Using a framework to structure your research question will assist you to structure the entire process - determine the scope of your review, provide a focus while searching for literature, help identify key concepts and guide your selection of papers for inclusion.
Use a framework like PICO when developing a good clinical research question:
P | I | C | O |
Patient or problem | Intervention | Comparison Intervention | Outcome |
Describe the patient or group of patients of interest as accurately as possible | What is the main intervention or therapy you'll consider? | Is there an alternative treatment to compare? | What is the clinical outcome? |
PICO examples from the Cochrane Library
PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses.
PRISMA 2020 Checklist The 27 checklist items relate to the content of a systematic review and meta-analysis, which includes:
A PRISMA extension for scoping reviews, PRISMA-ScR, has been created to provide reporting guidance for this specific type of review. This extension is also intended to apply to evidence maps, as these share similarities with scoping reviews and involve a systematic search of a body of literature to identify knowledge gaps.
The PRISMA extension for scoping reviews contains 20 essential reporting items and 2 optional items to include when completing a scoping review. Scoping reviews serve to synthesize evidence and assess the scope of literature on a topic. Among other objectives, scoping reviews help determine whether a systematic review of the literature is warranted.
The SPIDER question format was adapted from the PICO tool to search for qualitative and mixed-methods research. Questions based on this format identify the following concepts:
Example: What are young parents’ experiences of attending antenatal education?
S | young parents |
P of I | antenatal education |
D | questionnaire, survey, interview, focus group, case study, or observational study |
E | experiences |
R | qualitative or mixed method |
Search for (S AND P of I AND (D OR E) AND R) (Cooke, Smith, & Booth, 2012).
On the lands that we study, we walk, and we live, we acknowledge and respect the traditional custodians and cultural knowledge holders of these lands.