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Original Research – Definition, Examples, Guide

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Original Research

Definition:

Original research refers to a type of research that involves the collection and analysis of new and original data to answer a specific research question or to test a hypothesis. This type of research is conducted by researchers who aim to generate new knowledge or add to the existing body of knowledge in a particular field or discipline.

Types of Original Research

There are several types of original research that researchers can conduct depending on their research question and the nature of the data they are collecting. Some of the most common types of original research include:

Basic Research

This type of research is conducted to expand scientific knowledge and to create new theories, models, or frameworks. Basic research often involves testing hypotheses and conducting experiments or observational studies.

Applied Research

This type of research is conducted to solve practical problems or to develop new products or technologies. Applied research often involves the application of basic research findings to real-world problems.

Exploratory Research

This type of research is conducted to gather preliminary data or to identify research questions that need further investigation. Exploratory research often involves collecting qualitative data through interviews, focus groups, or observations.

Descriptive Research

This type of research is conducted to describe the characteristics or behaviors of a population or a phenomenon. Descriptive research often involves collecting quantitative data through surveys, questionnaires, or other standardized instruments.

Correlational Research

This type of research is conducted to determine the relationship between two or more variables. Correlational research often involves collecting quantitative data and using statistical analyses to identify correlations between variables.

Experimental Research

This type of research is conducted to test cause-and-effect relationships between variables. Experimental research often involves manipulating one or more variables and observing the effect on an outcome variable.

Longitudinal Research

This type of research is conducted over an extended period of time to study changes in behavior or outcomes over time. Longitudinal research often involves collecting data at multiple time points.

Original Research Methods

Original research can involve various methods depending on the research question, the nature of the data, and the discipline or field of study. However, some common methods used in original research include:

This involves the manipulation of one or more variables to test a hypothesis. Experimental research is commonly used in the natural sciences, such as physics, chemistry, and biology, but can also be used in social sciences, such as psychology.

Observational Research

This involves the collection of data by observing and recording behaviors or events without manipulation. Observational research can be conducted in the natural setting of the behavior or in a laboratory setting.

Survey Research

This involves the collection of data from a sample of participants using questionnaires or interviews. Survey research is commonly used in social sciences, such as sociology, political science, and economics.

Case Study Research

This involves the in-depth analysis of a single case, such as an individual, organization, or event. Case study research is commonly used in social sciences and business studies.

Qualitative research

This involves the collection and analysis of non-numerical data, such as interviews, focus groups, and observation notes. Qualitative research is commonly used in social sciences, such as anthropology, sociology, and psychology.

Quantitative research

This involves the collection and analysis of numerical data using statistical methods. Quantitative research is commonly used in natural sciences, such as physics, chemistry, and biology, as well as in social sciences, such as psychology and economics.

Researchers may also use a combination of these methods in their original research depending on their research question and the nature of their data.

Data Collection Methods

There are several data collection methods that researchers can use in original research, depending on the nature of the research question and the type of data that needs to be collected. Some of the most common data collection methods include:

• Surveys : Surveys involve asking participants to respond to a series of questions about their attitudes, behaviors, beliefs, or experiences. Surveys can be conducted in person, over the phone, through email, or online.
• Interviews : Interviews involve asking participants open-ended questions about their experiences, beliefs, or behaviors. Interviews can be conducted in person, over the phone, or through video conferencing.
• Observations : Observations involve observing and recording participants’ behaviors or interactions in a natural or laboratory setting. Observations can be conducted using structured or unstructured methods.
• Experiments : Experiments involve manipulating one or more variables and observing the effect on an outcome variable. Experiments can be conducted in a laboratory or in the natural environment.
• Case studies: Case studies involve conducting an in-depth analysis of a single case, such as an individual, organization, or event. Case studies can involve the collection of qualitative or quantitative data.
• Focus groups: Focus groups involve bringing together a small group of participants to discuss a specific topic or issue. Focus groups can be conducted in person or online.
• Document analysis: Document analysis involves collecting and analyzing written or visual materials, such as reports, memos, or videos, to answer research questions.

Data Analysis Methods

Once data has been collected in original research, it needs to be analyzed to answer research questions and draw conclusions. There are various data analysis methods that researchers can use, depending on the type of data collected and the research question. Some common data analysis methods used in original research include:

• Descriptive statistics: This involves using statistical measures such as mean, median, mode, and standard deviation to describe the characteristics of the data.
• Inferential statistics: This involves using statistical methods to infer conclusions about a population based on a sample of data.
• Regression analysis: This involves examining the relationship between two or more variables by using statistical models that predict the value of one variable based on the value of one or more other variables.
• Content analysis: This involves analyzing written or visual materials, such as documents, videos, or social media posts, to identify patterns, themes, or trends.
• Qualitative analysis: This involves analyzing non-numerical data, such as interview transcripts or observation notes, to identify themes, patterns, or categories.
• Grounded theory: This involves developing a theory or model based on the data collected in the study.
• Mixed methods analysis: This involves combining quantitative and qualitative data analysis methods to provide a more comprehensive understanding of the research question.

How to Conduct Original Research

Conducting original research involves several steps that researchers need to follow to ensure that their research is valid, reliable, and produces meaningful results. Here are some general steps that researchers can follow to conduct original research:

• Identify the research question: The first step in conducting original research is to identify a research question that is relevant, significant, and feasible. The research question should be specific and focused to guide the research process.
• Conduct a literature review: Once the research question is identified, researchers should conduct a thorough literature review to identify existing research on the topic. This will help them identify gaps in the existing knowledge and develop a research plan that builds on previous research.
• Develop a research plan: Researchers should develop a research plan that outlines the methods they will use to collect and analyze data. The research plan should be detailed and include information on the population and sample, data collection methods, data analysis methods, and ethical considerations.
• Collect data: Once the research plan is developed, researchers can begin collecting data using the methods identified in the plan. It is important to ensure that the data collection process is consistent and accurate to ensure the validity and reliability of the data.
• Analyze data: Once the data is collected, researchers should analyze it using appropriate data analysis methods. This will help them answer the research question and draw conclusions from the data.
• Interpret results: After analyzing the data, researchers should interpret the results and draw conclusions based on the findings. This will help them answer the research question and make recommendations for future research or practical applications.
• Communicate findings: Finally, researchers should communicate their findings to the appropriate audience using a format that is appropriate for the research question and audience. This may include writing a research paper, presenting at a conference, or creating a report for a client or stakeholder.

Purpose of Original Research

The purpose of original research is to generate new knowledge and understanding in a particular field of study. Original research is conducted to address a research question, hypothesis, or problem and to produce empirical evidence that can be used to inform theory, policy, and practice. By conducting original research, researchers can:

• Expand the existing knowledge base: Original research helps to expand the existing knowledge base by providing new information and insights into a particular phenomenon. This information can be used to develop new theories, models, or frameworks that explain the phenomenon in greater depth.
• Test existing theories and hypotheses: Original research can be used to test existing theories and hypotheses by collecting empirical evidence and analyzing the data. This can help to refine or modify existing theories, or to develop new ones that better explain the phenomenon.
• Identify gaps in the existing knowledge: Original research can help to identify gaps in the existing knowledge base by highlighting areas where further research is needed. This can help to guide future research and identify new research questions that need to be addressed.
• Inform policy and practice: Original research can be used to inform policy and practice by providing empirical evidence that can be used to make decisions and develop interventions. This can help to improve the quality of life for individuals and communities, and to address social, economic, and environmental challenges.

How to publish Original Research

Publishing original research involves several steps that researchers need to follow to ensure that their research is accepted and published in reputable academic journals. Here are some general steps that researchers can follow to publish their original research:

• Select a suitable journal: Researchers should identify a suitable academic journal that publishes research in their field of study. The journal should have a good reputation and a high impact factor, and should be a good fit for the research topic and methods used.
• Review the submission guidelines: Once a suitable journal is identified, researchers should review the submission guidelines to ensure that their manuscript meets the journal’s requirements. The guidelines may include requirements for formatting, length, and content.
• Write the manuscript : Researchers should write the manuscript in accordance with the submission guidelines and academic standards. The manuscript should include a clear research question or hypothesis, a description of the research methods used, an analysis of the data collected, and a discussion of the results and their implications.
• Submit the manuscript: Once the manuscript is written, researchers should submit it to the selected journal. The submission process may require the submission of a cover letter, abstract, and other supporting documents.
• Respond to reviewer feedback: After the manuscript is submitted, it will be reviewed by experts in the field who will provide feedback on the quality and suitability of the research. Researchers should carefully review the feedback and revise the manuscript accordingly.
• Respond to editorial feedback: Once the manuscript is revised, it will be reviewed by the journal’s editorial team who will provide feedback on the formatting, style, and content of the manuscript. Researchers should respond to this feedback and make any necessary revisions.
• Acceptance and publication: If the manuscript is accepted, the journal will inform the researchers and the manuscript will be published in the journal. If the manuscript is not accepted, researchers can submit it to another journal or revise it further based on the feedback received.

How to Identify Original Research

To identify original research, there are several factors to consider:

• The research question: Original research typically starts with a novel research question or hypothesis that has not been previously explored or answered in the existing literature.
• The research design: Original research should have a clear and well-designed research methodology that follows appropriate scientific standards. The methodology should be described in detail in the research article.
• The data: Original research should include new data that has not been previously published or analyzed. The data should be collected using appropriate research methods and analyzed using valid statistical methods.
• The results: Original research should present new findings or insights that have not been previously reported in the existing literature. The results should be presented clearly and objectively, and should be supported by the data collected.
• The discussion and conclusions: Original research should provide a clear and objective interpretation of the results, and should discuss the implications of the research findings. The discussion and conclusions should be based on the data collected and the research question or hypothesis.
• The references: Original research should be supported by references to existing literature, which should be cited appropriately in the research article.

Advantages of Original Research

Original research has several advantages, including:

• Generates new knowledge: Original research is conducted to answer novel research questions or hypotheses, which can generate new knowledge and insights into various fields of study.
• Supports evidence-based decision making: Original research provides empirical evidence that can inform decision-making in various fields, such as medicine, public policy, and business.
• Enhances academic and professional reputation: Conducting original research and publishing in reputable academic journals can enhance a researcher’s academic and professional reputation.
• Provides opportunities for collaboration: Original research can provide opportunities for collaboration between researchers, institutions, and organizations, which can lead to new partnerships and research projects.
• Advances scientific and technological progress: Original research can contribute to scientific and technological progress by providing new knowledge and insights into various fields of study, which can inform further research and development.
• Can lead to practical applications: Original research can have practical applications in various fields, such as medicine, engineering, and social sciences, which can lead to new products, services, and policies that benefit society.

Limitations of Original Research

Original research also has some limitations, which include:

• Time and resource constraints: Original research can be time-consuming and expensive, requiring significant resources to design, execute, and analyze the research data.
• Ethical considerations: Conducting original research may raise ethical considerations, such as ensuring the privacy and confidentiality of research participants, obtaining informed consent, and avoiding conflicts of interest.
• Risk of bias: Original research may be subject to biases, such as selection bias, measurement bias, and publication bias, which can affect the validity and reliability of the research findings.
• Generalizability: Original research findings may not be generalizable to larger populations or different contexts, which can limit the applicability of the research findings.
• Replicability: Original research may be difficult to replicate, which can limit the ability of other researchers to verify the research findings.
• Limited scope: Original research may have a limited scope, focusing on a specific research question or hypothesis, which can limit the breadth of the research findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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What is an original research article?

An original research article is a report of research activity that is written by the researchers who conducted the research or experiment. Original research articles may also be referred to as: “primary research articles” or “primary scientific literature.” In science courses, instructors may also refer to these as “peer-reviewed articles” or “refereed articles.”

Original research articles in the sciences have a specific purpose, follow a scientific article format, are peer reviewed, and published in academic journals.

Identifying Original Research: What to Look For

An "original research article" is an article that is reporting original research about new data or theories that have not been previously published. That might be the results of new experiments, or newly derived models or simulations. The article will include a detailed description of the methods used to produce them, so that other researchers can verify them. This description is often found in a section called "methods" or "materials and methods" or similar. Similarly, the results will generally be described in great detail, often in a section called "results."

Since the original research article is reporting the results of new research, the authors should be the scientists who conducted that research. They will have expertise in the field, and will usually be employed by a university or research lab.

In comparison, a newspaper or magazine article (such as in  The New York Times  or  National Geographic ) will usually be written by a journalist reporting on the actions of someone else.

An original research article will be written by and for scientists who study related topics. As such, the article should use precise, technical language to ensure that other researchers have an exact understanding of what was done, how to do it, and why it matters. There will be plentiful citations to previous work, helping place the research article in a broader context. The article will be published in an academic journal, follow a scientific format, and undergo peer-review.

Original research articles in the sciences follow the scientific format. ( This tutorial from North Carolina State University illustrates some of the key features of this format.)

Look for signs of this format in the subject headings or subsections of the article. You should see the following:

Scientific research that is published in academic journals undergoes a process called "peer review."

The peer review process goes like this:

• A researcher writes a paper and sends it in to an academic journal, where it is read by an editor
• The editor then sends the article to other scientists who study similar topics, who can best evaluate the article
• The scientists/reviewers examine the article's research methodology, reasoning, originality, and sginificance
• The scientists/reviewers then make suggestions and comments to impove the paper
• The original author is then given these suggestions and comments, and makes changes as needed
• This process repeats until everyone is satisfied and the article can be published within the academic journal

For more details about this process see the Peer Reviewed Publications guide.

This journal article  is an example. It was published in the journal  Royal Society Open Science  in 2015. Clicking on the button that says "Review History" will show the comments by the editors, reviewers and the author as it went through the peer review process. The "About Us" menu provides details about this journal; "About the journal" under that tab includes the statement that the journal is peer reviewed.

Review articles

There are a variety of article types published in academic, peer-reviewed journals, but the two most common are original research articles and review articles . They can look very similar, but have different purposes and structures.

Like original research articles, review articles are aimed at scientists and undergo peer-review. Review articles often even have “abstract,” “introduction,” and “reference” sections. However, they will not (generally) have a “methods” or “results” section because they are not reporting new data or theories. Instead, they review the current state of knowledge on a topic.

Press releases, newspaper or magazine articles

These won't be in a formal scientific format or be peer reviewed. The author will usually be a journalist, and the audience will be the general public. Since most readers are not interested in the precise details of the research, the language will usually be nontechnical and broad. Citations will be rare or nonexistent.

Tips for Finding Original research Articles

Search for articles in one of the library databases recommend for your subject area . If you are using Google, try searching in Google Scholar instead and you will get results that are more likely to be original research articles than what will come up in a regular Google search!

For tips on using library databases to find articles, see our Library DIY guides .

Tips for Finding the Source of a News Report about Science

If you've seen or heard a report about a new scientific finding or claim, these tips can help you find the original source:

• Often, the report will mention where the original research was published; look for sentences like "In an article published yesterday in the journal  Nature ..." You can use this to find the issue of the journal where the research was published, and look at the table of contents to find the original article.
• The report will often name the researchers involved. You can search relevant databases for their name and the topic of the report to find the original research that way.
• Sometimes you may have to go through multiple articles to find the original source. For example, a video or blog post may be based on a newspaper article, which in turn is reporting on a scientific discovery published in another journal; be sure to find the original research article.
• Don't be afraid to ask a librarian for help!

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Original Research

An original research paper should present a unique argument of your own. In other words, the claim of the paper should be debatable and should be your (the researcher’s) own original idea. Typically an original research paper builds on the existing research on a topic, addresses a specific question, presents the findings according to a standard structure (described below), and suggests questions for further research and investigation. Though writers in any discipline may conduct original research, scientists and social scientists in particular are interested in controlled investigation and inquiry. Their research often consists of direct and indirect observation in the laboratory or in the field. Many scientists write papers to investigate a hypothesis (a statement to be tested).

Although the precise order of research elements may vary somewhat according to the specific task, most include the following elements:

• Table of contents
• List of illustrations
• Body of the report
• References cited

Check your assignment for guidance on which formatting style is required. The Complete Discipline Listing Guide (Purdue OWL)  provides information on the most common style guide for each discipline, but be sure to check with your instructor.

The title of your work is important. It draws the reader to your text. A common practice for titles is to use a two-phrase title where the first phrase is a broad reference to the topic to catch the reader’s attention. This phrase is followed by a more direct and specific explanation of your project. For example:

“Lions, Tigers, and Bears, Oh My!: The Effects of Large Predators on Livestock Yields.”

The first phrase draws the reader in – it is creative and interesting. The second part of the title tells the reader the specific focus of the research.

In addition, data base retrieval systems often work with  keywords  extracted from the title or from a list the author supplies. When possible, incorporate them into the title. Select these words with consideration of how prospective readers might attempt to access your document. For more information on creating keywords, refer to this  Springer research publication guide.

See the KU Writing Center Writing Guide on Abstracts for detailed information about creating an abstract.

Table of Contents

The table of contents provides the reader with the outline and location of specific aspects of your document. Listings in the table of contents typically match the headings in the paper. Normally, authors number any pages before the table of contents as well as the lists of illustrations/tables/figures using lower-case roman numerals. As such, the table of contents will use lower-case roman numbers to identify the elements of the paper prior to the body of the report, appendix, and reference page. Additionally, because authors will normally use Arabic numerals (e.g., 1, 2, 3) to number the pages of the body of the research paper (starting with the introduction), the table of contents will use Arabic numerals to identify the main sections of the body of the paper (the introduction, literature review, methods, results, discussion, conclusion, references, and appendices).

Here is an example of a table of contents:

ABSTRACT..................................................iii

TABLE OF CONTENTS...............................iv

LIST OF ILLUSTRATIONS...........................v

LIST OF TABLES.........................................vii

INTRODUCTION..........................................1

LITERATURE REVIEW.................................6

METHODS....................................................9

RESULTS....................................................10

DISCUSSION..............................................16

CONCLUSION............................................18

REFERENCES............................................20

APPENDIX................................................. 23

More information on creating a table of contents can be found in the Table of Contents Guide (SHSU)  from the Newton Gresham Library at Sam Houston State University.

List of Illustrations

Authors typically include a list of the illustrations in the paper with longer documents. List the number (e.g., Illustration 4), title, and page number of each illustration under headings such as "List of Illustrations" or "List of Tables.”

Body of the Report

The tone of a report based on original research will be objective and formal, and the writing should be concise and direct. The structure will likely consist of these standard sections:  introduction, methods, results, discussion, and conclusion . Typically, authors identify these sections with headings and may use subheadings to identify specific themes within these sections (such as themes within the literature under the literature review section).

Introduction

Given what the field says about this topic, here is my contribution to this line of inquiry.

The introduction often consists of the rational for the project. What is the phenomenon or event that inspired you to write about this topic? What is the relevance of the topic and why is it important to study it now? Your introduction should also give some general background on the topic – but this should not be a literature review. This is the place to give your readers and necessary background information on the history, current circumstances, or other qualities of your topic generally. In other words, what information will a layperson need to know in order to get a decent understanding of the purpose and results of your paper? Finally, offer a “road map” to your reader where you explain the general order of the remainder of your paper. In the road map, do not just list the sections of the paper that will follow. You should refer to the main points of each section, including the main arguments in the literature review, a few details about your methods, several main points from your results/analysis, the most important takeaways from your discussion section, and the most significant conclusion or topic for further research.   

Literature Review

This is what other researchers have published about this topic.

In the literature review, you will define and clarify the state of the topic by citing key literature that has laid the groundwork for this investigation. This review of the literature will identify relations, contradictions, gaps, and inconsistencies between previous investigations and this one, and suggest the next step in the investigation chain, which will be your hypothesis. You should write the literature review in the  present tense  because it is ongoing information.

Methods (Procedures)

This is how I collected and analyzed the information.

This section recounts the procedures of the study. You will write this in  past tense  because you have already completed the study. It must include what is necessary to replicate and validate the hypothesis. What details must the reader know in order to replicate this study? What were your purposes in this study? The challenge in this section is to understand the possible readers well enough to include what is necessary without going into detail on “common-knowledge” procedures. Be sure that you are specific enough about your research procedure that someone in your field could easily replicate your study. Finally, make sure not to report any findings in this section.

This is what I found out from my research.

This section reports the findings from your research. Because this section is about research that is completed, you should write it primarily in the  past tense . The form and level of detail of the results depends on the hypothesis and goals of this report, and the needs of your audience. Authors of research papers often use visuals in the results section, but the visuals should enhance, rather than serve as a substitute, for the narrative of your results. Develop a narrative based on the thesis of the paper and the themes in your results and use visuals to communicate key findings that address your hypothesis or help to answer your research question. Include any unusual findings that will clarify the data. It is a good idea to use subheadings to group the results section into themes to help the reader understand the main points or findings of the research. 

This is what the findings mean in this situation and in terms of the literature more broadly.

This section is your opportunity to explain the importance and implications of your research. What is the significance of this research in terms of the hypothesis? In terms of other studies? What are possible implications for any academic theories you utilized in the study? Are there any policy implications or suggestions that result from the study? Incorporate key studies introduced in the review of literature into your discussion along with your own data from the results section. The discussion section should put your research in conversation with previous research – now you are showing directly how your data complements or contradicts other researchers’ data and what the wider implications of your findings are for academia and society in general. What questions for future research do these findings suggest? Because it is ongoing information, you should write the discussion in the  present tense . Sometimes the results and discussion are combined; if so, be certain to give fair weight to both.

These are the key findings gained from this research.

Summarize the key findings of your research effort in this brief final section. This section should not introduce new information. You can also address any limitations from your research design and suggest further areas of research or possible projects you would complete with a new and improved research design.

References/Works Cited

See KU Writing Center  writing guides  to learn more about different citation styles like APA, MLA, and Chicago.  Make an appointment  at the KU Writing Center for more help. Be sure to format the paper and references based on the citation style that your professor requires or based on the requirements of the academic journal or conference where you hope to submit the paper.

The appendix includes attachments that are pertinent to the main document but are too detailed to be included in the main text. These materials should be titled and labeled (for example Appendix A: Questionnaire). You should refer to the appendix in the text with in-text references so the reader understands additional useful information is available elsewhere in the document. Examples of documents to include in the appendix include regression tables, tables of text analysis data, and interview questions.

Updated June 2022  

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Original Research

How can i tell if the article is original research.

• Glossary of Terms
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What is Original Research?

Original research is considered a primary source.

An article is considered original research if...

• it is the report of a study written by the researchers who actually did the study.
• the researchers describe their hypothesis or research question and the purpose of the study.
• the researchers detail their research methods.
• the results of the research are reported.
• the researchers interpret their results and discuss possible implications.

There is no one way to easily tell if an article is a research article like there is for peer-reviewed articles in the Ulrich's database. The only way to be sure is to read the article to verify that it is written by the researchers and that they have explained all of their findings, in addition to listing their methodologies, results, and any conclusions based on the evidence collected. 

All that being said, there are a few key indicators that will help you to quickly decide whether or not your article is based on original research. 

• Literature Review or Background
• Conclusions
• Read through the abstract (summary) before you attempt to find the full-text PDF. The abstract of the article usually contains those subdivision headings where each of the key sections are summarized individually. 
• Use the checkbox with CINAHL's advanced search to only see articles that have been tagged as research articles.   
• Next: Glossary of Terms >>
• Last Updated: Feb 7, 2022 11:44 AM
• URL: https://libguides.unf.edu/originalresearch

Finding original (or "scientific") research articles: Definition and description

• Definition and description
• Where do I find these articles?
• How do I understand them?
• What's the point?

Original research articles are primary sources:

An "original" research article is a detailed account of research activity written by the scientists who did the research--not by someone else  who is reporting on the research; it is a  primary resource . Some instructors may refer to these as "scientific research" articles or as "empirical" research.

Defining "empirical" research:

The Merriam Webster Dictionary defines  empirical  as: "originating in or based on observation or experience research; capable of being verified or disproved by observation or experiment."

Image source: " Lab Laboratory Research Scientific Science " by felixioncool is licensed under the CC0 license (public domain)

Anatomy of a scholarly article

Take a look at this very helpful web page created by librarians at NCSU (North Carolina State University).

• Anatomy of a Scholarly Article Interactive display of a scholarly article. Created by NCSU Libraries, CC BY license

Common characteristics of most original research articles

• Written by multiple authors (usually three or more)
• Authors are always identified and their credentials displayed
• Long, technical article titles with specialized terminology
• Lengthy--a minimum of six pages, often twenty or more
• Introduction that includes the problem, question(s), and research objectives
• Literature review: a description of what other scholars have written about the problem
• Methods or Approach
• Methods, Study, Results
• Randomized, Double blind, Placebo-controlled
• Article text will describe and analyze the problem, experiment or study, with technical language or jargon understood by others in that field
• Chart, graphs, and/or tables often included
• Lengthy references list
• Published in professional or scholarly journals

Here's what a citation might look like

• A Pilot Study of Gene/Gene and Gene/Environment Interactions in Alzheimer Disease .By: Ghebranious, Nader; Mukesh, Bickol; Giampietro, Philip F.; Gluhch, Ingrid; Michel, Susan F.; Waring, Stephen C.; McCarty, Catherine A.,  Clinical Medicine & Research , Mar2011, Vol. 9 Issue 1, p17-25, 9p, 5 Charts;   
• Developmental Trajectories of Marital Happiness in Continuously Married Individuals: A Group-Based Modeling Approach . By: Anderson, Jared R., Van Ryzin, Mark J., Doherty, William J.,  Journal of Family Psychology , 08933200, Oct2010, Vol. 24, Issue 5  
• Occurrence of genetically modified oilseed rape seeds in the harvest of subsequent conventional oilseed rape over time .  European Journal of Agronomy , Volume 27, Issue 1, July 2007, Pages 115-122. A. Messéan, C. Sausse, J. Gasquez, H. Darmency

(Also, please note that the citations above are NOT cited in either APA or MLA style.)

Image source: “ Scientific citations ” by Finn Årup Nielsen is licensed under a CC BY 4.0 license

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Academic Integrity at MIT

A handbook for students, search form, writing original work.

One of the challenges of good scholarship is to take what has already been done, said, or argued, and incorporating it into your work in an original way. To some students, this task may seem unnecessarily redundant: a student writing a paper on the benefits of stem cell research may ask, “If the positive aspects of this research have already been argued, why do I need to do it again?” The answer is that:

by doing research on your subject, you become more familiar with existing scholarly work, which in turn can provide models for your own writing

your way of presenting the information and arguing it will be different from that of others and is therefore valuable; and

as more recent information on your subject becomes available, you have the opportunity to bring this information into your report or argument, adding new dimensions to the discussion.

Sometimes the goals of academic writing may seem contradictory.

Academic writing is a challenge. It demands that you build on work done by others but create something original from it. By acknowledging where you have used the ideas, work, or words of others, you maintain your academic integrity and uphold the standards of the Institute and of the discipline in which you work.

(Adapted from: Overview and Contradictions , Purdue University OWL Online Writing Lab. Retrieved July 2019.

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How to Do Original Research

How to do original research? Although you’ll probably conduct most of your research online or in the library, remember that there’s a great deal of material you can find in laboratories, in courthouses, and in private archives. Consider the possibility of conducting some original research for your research paper. You can do this by  interviewing  knowledgeable people and devising and distributing questionnaires or  surveys . This may be required in class, so always check with your professor.

Original research is research you conduct rather than find in books or articles. It is also called primary research because it starts with you. If you plan to conduct primary research, like an experiment, personal interviews, or a survey of people, you will need to devise a basic methodology for your inquiry. A methodology is simply a statement of the procedure you will follow in conducting the research. Depending upon the type of research you are conducting, the methodology could include:

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• A step-by-step sequence of procedures performed for an experiment.
• Questions to be asked in personal interviews.
• The names of people you plan to interview or a profile of the people you plan to interview.
• The questionnaire you will use in the interview.
• A demographic profile that segments people you will survey by such things as age range, gender, educational levels, income bracket, geographic location, or common interests.

A good methodology lends credibility to your research paper. If you are conducting an experiment, for instance, it is important to record the process so that others can later repeat the experiment and get the same results. It also provides important background for your readers and ensures consistency across your results. Whenever you conduct interviews, your readers will be interested in what questions you asked and what the person answered. If you are conducting a survey, it is important to ask everyone in the survey the same questions so that you can compare responses. It is also essential to note whom you surveyed so that you can say something about the attitudes of the particular group.

How to Conduct Interviews

Interviews allow you to conduct primary research and acquire valuable information unavailable in print and online sources. By including quotations from people who have direct knowledge of a particular subject, you add considerable authority and immediacy to your research paper. You can conduct interviews by telephone, by e-mail, or in person.

Often, you can find subjects to interview via the Web sites you visit in your research. Use the contact form at the Web site to extend your invitation. Allow plenty of time. If you want to interview the person who runs the site, he or she may get back to you immediately.However, most often your request will have to be forwarded to an appropriate individual or routed through “channels,” usually the public relations office of the sponsoring organization.

7 Steps in Arranging Interviews

• Identify whom you will interview.
• Locate and contact the person.
• Invite his or her participation.
• Determine how you will interview the person—by phone, in person, or by e-mail.
• Assemble the questions you will ask.
• Forward the questions to your interviewee.
• Request the right to ask follow-up questions.

Who should you interview? Include only respected people in the field. Don’t waste your time with cranks and people with private agendas to further.

Guidelines for Requesting Interviews

• Identify yourself by full name and title.
• Explain your assignment/project.
• Explain your topic.
• State your time frame.
• Offer an idea of how much time the person should allow for the interview.
• Ask for the interview, requesting either someone who is able to speak to your topic or a specific interviewee by name.
• Provide your contact information.
• Finish with a cordial closing as you would in a letter.
• A day or two before the interview, send an e-mail reminder or telephone the interviewee to confirm the time and date.

Interviews can be conducted via  e-mail , by  telephone , or  in person . There are advantages and disadvantages to each method.

E-mail interviews  are convenient; interviewees can respond at their convenience. They also provide you and the interviewee with a written record of what was asked and answered. However, they also place a burden on the interviewee by requiring the person to write out responses that you normally would record in a telephone or face-to-face interview. Be prepared to give considerable thought to questions you prepare in advance. Follow-up questions are difficult in e-mail and you do not want to waste the time of people who have graciously agreed to be interviewed. Be specific and complete in your questions to avoid getting answers that require followup because they do not deliver the information you need. Avoid questions like,”What do you think of social networking?” Instead, be specific with questions that seek detailed information, such as, “What is the most significant trend in social networking that you see emerging among teenagers, and why do you believe it’s the most significant?”

Telephone interviews  are more open-ended and offer you the opportunity to follow up with questions that might occur to you in the course of the conversation. They are not good options, however, if you are excessively shy or if the interviewee is uncomfortable with them. They can also be difficult to arrange if the person maintains a busy schedule. Never insist on a telephone interview; choose the format that is most convenient for the interviewee. Finally, it is useful to record telephone interviews so that you can later review what was said and ensure accuracy on any quotes you use;however,always ask the permission of the interviewee before recording an interview.

Face-to-face interviews , like telephone interviews, are not for the shy and can be difficult to arrange. However, they offer you the opportunity to meet the interviewee. This can be particularly valuable if you are meeting in a setting that is pertinent to your course of inquiry, such as the person’s laboratory or a social setting that pertains to the topic, such as an Internet café if you are discussing social networking, or a troubled housing project if you are discussing the influence of neighborhood environments on high school completion rates, crime rates, or family support networks.Ask the person’s permission to record the interview at the time you make the appointment.

If you are doing a telephone or face-to-face interview, be sure you allow the interviewee to do the talking. Do not interrupt or rush the person through the interview. Many times, interviewees will use the opportunity to promote recent books, writings, or product/service introductions. If they do, let them and then proceed to the questions that are of interest to you. Cutting off an interviewee can set a bad tone for the interview and produce disappointing results.

As you incorporate interviews in your paper, you must accurately and fairly present their views and opinions—even when they do not conform to your own. Be sure to do your research in advance. Read at least one thing your interviewee has written on the topic. Have a good sense in advance of what the person will say about it.

How to Conduct Surveys

Surveys are useful when you want to measure the behavior or attitudes of a fairly large group. On the basis of the responses, you can draw some conclusions. Such generalizations are usually made in quantitative terms: “Fewer than one-third of the respondents said that they favored further governmental funding for schools,” for example.

Fortunately,Web sites and software programs abound to help you design surveys by offering a structure for organizing the survey, prompting you to enter questions, and tabulating the results. Online free polling services include  Zoomerang , and  Polldaddy . The New York Times offers a lesson on poll creation, called “To Free or Not Too Free,” for middle school and high school teachers in its Learning Network at http://learning.blogs.nytimes.com/ .

Surveys should be carefully focused and ask specific questions to minimize ambiguities or bias in the findings. Questions should be crafted and presented to ensure that the data you collect will allow you to make the kinds of determinations you seek. Surveys should follow a structure that informs respondents of the purpose.

Structuring Your Survey

• Give your survey a title.
• State the purpose of the survey.
• Tell respondents where the information will be published
• Include a privacy statement explaining with whom you will share the information and how it will be used.
• Get the respondents’ permission to use the data they provide.
• Describe how the survey will be conducted.
• Set a deadline for when you need the results.
• Tell the respondents how to complete the survey. Be very clear about how they should answer the questions (i.e., whether they should check, circle, or underline the answer or write a response in the blank provided).
• Thank respondents for their time.

You want the respondents to complete the surveys. For that reason, the surveys should not be too long. Aim for 25 to 30 questions. The choices presented to respondents should be straightforward and easy to respond to. Questions can be presented in the following ways:

• Yes or no/true or false
• Multiple choice
• Ratings on a scale, usually 1 to 10
• Ranking in order of importance or preference

Yes-no and true-false questions are the most straightforward. Multiple choice questions can be problematic if the respondent does not identify with the choices given; these should always include options such as “don’t know” or “none of the above” that leave room for exceptions. Rankings allow respondents to express qualitative preferences by assigning a number that reflects their attitudes according to a scale.

Rankings, on the other hand, ask the respondent to place a series of items in order. Comments can be the most revealing as they ask the respondent to state their opinions or describe something; however, they are difficult to tabulate as the results cannot be easily fitted into categories. As you begin designing questions, ask yourself: What, exactly, do I want to determine? Surveys are typically conducted for one of two different reasons. Attitude surveys can be short and simple, focused around a single issue and pose a single question or a short set of questions. For example:

Do you believe that the quality of education would improve if the school year was lengthened to offer more hours for instruction?

Surveys designed to identify trends tend to be much longer than other kinds of surveys. This is to provide a qualitative view of related issues rather than one that is simply based on a yes or no answer. For example:

How would you rate the quality of education in your local school district?

• a. Excellent
• d. Below average

Adding questions that gather demographic data allows you to make distinctions about the individuals being polled and interpret their answers according to group affiliations. Questions asking the person’s age range or income can also be relevant for your research, but such questions should always be respectful of peoples’ privacy. Rather than ask survey respondents to divulge their sex or annual income, for instance, present the respondents with a range and give them the option of not answering, such as:

c. I prefer not to answer

What is your annual income?

a. under $25,000

b. $25,001–$50,000

c. $50,001–$75,000

d. $75,001–$100,000

e. Over $100,000

f. I prefer not to answer

Tabulating Your Survey Results

A great deal of care should be taken to correctly tabulate results.This can be a challenging task if you have not collected data through an online site or from a form that provides automatic analysis. Researchers who expect to review and tabulate the data themselves would be well advised to work with a small group of respondents (no more than 20) to keep the task manageable. The American Statistical Association (ASA) and the American Psychological Association (APA) publish excellent guidelines on how to conduct surveys and tabulate the results. The ASA’s publication What Is a Survey? can be downloaded from  https://www.whatisasurvey.info/download.htm . The APA offers numerous articles on conducting surveys at its Web site  http://www.apa.org/ .

In addition, many topics have been extensively discussed by experts on respected television news programs and documentaries. It is often possible to write to the television station and obtain printed transcripts of the programs. You might also be able to videotape the programs or borrow copies of the programs that have already been recorded.

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A publication of the harvard college writing program.

Harvard Guide to Using Sources 

• The Honor Code

Writing "Original" Papers

Some of your writing assignments at Harvard will explicitly ask you to present an "original" thesis, claim, or idea. But even when the word "original" isn't mentioned, you should assume that your professor expects you to develop a thesis that is the product of your own thinking and not something drawn directly from a source. Occasionally an assignment will require only a summary of your reading, particularly if the instructor wants to make sure you have understood a particularly complex concept; however, some assignments may be worded in a way that leaves expectations ambiguous (you may be asked, for example, to "discuss" or "consider" a source), and you may think you are only expected to summarize when, in fact, you are expected to make an argument. When in doubt about whether you are supposed to make an argument in your paper, always check with your instructor to make sure you understand what you're expected to do.

The expectation that you will say something original in every college paper may seem daunting. After all, how can you, an undergraduate who has been studying a particular subject for as little as one semester, know enough to make an original contribution to a field that your professor may have spent a career studying? Indeed, it would be impossible for you to come up with an idea for every paper you write that no one has ever thought of before, and your instructors realize this. When they ask you to come up with an original idea, they may be signaling different expectations, depending on the context of the assignment. Below, you'll find a general framework for thinking about originality in different situations you will encounter in college.

Writing Situation #1: Short Non-Research Papers

In the context of certain assignments, it's enough to come up with a thesis that's original to you—a thesis that you arrived at after thinking about the material you read, rather than an idea you encountered in one of the assigned sources. This will be true for the papers you write in Expos, as well as for many of the short papers you write in your Gen Ed and concentration courses. For these papers, your instructor does not expect you to come up with an idea that no one else has ever written about. Instead, your instructor is most interested in your thought process, your analytical skills, and the way you explain why you think what you think. But why, you may be wondering, would anyone bother writing a paper that presents an idea that other scholars have written about already?

Here's the short answer to that question: There is real value in discovering an idea for yourself, selecting the best evidence to support it, and taking the necessary steps to argue for it. Taking these steps helps you learn both what you think about a topic or issue and how to think through a problem or set of problems. This kind of thinking is necessary preparation for the longer projects you'll do later in your college career when you will be expected to say something truly original. It's impossible to tackle those projects—from a senior thesis to original lab research—if you haven't had the experience of arriving at an idea, fleshing out an argument, and presenting it to an audience. This preparation will serve you well as your college coursework becomes more specialized, and it will also benefit you when you leave college. Whatever field you go into, you'll find yourself in situations where your analysis of a particular problem—and your use of sources to solve that problem—will be crucial to your success.

While the specifics of the assignments for short papers will vary, remember that whenever you're asked to make a claim, you're expected to do your own thinking. In other words, writing a paper about a claim that has been worked over in class, in section, or in your readings will not leave you room to do much thinking of your own. Nor will writing a paper about a claim that will strike your readers as obvious, simple, and unarguable. If you are interested in an idea that has come up in class, or one that seems obvious, you should work on extending or complicating this idea, or coming up with a counterargument that changes the way the idea should be considered. Also, keep in mind that when your instructors tell you not to consult outside sources, they are often doing so precisely to encourage your original thinking, and you should follow their instructions. When an assignment specifies that you avoid outside sources, you should generally take this to mean that you should not do any outside reading in preparation for the assignment.

Writing Situation #2: Short Research Papers and Term Papers

When you are assigned a research paper or term paper for a course, you will often be asked to write 10-20 pages in which you respond to sources you identify and locate yourself . As with the shorter papers you write for your courses, you will generally not be expected to come up with an idea that has never been considered before (although your instructors will certainly be pleased if you do). So how will you know if your idea is original enough?

The key to answering this question is to think carefully about the context of the course and to decide what's reasonable for you to do given the scope of the assignment. For example, if you've been asked to find five sources of your own, your paper will not be original enough if your argument simply echoes one of these sources, or if it echoes a source that was assigned in class. On the other hand, if you locate three sources, each of which offers different answers to the same question, your paper will be original if you can make your own argument for which answer makes the most sense and why.

Your argument will not, however, be original enough if you make the same argument as one of the sources without acknowledging why that source makes the strongest argument. For example, if you were writing about climate change and you were asked to read and consider an argument for investing in nuclear energy and an argument against investing in nuclear energy, you might agree with one of those arguments and present your argument for why it is the stronger idea. Or you might decide that both arguments fall short. You might decide that you support or oppose investing in nuclear energy for reasons other than those offered in the source’s argument. Or you might decide that the argument opposing nuclear energy misses a key factor. The result of doing your own thinking about the topic would be a paper that does not simply restate the position of one of your sources but, rather, uses those sources to inform your own thinking. And the process of writing that paper would have gotten you closer to figuring out what you think about the topic. When you are doing research, it's always a good idea to check in with your instructor to make sure that you are not overlooking important work in that field and that the sources you are choosing are significant and appropriate for your project.

Writing Situation #3: The Junior Tutorial and the Senior Thesis

When you write a substantial piece of work that takes a semester or more (like a junior tutorial paper or a senior thesis), the expectations for originality are different because of the length of the essay you'll write and because of your level of expertise in the field. As you gain experience in your concentration, your knowledge of the major ideas in your chosen field will expand, you will develop your ability to ask more rigorous questions in that field, and you will be able to answer those questions in ways that are original not just to you but to your readers. At this point in your college career, you'll have had the opportunity to learn who the major thinkers are in your field and how to identify the important literature on what research has taken place on your topic. You'll be able to find the most important current scholarship on a topic or the most recent findings related to your research question. Your expertise, along with the time you'll have to devote to the project, means that you will be well-equipped to say something original about your topic.

Even when you write these longer papers, it's still important to understand what it means to say something original. Academic work is very specialized, and scholars build theories and ideas based on the knowledge and ideas that they have studied. In practical terms, this means that ideas evolve slowly, and every original idea doesn't have to be E=mc2 or Kierkegaard's "leap of faith." While there's nothing wrong with hoping to discover a new element to add to the periodic table or trying to figure out the true identity of Shakespeare, it's more likely that your ideas will be original in any of the following ways.

You might discover, in your study of a particular topic, that no one has considered a question or problem that interests you. Or you might bring new information or a new perspective to a question that others have asked. For example, you might look at newly released government documents to consider a question about how the Reagan administration shaped economic policies. While the question may have been asked before, the newly available data will allow you to provide a fresh, original perspective. Similarly, while many people have written about Shakespeare’s plays, you might find that comparing a new production to a more traditional version would bring you a fresh perspective on the play.

Sometimes collecting and analyzing your own data will provide an original take on a topic. For example, if you were writing a senior thesis in a lab science or social science concentration, you might collect and analyze your own data in pursuit of an answer to a question that other scholars have attempted to answer before with different types of data. In psychology, for example, you might conduct an experiment under the supervision of a professor and then analyze your data. In a sociology or anthropology course, you might conduct a series of interviews and analyze them in order to answer a question in a new way.

As appealing as it might seem to discover an entirely new idea, it's just as valuable to add a new step or a new way of thinking to an idea that someone else has already presented. It's also valuable—and original—to consider ideas in relation to each other that have not been considered or connected to each other in this way before.

Whether you're working on a short assignment or a semester-long project, remember that even in the context of all the thinking that has come before yours, you are always capable of bringing your own unique point of view to a paper. In fact, you're doing your own thinking all the time, long before you start writing—in class discussion, in the dining hall, and in your instructor's office hours. When you bring sources into the equation, you're able to go beyond your gut reactions and feelings ("capitalism is good" or “capitalism is bad”) to develop more nuanced ideas ("capitalism does a better job of creating incentives for innovation than other systems" or "a capitalist society cannot protect the most vulnerable"). Sources also introduce you to competing arguments and interpretations and help to lay the groundwork for your own thinking. When you read what has already been written on a particular topic, or when you analyze data that has already been produced in addition to new data, you become more qualified to contribute to the conversation.

Many students tackling college-level writing for the first time find the expectations of college writing new and difficult. There are resources to help you as you embark on your writing assignments at Harvard, and you should feel free to make use of them. Writing Center tutors , Departmental Writing Fellows , and House tutors are all excellent resources. The Harvard Writing Project publishes a number of guides to writing in different fields, and the Writing Center offers general writing resources in addition to individual conferences.

Before you can use sources effectively, you need to know how to locate them, how to know if they are reliable, and how to distinguish clearly between the ideas in a source and your own ideas. The information on this site provides an introduction to the research process, including how and where to find sources , how to decide if a source is reliable and useful , how to use sources accurately and effectively in your papers both to strengthen your own thinking and writing and to avoid plagiarism, and finally, how to integrate source material into your writing and how to cite sources responsibly .

What Does It Mean to Be Controversial?

Most of your college writing assignments will instruct you to take a position or to make an argument. While it's important to learn how to weigh the evidence and draw conclusions that may be different from those of other scholars, it's also important to remember that in academic writing, the most controversial position isn't necessarily the strongest one to take. It might be tempting to manufacture a controversial argument by over-generalizing or caricaturing the ideas you oppose, but ultimately this kind of argument will be neither convincing nor interesting. Any argument you make should be the result of careful thought, and it should follow from a fair reading of the evidence available to you.

Consider, for example, an essay that Aishani Aatresh wrote for her ESPP class, Technology, Environment, and Society. In the paper, Aatresh tries to answer the question of why hydrogen-powered vehicles have not been as successful as electric vehicles in the United States. While it would have sounded most controversial to argue something like “hydrogen-powered vehicles will always be too dangerous because hydrogen is so flammable,” or “hydrogen-powered vehicles are inferior to electric vehicles in every way,” Aatresh’s research suggested that this type of statement would oversimplify a complex situation. She ended up with a thesis that is still controversial in the sense that readers may disagree with it, but one that does not depend on over-simplifying the issues at stake.

Here is the thesis statement she drafted:

Instead of being a contest of modes of sustainability or “superior” technology, FCEVs largely fit into familiar modes of movement while EVs represent elite, material, and innovative “progress” and thus are differentially situated in American society based on how these visions relate to the idea of independence.

With this thesis statement, Aatresh was able to use the evidence that she uncovered to take a position on a controversial topic (alternative fuels) that was both nuanced and arguable.

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Biology 303L: Ecology and Evolution

• About Original Research
• Scientific Research Process
• Articles to Practice Identifying
• Reading Original Research Articles
• Citation-Based Searching
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Original Research Articles

Definition : An original research article communicates the research question, methods, results, and conclusions of a research study or experiment conducted by the author(s). These articles present original research data or findings generated through the course of the authors' study and an analysis of that data or information.

Published in Journals : Origingal research articles are published in scientific journals, also called scholarly or academic journals. These can be published in print and/or online. Journals are serial publications, meaning they publish volumes and issues on a schedule continually over time, similar to a magazine but for a scholarly audience. You can access journals through many of the library's databases. A list of recommended databases to use to search for original articles on biology subjects can be found through this link , accessible from the database "subject" dropdown on the library homepage.

Peer Reviewed : Prior to being published, original research articles undergo a process called peer review in an effort to ensure that published articles are based on sound research that adheres to established standards in the discipline. This means that after an article is first submitted to a journal, it is reviewed by other scientists who are experts in the article's subject area. These individuals review the article and provide unbiased feedback about the soundness of the background information, research methods, analysis, conclusions, logic, and reasoning of any conclusions; the author needs to incorporate and/or respond to recommended edits before an article will be published. Though it isn't perfect, peer review is the best quality control mechanism that scholars currently have in place to validate the quality of published research.

Peer reviewed articles will often be published with "Received", "Accepted", and "Published" dates, which indicates the timeline of the peer review process.

Structure : Traditionally, an original research article follows a standardized structure known by the acronym IMRD, which stands for Introduction, Methods, Results, & Discussion. Further information about the IMRD structure is available on the  Reading Original Research Articles  tab of this guide.

Other types of journal articles

Review Articles (usually peer reviewed) : Summarize and synthesize the current published literature on a certain topic. They do not involve original experiments or report new findings. The scope of a review article may be broad or narrow, depending on the publication record. Original research articles do incorporate literature review components, but a review article covers  only  review content.

Non Peer Reviewed Articles in Journals : Many journals publish the types of articles where peer review is not required. These differ by publication but may include research notes (brief reports of new research findings); responses to other articles; letters, commentaries, or opinion pieces; book reviews; and news. These articles are often more concise and will typically have a shorter reference list or no reference list at all. Many journals will indicate what genre these articles fall into on the article itself by using a label.

Why is Published Original Research Important?

Current information : Typical publication turnaround varies, but can be as quick as ~3 months.

Replicable : The studies published in original research articles contain enough methodological detail to be replicated so research can be verified (though this is a topic of recent debate ).

Contains Raw Data : The raw original research data, along with information about experimental conditions, allows for reuse of results for your own research or analysis.

Shows Logic : Using the provided data and methods, you can evaluate the logic of the authors' conclusions.

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How to write an original research paper (and get it published)

The purpose of the Journal of the Medical Library Association (JMLA) is more than just archiving data from librarian research. Our goal is to present research findings to end users in the most useful way. The “Knowledge Transfer” model, in its simplest form, has three components: creating the knowledge (doing the research), translating and transferring it to the user, and incorporating the knowledge into use. The JMLA is in the middle part, transferring and translating to the user. We, the JMLA, must obtain the information and knowledge from researchers and then work with them to present it in the most useable form. That means the information must be in a standard acceptable format and be easily readable.

There is a standard, preferred way to write an original research paper. For format, we follow the IMRAD structure. The acronym, IMRAD, stands for I ntroduction, M ethods, R esults A nd D iscussion. IMRAD has dominated academic, scientific, and public health journals since the second half of the twentieth century. It is recommended in the “Uniform Requirements for Manuscripts Submitted to Biomedical Journals” [ 1 ]. The IMRAD structure helps to eliminate unnecessary detail and allows relevant information to be presented clearly in a logical sequence [ 2 , 3 ].

Here are descriptions of the IMRAD sections, along with our comments and suggestions. If you use this guide for submission to another journal, be sure to check the publisher's prescribed formats.

The Introduction sets the stage for your presentation. It has three parts: what is known, what is unknown, and what your burning question, hypothesis, or aim is. Keep this section short, and write for a general audience (clear, concise, and as nontechnical as you can be). How would you explain to a distant colleague why and how you did the study? Take your readers through the three steps ending with your specific question. Emphasize how your study fills in the gaps (the unknown), and explicitly state your research question. Do not answer the research question. Remember to leave details, descriptions, speculations, and criticisms of other studies for the Discussion .

The Methods section gives a clear overview of what you did. Give enough information that your readers can evaluate the persuasiveness of your study. Describe the steps you took, as in a recipe, but be wary of too much detail. If you are doing qualitative research, explain how you picked your subjects to be representative.

You may want to break it into smaller sections with subheadings, for example, context: when, where, authority or approval, sample selection, data collection (how), follow-up, method of analysis. Cite a reference for commonly used methods or previously used methods rather than explaining all the details. Flow diagrams and tables can simplify explanations of methods.

You may use first person voice when describing your methods.

The Results section summarizes what the data show. Point out relationships, and describe trends. Avoid simply repeating the numbers that are already available in the tables and figures. Data should be restricted to tables as much as possible. Be the friendly narrator, and summarize the tables; do not write the data again in the text. For example, if you had a demographic table with a row of ages, and age was not significantly different among groups, your text could say, “The median age of all subjects was 47 years. There was no significant difference between groups (Table).” This is preferable to, “The mean age of group 1 was 48.6 (7.5) years and group 2 was 46.3 (5.8) years, a nonsignificant difference.”

Break the Results section into subsections, with headings if needed. Complement the information that is already in the tables and figures. And remember to repeat and highlight in the text only the most important numbers. Use the active voice in the Results section, and make it lively. Information about what you did belongs in the Methods section, not here. And reserve comments on the meaning of your results for the Discussion section.

Other tips to help you with the Results section:

• ▪ If you need to cite the number in the text (not just in the table), and the total in the group is less than 50, do not include percentage. Write “7 of 34,” not “7 (21%).”
• ▪ Do not forget, if you have multiple comparisons, you probably need adjustment. Ask your statistician if you are not sure.

The Discussion section gives you the most freedom. Most authors begin with a brief reiteration of what they did. Every author should restate the key findings and answer the question noted in the Introduction . Focus on what your data prove, not what you hoped they would prove. Start with “We found that…” (or something similar), and explain what the data mean. Anticipate your readers' questions, and explain why your results are of interest.

Then compare your results with other people's results. This is where that literature review you did comes in handy. Discuss how your findings support or challenge other studies.

You do not need every article from your literature review listed in your paper or reference list, unless you are writing a narrative review or systematic review. Your manuscript is not intended to be an exhaustive review of the topic. Do not provide a long review of the literature—discuss only previous work that is directly pertinent to your findings. Contrary to some beliefs, having a long list in the References section does not mean the paper is more scholarly; it does suggest the author is trying to look scholarly. (If your article is a systematic review, the citation list might be long.)

Do not overreach your results. Finding a perceived knowledge need, for example, does not necessarily mean that library colleges must immediately overhaul their curricula and that it will improve health care and save lives and money (unless your data show that, in which case give us a chance to publish it!). You can say “has the potential to,” though.

Always note limitations that matter, not generic limitations.

Point out unanswered questions and future directions. Give the big-picture implications of your findings, and tell your readers why they should care. End with the main findings of your study, and do not travel too far from your data. Remember to give a final take-home message along with implications.

Notice that this format does not include a separate Conclusion section. The conclusion is built into the Discussion . For example, here is the last paragraph of the Discussion section in a recent NEJM article:

In conclusion, our trial did not show the hypothesized benefit [of the intervention] in patients…who were at high risk for complications.

However, a separate Conclusion section is usually appropriate for abstracts. Systematic reviews should have an Interpretation section.

Other parts of your research paper independent of IMRAD include:

Tables and figures are the foundation for your story. They are the story. Editors, reviewers, and readers usually look at titles, abstracts, and tables and figures first. Figures and tables should stand alone and tell a complete story. Your readers should not need to refer back to the main text.

Abstracts can be free-form or structured with subheadings. Always follow the format indicated by the publisher; the JMLA uses structured abstracts for research articles. The main parts of an abstract may include introduction (background, question or hypothesis), methods, results, conclusions, and implications. So begin your abstract with the background of your study, followed by the question asked. Next, give a quick summary of the methods used in your study. Key results come next with limited raw data if any, followed by the conclusion, which answers the questions asked (the take-home message).

• ▪ Recommended order for writing a manuscript is first to start with your tables and figures. They tell your story. You can write your sections in any order. Many recommend writing your Result s, followed by Methods, Introduction, Discussion , and Abstract.
• ▪ We suggest authors read their manuscripts out loud to a group of librarians. Look for evidence of MEGO, “My Eyes Glaze Over” (attributed to Washington Post publisher Ben Bradlee and others). Modify as necessary.
• ▪ Every single paragraph should be lucid.
• ▪ Every paragraph should answer your readers' question, “Why are you telling me this?”

The JMLA welcomes all sizes of research manuscripts: definitive studies, preliminary studies, critical descriptive studies, and test-of-concept studies. We welcome brief reports and research letters. But the JMLA is more than a research journal. We also welcome case studies, commentaries, letters to the editor about articles, and subject reviews.

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Research help answer.

Many original research articles are not labeled as original research articles.  Original research articles include a research question or hypothesis.  They usually contain most of the following sections: methods, results, discussion, conclusion and references.  An original research article is written by the person or people that conducted the experiment or observations.  Original research articles are considered empirical or primary sources and present an original study.

Articles that look at multiple studies are not considered original research articles.  Search library databases using keywords like “study or “case study” to increase your chances of locating original research articles. 

For information on how to find an original research article that is not meta-analysis, not meta-synthesis and not mixed method, go to  https://westcoastuniversitylibrary.libanswers.com/research/faq/291851 .

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What does originality in research mean? A student's perspective

Affiliation.

• 1 University of South Wales Cardiff, UK.
• PMID: 25059081
• DOI: 10.7748/nr.21.6.8.e1254

Aim: To provide a student's perspective of what it means to be original when undertaking a PhD.

Background: A review of the literature related to the concept of originality in doctoral research highlights the subjective nature of the concept in academia. Although there is much literature that explores the issues concerning examiners' views of originality, there is little on students' perspectives.

Review methods: A snowballing technique was used, where a recent article was read, and the references cited were then explored. Given the time constraints, the author recognises that the literature review was not as extensive as a systematic literature review.

Discussion: It is important for students to be clear about what is required to achieve a PhD. However, the vagaries associated with the formal assessment of the doctoral thesis and subsequent performance at viva can cause considerable uncertainty and anxiety for students.

Conclusion: Originality in the PhD is a subjective concept and is not the only consideration for examiners. Of comparable importance is the assessment of the student's ability to demonstrate independence of thought and increasing maturity so they can become independent researchers.

Implications for research/practice: This article expresses a different perspective on what is meant when undertaking a PhD in terms of originality in the doctoral thesis. It is intended to help guide and reassure current and potential PhD students.

Keywords: PhD; Student perspectives; doctoral research; originality.

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Fake academic papers are on the rise: why they’re a danger and how to stop them

Professor of Methodology and Integrity, Vrije Universiteit Amsterdam

Disclosure statement

Lex Bouter is the founding chair of the World Conferences on Research Integrity Foundation and co-chair of the 8th WCRI in Athens, 2-5 June 2024.

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In the 1800s, British colonists in India set about trying to reduce the cobra population, which was making life and trade very difficult in Delhi. They began to pay a bounty for dead cobras. The strategy very quickly resulted in the widespread breeding of cobras for cash .

This danger of unintended consequences is sometimes referred to as the “ cobra effect ”. It can also be well summed up by Goodhardt’s Law , named after British economist Charles Goodhart. He stated that, when a measure becomes a target, it ceases to be a good measure.

The cobra effect has taken root in the world of research. The “publish or perish” culture, which values publications and citations above all, has resulted in its own myriad of “cobra breeding programmes”. That includes the widespread practice of questionable research practices, like playing up the impact of research findings to make work more attractive to publishers.

It’s also led to the rise of paper mills, criminal organisations that sell academic authorship. A report on the subject describes paper mills as (the)

process by which manufactured manuscripts are submitted to a journal for a fee on behalf of researchers with the purpose of providing an easy publication for them, or to offer authorship for sale.

These fake papers have serious consequences for research and its impact on society. Not all fake papers are retracted. And even those that are often still make their way into systematic literature reviews which are, in turn, used to draw up policy guidelines, clinical guidelines, and funding agendas.

How paper mills work

Paper mills rely on the desperation of researchers — often young, often overworked, often on the peripheries of academia struggling to overcome the high obstacles to entry — to fuel their business model.

They are frighteningly successful. The website of one such company based in Latvia advertises the publication of more than 12,650 articles since its launch in 2012. In an analysis of just two journals jointly conducted by the Committee on Publications Ethics and the International Association of Scientific, Technical and Medical Publishers, more than half of the 3440 article submissions over a two-year period were found to be fake.

It is estimated that all journals, irrespective of discipline, experience a steeply rising number of fake paper submissions. Currently the rate is about 2%. That may sound small. But, given the large and growing amount of scholarly publications it means that a lot of fake papers are published. Each of these can seriously damage patients, society or nature when applied in practice.

The fight against fake papers

Many individuals and organisations are fighting back against paper mills.

The scientific community is lucky enough to have several “fake paper detectives” who volunteer their time to root out fake papers from the literature. Elizabeth Bik , for instance, is a Dutch microbiologist turned science integrity consultant. She dedicates much of her time to searching the biomedical literature for manipulated photographic images or plagiarised text. There are others doing this work , too.

Organisations such as PubPeer and Retraction Watch also play vital roles in flagging fake papers and pressuring publishers to retract them.

These and other initiatives, like the STM Integrity Hub and United2Act , in which publishers collaborate with other stakeholders, are trying to make a difference.

But this is a deeply ingrained problem. The use of generative artificial intelligence like ChatGPT will help the detectives – but will also likely result in more fake papers which are now more easy to produce and more difficult or even impossible to detect.

Stop paying for dead cobras

They key to changing this culture is a switch in researcher assessment.

Researchers must be acknowledged and rewarded for responsible research practices: a focus on transparency and accountability, high quality teaching, good supervision, and excellent peer review. This will extend the scope of activities that yield “career points” and shift the emphasis of assessment from quantity to quality.

Fortunately, several initiatives and strategies already exist to focus on a balanced set of performance indicators that matter. The San Francisco Declaration on Research Assessment , established in 2012, calls on the research community to recognise and reward various research outputs, beyond just publication. The Hong Kong Principles , formulated and endorsed at the 6th World Conference in Research Integrity in 2019, encourage research evaluations that incentivise responsible research practices while minimise perverse incentives that drive practices like purchasing authorship or falsifying data.

These issues, as well as others related to protecting the integrity of research and building trust in it, will also be discussed during the 8th World Conference on Research Integrity in Athens, Greece in June this year.

Practices under the umbrella of “ Open Science ” will be pivotal to making the research process more transparent and researchers more accountable. Open Science is the umbrella term for a movement consisting of initiatives to make scholarly research more transparent and equitable, ranging from open access publication to citizen science.

Open Methods, for example, involves the pre-registration of a study design’s essential features before its start. A registered report containing the introduction and methods section is submitted to a journal before data collection starts. It is subsequently accepted or rejected based on the relevance of the research, as well as the methodology’s strength.

The added benefit of a registered report is that reviewer feedback on the methodology can still change the study methods, as the data collection hasn’t started. Research can then begin without pressure to achieve positive results, removing the incentive to tweak or falsify data.

Peer review

Peer reviewers are an important line of defence against the publication of fatally flawed or fake papers. In this system, quality assurance of a paper is done on a completely voluntary and often anonymous basis by an expert in the relevant field or subject.

However, the person doing the review work receives no credit or reward. It’s crucial that this sort of “invisible” work in academia be recognised, celebrated and included among the criteria for promotion. This can contribute substantially to detecting questionable research practices (or worse) before publication.

It will incentivise good peer review, so fewer suspect articles pass through the process, and it will also open more paths to success in academia – thus breaking up the toxic publish-or-perish culture.

This article is based on a presentation given by the lead author at Stellenbosch University, South Africa on 12 February 2024. Natalie Simon, a communications consultant specialising in research who is part of the communications team for the 8th World Conference on Research Integrity and is also currently completing an MPhil in Science and Technology Studies at Stellenbosch University, co-authored this article.

• Academic journals
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Original Research Articles

Preparing your manuscript.

The title page should:

• present a title that includes, if appropriate, the study design
• if a collaboration group should be listed as an author, please list the Group name as an author. If you would like the names of the individual members of the Group to be searchable through their individual PubMed records, please include this information in the “Acknowledgements” section in accordance with the instructions below
• Large Language Models (LLMs), such as ChatGPT , do not currently satisfy our authorship criteria . Notably an attribution of authorship carries with it accountability for the work, which cannot be effectively applied to LLMs. Use of an LLM should be properly documented in the Methods section (and if a Methods section is not available, in a suitable alternative part) of the manuscript
• indicate the corresponding author

The abstract should not exceed 350 words. Please minimize the use of abbreviations and do not cite references in the abstract. The abstract must include the following separate sections:

• Background : the context and purpose of the study
• Results : the main findings
• Conclusions : a brief summary and potential implications

Three to ten keywords representing the main content of the article.

The Background section should explain the background to the study, its aims, a summary of the existing literature and why this study was necessary.

This should include the findings of the study including, if appropriate, results of statistical analysis which must be included either in the text or as tables and figures.

For research articles this section should discuss the implications of the findings in context of existing research and highlight limitations of the study. For study protocols and methodology manuscripts this section should include a discussion of any practical or operational issues involved in performing the study and any issues not covered in other sections.

Conclusions

This should state clearly the main conclusions and provide an explanation of the importance and relevance of the study to the field.

Methods (can also be placed after Background)

The methods section should include:

• the aim, design and setting of the study
• the characteristics of participants or description of materials
• a clear description of all processes, interventions and comparisons. Generic names should generally be used. When proprietary brands are used in research, include the brand names in parentheses
• the type of statistical analysis used, including a power calculation if appropriate

List of abbreviations

If abbreviations are used in the text they should be defined in the text at first use, and a list of abbreviations should be provided.

Declarations

All manuscripts must contain the following sections under the heading 'Declarations':

Ethics approval and consent to participate

Consent for publication.

• Availability of data and material

Competing interests

Authors' contributions, acknowledgements.

• Authors' information (optional)

Please see below for details on the information to be included in these sections.

If any of the sections are not relevant to your manuscript, please include the heading and write 'Not applicable' for that section.

Manuscripts reporting studies involving human participants, human data or human tissue must:

• include a statement on ethics approval and consent (even where the need for approval was waived)
• include the name of the ethics committee that approved the study and the committee’s reference number if appropriate

Studies involving animals must include a statement on ethics approval.

See our  editorial policies  for more information.

If your manuscript does not report on or involve the use of any animal or human data or tissue, please state “Not applicable” in this section.

If your manuscript contains any individual person’s data in any form (including individual details, images or videos), consent to publish must be obtained from that person, or in the case of children, their parent or legal guardian. All presentations of case reports must have consent to publish.

You can use your institutional consent form if you prefer. You should not send the form to us on submission, but we may request to see a copy at any stage (including after publication).

See our  editorial policies  for more information on consent for publication.

If your manuscript does not contain data from any individual person, please state “Not applicable” in this section.

Availability of data and materials

All manuscripts must include an ‘Availability of data and materials’ statement. Data availability statements should include information on where data supporting the results reported in the article can be found including, where applicable, hyperlinks to publicly archived datasets analysed or generated during the study. By data we mean the minimal dataset that would be necessary to interpret, replicate and build upon the findings reported in the article. We recognise it is not always possible to share research data publicly, for instance when individual privacy could be compromised, and in such instances data availability should still be stated in the manuscript along with any conditions for access.

Data availability statements can take one of the following forms (or a combination of more than one if required for multiple datasets):

• The datasets generated and/or analysed during the current study are available in the [NAME] repository, [PERSISTENT WEB LINK TO DATASETS]
• The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.
• All data generated or analysed during this study are included in this published article [and its supplementary information files].
• The datasets generated and/or analysed during the current study are not publicly available due [REASON WHY DATA ARE NOT PUBLIC] but are available from the corresponding author on reasonable request.
• Data sharing is not applicable to this article as no datasets were generated or analysed during the current study.
• The data that support the findings of this study are available from [third party name] but restrictions apply to the availability of these data, which were used under license for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request and with permission of [third party name].
• Not applicable. If your manuscript does not contain any data, please state 'Not applicable' in this section.

More examples of template data availability statements, which include examples of openly available and restricted access datasets, are available  here .

SpringerOpen  also requires that authors cite any publicly available data on which the conclusions of the paper rely in the manuscript. Data citations should include a persistent identifier (such as a DOI) and should ideally be included in the reference list. Citations of datasets, when they appear in the reference list, should include the minimum information recommended by DataCite and follow journal style. Dataset identifiers including DOIs should be expressed as full URLs. For example:

Hao Z, AghaKouchak A, Nakhjiri N, Farahmand A. Global integrated drought monitoring and prediction system (GIDMaPS) data sets. figshare. 2014.  http://dx.doi.org/10.6084/m9.figshare.853801

With the corresponding text in the Availability of data and materials statement:

The datasets generated during and/or analysed during the current study are available in the [NAME] repository, [PERSISTENT WEB LINK TO DATASETS]. [Reference number]

All financial and non-financial competing interests must be declared in this section.

See our  editorial policies  for a full explanation of competing interests. If you are unsure whether you or any of your co-authors have a competing interest please contact the editorial office.

Please use the authors’ initials to refer to each authors' competing interests in this section.

If you do not have any competing interests, please state "The authors declare that they have no competing interests" in this section.

All sources of funding for the research reported should be declared. The role of the funding body in the design of the study and collection, analysis, and interpretation of data and in writing the manuscript should be declared.

The individual contributions of authors to the manuscript should be specified in this section. Guidance and criteria for authorship can be found in our  editorial policies .

Please use initials to refer to each author's contribution in this section, for example: "FC analyzed and interpreted the patient data regarding the hematological disease and the transplant. RH performed the histological examination of the kidney, and was a major contributor in writing the manuscript. All authors read and approved the final manuscript."

Please acknowledge anyone who contributed towards the article who does not meet the criteria for authorship including anyone who provided professional writing services or materials.

Authors should obtain permission to acknowledge from all those mentioned in the Acknowledgements section.

See our  editorial policies  for a full explanation of acknowledgements and authorship criteria.

If you do not have anyone to acknowledge, please write "Not applicable" in this section.

Group authorship (for manuscripts involving a collaboration group): if you would like the names of the individual members of a collaboration Group to be searchable through their individual PubMed records, please ensure that the title of the collaboration Group is included on the title page and in the submission system and also include collaborating author names as the last paragraph of the “Acknowledgements” section. Please add authors in the format First Name, Middle initial(s) (optional), Last Name. You can add institution or country information for each author if you wish, but this should be consistent across all authors.

Please note that individual names may not be present in the PubMed record at the time a published article is initially included in PubMed as it takes PubMed additional time to code this information.

Authors' information

This section is optional.

You may choose to use this section to include any relevant information about the author(s) that may aid the reader's interpretation of the article, and understand the standpoint of the author(s). This may include details about the authors' qualifications, current positions they hold at institutions or societies, or any other relevant background information. Please refer to authors using their initials. Note this section should not be used to describe any competing interests.

Footnotes should be designated within the text using a superscript number. It is not allowed to use footnotes for references/citations.

Radiochemistry Nomenclature Guidelines

The EJNMMI Journal Family endorses the application of the International Consensus Radiochemistry Nomenclature Guidelines for contributions to the journals. A three page summary of the guidelines, highlighting the most relevant issues used in the notation of radiopharmaceuticals and related terms, is available at EJNMMI Radiopharmacy and Chemistry . The Editors-in-Chief of the EJNMMI Journal Family strongly recommend all manuscripts meet these guidelines submission, and all reviewers are asked to check, wherever possible, that the guidelines are followed. Their endorsement can be found here . 

The full paper with all recommendations is published in “Consensus nomenclature rules for radiopharmaceutical chemistry — setting the record straight”, Coenen and Gee et al. (2017), Nuclear Medicine and Biology   here .

Examples of the Vancouver reference style are shown below. 

See our editorial policies for author guidance on good citation practice.

Web links and URLs: All web links and URLs, including links to the authors' own websites, should be given a reference number and included in the reference list rather than within the text of the manuscript. They should be provided in full, including both the title of the site and the URL, as well as the date the site was accessed, in the following format: The Mouse Tumor Biology Database. http://tumor.informatics.jax.org/mtbwi/index.do . Accessed 20 May 2013. If an author or group of authors can clearly be associated with a web link, such as for weblogs, then they should be included in the reference.

Example reference style:

Article within a journal

Smith JJ. The world of science. Am J Sci. 1999;36:234-5.

Article within a journal (no page numbers)

Rohrmann S, Overvad K, Bueno-de-Mesquita HB, Jakobsen MU, Egeberg R, Tjønneland A, et al. Meat consumption and mortality - results from the European Prospective Investigation into Cancer and Nutrition. BMC Medicine. 2013;11:63.

Article within a journal by DOI

Slifka MK, Whitton JL. Clinical implications of dysregulated cytokine production. Dig J Mol Med. 2000; doi:10.1007/s801090000086.

Article within a journal supplement

Frumin AM, Nussbaum J, Esposito M. Functional asplenia: demonstration of splenic activity by bone marrow scan. Blood 1979;59 Suppl 1:26-32.

Book chapter, or an article within a book

Wyllie AH, Kerr JFR, Currie AR. Cell death: the significance of apoptosis. In: Bourne GH, Danielli JF, Jeon KW, editors. International review of cytology. London: Academic; 1980. p. 251-306.

OnlineFirst chapter in a series (without a volume designation but with a DOI)

Saito Y, Hyuga H. Rate equation approaches to amplification of enantiomeric excess and chiral symmetry breaking. Top Curr Chem. 2007. doi:10.1007/128_2006_108.

Complete book, authored

Blenkinsopp A, Paxton P. Symptoms in the pharmacy: a guide to the management of common illness. 3rd ed. Oxford: Blackwell Science; 1998.

Online document

Doe J. Title of subordinate document. In: The dictionary of substances and their effects. Royal Society of Chemistry. 1999. http://www.rsc.org/dose/title of subordinate document. Accessed 15 Jan 1999.

Online database

Healthwise Knowledgebase. US Pharmacopeia, Rockville. 1998. http://www.healthwise.org. Accessed 21 Sept 1998.

Supplementary material/private homepage

Doe J. Title of supplementary material. 2000. http://www.privatehomepage.com. Accessed 22 Feb 2000.

University site

Doe, J: Title of preprint. http://www.uni-heidelberg.de/mydata.html (1999). Accessed 25 Dec 1999.

Doe, J: Trivial HTTP, RFC2169. ftp://ftp.isi.edu/in-notes/rfc2169.txt (1999). Accessed 12 Nov 1999.

Organization site

ISSN International Centre: The ISSN register. http://www.issn.org (2006). Accessed 20 Feb 2007.

Dataset with persistent identifier

Zheng L-Y, Guo X-S, He B, Sun L-J, Peng Y, Dong S-S, et al. Genome data from sweet and grain sorghum (Sorghum bicolor). GigaScience Database. 2011. http://dx.doi.org/10.5524/100012 .

General formatting information

Manuscripts must be written in concise English. For help on scientific writing, or preparing your manuscript in English, please see Springer's  Author Academy .

Quick points:

• Use double line spacing
• Include line and page numbering
• Use SI units: Please ensure that all special characters used are embedded in the text, otherwise they will be lost during conversion to PDF
• Do not use page breaks in your manuscript

File formats

The following word processor file formats are acceptable for the main manuscript document:

• Microsoft word (DOC, DOCX)
• Rich text format (RTF)
• TeX/LaTeX 

Please note: editable files are required for processing in production. If your manuscript contains any non-editable files (such as PDFs) you will be required to re-submit an editable file if your manuscript is accepted.

For more information, see ' Preparing figures ' below.

Additional information for TeX/LaTeX users

You are encouraged to use the Springer Nature LaTeX template when preparing a submission. A PDF of your manuscript files will be compiled during submission using pdfLaTeX and TexLive 2021. All relevant editable source files must be uploaded during the submission process. Failing to submit these source files will cause unnecessary delays in the production process.  

Style and language

For editors and reviewers to accurately assess the work presented in your manuscript you need to ensure the English language is of sufficient quality to be understood. If you need help with writing in English you should consider:

• Getting a fast, free online grammar check .
• Visiting the English language tutorial which covers the common mistakes when writing in English.
• Asking a colleague who is proficient in English to review your manuscript for clarity.
• Using a professional language editing service where editors will improve the English to ensure that your meaning is clear and identify problems that require your review. Two such services are provided by our affiliates Nature Research Editing Service and American Journal Experts . SpringerOpen authors are entitled to a 10% discount on their first submission to either of these services. To claim 10% off English editing from Nature Research Editing Service, click here . To claim 10% off American Journal Experts, click here .

Please note that the use of a language editing service is not a requirement for publication in EJNMMI Research and does not imply or guarantee that the article will be selected for peer review or accepted.  为便于编辑和评审专家准确评估您稿件中陈述的研究工作，您需要确保文稿英语语言质量足以令人理解。如果您需要英文写作方面的帮助，您可以考虑：

• 获取快速、免费的在线  语法检查 。
• 查看一些有关英语写作中常见语言错误的 教程 。
• 请一位以英语为母语的同事审阅您的稿件是否表意清晰。
• 使用专业语言编辑服务，编辑人员会对英语进行润色，以确保您的意思表达清晰，并提出需要您复核的问题。例如我们的附属机构 Nature Research Editing Service 以及合作伙伴 American Journal Experts 都可以提供此类专业服务。SpringerOpen作者享受首次订单10%优惠，该优惠同时适用于两家公司。您只需点击以下链接即可开始。使用 Nature Research Editing Service的编辑润色10%的优惠服务，请点击 这里 。使用 American Journal Experts的10%优惠服务，请点击 这里 。

请注意，使用语言编辑服务并非在期刊上发表文章的必要条件，这也并不意味或保证文章将被选中进行同行评议或被接受。 エディターと査読者があなたの論文を正しく評価するには、使用されている英語の質が十分であることが必要とされます。英語での論文執筆に際してサポートが必要な場合には、次のオプションがあります：

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Research Roundup: How the Pandemic Changed Management

• Mark C. Bolino,
• Jacob M. Whitney,
• Sarah E. Henry

Lessons from 69 articles published in top management and applied psychology journals.

Researchers recently reviewed 69 articles focused on the management implications of the Covid-19 pandemic that were published between March 2020 and July 2023 in top journals in management and applied psychology. The review highlights the numerous ways in which employees, teams, leaders, organizations, and societies were impacted and offers lessons for managing through future pandemics or other events of mass disruption.

The recent pandemic disrupted life as we know it, including for employees and organizations around the world. To understand such changes, we recently reviewed 69 articles focused on the management implications of the Covid-19 pandemic. These papers were published between March 2020 and July 2023 in top journals in management and applied psychology.

• Mark C. Bolino is the David L. Boren Professor and the Michael F. Price Chair in International Business at the University of Oklahoma’s Price College of Business. His research focuses on understanding how an organization can inspire its employees to go the extra mile without compromising their personal well-being.
• JW Jacob M. Whitney is a doctoral candidate in management at the University of Oklahoma’s Price College of Business and an incoming assistant professor at Kennesaw State University. His research interests include leadership, teams, and organizational citizenship behavior.
• SH Sarah E. Henry is a doctoral candidate in management at the University of Oklahoma’s Price College of Business and an incoming assistant professor at the University of South Florida. Her research interests include organizational citizenship behaviors, workplace interpersonal dynamics, and international management.

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American Journal of Neuroradiology

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Assessing the Emergence and Evolution of Artificial Intelligence and Machine Learning Research in Neuroradiology

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BACKGROUND AND PURPOSE: Interest in artificial intelligence (AI) and machine learning (ML) has been growing in neuroradiology, but there is limited knowledge on how this interest has manifested into research and specifically, its qualities and characteristics. This study aims to characterize the emergence and evolution of AI/ML articles within neuroradiology and provide a comprehensive overview of the trends, challenges, and future directions of the field.

MATERIALS AND METHODS: We performed a bibliometric analysis of the American Journal of Neuroradiology (AJNR): the journal was queried for original research articles published since inception (Jan. 1, 1980) to Dec. 3, 2022 that contained any of the following key terms: “machine learning”, “artificial intelligence”, “radiomics”, “deep learning”, “neural network”, “generative adversarial network”, “object detection”, or “natural language processing”. Articles were screened by two independent reviewers, and categorized into Statistical Modelling (Type 1), AI/ML Development (Type 2), both representing developmental research work but without a direct clinical integration, or End-user Application (Type 3) which is the closest surrogate of potential AI/ML integration into day-to-day practice. To better understand the limiting factors to Type 3 articles being published, we analyzed Type 2 articles as they should represent the precursor work leading to Type 3.

RESULTS: A total of 182 articles were identified with 79% being non-integration focused (Type 1 n = 53, Type 2 n = 90) and 21% (n = 39) being Type 3. The total number of articles published grew roughly five-fold in the last five years, with the non-integration focused articles mainly driving this growth. Additionally, a minority of Type 2 articles addressed bias (22%) and explainability (16%). These articles were primarily led by radiologists (63%), with most of them (60%) having additional postgraduate degrees.

CONCLUSIONS: AI/ML publications have been rapidly increasing in neuroradiology with only a minority of this growth being attributable to end-user application. Areas identified for improvement include enhancing the quality of Type 2 articles, namely external validation, and addressing both bias and explainability. These results ultimately provide authors, editors, clinicians, and policymakers important insights to promote a shift towards integrating practical AI/ML solutions in neuroradiology.

ABBREVIATIONS: AI = artificial intelligence; ML = machine learning

The authors declare no conflicts of interest related to the content of this article.

↵ * These authors contributed equally.

↵ ** These authors jointly supervised this work.

• © 2024 by American Journal of Neuroradiology

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Watch CBS News

More than 6 in 10 U.S. abortions in 2023 were done by medication, new research shows

March 19, 2024 / 6:14 PM EDT / CBS/AP

More than six in 10 of the abortions in the U.S. last year were done through medication , up from 53% in 2020, new research shows.

The Guttmacher Institute, a research group that supports abortion rights, said about 642,700 medication abortions took place in the first full calendar year after the U.S. Supreme Court overturned Roe v. Wade . Medication abortion accounted for 63% of abortions in the formal health care system.

The data was released Tuesday, a week before the high court will hear arguments in a case that could impact how women get access to the drug mifepristone, which is usually used with another pill in medication abortions.

The Food and Drug Administration approved mifepristone for abortions in 2000, deeming it a safe and effective way to terminate an unwanted pregnancy. In early March, CVS and Walgreens, the two largest pharmacy chains in the nation, said they planned to make the medication available to patients as soon as within the month. Both pharmacies told CBS News they had become certified to dispense the pills following regulatory changes the FDA made last year that allow retail pharmacies to sell the pills.

The pharmacies' moves, which came at a time when abortion access has been restricted across parts of the U.S., drew praise from  President Biden .  

"The stakes could not be higher for women across America," Mr. Biden said in a statement earlier this month. "I encourage all pharmacies that want to pursue this option to seek certification."

The nationwide swing toward abortion pills over surgery has caused anti-abortion rights advocates to sue the FDA over the drug's approval and to stage protests outside of pharmacies. 

Addressing Tuesday's statistics, Guttmacher researcher Rachel Jones said the increase wasn't a surprise.

"For example, it is now possible in some states, at least for health care providers, to mail mifepristone to people in their homes," Jones said, "so that saves patients travel costs and taking time off work."

Guttmacher's data, which is collected by contacting abortion providers, doesn't count self-managed medication abortions that take place outside the health care system, or abortion medication mailed to people in states with abortion bans.

Dr. Grace Ferguson, an OB-GYN and abortion provider in Pittsburgh who isn't involved with the research, said the COVID-19 pandemic and the overturning of Roe v. Wade "really opened the doors" for medication abortions done through telehealth.

Ferguson said "telehealth was a really good way of accommodating that increased volume" in states where abortion remained legal and saw an increase in people who traveled from more restrictive states.

Guttmacher data shows that medication abortions have risen steadily since mifepristone was approved by the Food and Drug Administration in 2000. The drug, which blocks the hormone progesterone, also primes the uterus to respond to the contraction-causing effect of another drug, misoprostol. The two-drug regimen is used to end a pregnancy through 10 weeks gestation.

The case in front of the Supreme Court could cut off access to mifepristone by mail and impose other restrictions, even in states where abortion remains legal.

The new research came days after Vice President Kamala Harris visited a Minnesota women's reproductive health clinic that performs abortion services. Her office said it was the first time that either a sitting president or vice president has visited a reproductive health clinic.

• Mifepristone
• Abortion Pill

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What the Data Says About Pandemic School Closures, Four Years Later

The more time students spent in remote instruction, the further they fell behind. And, experts say, extended closures did little to stop the spread of Covid.

By Sarah Mervosh ,  Claire Cain Miller and Francesca Paris

Four years ago this month, schools nationwide began to shut down, igniting one of the most polarizing and partisan debates of the pandemic.

Some schools, often in Republican-led states and rural areas, reopened by fall 2020. Others, typically in large cities and states led by Democrats, would not fully reopen for another year.

A variety of data — about children’s academic outcomes and about the spread of Covid-19 — has accumulated in the time since. Today, there is broad acknowledgment among many public health and education experts that extended school closures did not significantly stop the spread of Covid, while the academic harms for children have been large and long-lasting.

While poverty and other factors also played a role, remote learning was a key driver of academic declines during the pandemic, research shows — a finding that held true across income levels.

Source: Fahle, Kane, Patterson, Reardon, Staiger and Stuart, “ School District and Community Factors Associated With Learning Loss During the COVID-19 Pandemic .” Score changes are measured from 2019 to 2022. In-person means a district offered traditional in-person learning, even if not all students were in-person.

“There’s fairly good consensus that, in general, as a society, we probably kept kids out of school longer than we should have,” said Dr. Sean O’Leary, a pediatric infectious disease specialist who helped write guidance for the American Academy of Pediatrics, which recommended in June 2020 that schools reopen with safety measures in place.

There were no easy decisions at the time. Officials had to weigh the risks of an emerging virus against the academic and mental health consequences of closing schools. And even schools that reopened quickly, by the fall of 2020, have seen lasting effects.

But as experts plan for the next public health emergency, whatever it may be, a growing body of research shows that pandemic school closures came at a steep cost to students.

The longer schools were closed, the more students fell behind.

At the state level, more time spent in remote or hybrid instruction in the 2020-21 school year was associated with larger drops in test scores, according to a New York Times analysis of school closure data and results from the National Assessment of Educational Progress , an authoritative exam administered to a national sample of fourth- and eighth-grade students.

At the school district level, that finding also holds, according to an analysis of test scores from third through eighth grade in thousands of U.S. districts, led by researchers at Stanford and Harvard. In districts where students spent most of the 2020-21 school year learning remotely, they fell more than half a grade behind in math on average, while in districts that spent most of the year in person they lost just over a third of a grade.

( A separate study of nearly 10,000 schools found similar results.)

Such losses can be hard to overcome, without significant interventions. The most recent test scores, from spring 2023, show that students, overall, are not caught up from their pandemic losses , with larger gaps remaining among students that lost the most ground to begin with. Students in districts that were remote or hybrid the longest — at least 90 percent of the 2020-21 school year — still had almost double the ground to make up compared with students in districts that allowed students back for most of the year.

Some time in person was better than no time.

As districts shifted toward in-person learning as the year went on, students that were offered a hybrid schedule (a few hours or days a week in person, with the rest online) did better, on average, than those in places where school was fully remote, but worse than those in places that had school fully in person.

Students in hybrid or remote learning, 2020-21

80% of students

Some schools return online, as Covid-19 cases surge. Vaccinations start for high-priority groups.

Teachers are eligible for the Covid vaccine in more than half of states.

Most districts end the year in-person or hybrid.

Source: Burbio audit of more than 1,200 school districts representing 47 percent of U.S. K-12 enrollment. Note: Learning mode was defined based on the most in-person option available to students.

Income and family background also made a big difference.

A second factor associated with academic declines during the pandemic was a community’s poverty level. Comparing districts with similar remote learning policies, poorer districts had steeper losses.

But in-person learning still mattered: Looking at districts with similar poverty levels, remote learning was associated with greater declines.

A community’s poverty rate and the length of school closures had a “roughly equal” effect on student outcomes, said Sean F. Reardon, a professor of poverty and inequality in education at Stanford, who led a district-level analysis with Thomas J. Kane, an economist at Harvard.

Score changes are measured from 2019 to 2022. Poorest and richest are the top and bottom 20% of districts by percent of students on free/reduced lunch. Mostly in-person and mostly remote are districts that offered traditional in-person learning for more than 90 percent or less than 10 percent of the 2020-21 year.

But the combination — poverty and remote learning — was particularly harmful. For each week spent remote, students in poor districts experienced steeper losses in math than peers in richer districts.

That is notable, because poor districts were also more likely to stay remote for longer .

Some of the country’s largest poor districts are in Democratic-leaning cities that took a more cautious approach to the virus. Poor areas, and Black and Hispanic communities , also suffered higher Covid death rates, making many families and teachers in those districts hesitant to return.

“We wanted to survive,” said Sarah Carpenter, the executive director of Memphis Lift, a parent advocacy group in Memphis, where schools were closed until spring 2021 .

“But I also think, man, looking back, I wish our kids could have gone back to school much quicker,” she added, citing the academic effects.

Other things were also associated with worse student outcomes, including increased anxiety and depression among adults in children’s lives, and the overall restriction of social activity in a community, according to the Stanford and Harvard research .

Even short closures had long-term consequences for children.

While being in school was on average better for academic outcomes, it wasn’t a guarantee. Some districts that opened early, like those in Cherokee County, Ga., a suburb of Atlanta, and Hanover County, Va., lost significant learning and remain behind.

At the same time, many schools are seeing more anxiety and behavioral outbursts among students. And chronic absenteeism from school has surged across demographic groups .

These are signs, experts say, that even short-term closures, and the pandemic more broadly, had lasting effects on the culture of education.

“There was almost, in the Covid era, a sense of, ‘We give up, we’re just trying to keep body and soul together,’ and I think that was corrosive to the higher expectations of schools,” said Margaret Spellings, an education secretary under President George W. Bush who is now chief executive of the Bipartisan Policy Center.

Closing schools did not appear to significantly slow Covid’s spread.

Perhaps the biggest question that hung over school reopenings: Was it safe?

That was largely unknown in the spring of 2020, when schools first shut down. But several experts said that had changed by the fall of 2020, when there were initial signs that children were less likely to become seriously ill, and growing evidence from Europe and parts of the United States that opening schools, with safety measures, did not lead to significantly more transmission.

“Infectious disease leaders have generally agreed that school closures were not an important strategy in stemming the spread of Covid,” said Dr. Jeanne Noble, who directed the Covid response at the U.C.S.F. Parnassus emergency department.

Politically, though, there remains some disagreement about when, exactly, it was safe to reopen school.

Republican governors who pushed to open schools sooner have claimed credit for their approach, while Democrats and teachers’ unions have emphasized their commitment to safety and their investment in helping students recover.

“I do believe it was the right decision,” said Jerry T. Jordan, president of the Philadelphia Federation of Teachers, which resisted returning to school in person over concerns about the availability of vaccines and poor ventilation in school buildings. Philadelphia schools waited to partially reopen until the spring of 2021 , a decision Mr. Jordan believes saved lives.

“It doesn’t matter what is going on in the building and how much people are learning if people are getting the virus and running the potential of dying,” he said.

Pandemic school closures offer lessons for the future.

Though the next health crisis may have different particulars, with different risk calculations, the consequences of closing schools are now well established, experts say.

In the future, infectious disease experts said, they hoped decisions would be guided more by epidemiological data as it emerged, taking into account the trade-offs.

“Could we have used data to better guide our decision making? Yes,” said Dr. Uzma N. Hasan, division chief of pediatric infectious diseases at RWJBarnabas Health in Livingston, N.J. “Fear should not guide our decision making.”

Source: Fahle, Kane, Patterson, Reardon, Staiger and Stuart, “ School District and Community Factors Associated With Learning Loss During the Covid-19 Pandemic. ”

The study used estimates of learning loss from the Stanford Education Data Archive . For closure lengths, the study averaged district-level estimates of time spent in remote and hybrid learning compiled by the Covid-19 School Data Hub (C.S.D.H.) and American Enterprise Institute (A.E.I.) . The A.E.I. data defines remote status by whether there was an in-person or hybrid option, even if some students chose to remain virtual. In the C.S.D.H. data set, districts are defined as remote if “all or most” students were virtual.

An earlier version of this article misstated a job description of Dr. Jeanne Noble. She directed the Covid response at the U.C.S.F. Parnassus emergency department. She did not direct the Covid response for the University of California, San Francisco health system.

How we handle corrections

Sarah Mervosh covers education for The Times, focusing on K-12 schools. More about Sarah Mervosh

Claire Cain Miller writes about gender, families and the future of work for The Upshot. She joined The Times in 2008 and was part of a team that won a Pulitzer Prize in 2018 for public service for reporting on workplace sexual harassment issues. More about Claire Cain Miller

Francesca Paris is a Times reporter working with data and graphics for The Upshot. More about Francesca Paris