature review should be analytical, critical, comprehensive, selective, relevant, synthetic, and fully referenced. On the other hand, a review article is considered to be inadequate if it is lacking in focus or outcome, overgeneralised, opinionated, unbalanced, and uncritical [ 7 ]. Most review papers fail to meet these standards and thus can be viewed as mere summaries of previous works in a particular field of study. In one of the few studies that assessed the quality of review articles, none of the 50 papers that were analysed met the predefined criteria for a good review [ 8 ]. However, beginners must also realise that there is no bad writing in the true sense; there is only writing in evolution and under refinement. Literally, every piece of writing can be improved upon, right from the first draft until the final published manuscript. Hence, a paper can only be referred to as bad and unfixable when the author is not open to corrections or when the writer gives up on it.

According to Peat et al. [ 9 ], “everything is easy when you know how,” a maxim which applies to scientific writing in general and review writing in particular. In this regard, the authors emphasized that the writer should be open to learning and should also follow established rules instead of following a blind trial-and-error approach. In contrast to the popular belief that review articles should only be written by experienced scientists and researchers, recent trends have shown that many early-career scientists, especially postgraduate students, are currently expected to write review articles during the course of their studies. However, these scholars have little or no access to formal training on how to analyse and synthesise the research literature in their respective fields [ 10 ]. Consequently, students seeking guidance on how to write or improve their literature reviews are less likely to find published works on the subject, particularly in the science fields. Although various publications have dealt with the challenges of searching for literature, or writing literature reviews for dissertation/thesis purposes, there is little or no information on how to write a comprehensive review article for publication. In addition to the paucity of published information to guide the potential author, the lack of understanding of what constitutes a review paper compounds their challenges. Thus, the purpose of this paper is to serve as a guide for writing review papers for journal publishing. This work draws on the experience of the authors to assist early-career scientists/researchers in the “hard skill” of authoring review articles. Even though there is no single path to writing scientifically, or to writing reviews in particular, this paper attempts to simplify the process by looking at this subject from a beginner's perspective. Hence, this paper highlights the differences between the types of review articles in the sciences while also explaining the needs and purpose of writing review articles. Furthermore, it presents details on how to search for the literature as well as how to structure the manuscript to produce logical and coherent outputs. It is hoped that this work will ease prospective scientific writers into the challenging but rewarding art of writing review articles.

2. Benefits of Review Articles to the Author

Analysing literature gives an overview of the “WHs”: WHat has been reported in a particular field or topic, WHo the key writers are, WHat are the prevailing theories and hypotheses, WHat questions are being asked (and answered), and WHat methods and methodologies are appropriate and useful [ 11 ]. For new or aspiring researchers in a particular field, it can be quite challenging to get a comprehensive overview of their respective fields, especially the historical trends and what has been studied previously. As such, the importance of review articles to knowledge appraisal and contribution cannot be overemphasised, which is reflected in the constant demand for such articles in the research community. However, it is also important for the author, especially the first-time author, to recognise the importance of his/her investing time and effort into writing a quality review article.

Generally, literature reviews are undertaken for many reasons, mainly for publication and for dissertation purposes. The major purpose of literature reviews is to provide direction and information for the improvement of scientific knowledge. They also form a significant component in the research process and in academic assessment [ 12 ]. There may be, however, a thin line between a dissertation literature review and a published review article, given that with some modifications, a literature review can be transformed into a legitimate and publishable scholarly document. According to Gülpınar and Güçlü [ 6 ], the basic motivation for writing a review article is to make a comprehensive synthesis of the most appropriate literature on a specific research inquiry or topic. Thus, conducting a literature review assists in demonstrating the author's knowledge about a particular field of study, which may include but not be limited to its history, theories, key variables, vocabulary, phenomena, and methodologies [ 10 ]. Furthermore, publishing reviews is beneficial as it permits the researchers to examine different questions and, as a result, enhances the depth and diversity of their scientific reasoning [ 1 ]. In addition, writing review articles allows researchers to share insights with the scientific community while identifying knowledge gaps to be addressed in future research. The review writing process can also be a useful tool in training early-career scientists in leadership, coordination, project management, and other important soft skills necessary for success in the research world [ 13 ]. Another important reason for authoring reviews is that such publications have been observed to be remarkably influential, extending the reach of an author in multiple folds of what can be achieved by primary research papers [ 1 ]. The trend in science is for authors to receive more citations from their review articles than from their original research articles. According to Miranda and Garcia-Carpintero [ 14 ], review articles are, on average, three times more frequently cited than original research articles; they also asserted that a 20% increase in review authorship could result in a 40–80% increase in citations of the author. As a result, writing reviews can significantly impact a researcher's citation output and serve as a valuable channel to reach a wider scientific audience. In addition, the references cited in a review article also provide the reader with an opportunity to dig deeper into the topic of interest. Thus, review articles can serve as a valuable repository for consultation, increasing the visibility of the authors and resulting in more citations.

3. Types of Review Articles

The first step in writing a good literature review is to decide on the particular type of review to be written; hence, it is important to distinguish and understand the various types of review articles. Although scientific review articles have been classified according to various schemes, however, they are broadly categorised into narrative reviews, systematic reviews, and meta-analyses [ 15 ]. It was observed that more authors—as well as publishers—were leaning towards systematic reviews and meta-analysis while downplaying narrative reviews; however, the three serve different aims and should all be considered equally important in science [ 1 ]. Bibliometric reviews and patent reviews, which are closely related to meta-analysis, have also gained significant attention recently. However, from another angle, a review could also be of two types. In the first class, authors could deal with a widely studied topic where there is already an accumulated body of knowledge that requires analysis and synthesis [ 3 ]. At the other end of the spectrum, the authors may have to address an emerging issue that would benefit from exposure to potential theoretical foundations; hence, their contribution would arise from the fresh theoretical foundations proposed in developing a conceptual model [ 3 ].

3.1. Narrative Reviews

Narrative reviewers are mainly focused on providing clarification and critical analysis on a particular topic or body of literature through interpretative synthesis, creativity, and expert judgement. According to Green et al. [ 16 ], a narrative review can be in the form of editorials, commentaries, and narrative overviews. However, editorials and commentaries are usually expert opinions; hence, a beginner is more likely to write a narrative overview, which is more general and is also referred to as an unsystematic narrative review. Similarly, the literature review section of most dissertations and empirical papers is typically narrative in nature. Typically, narrative reviews combine results from studies that may have different methodologies to address different questions or to formulate a broad theoretical formulation [ 1 ]. They are largely integrative as strong focus is placed on the assimilation and synthesis of various aspects in the review, which may involve comparing and contrasting research findings or deriving structured implications [ 17 ]. In addition, they are also qualitative studies because they do not follow strict selection processes; hence, choosing publications is relatively more subjective and unsystematic [ 18 ]. However, despite their popularity, there are concerns about their inherent subjectivity. In many instances, when the supporting data for narrative reviews are examined more closely, the evaluations provided by the author(s) become quite questionable [ 19 ]. Nevertheless, if the goal of the author is to formulate a new theory that connects diverse strands of research, a narrative method is most appropriate.

3.2. Systematic Reviews

In contrast to narrative reviews, which are generally descriptive, systematic reviews employ a systematic approach to summarise evidence on research questions. Hence, systematic reviews make use of precise and rigorous criteria to identify, evaluate, and subsequently synthesise all relevant literature on a particular topic [ 12 , 20 ]. As a result, systematic reviews are more likely to inspire research ideas by identifying knowledge gaps or inconsistencies, thus helping the researcher to clearly define the research hypotheses or questions [ 21 ]. Furthermore, systematic reviews may serve as independent research projects in their own right, as they follow a defined methodology to search and combine reliable results to synthesise a new database that can be used for a variety of purposes [ 22 ]. Typically, the peculiarities of the individual reviewer, different search engines, and information databases used all ensure that no two searches will yield the same systematic results even if the searches are conducted simultaneously and under identical criteria [ 11 ]. Hence, attempts are made at standardising the exercise via specific methods that would limit bias and chance effects, prevent duplications, and provide more accurate results upon which conclusions and decisions can be made.

The most established of these methods is the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines which objectively defined statements, guidelines, reporting checklists, and flowcharts for undertaking systematic reviews as well as meta-analysis [ 23 ]. Though mainly designed for research in medical sciences, the PRISMA approach has gained wide acceptance in other fields of science and is based on eight fundamental propositions. These include the explicit definition of the review question, an unambiguous outline of the study protocol, an objective and exhaustive systematic review of reputable literature, and an unambiguous identification of included literature based on defined selection criteria [ 24 ]. Other considerations include an unbiased appraisal of the quality of the selected studies (literature), organic synthesis of the evidence of the study, preparation of the manuscript based on the reporting guidelines, and periodic update of the review as new data emerge [ 24 ]. Other methods such as PRISMA-P (Preferred Reporting Items for Systematic review and Meta-Analysis Protocols), MOOSE (Meta-analysis Of Observational Studies in Epidemiology), and ROSES (Reporting Standards for Systematic Evidence Syntheses) have since been developed for systematic reviews (and meta-analysis), with most of them being derived from PRISMA.

Consequently, systematic reviews—unlike narrative reviews—must contain a methodology section which in addition to all that was highlighted above must fully describe the precise criteria used in formulating the research question and setting the inclusion or exclusion criteria used in selecting/accessing the literature. Similarly, the criteria for evaluating the quality of the literature included in the review as well as for analysing, synthesising, and disseminating the findings must be fully described in the methodology section.

3.3. Meta-Analysis

Meta-analyses are considered as more specialised forms of systematic reviews. Generally, they combine the results of many studies that use similar or closely related methods to address the same question or share a common quantitative evaluation method [ 25 ]. However, meta-analyses are also a step higher than other systematic reviews as they are focused on numerical data and involve the use of statistics in evaluating different studies and synthesising new knowledge. The major advantage of this type of review is the increased statistical power leading to more reliable results for inferring modest associations and a more comprehensive understanding of the true impact of a research study [ 26 ]. Unlike in traditional systematic reviews, research topics covered in meta-analyses must be mature enough to allow the inclusion of sufficient homogeneous empirical research in terms of subjects, interventions, and outcomes [ 27 , 28 ].

Being an advanced form of systematic review, meta-analyses must also have a distinct methodology section; hence, the standard procedures involved in the traditional systematic review (especially PRISMA) also apply in meta-analyses [ 23 ]. In addition to the common steps in formulating systematic reviews, meta-analyses are required to describe how nested and missing data are handled, the effect observed in each study, the confidence interval associated with each synthesised effect, and any potential for bias presented within the sample(s) [ 17 ]. According to Paul and Barari [ 28 ], a meta-analysis must also detail the final sample, the meta-analytic model, and the overall analysis, moderator analysis, and software employed. While the overall analysis involves the statistical characterization of the relationships between variables in the meta-analytic framework and their significance, the moderator analysis defines the different variables that may affect variations in the original studies [ 28 , 29 ]. It must also be noted that the accuracy and reliability of meta-analyses have both been significantly enhanced by the incorporation of statistical approaches such as Bayesian analysis [ 30 ], network analysis [ 31 ], and more recently, machine learning [ 32 ].

3.4. Bibliometric Review

A bibliometric review, commonly referred to as bibliometric analysis, is a systematic evaluation of published works within a specific field or discipline [ 33 ]. This bibliometric methodology involves the use of quantitative methods to analyse bibliometric data such as the characteristics and numbers of publications, units of citations, authorship, co-authorship, and journal impact factors [ 34 ]. Academics use bibliometric analysis with different objectives in mind, which includes uncovering emerging trends in article and journal performance, elaborating collaboration patterns and research constituents, evaluating the impact and influence of particular authors, publications, or research groups, and highlighting the intellectual framework of a certain field [ 35 ]. It is also used to inform policy and decision-making. Similarly to meta-analysis, bibliometric reviews rely upon quantitative techniques, thus avoiding the interpretation bias that could arise from the qualitative techniques of other types of reviews [ 36 ]. However, while bibliometric analysis synthesises the bibliometric and intellectual structure of a field by examining the social and structural linkages between various research parts, meta-analysis focuses on summarising empirical evidence by probing the direction and strength of effects and relationships among variables, especially in open research questions [ 37 , 38 ]. However, similarly to systematic review and meta-analysis, a bibliometric review also requires a well-detailed methodology section. The amount of data to be analysed in bibliometric analysis is quite massive, running to hundreds and tens of thousands in some cases. Although the data are objective in nature (e.g., number of citations and publications and occurrences of keywords and topics), the interpretation is usually carried out through both objective (e.g., performance analysis) and subjective (e.g., thematic analysis) evaluations [ 35 ]. However, the invention and availability of bibliometric software such as BibExcel, Gephi, Leximancer, and VOSviewer and scientific databases such as Dimensions, Web of Science, and Scopus have made this type of analysis more feasible.

3.5. Patent Review

Patent reviews provide a comprehensive analysis and critique of a specific patent or a group of related patents, thus presenting a concise understanding of the technology or innovation that is covered by the patent [ 39 ]. This type of article is useful for researchers as it also enhances their understanding of the legal, technical, and commercial aspects of an intellectual property/innovation; in addition, it is also important for stakeholders outside the research community including IP (intellectual property) specialists, legal professionals, and technology-transfer officers [ 40 ]. Typically, patent reviews encompass the scope, background, claims, legal implications, technical specifications, and potential commercial applications of the patent(s). The article may also include a discussion of the patent's strengths and weaknesses, as well as its potential impact on the industry or field in which it operates. Most times, reviews are time specified, they may be regionalised, and the data are usually retrieved via patent searches on databases such as that of the European Patent Office ( https://www.epo.org/searching.html ), United States Patent and Trademark Office ( https://patft.uspto.gov/ ), the World Intellectual Property Organization's PATENTSCOPE ( https://patentscope.wipo.int/search/en/structuredSearch.jsf ), Google Patent ( https://www.google.com/?tbm=pts ), and China National Intellectual Property Administration ( https://pss-system.cponline.cnipa.gov.cn/conventionalSearch ). According to Cerimi et al. [ 41 ], the retrieved data and analysed may include the patent number, patent status, filing date, application date, grant dates, inventor, assignee, and pending applications. While data analysis is usually carried out by general data software such as Microsoft Excel, an intelligence software solely dedicated to patent research and analysis, Orbit Intelligence has been found to be more efficient [ 39 ]. It is also mandatory to include a methodology section in a patent review, and this should be explicit, thorough, and precise to allow a clear understanding of how the analysis was carried out and how the conclusions were arrived at.

4. Searching Literature

One of the most challenging tasks in writing a review article on a subject is the search for relevant literature to populate the manuscript as the author is required to garner information from an endless number of sources. This is even more challenging as research outputs have been increasing astronomically, especially in the last decade, with thousands of new articles published annually in various fields. It is therefore imperative that the author must not only be aware of the overall trajectory in a field of investigation but must also be cognizant of recent studies so as not to publish outdated research or review articles. Basically, the search for the literature involves a coherent conceptual structuring of the topic itself and a thorough collation of evidence under the common themes which might reflect the histories, conflicts, standoffs, revolutions, and/or evolutions in the field [ 7 ]. To start the search process, the author must carefully identify and select broad keywords relevant to the subject; subsequently, the keywords should be developed to refine the search into specific subheadings that would facilitate the structure of the review.

Two main tactics have been identified for searching the literature, namely, systematic and snowballing [ 42 ]. The systematic approach involves searching literature with specific keywords (for example, cancer, antioxidant, and nanoparticles), which leads to an almost unmanageable and overwhelming list of possible sources [ 43 ]. The snowballing approach, however, involves the identification of a particular publication, followed by the compilation of a bibliography of articles based on the reference list of the identified publication [ 44 ]. Many times, it might be necessary to combine both approaches, but irrespective, the author must keep an accurate track and record of papers cited in the search. A simple and efficient strategy for populating the bibliography of review articles is to go through the abstract (and sometimes the conclusion) of a paper; if the abstract is related to the topic of discourse, the author might go ahead and read the entire article; otherwise, he/she is advised to move on [ 45 ]. Winchester and Salji [ 5 ] noted that to learn the background of the subject/topic to be reviewed, starting literature searches with academic textbooks or published review articles is imperative, especially for beginners. Furthermore, it would also assist in compiling the list of keywords, identifying areas of further exploration, and providing a glimpse of the current state of the research. However, past reviews ideally are not to serve as the foundation of a new review as they are written from someone else's viewpoint, which might have been tainted with some bias. Fortunately, the accessibility and search for the literature have been made relatively easier than they were a few decades ago as the current information age has placed an enormous volume of knowledge right at our fingertips [ 46 ]. Nevertheless, when gathering the literature from the Internet, authors should exercise utmost caution as much of the information may not be verified or peer-reviewed and thus may be unregulated and unreliable. For instance, Wikipedia, despite being a large repository of information with more than 6.7 million articles in the English language alone, is considered unreliable for scientific literature reviews, due to its openness to public editing [ 47 ]. However, in addition to peer-reviewed journal publications—which are most ideal—reviews can also be drawn from a wide range of other sources such as technical documents, in-house reports, conference abstracts, and conference proceedings. Similarly, “Google Scholar”—as against “Google” and other general search engines—is more appropriate as its searches are restricted to only academic articles produced by scholarly societies or/and publishers [ 48 ]. Furthermore, the various electronic databases, such as ScienceDirect, Web of Science, PubMed, and MEDLINE, many of which focus on specific fields of research, are also ideal options [ 49 ]. Advancement in computer indexing has remarkably expanded the ease and ability to search large databases for every potentially relevant article. In addition to searching by topic, literature search can be modified by time; however, there must be a balance between old papers and recent ones. The general consensus in science is that publications less than five years old are considered recent.

It is important, especially in systematic reviews and meta-analyses, that the specific method of running the computer searches be properly documented as there is the need to include this in the method (methodology) section of such papers. Typically, the method details the keywords, databases explored, search terms used, and the inclusion/exclusion criteria applied in the selection of data and any other specific decision/criteria. All of these will ensure the reproducibility and thoroughness of the search and the selection procedure. However, Randolph [ 10 ] noted that Internet searches might not give the exhaustive list of articles needed for a review article; hence, it is advised that authors search through the reference lists of articles that were obtained initially from the Internet search. After determining the relevant articles from the list, the author should read through the references of these articles and repeat the cycle until saturation is reached [ 10 ]. After populating the articles needed for the literature review, the next step is to analyse them individually and in their whole entirety. A systematic approach to this is to identify the key information within the papers, examine them in depth, and synthesise original perspectives by integrating the information and making inferences based on the findings. In this regard, it is imperative to link one source to the other in a logical manner, for instance, taking note of studies with similar methodologies, papers that agree, or results that are contradictory [ 42 ].

5. Structuring the Review Article

The title and abstract are the main selling points of a review article, as most readers will only peruse these two elements and usually go on to read the full paper if they are drawn in by either or both of the two. Tullu [ 50 ] recommends that the title of a scientific paper “should be descriptive, direct, accurate, appropriate, interesting, concise, precise, unique, and not be misleading.” In addition to providing “just enough details” to entice the reader, words in the titles are also used by electronic databases, journal websites, and search engines to index and retrieve a particular paper during a search [ 51 ]. Titles are of different types and must be chosen according to the topic under review. They are generally classified as descriptive, declarative, or interrogative and can also be grouped into compound, nominal, or full-sentence titles [ 50 ]. The subject of these categorisations has been extensively discussed in many articles; however, the reader must also be aware of the compound titles, which usually contain a main title and a subtitle. Typically, subtitles provide additional context—to the main title—and they may specify the geographic scope of the research, research methodology, or sample size [ 52 ].

Just like primary research articles, there are many debates about the optimum length of a review article's title. However, the general consensus is to keep the title as brief as possible while not being too general. A title length between 10 and 15 words is recommended, since longer titles can be more challenging to comprehend. Paiva et al. [ 53 ] observed that articles which contain 95 characters or less get more views and citations. However, emphasis must be placed on conciseness as the audience will be more satisfied if they can understand what exactly the review has contributed to the field, rather than just a hint about the general topic area. Authors should also endeavour to stick to the journal's specific requirements, especially regarding the length of the title and what they should or should not contain [ 9 ]. Thus, avoidance of filler words such as “a review on/of,” “an observation of,” or “a study of” is a very simple way to limit title length. In addition, abbreviations or acronyms should be avoided in the title, except the standard or commonly interpreted ones such as AIDS, DNA, HIV, and RNA. In summary, to write an effective title, the authors should consider the following points. What is the paper about? What was the methodology used? What were the highlights and major conclusions? Subsequently, the author should list all the keywords from these answers, construct a sentence from these keywords, and finally delete all redundant words from the sentence title. It is also possible to gain some ideas by scanning indices and article titles in major journals in the field. It is important to emphasise that a title is not chosen and set in stone, and the title is most likely to be continually revised and adjusted until the end of the writing process.

5.2. Abstract

The abstract, also referred to as the synopsis, is a summary of the full research paper; it is typically independent and can stand alone. For most readers, a publication does not exist beyond the abstract, partly because abstracts are often the only section of a paper that is made available to the readers at no cost, whereas the full paper may attract a payment or subscription [ 54 ]. Thus, the abstract is supposed to set the tone for the few readers who wish to read the rest of the paper. It has also been noted that the abstract gives the first impression of a research work to journal editors, conference scientific committees, or referees, who might outright reject the paper if the abstract is poorly written or inadequate [ 50 ]. Hence, it is imperative that the abstract succinctly represents the entire paper and projects it positively. Just like the title, abstracts have to be balanced, comprehensive, concise, functional, independent, precise, scholarly, and unbiased and not be misleading [ 55 ]. Basically, the abstract should be formulated using keywords from all the sections of the main manuscript. Thus, it is pertinent that the abstract conveys the focus, key message, rationale, and novelty of the paper without any compromise or exaggeration. Furthermore, the abstract must be consistent with the rest of the paper; as basic as this instruction might sound, it is not to be taken for granted. For example, a study by Vrijhoef and Steuten [ 56 ] revealed that 18–68% of 264 abstracts from some scientific journals contained information that was inconsistent with the main body of the publications.

Abstracts can either be structured or unstructured; in addition, they can further be classified as either descriptive or informative. Unstructured abstracts, which are used by many scientific journals, are free flowing with no predefined subheadings, while structured abstracts have specific subheadings/subsections under which the abstract needs to be composed. Structured abstracts have been noted to be more informative and are usually divided into subsections which include the study background/introduction, objectives, methodology design, results, and conclusions [ 57 ]. No matter the style chosen, the author must carefully conform to the instructions provided by the potential journal of submission, which may include but are not limited to the format, font size/style, word limit, and subheadings [ 58 ]. The word limit for abstracts in most scientific journals is typically between 150 and 300 words. It is also a general rule that abstracts do not contain any references whatsoever.

Typically, an abstract should be written in the active voice, and there is no such thing as a perfect abstract as it could always be improved on. It is advised that the author first makes an initial draft which would contain all the essential parts of the paper, which could then be polished subsequently. The draft should begin with a brief background which would lead to the research questions. It might also include a general overview of the methodology used (if applicable) and importantly, the major results/observations/highlights of the review paper. The abstract should end with one or few sentences about any implications, perspectives, or future research that may be developed from the review exercise. Finally, the authors should eliminate redundant words and edit the abstract to the correct word count permitted by the journal [ 59 ]. It is always beneficial to read previous abstracts published in the intended journal, related topics/subjects from other journals, and other reputable sources. Furthermore, the author should endeavour to get feedback on the abstract especially from peers and co-authors. As the abstract is the face of the whole paper, it is best that it is the last section to be finalised, as by this time, the author would have developed a clearer understanding of the findings and conclusions of the entire paper.

5.3. Graphical Abstracts

Since the mid-2000s, an increasing number of journals now require authors to provide a graphical abstract (GA) in addition to the traditional written abstract, to increase the accessibility of scientific publications to readers [ 60 ]. A study showed that publications with GA performed better than those without it, when the abstract views, total citations, and downloads were compared [ 61 ]. However, the GA should provide “a single, concise pictorial, and visual summary of the main findings of an article” [ 62 ]. Although they are meant to be a stand-alone summary of the whole paper, it has been noted that they are not so easily comprehensible without having read through the traditionally written abstract [ 63 ]. It is important to note that, like traditional abstracts, many reputable journals require GAs to adhere to certain specifications such as colour, dimension, quality, file size, and file format (usually JPEG/JPG, PDF, PNG, or TIFF). In addition, it is imperative to use engaging and accurate figures, all of which must be synthesised in order to accurately reflect the key message of the paper. Currently, there are various online or downloadable graphical tools that can be used for creating GAs, such as Microsoft Paint or PowerPoint, Mindthegraph, ChemDraw, CorelDraw, and BioRender.

5.4. Keywords

As a standard practice, journals require authors to select 4–8 keywords (or phrases), which are typically listed below the abstract. A good set of keywords will enable indexers and search engines to find relevant papers more easily and can be considered as a very concise abstract [ 64 ]. According to Dewan and Gupta [ 51 ], the selection of appropriate keywords will significantly enhance the retrieval, accession, and consequently, the citation of the review paper. Ideally, keywords can be variants of the terms/phrases used in the title, the abstract, and the main text, but they should ideally not be the exact words in the main title. Choosing the most appropriate keywords for a review article involves listing down the key terms and phrases in the article, including abbreviations. Subsequently, a quick review of the glossary/vocabulary/term list or indexing standard in the specific discipline will assist in selecting the best and most precise keywords that match those used in the databases from the list drawn. In addition, the keywords should not be broad or general terms (e.g., DNA, biology, and enzymes) but must be specific to the field or subfield of study as well as to the particular paper [ 65 ].

5.5. Introduction

The introduction of an article is the first major section of the manuscript, and it presents basic information to the reader without compelling them to study past publications. In addition, the introduction directs the reader to the main arguments and points developed in the main body of the article while clarifying the current state of knowledge in that particular area of research [ 12 ]. The introduction part of a review article is usually sectionalised into background information, a description of the main topic and finally a statement of the main purpose of the review [ 66 ]. Authors may begin the introduction with brief general statements—which provide background knowledge on the subject matter—that lead to more specific ones [ 67 ]. It is at this point that the reader's attention must be caught as the background knowledge must highlight the importance and justification for the subject being discussed, while also identifying the major problem to be addressed [ 68 ]. In addition, the background should be broad enough to attract even nonspecialists in the field to maximise the impact and widen the reach of the article. All of these should be done in the light of current literature; however, old references may also be used for historical purposes. A very important aspect of the introduction is clearly stating and establishing the research problem(s) and how a review of the particular topic contributes to those problem(s). Thus, the research gap which the paper intends to fill, the limitations of previous works and past reviews, if available, and the new knowledge to be contributed must all be highlighted. Inadequate information and the inability to clarify the problem will keep readers (who have the desire to obtain new information) from reading beyond the introduction [ 69 ]. It is also pertinent that the author establishes the purpose of reviewing the literature and defines the scope as well as the major synthesised point of view. Furthermore, a brief insight into the criteria used to select, evaluate, and analyse the literature, as well as the outline or sequence of the review, should be provided in the introduction. Subsequently, the specific objectives of the review article must be presented. The last part of the “introduction” section should focus on the solution, the way forward, the recommendations, and the further areas of research as deduced from the whole review process. According to DeMaria [ 70 ], clearly expressed or recommended solutions to an explicitly revealed problem are very important for the wholesomeness of the “introduction” section. It is believed that following these steps will give readers the opportunity to track the problems and the corresponding solution from their own perspective in the light of current literature. As against some suggestions that the introduction should be written only in present tenses, it is also believed that it could be done with other tenses in addition to the present tense. In this regard, general facts should be written in the present tense, specific research/work should be in the past tense, while the concluding statement should be in the past perfect or simple past. Furthermore, many of the abbreviations to be used in the rest of the manuscript and their explanations should be defined in this section.

5.6. Methodology

Writing a review article is equivalent to conducting a research study, with the information gathered by the author (reviewer) representing the data. Like all major studies, it involves conceptualisation, planning, implementation, and dissemination [ 71 ], all of which may be detailed in a methodology section, if necessary. Hence, the methodological section of a review paper (which can also be referred to as the review protocol) details how the relevant literature was selected and how it was analysed as well as summarised. The selection details may include, but are not limited to, the database consulted and the specific search terms used together with the inclusion/exclusion criteria. As earlier highlighted in Section 3 , a description of the methodology is required for all types of reviews except for narrative reviews. This is partly because unlike narrative reviews, all other review articles follow systematic approaches which must ensure significant reproducibility [ 72 ]. Therefore, where necessary, the methods of data extraction from the literature and data synthesis must also be highlighted as well. In some cases, it is important to show how data were combined by highlighting the statistical methods used, measures of effect, and tests performed, as well as demonstrating heterogeneity and publication bias [ 73 ].

The methodology should also detail the major databases consulted during the literature search, e.g., Dimensions, ScienceDirect, Web of Science, MEDLINE, and PubMed. For meta-analysis, it is imperative to highlight the software and/or package used, which could include Comprehensive Meta-Analysis, OpenMEE, Review Manager (RevMan), Stata, SAS, and R Studio. It is also necessary to state the mathematical methods used for the analysis; examples of these include the Bayesian analysis, the Mantel–Haenszel method, and the inverse variance method. The methodology should also state the number of authors that carried out the initial review stage of the study, as it has been recommended that at least two reviews should be done blindly and in parallel, especially when it comes to the acquisition and synthesis of data [ 74 ]. Finally, the quality and validity assessment of the publication used in the review must be stated and well clarified [ 73 ].

5.7. Main Body of the Review

Ideally, the main body of a publishable review should answer these questions: What is new (contribution)? Why so (logic)? So what (impact)? How well it is done (thoroughness)? The flow of the main body of a review article must be well organised to adequately maintain the attention of the readers as well as guide them through the section. It is recommended that the author should consider drawing a conceptual scheme of the main body first, using methods such as mind-mapping. This will help create a logical flow of thought and presentation, while also linking the various sections of the manuscript together. According to Moreira [ 75 ], “reports do not simply yield their findings, rather reviewers make them yield,” and thus, it is the author's responsibility to transform “resistant” texts into “docile” texts. Hence, after the search for the literature, the essential themes and key concepts of the review paper must be identified and synthesised together. This synthesis primarily involves creating hypotheses about the relationships between the concepts with the aim of increasing the understanding of the topic being reviewed. The important information from the various sources should not only be summarised, but the significance of studies must be related back to the initial question(s) posed by the review article. Furthermore, MacLure [ 76 ] stated that data are not just to be plainly “extracted intact” and “used exactly as extracted,” but must be modified, reconfigured, transformed, transposed, converted, tabulated, graphed, or manipulated to enable synthesis, combination, and comparison. Therefore, different pieces of information must be extracted from the reports in which they were previously deposited and then refined into the body of the new article [ 75 ]. To this end, adequate comparison and combination might require that “qualitative data be quantified” or/and “quantitative data may be qualitized” [ 77 ]. In order to accomplish all of these goals, the author may have to transform, paraphrase, generalize, specify, and reorder the text [ 78 ]. For comprehensiveness, the body paragraphs should be arranged in a similar order as it was initially stated in the abstract or/and introduction. Thus, the main body could be divided into thematic areas, each of which could be independently comprehensive and treated as a mini review. Similarly, the sections can also be arranged chronologically depending on the focus of the review. Furthermore, the abstractions should proceed from a wider general view of the literature being reviewed and then be narrowed down to the specifics. In the process, deep insights should also be provided between the topic of the review and the wider subject area, e.g., fungal enzymes and enzymes in general. The abstractions must also be discussed in more detail by presenting more specific information from the identified sources (with proper citations of course!). For example, it is important to identify and highlight contrary findings and rival interpretations as well as to point out areas of agreement or debate among different bodies of literature. Often, there are previous reviews on the same topic/concept; however, this does not prevent a new author from writing one on the same topic, especially if the previous reviews were written many years ago. However, it is important that the body of the new manuscript be written from a new angle that was not adequately covered in the past reviews and should also incorporate new studies that have accumulated since the last review(s). In addition, the new review might also highlight the approaches, limitations, and conclusions of the past studies. But the authors must not be excessively critical of the past reviews as this is regarded by many authors as a sign of poor professionalism [ 3 , 79 ]. Daft [ 79 ] emphasized that it is more important for a reviewer to state how their research builds on previous work instead of outright claiming that previous works are incompetent and inadequate. However, if a series of related papers on one topic have a common error or research flaw that needs rectification, the reviewer must point this out with the aim of moving the field forward [ 3 ]. Like every other scientific paper, the main body of a review article also needs to be consistent in style, for example, in the choice of passive vs. active voice and present vs. past tense. It is also important to note that tables and figures can serve as a powerful tool for highlighting key points in the body of the review, and they are now considered core elements of reviews. For more guidance and insights into what should make up the contents of a good review article, readers are also advised to get familiarised with the Boote and Beile [ 80 ] literature review scoring rubric as well as the review article checklist of Short [ 81 ].

5.8. Tables and Figures

An ideal review article should be logically structured and efficiently utilise illustrations, in the form of tables and figures, to convey the key findings and relationships in the study. According to Tay [ 13 ], illustrations often take a secondary role in review papers when compared to primary research papers which are focused on illustrations. However, illustrations are very important in review articles as they can serve as succinct means of communicating major findings and insights. Franzblau and Chung [ 82 ] pointed out that illustrations serve three major purposes in a scientific article: they simplify complex data and relationships for better understanding, they minimise reading time by summarising and bringing to focus on the key findings (or trends), and last, they help to reduce the overall word count. Hence, inserting and constructing illustrations in a review article is as meticulous as it is important. However, important decisions should be made on whether the charts, figures, or tables to be potentially inserted in the manuscript are indeed needed and how best to design them [ 83 ]. Illustrations should enhance the text while providing necessary information; thus, the information described in illustrations should not contradict that in the main text and should also not be a repetition of texts [ 84 ]. Furthermore, illustrations must be autonomous, meaning they ought to be intelligible without having to read the text portion of the manuscript; thus, the reader does not have to flip back and forth between the illustration and the main text in order to understand it [ 85 ]. It should be noted that tables or figures that directly reiterate the main text or contain extraneous information will only make a mess of the manuscript and discourage readers [ 86 ].

Kotz and Cals [ 87 ] recommend that the layout of tables and figures should be carefully designed in a clear manner with suitable layouts, which will allow them to be referred to logically and chronologically in the text. In addition, illustrations should only contain simple text, as lengthy details would contradict their initial objective, which was to provide simple examples or an overview. Furthermore, the use of abbreviations in illustrations, especially tables, should be avoided if possible. If not, the abbreviations should be defined explicitly in the footnotes or legends of the illustration [ 88 ]. Similarly, numerical values in tables and graphs should also be correctly approximated [ 84 ]. It is recommended that the number of tables and figures in the manuscript should not exceed the target journal's specification. According to Saver [ 89 ], they ideally should not account for more than one-third of the manuscript. Finally, the author(s) must seek permission and give credits for using an already published illustration when necessary. However, none of these are needed if the graphic is originally created by the author, but if it is a reproduced or an adapted illustration, the author must obtain permission from the copyright owner and include the necessary credit. One of the very important tools for designing illustrations is Creative Commons, a platform that provides a wide range of creative works which are available to the public for use and modification.

5.9. Conclusion/Future Perspectives

It has been observed that many reviews end abruptly with a short conclusion; however, a lot more can be included in this section in addition to what has been said in the major sections of the paper. Basically, the conclusion section of a review article should provide a summary of key findings from the main body of the manuscript. In this section, the author needs to revisit the critical points of the paper as well as highlight the accuracy, validity, and relevance of the inferences drawn in the article review. A good conclusion should highlight the relationship between the major points and the author's hypothesis as well as the relationship between the hypothesis and the broader discussion to demonstrate the significance of the review article in a larger context. In addition to giving a concise summary of the important findings that describe current knowledge, the conclusion must also offer a rationale for conducting future research [ 12 ]. Knowledge gaps should be identified, and themes should be logically developed in order to construct conceptual frameworks as well as present a way forward for future research in the field of study [ 11 ].

Furthermore, the author may have to justify the propositions made earlier in the manuscript, demonstrate how the paper extends past research works, and also suggest ways that the expounded theories can be empirically examined [ 3 ]. Unlike experimental studies which can only draw either a positive conclusion or ambiguous failure to reject the null hypothesis, four possible conclusions can be drawn from review articles [ 1 ]. First, the theory/hypothesis propounded may be correct after being proven from current evidence; second, the hypothesis may not be explicitly proven but is most probably the best guess. The third conclusion is that the currently available evidence does not permit a confident conclusion or a best guess, while the last conclusion is that the theory or hypothesis is false [ 1 ]. It is important not to present new information in the conclusion section which has link whatsoever with the rest of the manuscript. According to Harris et al. [ 90 ], the conclusions should, in essence, answer the question: if a reader were to remember one thing about the review, what would it be?

5.10. References

As it has been noted in different parts of this paper, authors must give the required credit to any work or source(s) of information that was included in the review article. This must include the in-text citations in the main body of the paper and the corresponding entries in the reference list. Ideally, this full bibliographical list is the last part of the review article, and it should contain all the books, book chapters, journal articles, reports, and other media, which were utilised in the manuscript. It has been noted that most journals and publishers have their own specific referencing styles which are all derived from the more popular styles such as the American Psychological Association (APA), Chicago, Harvard, Modern Language Association (MLA), and Vancouver styles. However, all these styles may be categorised into either the parenthetical or numerical referencing style. Although a few journals do not have strict referencing rules, it is the responsibility of the author to reference according to the style and instructions of the journal. Omissions and errors must be avoided at all costs, and this can be easily achieved by going over the references many times for due diligence [ 11 ]. According to Cronin et al. [ 12 ], a separate file for references can be created, and any work used in the manuscript can be added to this list immediately after being cited in the text [ 12 ]. In recent times, the emergence of various referencing management software applications such as Endnote, RefWorks, Mendeley, and Zotero has even made referencing easier. The majority of these software applications require little technical expertise, and many of them are free to use, while others may require a subscription. It is imperative, however, that even after using these software packages, the author must manually curate the references during the final draft, in order to avoid any errors, since these programs are not impervious to errors, particularly formatting errors.

6. Concluding Remarks

Writing a review article is a skill that needs to be learned; it is a rigorous but rewarding endeavour as it can provide a useful platform to project the emerging researcher or postgraduate student into the gratifying world of publishing. Thus, the reviewer must develop the ability to think critically, spot patterns in a large volume of information, and must be invested in writing without tiring. The prospective author must also be inspired and dedicated to the successful completion of the article while also ensuring that the review article is not just a mere list or summary of previous research. It is also important that the review process must be focused on the literature and not on the authors; thus, overt criticism of existing research and personal aspersions must be avoided at all costs. All ideas, sentences, words, and illustrations should be constructed in a way to avoid plagiarism; basically, this can be achieved by paraphrasing, summarising, and giving the necessary acknowledgments. Currently, there are many tools to track and detect plagiarism in manuscripts, ensuring that they fall within a reasonable similarity index (which is typically 15% or lower for most journals). Although the more popular of these tools, such as Turnitin and iThenticate, are subscription-based, there are many freely available web-based options as well. An ideal review article is supposed to motivate the research topic and describe its key concepts while delineating the boundaries of research. In this regard, experience-based information on how to methodologically develop acceptable and impactful review articles has been detailed in this paper. Furthermore, for a beginner, this guide has detailed “the why” and “the how” of authoring a good scientific review article. However, the information in this paper may as a whole or in parts be also applicable to other fields of research and to other writing endeavours such as writing literature review in theses, dissertations, and primary research articles. Finally, the intending authors must put all the basic rules of scientific writing and writing in general into cognizance. A comprehensive study of the articles cited within this paper and other related articles focused on scientific writing will further enhance the ability of the motivated beginner to deliver a good review article.

Acknowledgments

This work was supported by the National Research Foundation of South Africa under grant number UID 138097. The authors would like to thank the Durban University of Technology for funding the postdoctoral fellowship of the first author, Dr. Ayodeji Amobonye.

Data Availability

Conflicts of interest.

The authors declare that they have no conflicts of interest.

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The origin and evolution of earth's nitrogen.

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Yuan Li, The origin and evolution of Earth's nitrogen, National Science Review , 2024;, nwae201, https://doi.org/10.1093/nsr/nwae201

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Nitrogen is a vital element for life on Earth. Its cycling between the surface (atmosphere + crust) and the mantle has a profound influence on the atmosphere and climate. However, our understanding of the origin and evolution of Earth's nitrogen is still incomplete. This review presents an overview of the current understanding of Earth's nitrogen budget and isotope composition of different reservoirs, laboratory constraints on deep nitrogen geochemistry, and our understanding of the origin of Earth's nitrogen and the deep nitrogen cycle through plate subduction and volcanism. The Earth may have acquired its nitrogen heterogeneously during the main accretion phase, initially from reduced, enstatite chondrite-like impactors, and subsequently from increasingly oxidized impactors and minimal CI chondrite-like materials. Like Earth's surface, the mantle and core are also significant nitrogen reservoirs. The nitrogen abundance and isotope composition of these three reservoirs may have been fundamentally established during the main accretion phase and have been insignificantly modified afterwards by the deep nitrogen cycle, although there is a net nitrogen ingassing into Earth's mantle in modern subduction zones. However, it is estimated that the early atmosphere of Earth may have contained approximately 1.4 times the present-day atmospheric nitrogen (PAN), with approximately ∼0.4 PAN being sequestered into the crust via biotic nitrogen fixation. In order to gain a better understanding of the origin and evolution of Earth's nitrogen, directions for future research are suggested.

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Chemical Science

Germaborene reactivity study – addition of carbon nucleophiles, cycloaddition reactions, coordination chemistry †.

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a Institut für Anorganische Chemie, Auf der Morgenstelle 18, 72076 Tübingen, Germany E-mail: [email protected]

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Germaborene reactivity study – addition of carbon nucleophiles, cycloaddition reactions, coordination chemistry

C. Reik, L. W. Jenner, H. Schubert, K. Eichele and L. Wesemann, Chem. Sci. , 2024, Advance Article , DOI: 10.1039/D4SC03743J

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Ontario Science Centre abruptly closing

The news comes after engineers found structural issues with the roof

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TORONTO — The Ontario Science Centre is abruptly closing at the end of the day Friday, after engineers found structural issues with the roof.

The news from provincial infrastructure officials comes amid plans from the government to move the science centre from its current home in east Toronto to a new location at Ontario Place on the city’s waterfront, but that isn’t slated to be open until 2028.

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When it opened in 1969, the Ontario Science Centre was the world’s first interactive science centre, but years of limited capital investments have left the building with multiple deficiencies.

Now, an engineering report has found that there are a number of roof panels “in a distressed, high-risk condition” that could fail under the weight of snow this winter.

The engineering firm Rinkus Consulting Group said fully negating the risk would require replacing each of that type of roof panel at a cost of between $22 million and $40 million and that would take two or more years to complete with the facility closed.

“The actions taken today will protect the health and safety of visitors and staff at the Ontario Science Centre while supporting its eventual reopening in a new, state-of-the-art facility,” Infrastructure Minister Kinga Surma wrote in a statement.

“In the meantime, we are making every effort to avoid disruption to the public and help the Ontario Science Centre continue delivering on its mandate through an interim facility, as well as alternative programming options.”

The building is still safe over the summer, the government said, with an “enhanced process for rainwater monitoring and roof facility management,” it is being closed now so staff can spend the summer vacating the building.

The science centre welcomed nearly 800,000 visitors in 2022-23, according to its most recent business plan. Adil Shamji, the Liberal who represents the riding where the science centre is located, was livid.

“To have this eliminated without any warning, without any opportunity for people to come for last tours, knowing that there are children who are signed up for summer camps just weeks from now, this is a devastating blow to the community right now and well into the future,” he said.

A business case released last year by the government found that the current building is facing $369 million in deferred and critical maintenance needs over the next 20 years. A building condition report found “multiple critical deficiencies” in roof, wall, mechanical, electrical and elevator systems, interior finishes, site features, and fire and life safety equipment.

A lack of government funding is a key cause of that, Ontario’s auditor general said in a report last year.

There have been 42 projects deemed “critical” since 2017 that haven’t been repaired, and of those projects, the science centre had asked for funding for seven of them at least three times in the past five years but was denied each time, the auditor wrote.

The business case said that moving the science centre instead of renovating the existing facility could save the government about $250 million over 50 years. A considerable amount of those savings come from the new planned facility coming in at about half the size of the current one, though officials say there will be more exhibit space.

Summer camps had been set to start at the science centre in a little over two weeks and the government said it has identified a nearby school that can be used as an alternative location, but all participants will get full refunds. Science centre members will also be reimbursed.

Infrastructure Ontario is issuing a request for proposals on Monday to try to find a temporary science centre location until the new one at Ontario Place opens. The science centre is also looking at providing mobile, virtual and pop-up offerings.

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Voyager 1, After Major Malfunction, Is Back From the Brink, NASA Says

The farthest man-made object in space had been feared lost forever after a computer problem in November effectively rendered the 46-year-old probe useless.

By Orlando Mayorquín

Several months after a grave computer problem seemed to spell the end for Voyager 1, which for nearly a half century had provided data on the outer planets and the far reaches of the solar system, NASA announced on Thursday that it had restored the spacecraft to working order.

“The spacecraft has resumed gathering information about interstellar space,” NASA said in its announcement about Voyager 1, the farthest man-made object in space.

Since the problem surfaced in November, engineers had been working to diagnose and resolve the issue, a tedious and lengthy process complicated by the fact that it takes almost two days to send and receive information from Voyager 1, which was the first man-made object ever to enter interstellar space and is currently more than 15 billion miles from Earth.

The space community had been holding its breath since last year as the prospect of fixing the aging probe appeared as dire as ever.

In February, Suzanne Dodd, the Voyager mission project manager, said the problem, which hindered Voyager 1’s ability to send coherent engineering and science data back to Earth, was “the most serious issue” the probe had faced since she began leading the mission in 2010.

Voyager 1 and its twin probe, Voyager 2, were launched in 1977 on a mission to explore the outer planets. NASA capitalized on a rare alignment in the solar system that enabled the probes to visit the four outer planets — Jupiter, Saturn, Uranus and Neptune — by using the gravity of each to swing to the next.

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“Building bridges”—communication education for residents in radiology: a scoping review

• Ruiting Zhang 1 ,
• Xiaopei Xu 1 ,
• Xiao Luo 1 &
• Peiyu Huang 1  

BMC Medical Education volume  24 , Article number:  662 ( 2024 ) Cite this article

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Good communication is an important professional attribute for radiologists. However, explorations of communication education and their outcomes in radiology residents are sparse. This scoping review aims to evaluate the existing literature on communication education for radiology residents, identify gaps in current practices, and suggest directions for future studies.

A scoping review following the six-step approach of Arksey and O’Malley was undertaken. We searched through PubMed, Embase, ERIC, and Web of Science databases, focusing on communication education in radiology residents.

Sixteen of the 3096 identified articles were included in the analysis. Most studies (13/16) originated from the United States. The studies varied in study design, including quantitative, qualitative and mixed-methods approaches. The sample sizes of most studies were small to moderate, with more than half of the studies had fewer than 30 participants. The identified studies predominantly focused on communication with patients and healthcare professionals. The need for communication education, the efficacy of specific communication education programs, and the capability of some assessment tools for evaluating residents’ communication skills were investigated.

Conclusions

This scoping review reveals the gap between the need for communication education and the lack of comprehensive education programs in radiology residents globally. Future studies should develop tailored interventions and use reliable assessment tools, engaging more participants with extended follow-up periods, and expand the scope of communication training to include all relevant stakeholders.

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Introduction

Communication refers to the process of transmitting information from one person or group to another through various means [ 1 ]. Traditionally, radiologists interacted with clinical physicians primarily through diagnostic reports, facilitating an indirect form of communication. However, contemporary practices have seen a shift towards more direct engagement, and the interactions encompass not only clinicians and colleagues but extending to patients and their families as well [ 2 , 3 ]. The theme of the 2022 European Congress of Radiology (ECR), “building bridges” emphasized these changes, underscoring the necessity for radiologists to enhance their communication skills, so as to foster effective interactions with patients, clinical partners, scientists, and the industry [ 4 ].

As we recognize the rising importance of communication in radiology practices, it is crucial to examine the present situation of communication education in radiology residency training. Since 1999, the Accreditation Council for Graduate Medical Education (ACGME) has identified communication as one of six core competencies required for all residency trainees [ 5 , 6 ]. Into the 21st century, many radiologic professional organizations, including the American College of Radiology (ACR), The American Board of Radiology (ABR), and the European Society of Radiology (ESR), have initiated programs and provided guidelines for communication education and evaluation [ 7 , 8 , 9 ]. These efforts aim to help radiology residents understand the significance of communication, enhance their communication skills, and finally improve their competencies.

However, despite these efforts, there is a noticeable lack in the literature concerning the characterization and evaluation of communication education within radiology residencies. There is a pressing need for a comprehensive synthesis of existing literature to scope the targets, interventions, and outcomes of these programs. We aimed to evaluate the existing literature on communication education for radiology residents, address the current gaps in our understanding, and suggest directions for future studies.

Given the inherent qualitative nature of the literature and the anticipated heterogeneity of initiatives, a scoping review was deemed most appropriate for the synthesis of the relevant literature. This scoping review applies the approaches proposed by Arksey and O’Malley and modified by Levac and Colquhoun [ 10 , 11 ], which consist of six stages: (1) identify the research question, (2) identify relevant studies, (3) select the studies, (4) chart the data, (5) summarize and report the results, and (6) consult with stakeholders. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Scoping Reviews (PRISMA-ScR) criteria guided the reporting of the review [ 12 ].

Identifying the research question

We aimed to answer the following research questions: (1) What is known about communication education in radiology residency training? (2) What topics are awaiting further investigation?

Identifying relevant studies

Pubmed, Embase, Education Resources Information Center (ERIC) and Web of science databases were searched for all English-language studies from 1950 to the date on which the search was performed (October 10th, 2023). A search string was built and tailored to each database, searching for terms in titles, abstracts, keywords, and MeSH terms. The full search strategy for each database was detailed in the Appendix.

Study selection

Identified records were imported into EndNote (version X5, Clarivate Analytics, Philadelphia, United States), and duplicates were removed. Two independent reviewers (RZ and XX) screened titles and abstracts for eligibility. Relevant reports were retrieved and assessed in full text against the inclusion criteria. Full-text reports that did not meet the inclusion criteria were excluded, and the reasons for exclusion were registered. Disagreements between the two reviewers were resolved through discussions with a third reviewer (XL). The reference lists of the initially retained reports were hand searched. The selection procedure for the reference reports was the same as described above.

Charting the data

We first developed an initial data abstraction form by including descriptive contents such as study characteristics, topic areas, and methodologies. A detailed revision was then performed by reading through a random selection of five articles, and the procedure was modified iteratively for final presentation of the data. The included studies were divided equally between the two authors (RZ and XX), uncertainties about abstraction were marked and later reviewed again.

Consulting with stakeholders

According to Arksey and O’Malley’s sixth stage, we presented our review and findings with four stakeholders, two of whom were radiology residents, one of whom was an experienced attending radiologist, and the other was an engineer and responsible for the research projects in our department. The stakeholders read through the entire manuscript, provided written feedback on the presentation of the main findings, and suggested relevant issues for discussion. The comments were included in the authors’ deliberations of the presentation of the results and in the discussion of the results.

We initially retrieved 3649 citations from the Pubmed, Embase, ERIC and Web of science databases. After removing duplicates, a total of 3096 citations remained. We then excluded 2973 citations after screening the titles and abstracts on the basis of the inclusion and exclusion criteria shown in Table  1 . The subsequent screening of the remaining 33 full-text articles led to the exclusion of 18 articles. Reasons for exclusion included: not being original research, irrelevance to education or communication, lack of resident involvement, absence of reported outcomes, or availability in English abstracts only. Through reference searching, we identified an additional article. Finally, 16 articles satisfying the inclusion criteria were retained for data analysis. Our screening procedure is summarized in Fig.  1 .

PRISMA flow diagram for study selection

Study characteristics

Most of the articles came from the United States ( n  = 13); the rest were from Spain ( n  = 1), China ( n  = 1) and Pakistan ( n  = 1).

The articles varied in study design: Ten were quantitative studies, three were qualitative studies, and three were mixed-method studies.

The sample sizes in most studies were small to moderate, with over half of the studies included fewer than 30 participants. However, a notable exception was a study from China, which had a sample size of 1003 participants [ 13 ].

Summary of target communicatee

Table  2 provides a summary of the target communicatees. Seven studies centered on communication with patients and their families, while five studies focused on interactions with health professionals, including physicians and radiologists. Four studies did not specify their target communicatee, and emphasized on the development of general communication skills.

Summary of the study topics, methods and main findings

To systematically organize and analyze the collected data, we grouped the identified studies into three main topics: Topic (1) Investigating the need for communication education among radiology residents; Topic (2) Developing assessment tools for evaluating radiology residents’ communication skills; Topic (3) Evaluating the effectiveness of specific communication education programs. Of the 16 studies analyzed, two focused on Topic 1, ten focused on Topic 2 and five focused on Topic 3, including one study explored both Topic 2 and 3 (Table  3 ).

Both the two studies focusing on Topic 1 utilized surveys and presented their findings in a descriptive manner. They both identified needs for communication education from radiology residents [ 14 , 15 ].

For Topic 2, two studies developed and validated their assessment tools [ 16 , 17 ], while the other three introduced evaluation methods and described their approaches as effective and useful [ 13 , 18 , 19 ].

For Topic 3, two studies employed observational methods [ 20 , 21 ], while the others utilized various interventions, such as lectures, role-playing activities, and simulated scenarios [ 19 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ]. Across all the nine studies, the findings were uniformly positive, demonstrating that the applied interventions enhanced the participants’ communication skills, facilitated collaboration, and impacted patient management positively.

In this scoping review, we retrieved data from four major databases and identified 16 studies focusing on communication education for radiology residents. The included studies varied in methodologies including quantitative, qualitative, and mixed-method approaches. Most studies (13/16) originated from the United States. The target communicatees were patients and health professionals. The need for communication education, the capability of some assessment tools for evaluating residents’ communication skills, and the efficacy of specific communication education programs were investigated.

Notably, the majority of related studies originate from the United States. Four potential explanations exist for this phenomenon. First, the six core competencies, including communication skills, were proposed by the ACGME in the United States [ 5 ]. The earlier recognition of the importance of communication could have led to an earlier onset of related studies in the United States. Second, radiology is a specialty that heavily relies on advanced technology and equipment, and residency education in this field typically occurs in more developed centers. For example, our research did not find any studies from Africa, which may be due to the nascent stage of radiology education in the region, where communication training has not yet been prioritized. Third, the level of attention to different topics varies by region. For instance, a significant study involving 1003 radiology residents was conducted in China aimed at developing a tool to assess residents’ communication skills [ 13 ]. In their discussion, the researchers expressed intentions to use this tool for further research into communication education, indicating that a continued focus in this area might reveal more studies from diverse regions in the future. Lastly, it is important to mention that our research was conducted using English-language searches, which may have missed studies from non-English-speaking countries, such as those in Continental Europe. This represents a limitation of our study. We believe that the geographical imbalances identified in the current research also point to directions for future studies. There is substantial potential for further research in regions outside of the United States.

Compared to the literatures of other medical disciplines, communication education studies specifically for radiology residents are relatively sparse. For instance, the field of surgery has produced 33 relevant articles according to a scoping review conducted up until April 2020 [ 29 ], while internal medicine has contributed 32 articles by 2018 [ 30 ]. The phenomenon might be partly explained by the inherent nature of radiology work that encounters less direct patient interaction. However, according to one of the two studies addressing the need for communication education, 91.8% of residents reported that they communicated results with patients, while only 16.4% received relevant training, and 79.4% agreed or strongly agreed that additional training would be helpful [ 14 ]. Furthermore, our observations from daily work and communications with stakeholder suggest a genuine need for enhanced communication skills within the radiology residents. There is a necessity for detailed studies that explore the communication needs of radiology residents, detailing what skills they lack and what they aim to gain through education, combined with the expectations of those they communicate with, such as patients, physicians from other departments, technicians, and scientific researchers.

We identified five studies aimed at developing assessment tools for evaluating the communication skills of radiology residents, and two of them validated the reliability of their instrument. However, none of the five studies had validated the reliability, accuracy, discrimination ratio and time-effectiveness systematically. The development of such assessment tools is indeed challenging. The diversity in communication scenarios within the scope of radiology work requires different evaluation methods. Breaking bad news to patients and expressing disagreement with colleagues require different communication skills and thereby need to be assessed with specific approaches [ 8 ]. In addition, the subjective nature of communication skills evaluation can introduce variability. Future studies could aim to refine existing assessment tools, ensuring their validity and reliability across diverse settings and scenarios, and explore innovative assessment methods, such as simulation-based evaluations.

Notably, all the ten studies focusing on specific communication education programs presented positive outcomes, demonstrating the effectiveness of the evaluated programs on improving the residents’ communication skills. However, the studies also shared some common limitations: The sample size were small to moderate (smallest: n  = 5, largest: n  = 161) [ 20 , 27 ]; The self-rating of competence and comfort adopted as outcome does not necessarily translate into improved competency in communication; Long-term sustainability of the acquired communication skills after intervention were not investigated except in one study [ 27 ]. These limitations reduce the credibility and preclude the generalizability of their findings. Future studies with large sample size, objective outcome measurements and long-term follow-up would be beneficial.

Moreover, our categorization of the three topics is based on a summary of the 16 articles we included, which reflects the current state of research and the topics covered, and not necessarily encompasses all potential content within the broad research field of communication education. This categorization may carry the risk of oversimplifying existing research and introduces some degree of authorial subjective bias. Our scoping review primarily serves to provide an overview; detailed specifics should be sought within the respective references.

In future, radiologist would embrace closer relationship with not only patients and other healthcare professionals, but also engineers, industry partners, and researchers. Effective communication could “build bridges” between radiologists, science and technology. However, we found no literature in this field currently, which should be a focal point for future research.

This scoping review has limitations. First, we only included studies in peer-reviewed journals and not gray literature. This restriction may affect the whole picture of mapping the communication education in radiology residents. Second, only English publications were included. The excluded publications could neglect the potential influences of studies from non-English speaking countries, and would affect the final result of the regional distribution of the included studies.

In summary, this scoping review reveals the gap between the recognized necessity for communication education and the lack of comprehensive education studies in radiology residents around the world. Future studies should develop tailored interventions and use reliable assessment tools, engaging more participants with extended follow-up periods, and expand the scope of communication training to include all relevant stakeholders. We believe that communication education is crucial for harnessing the multidisciplinary nature of radiology and building bridges for future radiologists aiming to improve patient care and foster innovation within the field.

Data availability

The datasets supporting the conclusions of this article are included within the article and its additional file.

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This study was funded by the education reform project of Zhejiang university school of medicine.

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Zhang, R., Xu, X., Luo, X. et al. “Building bridges”—communication education for residents in radiology: a scoping review. BMC Med Educ 24 , 662 (2024). https://doi.org/10.1186/s12909-024-05660-3

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Collection  12 March 2021

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