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Research Paper – Structure, Examples and Writing Guide

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Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

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Article Contents

Primacy of the research question, structure of the paper, writing a research article: advice to beginners.

• Article contents
• Figures & tables
• Supplementary Data

Thomas V. Perneger, Patricia M. Hudelson, Writing a research article: advice to beginners, International Journal for Quality in Health Care , Volume 16, Issue 3, June 2004, Pages 191–192, https://doi.org/10.1093/intqhc/mzh053

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Writing research papers does not come naturally to most of us. The typical research paper is a highly codified rhetorical form [ 1 , 2 ]. Knowledge of the rules—some explicit, others implied—goes a long way toward writing a paper that will get accepted in a peer-reviewed journal.

A good research paper addresses a specific research question. The research question—or study objective or main research hypothesis—is the central organizing principle of the paper. Whatever relates to the research question belongs in the paper; the rest doesn’t. This is perhaps obvious when the paper reports on a well planned research project. However, in applied domains such as quality improvement, some papers are written based on projects that were undertaken for operational reasons, and not with the primary aim of producing new knowledge. In such cases, authors should define the main research question a posteriori and design the paper around it.

Generally, only one main research question should be addressed in a paper (secondary but related questions are allowed). If a project allows you to explore several distinct research questions, write several papers. For instance, if you measured the impact of obtaining written consent on patient satisfaction at a specialized clinic using a newly developed questionnaire, you may want to write one paper on the questionnaire development and validation, and another on the impact of the intervention. The idea is not to split results into ‘least publishable units’, a practice that is rightly decried, but rather into ‘optimally publishable units’.

What is a good research question? The key attributes are: (i) specificity; (ii) originality or novelty; and (iii) general relevance to a broad scientific community. The research question should be precise and not merely identify a general area of inquiry. It can often (but not always) be expressed in terms of a possible association between X and Y in a population Z, for example ‘we examined whether providing patients about to be discharged from the hospital with written information about their medications would improve their compliance with the treatment 1 month later’. A study does not necessarily have to break completely new ground, but it should extend previous knowledge in a useful way, or alternatively refute existing knowledge. Finally, the question should be of interest to others who work in the same scientific area. The latter requirement is more challenging for those who work in applied science than for basic scientists. While it may safely be assumed that the human genome is the same worldwide, whether the results of a local quality improvement project have wider relevance requires careful consideration and argument.

Once the research question is clearly defined, writing the paper becomes considerably easier. The paper will ask the question, then answer it. The key to successful scientific writing is getting the structure of the paper right. The basic structure of a typical research paper is the sequence of Introduction, Methods, Results, and Discussion (sometimes abbreviated as IMRAD). Each section addresses a different objective. The authors state: (i) the problem they intend to address—in other terms, the research question—in the Introduction; (ii) what they did to answer the question in the Methods section; (iii) what they observed in the Results section; and (iv) what they think the results mean in the Discussion.

In turn, each basic section addresses several topics, and may be divided into subsections (Table 1 ). In the Introduction, the authors should explain the rationale and background to the study. What is the research question, and why is it important to ask it? While it is neither necessary nor desirable to provide a full-blown review of the literature as a prelude to the study, it is helpful to situate the study within some larger field of enquiry. The research question should always be spelled out, and not merely left for the reader to guess.

Typical structure of a research paper

The Methods section should provide the readers with sufficient detail about the study methods to be able to reproduce the study if so desired. Thus, this section should be specific, concrete, technical, and fairly detailed. The study setting, the sampling strategy used, instruments, data collection methods, and analysis strategies should be described. In the case of qualitative research studies, it is also useful to tell the reader which research tradition the study utilizes and to link the choice of methodological strategies with the research goals [ 3 ].

The Results section is typically fairly straightforward and factual. All results that relate to the research question should be given in detail, including simple counts and percentages. Resist the temptation to demonstrate analytic ability and the richness of the dataset by providing numerous tables of non-essential results.

The Discussion section allows the most freedom. This is why the Discussion is the most difficult to write, and is often the weakest part of a paper. Structured Discussion sections have been proposed by some journal editors [ 4 ]. While strict adherence to such rules may not be necessary, following a plan such as that proposed in Table 1 may help the novice writer stay on track.

References should be used wisely. Key assertions should be referenced, as well as the methods and instruments used. However, unless the paper is a comprehensive review of a topic, there is no need to be exhaustive. Also, references to unpublished work, to documents in the grey literature (technical reports), or to any source that the reader will have difficulty finding or understanding should be avoided.

Having the structure of the paper in place is a good start. However, there are many details that have to be attended to while writing. An obvious recommendation is to read, and follow, the instructions to authors published by the journal (typically found on the journal’s website). Another concerns non-native writers of English: do have a native speaker edit the manuscript. A paper usually goes through several drafts before it is submitted. When revising a paper, it is useful to keep an eye out for the most common mistakes (Table 2 ). If you avoid all those, your paper should be in good shape.

Common mistakes seen in manuscripts submitted to this journal

Huth EJ . How to Write and Publish Papers in the Medical Sciences , 2nd edition. Baltimore, MD: Williams & Wilkins, 1990 .

Browner WS . Publishing and Presenting Clinical Research . Baltimore, MD: Lippincott, Williams & Wilkins, 1999 .

Devers KJ , Frankel RM. Getting qualitative research published. Educ Health 2001 ; 14 : 109 –117.

Docherty M , Smith R. The case for structuring the discussion of scientific papers. Br Med J 1999 ; 318 : 1224 –1225.

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11.1 The Purpose of Research Writing

Learning objectives.

• Identify reasons to research writing projects.
• Outline the steps of the research writing process.

Why was the Great Wall of China built? What have scientists learned about the possibility of life on Mars? What roles did women play in the American Revolution? How does the human brain create, store, and retrieve memories? Who invented the game of football, and how has it changed over the years?

You may know the answers to these questions off the top of your head. If you are like most people, however, you find answers to tough questions like these by searching the Internet, visiting the library, or asking others for information. To put it simply, you perform research.

Whether you are a scientist, an artist, a paralegal, or a parent, you probably perform research in your everyday life. When your boss, your instructor, or a family member asks you a question that you do not know the answer to, you locate relevant information, analyze your findings, and share your results. Locating, analyzing, and sharing information are key steps in the research process, and in this chapter, you will learn more about each step. By developing your research writing skills, you will prepare yourself to answer any question no matter how challenging.

Reasons for Research

When you perform research, you are essentially trying to solve a mystery—you want to know how something works or why something happened. In other words, you want to answer a question that you (and other people) have about the world. This is one of the most basic reasons for performing research.

But the research process does not end when you have solved your mystery. Imagine what would happen if a detective collected enough evidence to solve a criminal case, but she never shared her solution with the authorities. Presenting what you have learned from research can be just as important as performing the research. Research results can be presented in a variety of ways, but one of the most popular—and effective—presentation forms is the research paper . A research paper presents an original thesis, or purpose statement, about a topic and develops that thesis with information gathered from a variety of sources.

If you are curious about the possibility of life on Mars, for example, you might choose to research the topic. What will you do, though, when your research is complete? You will need a way to put your thoughts together in a logical, coherent manner. You may want to use the facts you have learned to create a narrative or to support an argument. And you may want to show the results of your research to your friends, your teachers, or even the editors of magazines and journals. Writing a research paper is an ideal way to organize thoughts, craft narratives or make arguments based on research, and share your newfound knowledge with the world.

Write a paragraph about a time when you used research in your everyday life. Did you look for the cheapest way to travel from Houston to Denver? Did you search for a way to remove gum from the bottom of your shoe? In your paragraph, explain what you wanted to research, how you performed the research, and what you learned as a result.

Research Writing and the Academic Paper

No matter what field of study you are interested in, you will most likely be asked to write a research paper during your academic career. For example, a student in an art history course might write a research paper about an artist’s work. Similarly, a student in a psychology course might write a research paper about current findings in childhood development.

Having to write a research paper may feel intimidating at first. After all, researching and writing a long paper requires a lot of time, effort, and organization. However, writing a research paper can also be a great opportunity to explore a topic that is particularly interesting to you. The research process allows you to gain expertise on a topic of your choice, and the writing process helps you remember what you have learned and understand it on a deeper level.

Research Writing at Work

Knowing how to write a good research paper is a valuable skill that will serve you well throughout your career. Whether you are developing a new product, studying the best way to perform a procedure, or learning about challenges and opportunities in your field of employment, you will use research techniques to guide your exploration. You may even need to create a written report of your findings. And because effective communication is essential to any company, employers seek to hire people who can write clearly and professionally.

Writing at Work

Take a few minutes to think about each of the following careers. How might each of these professionals use researching and research writing skills on the job?

• Medical laboratory technician
• Small business owner
• Information technology professional
• Freelance magazine writer

A medical laboratory technician or information technology professional might do research to learn about the latest technological developments in either of these fields. A small business owner might conduct research to learn about the latest trends in his or her industry. A freelance magazine writer may need to research a given topic to write an informed, up-to-date article.

Think about the job of your dreams. How might you use research writing skills to perform that job? Create a list of ways in which strong researching, organizing, writing, and critical thinking skills could help you succeed at your dream job. How might these skills help you obtain that job?

Steps of the Research Writing Process

How does a research paper grow from a folder of brainstormed notes to a polished final draft? No two projects are identical, but most projects follow a series of six basic steps.

These are the steps in the research writing process:

• Choose a topic.
• Plan and schedule time to research and write.
• Conduct research.
• Organize research and ideas.
• Draft your paper.
• Revise and edit your paper.

Each of these steps will be discussed in more detail later in this chapter. For now, though, we will take a brief look at what each step involves.

Step 1: Choosing a Topic

As you may recall from Chapter 8 “The Writing Process: How Do I Begin?” , to narrow the focus of your topic, you may try freewriting exercises, such as brainstorming. You may also need to ask a specific research question —a broad, open-ended question that will guide your research—as well as propose a possible answer, or a working thesis . You may use your research question and your working thesis to create a research proposal . In a research proposal, you present your main research question, any related subquestions you plan to explore, and your working thesis.

Step 2: Planning and Scheduling

Before you start researching your topic, take time to plan your researching and writing schedule. Research projects can take days, weeks, or even months to complete. Creating a schedule is a good way to ensure that you do not end up being overwhelmed by all the work you have to do as the deadline approaches.

During this step of the process, it is also a good idea to plan the resources and organizational tools you will use to keep yourself on track throughout the project. Flowcharts, calendars, and checklists can all help you stick to your schedule. See Chapter 11 “Writing from Research: What Will I Learn?” , Section 11.2 “Steps in Developing a Research Proposal” for an example of a research schedule.

Step 3: Conducting Research

When going about your research, you will likely use a variety of sources—anything from books and periodicals to video presentations and in-person interviews.

Your sources will include both primary sources and secondary sources . Primary sources provide firsthand information or raw data. For example, surveys, in-person interviews, and historical documents are primary sources. Secondary sources, such as biographies, literary reviews, or magazine articles, include some analysis or interpretation of the information presented. As you conduct research, you will take detailed, careful notes about your discoveries. You will also evaluate the reliability of each source you find.

Step 4: Organizing Research and the Writer’s Ideas

When your research is complete, you will organize your findings and decide which sources to cite in your paper. You will also have an opportunity to evaluate the evidence you have collected and determine whether it supports your thesis, or the focus of your paper. You may decide to adjust your thesis or conduct additional research to ensure that your thesis is well supported.

Remember, your working thesis is not set in stone. You can and should change your working thesis throughout the research writing process if the evidence you find does not support your original thesis. Never try to force evidence to fit your argument. For example, your working thesis is “Mars cannot support life-forms.” Yet, a week into researching your topic, you find an article in the New York Times detailing new findings of bacteria under the Martian surface. Instead of trying to argue that bacteria are not life forms, you might instead alter your thesis to “Mars cannot support complex life-forms.”

Step 5: Drafting Your Paper

Now you are ready to combine your research findings with your critical analysis of the results in a rough draft. You will incorporate source materials into your paper and discuss each source thoughtfully in relation to your thesis or purpose statement.

When you cite your reference sources, it is important to pay close attention to standard conventions for citing sources in order to avoid plagiarism , or the practice of using someone else’s words without acknowledging the source. Later in this chapter, you will learn how to incorporate sources in your paper and avoid some of the most common pitfalls of attributing information.

Step 6: Revising and Editing Your Paper

In the final step of the research writing process, you will revise and polish your paper. You might reorganize your paper’s structure or revise for unity and cohesion, ensuring that each element in your paper flows into the next logically and naturally. You will also make sure that your paper uses an appropriate and consistent tone.

Once you feel confident in the strength of your writing, you will edit your paper for proper spelling, grammar, punctuation, mechanics, and formatting. When you complete this final step, you will have transformed a simple idea or question into a thoroughly researched and well-written paper you can be proud of!

Review the steps of the research writing process. Then answer the questions on your own sheet of paper.

• In which steps of the research writing process are you allowed to change your thesis?
• In step 2, which types of information should you include in your project schedule?
• What might happen if you eliminated step 4 from the research writing process?

Key Takeaways

• People undertake research projects throughout their academic and professional careers in order to answer specific questions, share their findings with others, increase their understanding of challenging topics, and strengthen their researching, writing, and analytical skills.
• The research writing process generally comprises six steps: choosing a topic, scheduling and planning time for research and writing, conducting research, organizing research and ideas, drafting a paper, and revising and editing the paper.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

How To Write A Research Paper

Step-By-Step Tutorial With Examples + FREE Template

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | March 2024

For many students, crafting a strong research paper from scratch can feel like a daunting task – and rightly so! In this post, we’ll unpack what a research paper is, what it needs to do , and how to write one – in three easy steps. 🙂 

Overview: Writing A Research Paper

What (exactly) is a research paper.

• How to write a research paper
• Stage 1 : Topic & literature search
• Stage 2 : Structure & outline
• Stage 3 : Iterative writing
• Key takeaways

Let’s start by asking the most important question, “ What is a research paper? ”.

Simply put, a research paper is a scholarly written work where the writer (that’s you!) answers a specific question (this is called a research question ) through evidence-based arguments . Evidence-based is the keyword here. In other words, a research paper is different from an essay or other writing assignments that draw from the writer’s personal opinions or experiences. With a research paper, it’s all about building your arguments based on evidence (we’ll talk more about that evidence a little later).

Now, it’s worth noting that there are many different types of research papers , including analytical papers (the type I just described), argumentative papers, and interpretative papers. Here, we’ll focus on analytical papers , as these are some of the most common – but if you’re keen to learn about other types of research papers, be sure to check out the rest of the blog .

With that basic foundation laid, let’s get down to business and look at how to write a research paper .

Overview: The 3-Stage Process

While there are, of course, many potential approaches you can take to write a research paper, there are typically three stages to the writing process. So, in this tutorial, we’ll present a straightforward three-step process that we use when working with students at Grad Coach.

These three steps are:

• Finding a research topic and reviewing the existing literature
• Developing a provisional structure and outline for your paper, and
• Writing up your initial draft and then refining it iteratively

Let’s dig into each of these.

Need a helping hand?

Step 1: Find a topic and review the literature

As we mentioned earlier, in a research paper, you, as the researcher, will try to answer a question . More specifically, that’s called a research question , and it sets the direction of your entire paper. What’s important to understand though is that you’ll need to answer that research question with the help of high-quality sources – for example, journal articles, government reports, case studies, and so on. We’ll circle back to this in a minute.

The first stage of the research process is deciding on what your research question will be and then reviewing the existing literature (in other words, past studies and papers) to see what they say about that specific research question. In some cases, your professor may provide you with a predetermined research question (or set of questions). However, in many cases, you’ll need to find your own research question within a certain topic area.

Finding a strong research question hinges on identifying a meaningful research gap – in other words, an area that’s lacking in existing research. There’s a lot to unpack here, so if you wanna learn more, check out the plain-language explainer video below.

Once you’ve figured out which question (or questions) you’ll attempt to answer in your research paper, you’ll need to do a deep dive into the existing literature – this is called a “ literature search ”. Again, there are many ways to go about this, but your most likely starting point will be Google Scholar .

If you’re new to Google Scholar, think of it as Google for the academic world. You can start by simply entering a few different keywords that are relevant to your research question and it will then present a host of articles for you to review. What you want to pay close attention to here is the number of citations for each paper – the more citations a paper has, the more credible it is (generally speaking – there are some exceptions, of course).

Ideally, what you’re looking for are well-cited papers that are highly relevant to your topic. That said, keep in mind that citations are a cumulative metric , so older papers will often have more citations than newer papers – just because they’ve been around for longer. So, don’t fixate on this metric in isolation – relevance and recency are also very important.

Beyond Google Scholar, you’ll also definitely want to check out academic databases and aggregators such as Science Direct, PubMed, JStor and so on. These will often overlap with the results that you find in Google Scholar, but they can also reveal some hidden gems – so, be sure to check them out.

Once you’ve worked your way through all the literature, you’ll want to catalogue all this information in some sort of spreadsheet so that you can easily recall who said what, when and within what context. If you’d like, we’ve got a free literature spreadsheet that helps you do exactly that.

Step 2: Develop a structure and outline

With your research question pinned down and your literature digested and catalogued, it’s time to move on to planning your actual research paper .

It might sound obvious, but it’s really important to have some sort of rough outline in place before you start writing your paper. So often, we see students eagerly rushing into the writing phase, only to land up with a disjointed research paper that rambles on in multiple

Now, the secret here is to not get caught up in the fine details . Realistically, all you need at this stage is a bullet-point list that describes (in broad strokes) what you’ll discuss and in what order. It’s also useful to remember that you’re not glued to this outline – in all likelihood, you’ll chop and change some sections once you start writing, and that’s perfectly okay. What’s important is that you have some sort of roadmap in place from the start.

At this stage you might be wondering, “ But how should I structure my research paper? ”. Well, there’s no one-size-fits-all solution here, but in general, a research paper will consist of a few relatively standardised components:

• Introduction
• Literature review
• Methodology

Let’s take a look at each of these.

First up is the introduction section . As the name suggests, the purpose of the introduction is to set the scene for your research paper. There are usually (at least) four ingredients that go into this section – these are the background to the topic, the research problem and resultant research question , and the justification or rationale. If you’re interested, the video below unpacks the introduction section in more detail. 

The next section of your research paper will typically be your literature review . Remember all that literature you worked through earlier? Well, this is where you’ll present your interpretation of all that content . You’ll do this by writing about recent trends, developments, and arguments within the literature – but more specifically, those that are relevant to your research question . The literature review can oftentimes seem a little daunting, even to seasoned researchers, so be sure to check out our extensive collection of literature review content here .

With the introduction and lit review out of the way, the next section of your paper is the research methodology . In a nutshell, the methodology section should describe to your reader what you did (beyond just reviewing the existing literature) to answer your research question. For example, what data did you collect, how did you collect that data, how did you analyse that data and so on? For each choice, you’ll also need to justify why you chose to do it that way, and what the strengths and weaknesses of your approach were.

Now, it’s worth mentioning that for some research papers, this aspect of the project may be a lot simpler . For example, you may only need to draw on secondary sources (in other words, existing data sets). In some cases, you may just be asked to draw your conclusions from the literature search itself (in other words, there may be no data analysis at all). But, if you are required to collect and analyse data, you’ll need to pay a lot of attention to the methodology section. The video below provides an example of what the methodology section might look like.

By this stage of your paper, you will have explained what your research question is, what the existing literature has to say about that question, and how you analysed additional data to try to answer your question. So, the natural next step is to present your analysis of that data . This section is usually called the “results” or “analysis” section and this is where you’ll showcase your findings.

Depending on your school’s requirements, you may need to present and interpret the data in one section – or you might split the presentation and the interpretation into two sections. In the latter case, your “results” section will just describe the data, and the “discussion” is where you’ll interpret that data and explicitly link your analysis back to your research question. If you’re not sure which approach to take, check in with your professor or take a look at past papers to see what the norms are for your programme.

Alright – once you’ve presented and discussed your results, it’s time to wrap it up . This usually takes the form of the “ conclusion ” section. In the conclusion, you’ll need to highlight the key takeaways from your study and close the loop by explicitly answering your research question. Again, the exact requirements here will vary depending on your programme (and you may not even need a conclusion section at all) – so be sure to check with your professor if you’re unsure.

Step 3: Write and refine

Finally, it’s time to get writing. All too often though, students hit a brick wall right about here… So, how do you avoid this happening to you?

Well, there’s a lot to be said when it comes to writing a research paper (or any sort of academic piece), but we’ll share three practical tips to help you get started.

First and foremost , it’s essential to approach your writing as an iterative process. In other words, you need to start with a really messy first draft and then polish it over multiple rounds of editing. Don’t waste your time trying to write a perfect research paper in one go. Instead, take the pressure off yourself by adopting an iterative approach.

Secondly , it’s important to always lean towards critical writing , rather than descriptive writing. What does this mean? Well, at the simplest level, descriptive writing focuses on the “ what ”, while critical writing digs into the “ so what ” – in other words, the implications . If you’re not familiar with these two types of writing, don’t worry! You can find a plain-language explanation here.

Last but not least, you’ll need to get your referencing right. Specifically, you’ll need to provide credible, correctly formatted citations for the statements you make. We see students making referencing mistakes all the time and it costs them dearly. The good news is that you can easily avoid this by using a simple reference manager . If you don’t have one, check out our video about Mendeley, an easy (and free) reference management tool that you can start using today.

Recap: Key Takeaways

We’ve covered a lot of ground here. To recap, the three steps to writing a high-quality research paper are:

• To choose a research question and review the literature
• To plan your paper structure and draft an outline
• To take an iterative approach to writing, focusing on critical writing and strong referencing

Remember, this is just a b ig-picture overview of the research paper development process and there’s a lot more nuance to unpack. So, be sure to grab a copy of our free research paper template to learn more about how to write a research paper.

Can you help me with a full paper template for this Abstract:

Background: Energy and sports drinks have gained popularity among diverse demographic groups, including adolescents, athletes, workers, and college students. While often used interchangeably, these beverages serve distinct purposes, with energy drinks aiming to boost energy and cognitive performance, and sports drinks designed to prevent dehydration and replenish electrolytes and carbohydrates lost during physical exertion.

Objective: To assess the nutritional quality of energy and sports drinks in Egypt.

Material and Methods: A cross-sectional study assessed the nutrient contents, including energy, sugar, electrolytes, vitamins, and caffeine, of sports and energy drinks available in major supermarkets in Cairo, Alexandria, and Giza, Egypt. Data collection involved photographing all relevant product labels and recording nutritional information. Descriptive statistics and appropriate statistical tests were employed to analyze and compare the nutritional values of energy and sports drinks.

Results: The study analyzed 38 sports drinks and 42 energy drinks. Sports drinks were significantly more expensive than energy drinks, with higher net content and elevated magnesium, potassium, and vitamin C. Energy drinks contained higher concentrations of caffeine, sugars, and vitamins B2, B3, and B6.

Conclusion: Significant nutritional differences exist between sports and energy drinks, reflecting their intended uses. However, these beverages’ high sugar content and calorie loads raise health concerns. Proper labeling, public awareness, and responsible marketing are essential to guide safe consumption practices in Egypt.

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What Constitutes a Good Research?

The Declining Art of Good Research

We seem to be compromising our commitment to good research in favor of publishable research, and there are a combination of trends that are accountable for this.

The first is the continued pressure of “publish or perish” for young academics seeking to move forward on the track for fewer and fewer tenured positions (or increasingly draconian renewable contracts).

Secondly, the open access model of research publication has created a booming population of academic journals with pages to fill and new researchers willing to pay article publication fees (APFs).

Thirdly, budget-strapped institutions have been aggressively targeting doctoral research candidates and the higher fees they bring to the table.

When these three trends are combined, the resulting onslaught of quantity over quality leads us to question what “good” research looks like anymore.

Is it the institution from which the research originated, or the debatable rank of the journal that published it?

Good Research as a Methodological Question

When looking to learn how to recognize what “good” research looks like, it makes sense to start at the beginning with the basic scope of the project:

• Does the research have a solid hypothesis?
• Is there evidence of a comprehensive literature review from reputable sources that clearly defines a target area for valuable research?
• Is the research team allocating sufficient time/resources to do the job properly, or were compromises made in order to accommodate the available funding?
• Is there evidence of a willingness to refine the hypothesis and research strategy if needed?
• Are the expectations of the implications of the research realistic?

Characteristics of a Good Research

For conducting a systematic research, it is important understand the characteristics of a good research.

• Its relevance to existing research conducted by other researchers.
• A good research is doable and replicable in future.
• It must be based on a logical rationale and tied to theory.
• It must generate new questions or hypotheses for incremental work in future.
• It must directly or indirectly address some real world problem.
• It must clearly state the variables of the experiment.
• It must conclude with valid and verifiable findings.

Good Research as an Ethical Question

The question as to whether or not the research is worth conducting at all could generate an extended and heated debate. Researchers are expected to publish, and research budgets are there to be spent.

We can hope that there was some degree of discussion and oversight before the research project was given the green light by a Principal Investigator or Research Supervisor, but those decisions are often made in a context of simple obligation rather than perceived need.

Consider the example of a less than proactive doctoral student with limited time and resources to complete a dissertation topic. A suggestion is made by the departmental Research Supervisor to pick a dissertation from a decade ago and simply repeat it. The suggestion meets the need for expediency and simplicity, but raises as many questions as it answers:

• What is the validity of the study – just because it can be repeated, should it?
• What was the contribution of the original study to the general body of knowledge? Will this additional data be an improvement?
• Given the lack of interest among academic journals in replicated studies, is the suggestion denying the student the opportunity to get published?
• Is directing a student to replication in the interests of expediency meeting a broader academic goal of graduating proficient researchers?

The Building Blocks of “Good” Research

There is no shortage of reputable, peer-reviewed journals that publish first-rate research material for new researchers to model.

That doesn’t mean you should copy the research topic or the methodology, but it wouldn’t hurt to examine the protocol in detail and make note of the specific decisions made and criteria put in place when that protocol was developed and implemented.

The challenge lies in sticking to those tried-and-true methodologies when your research data doesn’t prove to be as rich and fruitful as you had hoped.

Have you ever been stuck while in the middle of conducting a research? How did you cope with that? Let us know your approach while conducting a good research in the comments section below!

You can also visit our  Q&A forum  for frequently asked questions related to different aspects of research writing and publishing answered by our team that comprises subject-matter experts, eminent researchers, and publication experts.

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What Should Be the Characteristics of a Good Research Paper?

by team@blp

In miscellaneous.

When people want to get answers to various issues, they search for information on the problems. From their findings, they expand them, aiming to agree or refute them. Research papers are common assignments in colleges. 

They follow specific research and writing guidelines to answer particular questions or assigned topics . They look into the critical topic of credible research sources and argue their findings in an orderly manner. To be termed as good, the research paper must bear the following characteristics.

In this Article

Gives credit to previous research work on the topic

• It’s hooked on a relevant research question.

It must be based on appropriate, systematic research methods

• The information must be accurate and controlled.
• It must be verifiable and rigorous.

It must be clear and coherent.

It must be dealt with critical analysis., it must be original., it must possess ethical integrity., be careful with the topic you choose, decide the sources you want to use, create your thesis statement , plan your points, write your paper, characteristics of a good research paper.

Writing a research paper aims to discover new knowledge, but the knowledge must have a base. Its base is the research done previously by other scholars. The student must acknowledge the previous research and avoid duplicating it in their writing process.

A college student must engage in deep research work to create a credible research paper. This makes the process lengthy and complex when choosing your topic, selecting sources, and developing its design. In addition, it requires a great deal of knowledge to piece everything together. Fortunately, Studyclerk will give you professional help anytime you need it. If you do not have enough knowledge and time to write a paper on your own, you can ask for  research paper help  by StudyClerk, where experienced paper writers will write your paper in no time. You can trust their expert writers to handle your assignment well and get a well-written paper in a short time.

It’s hooked on a relevant research question .

All the time a student spends researching multiple sources is to answer a specific research question. The question must be relevant to the current needs. This question guides them into the information they use or the line of argument they take.

The methodology of research a student chooses will determine the value of the information they get or give. The methods must be valid and credible to provide reliable outcomes. Whether the student chooses a qualitative, quantitative, or mixed approach, they must all be valuable and relevant. 

The information must be accurate and controlled .

A good research paper cannot be generalized information but specific, scientific information. That is why they must include references and record tests or information accurately. Moreover, they must keep the information controlled by staying within the topic from the first step of research to the last. 

It must be verifiable and rigorous .

The student must use information or write arguments that can be verified. If it’s a test, it must be replicable by another researcher. The sources must be verifiable and accurate. Without rigorous deep  research strategies , the paper cannot be good. They must put a lot of labor into both the writing and research processes to ensure the information is credible, clear, concise, original, and precise. 

The paper should be written clearly, concisely with logical progression from one section to another. This includes having a well-structured introduction, body, and conclusion. Each section should be coherent and contribute directly to the reader’s understanding of the research question, findings, and implications.

A good research paper involves not just reporting facts and data, but also critically analyzing them. This means evaluating the strengths and limitations of the research, discussing the implications of findings, and situating the results within the broader field of study. The analysis should engage with different perspectives and theories, showing an awareness of the complexity of the topic.

While it builds on previous research, a good research paper offers new insights or approaches to the topic. This could be through presenting new findings, developing a novel theoretical approach, or offering a unique combination of existing knowledge. Originality, especially the research statement , is crucial for advancing knowledge and adding value to the field.

Ethical considerations are paramount in research. A good research paper adheres to ethical standards when it comes to data collection, reporting, and analysis. This includes obtaining necessary permissions for using data, respecting participant privacy in the case of human subjects, and being transparent about any conflicts of interest.

How to write a good research paper

To write a good research paper, you must first understand what kind of question you have been assigned. Then, you will choose the best topic that you will love to write about. The following points will help you write a good research paper.

You must select a topic you love. Go for a topic that will be easier to research, which will give you a broader area of study. 

Your instructor doesn’t restrict you on the sources you must use. Broaden your mind so that you don’t limit yourself to specific sources of information. Sometimes you will get helpful information from sources you slightest thought as good.

Write your central statement to base your position on the research. Make it coherent contentious, and let it be a summary of your arguments.

Create an outline that will guide you when arguing your points

• Start  with the most vital points and smooth the flow.
• Pay attention to  paragraph structure  and let your arguments be clear.
• Finish with a compelling conclusion, and don’t forget to cite your sources.

A research paper requires extensive research methods to get solid points for supporting your stand. First, the sources you use must be verifiable by any other researcher. You must ensure your research work is original for your paper to be credible. Third, each point should be coherent with each paragraph. Finally, your research findings must be tagged on the research question and provide answers that apply to the current society. 

Author’s Bio

Helen Birk is an online freelance writer who holds an outstanding record of helping numerous students do their academic assignments. She is an expert in essays and thesis writing, and students simply love her for her high-quality work. In addition, she enjoys cycling, doing pencil sketching, and listening to spiritual podcasts in her free time.

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113 Great Research Paper Topics

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

What's Next?

Are you also learning about dynamic equilibrium in your science class? We break this sometimes tricky concept down so it's easy to understand in our complete guide to dynamic equilibrium .

Thinking about becoming a nurse practitioner? Nurse practitioners have one of the fastest growing careers in the country, and we have all the information you need to know about what to expect from nurse practitioner school .

Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa).

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

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Literature Searching

Characteristics of a good research question

The first step in a literature search is to construct a well-defined question.  This helps in ensuring a comprehensive and efficient search of the available literature for relevant publications on your topic.  The well-constructed research question provides guidance for determining search terms and search strategy parameters.

A good or well-constructed research question is:

• Original and of interest to the researcher and the outside world
• It is clear and focused: it provides enough specifics that it is easy to understand its purpose and it is narrow enough that it can be answered. If the question is too broad it may not be possible to answer it thoroughly. If it is too narrow you may not find enough resources or information to develop a strong argument or research hypothesis.  
• The question concept is researchable in terms of time and access to a suitable amount of quality research resources.
• It is analytical rather than descriptive.  The research question should allow you to produce an analysis of an issue or problem rather than a simple description of it.  In other words, it is not answerable with a simple “yes” or “no” but requires a synthesis and analysis of ideas and sources.
• The results are potentially important and may change current ideas and/or practice
• And there is the potential to develop further projects with similar themes

The question you ask should be developed for the discipline you are studying. A question appropriate for Physical Therapy, for instance, is different from an appropriate one in Sociology, Political Science or Microbiology .

The well-constructed question provides guidance for determining search terms and search strategy parameters. The process of developing a good question to research involves taking your topic and breaking each aspect of it down into its component parts. 

One well-established way that can be used both for creating research questions and developing strategies is known as PICO(T). The PICO framework was designed primarily for questions that include clinical interventions and comparisons, however other types of questions may also be able to follow its principles.  If the PICO framework does not precisely fit your question, using its principles can help you to think about what you want to explore even if you do not end up with a true PICO question.

References/Additional Resources

Fandino W. (2019). Formulating a good research question: Pearls and pitfalls.   Indian journal of anaesthesia ,  63 (8), 611–616. 

Vandenbroucke, J. P., & Pearce, N. (2018). From ideas to studies: how to get ideas and sharpen them into research questions .  Clinical epidemiology ,  10 , 253–264.

Ratan, S. K., Anand, T., & Ratan, J. (2019). Formulation of Research Question - Stepwise Approach .  Journal of Indian Association of Pediatric Surgeons ,  24 (1), 15–20.

Lipowski, E.E. (2008). Developing great research questions. American Journal of Health-System Pharmacy, 65(17) , 1667–1670.

FINER Criteria

Another set of criteria for developing a research question was proposed by Hulley (2013) and is known as the FINER criteria. 

FINER stands for:

Feasible – Writing a feasible research question means that it CAN be answered under objective aspects like time, scope, resources, expertise, or funding. Good questions must be amenable to the formulation of clear hypotheses.

Interesting – The question or topic should be of interest to the researcher and the outside world. It should have a clinical and/or educational significance – the “so what?” factor. 

Novel – In scientific literature, novelty defines itself by being an answer to an existing gap in knowledge. Filling one of these gaps is highly rewarding for any researcher as it may represent a real difference in peoples’ lives.

Good research leads to new information. An investigation which simply reiterates what is previously proven is not worth the effort and cost. A question doesn’t have to be completely original. It may ask whether an earlier observation could be replicated, whether the results in one population also apply to others, or whether enhanced measurement methods can make clear the relationship between two variables.  

Ethical – In empirical research, ethics is an absolute MUST. Make sure that safety and confidentiality measures are addressed, and according to the necessary IRB protocols.

Relevant – An idea that is considered relevant in the healthcare community has better chances to be discussed upon by a larger number of researchers and recognized experts, leading to innovation and rapid information dissemination.

The results could potentially be important and may change current ideas and/or practice.

Cummings, S.R., Browner, W.S., & Hulley, S.B. (2013). Conceiving the research question and developing the study plan. In: Designing clinical research (Hulley, S. R. Cummings, W. S. Browner, D. Grady, & T. B. Newman, Eds.; Fourth edition.). Wolters Kluwer/Lippincott Williams & Wilkins. Pp. 14-22.    

• << Previous: Major Steps in a Literature Search
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• Writing Strong Research Questions | Criteria & Examples

Writing Strong Research Questions | Criteria & Examples

Published on October 26, 2022 by Shona McCombes . Revised on November 21, 2023.

A research question pinpoints exactly what you want to find out in your work. A good research question is essential to guide your research paper , dissertation , or thesis .

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

Table of contents

How to write a research question, what makes a strong research question, using sub-questions to strengthen your main research question, research questions quiz, other interesting articles, frequently asked questions about research questions.

You can follow these steps to develop a strong research question:

• Choose your topic
• Do some preliminary reading about the current state of the field
• Narrow your focus to a specific niche
• Identify the research problem that you will address

The way you frame your question depends on what your research aims to achieve. The table below shows some examples of how you might formulate questions for different purposes.

Using your research problem to develop your research question

Note that while most research questions can be answered with various types of research , the way you frame your question should help determine your choices.

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Research questions anchor your whole project, so it’s important to spend some time refining them. The criteria below can help you evaluate the strength of your research question.

Focused and researchable

Feasible and specific

Complex and arguable

Relevant and original

Chances are that your main research question likely can’t be answered all at once. That’s why sub-questions are important: they allow you to answer your main question in a step-by-step manner.

Good sub-questions should be:

• Less complex than the main question
• Focused only on 1 type of research
• Presented in a logical order

Here are a few examples of descriptive and framing questions:

• Descriptive: According to current government arguments, how should a European bank tax be implemented?
• Descriptive: Which countries have a bank tax/levy on financial transactions?
• Framing: How should a bank tax/levy on financial transactions look at a European level?

Keep in mind that sub-questions are by no means mandatory. They should only be asked if you need the findings to answer your main question. If your main question is simple enough to stand on its own, it’s okay to skip the sub-question part. As a rule of thumb, the more complex your subject, the more sub-questions you’ll need.

Try to limit yourself to 4 or 5 sub-questions, maximum. If you feel you need more than this, it may be indication that your main research question is not sufficiently specific. In this case, it’s is better to revisit your problem statement and try to tighten your main question up.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

As you cannot possibly read every source related to your topic, it’s important to evaluate sources to assess their relevance. Use preliminary evaluation to determine whether a source is worth examining in more depth.

This involves:

• Reading abstracts , prefaces, introductions , and conclusions
• Looking at the table of contents to determine the scope of the work
• Consulting the index for key terms or the names of important scholars

A research hypothesis is your proposed answer to your research question. The research hypothesis usually includes an explanation (“ x affects y because …”).

A statistical hypothesis, on the other hand, is a mathematical statement about a population parameter. Statistical hypotheses always come in pairs: the null and alternative hypotheses . In a well-designed study , the statistical hypotheses correspond logically to the research hypothesis.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

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How to Write a Research Paper Introduction (with Examples)

Table of Contents

The research paper introduction section, along with the Title and Abstract, can be considered the face of any research paper. The following article is intended to guide you in organizing and writing the research paper introduction for a quality academic article or dissertation.

The research paper introduction aims to present the topic to the reader. A study will only be accepted for publishing if you can ascertain that the available literature cannot answer your research question. So it is important to ensure that you have read important studies on that particular topic, especially those within the last five to ten years, and that they are properly referenced in this section. 1

What should be included in the research paper introduction is decided by what you want to tell readers about the reason behind the research and how you plan to fill the knowledge gap. The best research paper introduction provides a systemic review of existing work and demonstrates additional work that needs to be done. It needs to be brief, captivating, and well-referenced; a well-drafted research paper introduction will help the researcher win half the battle.

The introduction for a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your research topic
• Capture reader interest
• Summarize existing research
• Position your own approach
• Define your specific research problem and problem statement
• Highlight the novelty and contributions of the study
• Give an overview of the paper’s structure

The research paper introduction can vary in size and structure depending on whether your paper presents the results of original empirical research or is a review paper. Some research paper introduction examples are only half a page while others are a few pages long. In many cases, the introduction will be shorter than all of the other sections of your paper; its length depends on the size of your paper as a whole.

What is the introduction for a research paper?

The introduction in a research paper is placed at the beginning to guide the reader from a broad subject area to the specific topic that your research addresses. They present the following information to the reader

• Scope: The topic covered in the research paper
• Context: Background of your topic
• Importance: Why your research matters in that particular area of research and the industry problem that can be targeted

Why is the introduction important in a research paper?

The research paper introduction conveys a lot of information and can be considered an essential roadmap for the rest of your paper. A good introduction for a research paper is important for the following reasons:

• It stimulates your reader’s interest: A good introduction section can make your readers want to read your paper by capturing their interest. It informs the reader what they are going to learn and helps determine if the topic is of interest to them.
• It helps the reader understand the research background: Without a clear introduction, your readers may feel confused and even struggle when reading your paper. A good research paper introduction will prepare them for the in-depth research to come. It provides you the opportunity to engage with the readers and demonstrate your knowledge and authority on the specific topic.
• It explains why your research paper is worth reading: Your introduction can convey a lot of information to your readers. It introduces the topic, why the topic is important, and how you plan to proceed with your research.
• It helps guide the reader through the rest of the paper: The research paper introduction gives the reader a sense of the nature of the information that will support your arguments and the general organization of the paragraphs that will follow.

What are the parts of introduction in the research?

A good research paper introduction section should comprise three main elements: 2

• What is known: This sets the stage for your research. It informs the readers of what is known on the subject.
• What is lacking: This is aimed at justifying the reason for carrying out your research. This could involve investigating a new concept or method or building upon previous research.
• What you aim to do: This part briefly states the objectives of your research and its major contributions. Your detailed hypothesis will also form a part of this section.

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Peace Alemede, Student, University of Ilorin

Paperpal has been an excellent and beneficial tool for editing my research work. With the help of Paperpal, I am now able to write and produce results at a much faster rate. For instance, I recently used Paperpal to edit a research article that is currently being considered for publication. The tool allowed me to align the language of my paragraph ideas to a more academic setting, thereby saving me both time and resources. As a result, my work was deemed accurate for use. I highly recommend this tool to anyone in need of efficient and effective research paper editing. Peace Alemede, Student, University of Ilorin, Nigeria

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How to write a research paper introduction?

The first step in writing the research paper introduction is to inform the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening statement. The second step involves establishing the kinds of research that have been done and ending with limitations or gaps in the research that you intend to address.

Finally, the research paper introduction clarifies how your own research fits in and what problem it addresses. If your research involved testing hypotheses, these should be stated along with your research question. The hypothesis should be presented in the past tense since it will have been tested by the time you are writing the research paper introduction.

The following key points, with examples, can guide you when writing the research paper introduction section:

1. Introduce the research topic:

• Highlight the importance of the research field or topic
• Describe the background of the topic
• Present an overview of current research on the topic

Example: The inclusion of experiential and competency-based learning has benefitted electronics engineering education. Industry partnerships provide an excellent alternative for students wanting to engage in solving real-world challenges. Industry-academia participation has grown in recent years due to the need for skilled engineers with practical training and specialized expertise. However, from the educational perspective, many activities are needed to incorporate sustainable development goals into the university curricula and consolidate learning innovation in universities.

2. Determine a research niche:

• Reveal a gap in existing research or oppose an existing assumption
• Formulate the research question

Example: There have been plausible efforts to integrate educational activities in higher education electronics engineering programs. However, very few studies have considered using educational research methods for performance evaluation of competency-based higher engineering education, with a focus on technical and or transversal skills. To remedy the current need for evaluating competencies in STEM fields and providing sustainable development goals in engineering education, in this study, a comparison was drawn between study groups without and with industry partners.

3. Place your research within the research niche:

• State the purpose of your study
• Highlight the key characteristics of your study
• Describe important results
• Highlight the novelty of the study.
• Offer a brief overview of the structure of the paper.

Example: The study evaluates the main competency needed in the applied electronics course, which is a fundamental core subject for many electronics engineering undergraduate programs. We compared two groups, without and with an industrial partner, that offered real-world projects to solve during the semester. This comparison can help determine significant differences in both groups in terms of developing subject competency and achieving sustainable development goals.

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Paperpal is a generative AI-powered academic writing assistant. It’s trained on millions of published scholarly articles and over 20 years of STM experience. Paperpal helps authors write better and faster with:

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With Paperpal, create a research paper introduction effortlessly. In this step-by-step guide, we’ll walk you through how Paperpal transforms your initial ideas into a polished and publication-ready introduction.

How to use Paperpal to write the Introduction section

Step 1: Sign up on Paperpal and click on the Copilot feature, under this choose Outlines > Research Article > Introduction

Step 2: Add your unstructured notes or initial draft, whether in English or another language, to Paperpal, which is to be used as the base for your content.

Step 3: Fill in the specifics, such as your field of study, brief description or details you want to include, which will help the AI generate the outline for your Introduction.

Step 4: Use this outline and sentence suggestions to develop your content, adding citations where needed and modifying it to align with your specific research focus.

Step 5: Turn to Paperpal’s granular language checks to refine your content, tailor it to reflect your personal writing style, and ensure it effectively conveys your message.

You can use the same process to develop each section of your article, and finally your research paper in half the time and without any of the stress.

Frequently Asked Questions

What is the purpose of the introduction in research papers.

The purpose of the research paper introduction is to introduce the reader to the problem definition, justify the need for the study, and describe the main theme of the study. The aim is to gain the reader’s attention by providing them with necessary background information and establishing the main purpose and direction of the research.

How long should the research paper introduction be?

The length of the research paper introduction can vary across journals and disciplines. While there are no strict word limits for writing the research paper introduction, an ideal length would be one page, with a maximum of 400 words over 1-4 paragraphs. Generally, it is one of the shorter sections of the paper as the reader is assumed to have at least a reasonable knowledge about the topic. 2

For example, for a study evaluating the role of building design in ensuring fire safety, there is no need to discuss definitions and nature of fire in the introduction; you could start by commenting upon the existing practices for fire safety and how your study will add to the existing knowledge and practice.

What should be included in the research paper introduction?

When deciding what to include in the research paper introduction, the rest of the paper should also be considered. The aim is to introduce the reader smoothly to the topic and facilitate an easy read without much dependency on external sources. 3

Below is a list of elements you can include to prepare a research paper introduction outline and follow it when you are writing the research paper introduction.

• Topic introduction: This can include key definitions and a brief history of the topic.
• Research context and background: Offer the readers some general information and then narrow it down to specific aspects.
• Details of the research you conducted: A brief literature review can be included to support your arguments or line of thought.
• Rationale for the study: This establishes the relevance of your study and establishes its importance.
• Importance of your research: The main contributions are highlighted to help establish the novelty of your study
• Research hypothesis: Introduce your research question and propose an expected outcome. Organization of the paper: Include a short paragraph of 3-4 sentences that highlights your plan for the entire paper

Should I include citations in the introduction for a research paper?

Cite only works that are most relevant to your topic; as a general rule, you can include one to three. Note that readers want to see evidence of original thinking. So it is better to avoid using too many references as it does not leave much room for your personal standpoint to shine through.

Citations in your research paper introduction support the key points, and the number of citations depend on the subject matter and the point discussed. If the research paper introduction is too long or overflowing with citations, it is better to cite a few review articles rather than the individual articles summarized in the review.

A good point to remember when citing research papers in the introduction section is to include at least one-third of the references in the introduction.

Should I provide a literature review in the research paper introduction?

The literature review plays a significant role in the research paper introduction section. A good literature review accomplishes the following:

• Introduces the topic
• Establishes the study’s significance
• Provides an overview of the relevant literature
• Provides context for the study using literature
• Identifies knowledge gaps

However, remember to avoid making the following mistakes when writing a research paper introduction:

• Do not use studies from the literature review to aggressively support your research
• Avoid direct quoting
• Do not allow literature review to be the focus of this section. Instead, the literature review should only aid in setting a foundation for the manuscript. 

Key points to remember

Remember the following key points for writing a good research paper introduction: 4

• Avoid stuffing too much general information: Avoid including what an average reader would know and include only that information related to the problem being addressed in the research paper introduction. For example, when describing a comparative study of non-traditional methods for mechanical design optimization, information related to the traditional methods and differences between traditional and non-traditional methods would not be relevant. In this case, the introduction for the research paper should begin with the state-of-the-art non-traditional methods and methods to evaluate the efficiency of newly developed algorithms.
• Avoid packing too many references: Cite only the required works in your research paper introduction. The other works can be included in the discussion section to strengthen your findings.
• Avoid extensive criticism of previous studies: Avoid being overly critical of earlier studies while setting the rationale for your study. A better place for this would be the Discussion section, where you can highlight the advantages of your method.
• Avoid describing conclusions of the study: When writing a research paper introduction remember not to include the findings of your study. The aim is to let the readers know what question is being answered. The actual answer should only be given in the Results and Discussion section.

To summarize, the research paper introduction section should be brief yet informative. It should convince the reader the need to conduct the study and motivate him to read further. If you’re feeling stuck or unsure, choose trusted AI academic writing assistants like Paperpal to effortlessly craft your research paper introduction and other sections of your research article.

• Jawaid, S. A., & Jawaid, M. (2019). How to write introduction and discussion. Saudi Journal of Anaesthesia, 13(Suppl 1), S18.
• Dewan, P., & Gupta, P. (2016). Writing the title, abstract and introduction: Looks matter!. Indian pediatrics, 53, 235-241.
• Cetin, S., & Hackam, D. J. (2005). An approach to the writing of a scientific Manuscript1. Journal of Surgical Research, 128(2), 165-167.
• Bavdekar, S. B. (2015). Writing introduction: Laying the foundations of a research paper. Journal of the Association of Physicians of India, 63(7), 44-6.

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Related Reads:

• 5 Reasons for Rejection After Peer Review
• Ethical Research Practices For Research with Human Subjects
• 8 Most Effective Ways to Increase Motivation for Thesis Writing 
• 6 Tips for Post-Doc Researchers to Take Their Career to the Next Level

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How to write a good research paper title

“Unread science is lost science .”

Credit: Mykyta Dolmatov/Getty

“Unread science is lost science.”

28 July 2020

Mykyta Dolmatov/Getty

With the influx of publications brought on by the pandemic, it’s become more challenging than ever for researchers to attract attention to their work.

Understanding which elements of a title will attract readers – or turn them away – has been proven to increase a paper’s citations and Altmetric score .

“In the era of information overload, most students and researchers do not have time to browse the entire text of a paper,” says Patrick Pu , a librarian at the National University of Singapore.

“The title of a paper, together with its abstract, become very important to capture and sustain the attention of readers.”

1. A good title avoids technical language

Since the primary audience of a paper is likely to be researchers working in the same field, using technical language in the title seems to make sense.

But this alienates the wider lay audience, which can bring valuable attention to your work . It can also alienate inexperienced researchers, or those who have recently entered the field.

“A good title does not use unnecessary jargon,” says Elisa De Ranieri , editor-in-chief at the Nature Communications journal (published by Springer Nature, which also publishes Nature Index.) “It communicates the main results in the study in a way that is clear and accessible, ideally to non-specialists or researchers new to the field.”

How-to: When crafting a title, says De Ranieri, write down the main result of the manuscript in a short paragraph. Shorten the text to make it more concise, while still remaining descriptive. Repeat this process until you have a title of fewer than 15 words.

2. A good title is easily searchable

Most readers today are accessing e-journals, which are indexed in scholarly databases such as Scopus and Google Scholar.

“Although these databases usually index the full text of papers, retrieval weightage for ‘Title’ is usually higher than other fields, such as ‘Results’,” Pu explains.

At the National University of Singapore, Pu and his colleagues run information literacy programmes for editors and authors. They give advice for publishing best practice, such as how to identify the most commonly used keywords in literature searches in a given field.

“A professor once told us how he discovered that industry experts were using a different term or keyword to describe his research area,” says Pu.

“He had written a seminal paper that did not include this ‘industry keyword’. He believes his paper, which was highly cited by academics, would have a higher citation count if he had included this keyword in the title. As librarians, we try to highlight this example to our students so that they will consider all possible keywords to use in their searches and paper titles.”

How-to: Authors should speak to an academic librarian at their institution to gain an understanding of keyword and search trends in their field of research. This should inform how the paper title is written.

3. A good title is substantiated by data

Authors should be cautious to not make any claims in the title that can’t be backed up by evidence.

“For instance, if you make a discovery with potential therapeutic relevance, the title should specify whether it was tested or studied in animals or humans/human samples,” says Irene Jarchum , senior editor at the journal Nature Biotechnology (also published by Springer Nature, which publishes the Nature Index.)

Jarchum adds that titles can be contentious because different authors have different views on the use of specific words, such as acronyms, or more fundamentally, what the main message of the title should be.

Some authors may over-interpret the significance of their preliminary findings, and want to reflect this in the title.

How-to: If you know your paper will be contentious within the scientific community, have the data ready to defend your decisions .

4. A good title sparks curiosity

A one-liner that sparks a reader’s interest can be very effective.

“A title has to pique the interest of the person searching for literature in a split-second – enough that they click on the title to read the abstract. Unread science is lost science,” says Christine Mayer , editor-in-chief of the journal Advanced Therapeutics .

Paper titles such as, "White and wonderful? Microplastics prevail in snow from the Alps to the Arctic" ( 2019 Science ), and “Kids these days: Why the youth of today seem lacking” ( 2019 Science Advances ) are good examples of this principle. Both papers have high Altmetric Attention scores, indicating that they have been widely read and discussed online.

How-to: Take note of the characteristics of paper titles that spark your own interest. Keep a record of these and apply the same principles to your own paper titles.

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• Insights blog

What makes a good research paper?

Publishing your journal article is an exciting result of months or years of hard work. But research that results in important finding does not always guarantee publication success.

You also need to make sure that your manuscript is well-written and meets the high-quality standard expected by leading journals.

Follow this guide to make sure your journal article is properly prepared to improve your chances of publication. 

Key services for you

You can choose these services even if you aren’t submitting your paper to a Taylor & Francis journal.

Common problems to avoid in your research manuscript 

There are some concerns to watch out for when you are preparing your research manuscript:

• Poor quality of writing : Your manuscript could be addressing an interesting idea but if your writing does not meet publishing standards, reviewers may not focus on the research.
• Mistakes and errors in your draft : Tiredness of the mind and eyes can create opportunity for mistakes. Make sure your journal article is properly edited and proofread. Take breaks and have someone else read your work to identify mistakes you missed.
• Language barrier : There is an increase in pressure to  write and publish work in English language . Translating your paper to English can help to create opportunity for international recognition, career progression and continuity of research.
• Common language errors : High quality research deserves clear writing. Think from a reader’s perspective to avoid using complex language.

You may be on a deadline but submitting a manuscript that isn’t ready for submission will cost you more time in the long term.

There are experts who can make sure your manuscript meets international standards of scholarly English.  Taylor & Francis Editing services  will help make sure your manuscript is free of grammatical, spelling, and other common language errors.

How your manuscript structure affects acceptance

The structure of a research article is key because:

• A good structure can make it easier for readers to understand your work. 
• A logical flow can help tell the story of your research, so readers and reviewers get excited about the subject matter.
• When your peers understand your work, it helps to verify your contribution to the field and makes it more likely your article will be cited.

It is important to focus your journal article on a target message. You should present this logically through the structure of your article. Manuscripts can be rejected during peer review because of poor structure, a weak argument, or other factors that may have been overlooked.

Evaluate all sections of your article to increase the chance of acceptance in your target journal. This will help to strengthen the position of your research argument. A quality research article usually requires input from multiple people – peers, supervisors, expert editors. 

For more confidence about the quality of your paper

Expert scientific editing  provides practical recommendations to improve your manuscript. This could be the difference between rejection and acceptance.

Understand the editorial process

It’s during the editorial process that the decisions are made whether to publish your journal article. This is when you deal with editors and peer reviewers. The process will assess the validity, significance, and originality of your work. There are a few things you can do to improve the chances of acceptance and publication. 

What to do before you submit 

As well as checking your manuscript for grammar, language quality, and structure, it’s also important to make sure it meets the requirements of the journal you’ve chosen to submit to.

Your article is suitable for the journal by checking its aims and scope. 

Your manuscript meets the style guidelines  in the instructions for authors, such as word count, language clarity, and format .

Your manuscript structure and technical inputs such as figures and charts comply with your target journal’s specific requirements .

Authors’ work is properly cited in your manuscript to avoid accidental plagiarism .

Pre-submission support

Taylor & Francis Editing services  offer a full range of pre-submission services to help identify and solve problems that may lead to manuscript rejection.

Specific technical input

Navigate your resubmission with ease.

What to expect after you submit 

It is common for editors and reviewers to have suggestions on how you can improve your paper. Straightforward recommendations require minor changes. Some may require extensive changes before your journal article can be accepted for publication.

Responding to reviewers’ comments can be a demanding experience. Take time to understand what is required. 

Make sure all reviewer and editor comments are discussed in your revisions. Comments you do not agree with will require explanations. Explain why you haven’t chosen to make the change when you resubmit.

Subject specific experts are available to help.  Taylor & Francis Rapid Technical Review experts  will work with you to navigate this challenging part of the publishing process.

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CST BLOG: Lab Expectations

The official blog of Cell Signaling Technology (CST), where we discuss what to expect from your time at the bench, share tips, tricks, and information.

• Career Development

How to Prepare and Deliver a Great Research Presentation

After months of running experiments, pouring over data late into the evening, and surviving on whatever snacks drift within arm’s reach, you’re about to present your research for the first time. You’ve memorized every detail, but the thought of facing a live audience still makes your palms sweaty and your knees shake.

Don’t worry, you’re not alone. Plenty of researchers would rather be knee-deep in experimental troubleshooting than face the unpredictability of a Q&A. In the lab, you know how to gear up when handling formaldehyde or BL-2 samples—if only there was PPE for the pointed questions from that one professor in the front row! 

All jokes aside, whether you’re preparing your first presentation for a departmental seminar or giving a research talk at a conference, the prospect can be a daunting one. But with the right preparation, you can turn your hard-earned findings into a compelling narrative. Many CST scientists regularly present at conferences, so we sat down with a couple to get practical advice on everything from preparing slides to managing anxiety.

Step One: Understand Your Audience and Tailor Your Narrative

Before you start, take a step back and think about who will be listening to your presentation. “Consider your audience before you make any slides—or even write your presentation title,” advises Richard Cho, PhD, Associate Director of Neuroscience at CST. “After you’ve spent so much time on a topic, it’s easy to forget that what’s second nature to you might be completely new to your audience and could require a quick introduction.”

This may involve adapting field-specific jargon or adding slides to explain unfamiliar concepts. For example, the presentation you’d prepare for a smaller, departmental seminar or a focused conference in your sub-field may look very different than what you would put together for a large international event.

Understanding your audience’s familiarity with your topic, along with their background, interests, and level of technical knowledge, will help you tailor your message so that it’s relevant and easily digestible.

Step Two: Craft Compelling Slides

Slides serve as visual aids to support and enhance your verbal presentation. A well-crafted slide distills your content into key points and provides your audience with attention-grabbing visuals. “Use as few words as possible in your slides,” recommends Virginia (Ginny) Bain, PhD, Group Leader of Immunofluorescence at CST. “Images and graphs are easier for an audience to digest than text-heavy slides. Then, when you do include words, they will be more impactful.” 

When designing slides, consider the size of the presentation space and ensure images are large enough to be seen by all audience members. A common stumbling block is trying to cram too much data onto a single slide.

“I’ve found nothing turns off an audience faster than feeling like they need to break out a magnifying glass to understand what they're looking at,” says Ginny. “Likewise, if you can, practice with the projector you’ll use during your talk to make sure it displays colors accurately—especially reds. Sometimes, you must add contrast to your images to ensure features aren’t lost.”

Finally, choose fonts and colors that make sense and carry the same elements throughout all slides. “Many organizations have slide templates that presenters can use,” adds Richard. “It’s worth asking if such a resource exists before you get too far along in assembling your presentation.”

The benefits of a well-crafted presentation are two-fold; first, it can act as a cue card to jog your memory as you are speaking, and second, the audience can glance at your slide if they fail to immediately catch your meaning. However, avoid the trap of simply reading full sentences or paragraphs directly from your slides. This is a surefire way to lose your audience, as they could simply read the information themselves.

Step Three: Engage Your Audience

In addition to producing slides that guide listeners through your talk, there are several techniques for keeping an audience captivated.

Storytelling

People think in stories, so one key to giving a great research talk is to tell a compelling story with your data.

“Before I start making slides, I like to come up with an overarching narrative in my head,” explains Ginny. “Of course, it always sounds amazing when I’m thinking about it, and then I write it down and realize where the holes are. However, this exercise helps me think through the whole story to identify areas that need improvement.”

It can be helpful to reflect on what excited you most about your research when you first started. What problem could your research ultimately help to solve? Why is it important? Weaving your research findings into the bigger picture can help capture your audience’s attention and make your presentation more memorable. 

“One pitfall I’ve seen early researchers fall for is a desire to share their findings in sequential order. Instead, it may make more sense to organize findings in a way that illustrates a story for your audience,” explains Ginny. “As I’m crafting my narrative, I organize my data in order in a PowerPoint or on a whiteboard to help identify the bigger picture before I decide what I want to show and when.”

Storytelling provides context for your research, making complex concepts more accessible and understandable to a diverse audience.

As you weave your research into a story, consider how it might challenge the audience's expectations and whether you can use the element of surprise as a hook. 

“In any good story, you’re going to have surprises,” explains Richard. “Surprises can be unexpected findings, counterintuitive results, or intriguing anecdotes that challenge conventional wisdom.” If there’s a way to do so, including surprises in your presentation can add intrigue and excitement to your talk and can spark lively discussion and debate.

“One tactic I’ve seen used successfully is to pose a question near the start of your presentation and imply to the audience that the answer might surprise them—but don’t give them the answer right away,” says Richard. “Then, later in the presentation, circle back to that question.”

Step Four: Practice, Practice, Practice

To enhance your presentation skills, it's essential to embrace practice as a critical component of preparation. Before you start, consider the format of the event and your time allotment and tailor the length of your presentation accordingly. For example, at large conferences, a moderator will often be responsible for keeping speakers on schedule, and questions are usually held until the end. In other settings, you may have more time to spend on storytelling and engaging with the audience. In those cases, it may make sense to build in extra time for questions. As you prepare, timing your practice sessions can help you pace your delivery to account for different formats.

Blog: Networking at Conferences: Five Tips for the Introverted Scientist

“Practicing your presentation is so important,” stresses Ginny. “I start intensive practice a week before my talk, which for me means giving the presentation a few times each day. Finding time to do this can be challenging, so I also rehearse while doing other things such as commuting or cooking dinner. Practicing like this has the added benefit of helping me learn how to recover when I get distracted or slip up.”

The number of practice sessions you’ll want to conduct can vary depending on a number of factors, including the length of your talk and the amount of time you have to prepare. Practicing at least three times is generally a good goal, with at least one of those practice sessions in front of a live audience. This allows you to  familiarize yourself with your content, refine your delivery, and identify areas for  improvement.

As you practice, get feedback on your presentation and delivery. “Opinions from your lab mates or colleagues are invaluable,” highlights Ginny. “In my experience, they often have great insights. I usually start this process early so I’m not trying to force last-minute changes that could throw me off.”

“It’s also important to get feedback from different audiences,” adds Richard. In addition to experts in your field, consider inviting peers from outside your lab, or possibly from a different research speciality, to learn to articulate messages in different ways.

When your presentation is refined, “print out thumbnails of your slides or make a PDF for your phone,” advises Ginny. “Having your slides handy for reference makes it easier to carve out moments to practice while you’re doing other things.”

Staying Focused on the Big Day

Throughout the process, remember that mastery is a journey, not a destination. Trite as it may sound, mistake-making is central to the improvement of any skill. Even well-established speakers get nervous and make mistakes. 

“When you feel anxiety creeping in, ‘square breathing’ is a powerful tool for self-regulation and has helped me,” remarks Ginny. “Focus on breathing in for a count of four, holding your breath for a count of four, exhaling for a count of four, and holding again for another count of four.”

Be flexible and recognize you might not get to every point you want to cover. “It's very common to get excited and gloss over something you planned to talk about in detail,” says Ginny. “Try not to let this distract you when it happens!”

Finally, Richard suggests remembering “that we’re our own worst critics. But the truth is, the people who are watching are there to help and want to learn your story. Excitement is contagious. More often than not, if you bring your enthusiasm to your talk, your audience will be excited and supportive as well.”

So, as you step out onto the stage, trust in your preparation, try to relax, and enjoy the rewarding experience of sharing your research with the world.

Additional Resources

Check out some of the other blog posts for more career development insights:

• How to Perfect Your Elevator Pitch
• A Guide to Successful Research Collaboration
• Navigating the Many Forms of Scientific Writing in Academia

Alexandra Foley

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• Where do I find Open Data?
• How can I share my Open Data

Head, Open Scholarship Services

Open data is data made available to the public free of financial and technical access barriers. Like open access publications, open data can be published using a variety of platforms, repositories, and methods and there are a variety of ways that you can retain ownership, control reuse, and track citations of your data. 

In order for data to be discoverable, useful, and available long term, good open data should follow certain principles. 

Data should be presented in a standard, structured format 

Descriptive metadata and documentation should accompany datasets to help others find and use it

Data should be linked, traceable, and available long term, providing transparency about the source of the information and reliability for citation and future use

Why is open data important? 

Sharing data in addition to published results increases transparency and reproducibility in research. Amid concerns about the quality of research in a rapidly publishing scholarly record, having access to the data that scholars used to experiment and make their findings can help assure us of the underlying quality of the research project and allow us to reproduce and build on their results.  

As an aspect of information equity, sharing data can benefit researchers who lack funding or resources to access expensive datasets or conduct their own research. 

For researchers sharing data alongside or in addition to digital projects or written scholarly outputs offers an additional publishing opportunity and may provide greater research impacts through citations of the dataset or report. Open data publishing may also help authors to find and attract collaborators who are conducting research on similar topics, or to combine and increase useful datasets to the benefit of the community at large. 

Can I use open data in my classroom, research, or project? 

In many cases, yes, since open data has been shared for the benefit of other researchers, students, and educators. However, like all questions about reusing other people’s research outputs, this is always determined on a case by case basis.  

Some things to consider: 

Data is not copyrightable, since it is considered factual. Therefore, data are not subject to the same copyright protections that control the use of other kinds of intellectual property. Even if the open data you find is not subject to copyright, the creators may have requests, like citation or attribution, which we should comply with to the best of our ability. 

Although data is not copyrightable, certain databases, reports, and other presentations of data may be copyrightable, so the format in which you are viewing or using the data is important in understanding what kinds of restrictions you will be subject to if you would like to reuse it. 

Although data is not copyrightable, it can still be owned. If you encounter data that has been accessed through a paid database, or is otherwise access-restricted, you should assume that this data will need to be licensed or that you will need to seek permission from the owner. The owner may be the original researcher, a lab or institution, such as a university, or a commercial entity, like a company or a data licensing firm.

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• Last Updated: Sep 17, 2024 11:52 AM
• URL: https://lib.guides.umd.edu/c.php?g=1425331

• Open access
• Published: 19 September 2024

Musculoskeletal patients’ preferences for care from physiotherapists or support workers: a discrete choice experiment

• Panos Sarigiovannis   ORCID: orcid.org/0000-0001-7960-1500 1 , 2 ,
• Luis Enrique Loría-Rebolledo 3 ,
• Nadine E. Foster 1 , 4 ,
• Sue Jowett 5 &
• Benjamin Saunders 1  

BMC Health Services Research volume  24 , Article number:  1095 ( 2024 ) Cite this article

Metrics details

Delegation of clinical tasks from physiotherapists to physiotherapy support workers is common yet varies considerably in musculoskeletal outpatient physiotherapy services, leading to variation in patient care. This study aimed to explore patients’ preferences and estimate specific trade-offs patients are willing to make in treatment choices when treated in musculoskeletal outpatient physiotherapy services.

A discrete choice experiment was conducted using an efficient design with 16 choice scenarios, divided into two blocks. Adult patients with musculoskeletal conditions recruited from a physiotherapy service completed a cross-sectional, online questionnaire. Choice data analyses were conducted using a multinomial logit model. The marginal rate of substitution for waiting time to first follow-up physiotherapy appointment and distance from the physiotherapy clinic was calculated and a probability model was built to estimate the probability of choosing between two distinct physiotherapy service options under different scenarios.

382 patient questionnaires were completed; 302 participants were treated by physiotherapists and 80 by physiotherapists and support workers. There was a significant preference to be seen by a physiotherapist, have more follow-up treatments, to wait less time for the first follow-up appointment, to be seen one-to-one, to see the same clinician, to travel a shorter distance to get to the clinic and to go to clinics with ample parking. Participants treated by support workers did not have a significant preference to be seen by a physiotherapist and it was more likely that they would choose to be seen by a support worker for clinic scenarios where the characteristics of the physiotherapy service were as good or better.

Conclusions

Findings highlight that patients treated by support workers are likely to choose to be treated by support workers again if the other service characteristics are as good or better compared to a service where treatment is provided only by physiotherapists. Findings have implications for the design of physiotherapy services to enhance patient experience when patients are treated by support workers. The findings will contribute to the development of “best practice” recommendations to guide physiotherapists in delegating clinical work to physiotherapy support workers for patients with musculoskeletal conditions.

Peer Review reports

Musculoskeletal (MSK) conditions such as arthritis and low back pain are the leading cause of years lived with disability worldwide; they affect an estimated 20.2 million people across the UK, where they are the second leading cause of sickness absence from work [ 41 ]. Most MSK conditions can be managed in primary care or outpatient services in hospitals; evaluation and treatment by physiotherapists are frequently part of the treatment pathway [ 4 ]. Patients are assessed by physiotherapists and if they need follow-up treatments, these are provided by either a physiotherapist or a physiotherapy support worker.

The physiotherapy support worker role was developed to address some of the challenges affecting healthcare service delivery and the physiotherapy workforce worldwide. This includes an increasingly ageing population and an associated burden of healthcare; spiralling costs; increased patient expectations and a shortage of registered physiotherapists [ 3 , 11 ] (Lizarondo et al., 2010; Munn et al., 2013). Physiotherapy support workers, who may also be known as physiotherapy assistants, rehabilitation assistants, technical instructors or physiotherapy technicians, are non-registered staff who work alongside physiotherapists to provide delegated interventions and responsibilities [ 33 ]. They do not hold a qualification accredited by a professional association and are not formally regulated by a statutory body.

In the UK, physiotherapy support workers form approximately 15% of the total physiotherapy workforce [ 37 ] and a significant proportion of them work in MSK physiotherapy services within the National Health Service (NHS). They may undertake any activity that is in pursuit of physiotherapy goals provided that the activity is delegated to them by a registered healthcare professional with appropriate supervision in place and, where necessary or indicated, access to support and advice from a registered physiotherapist [ 38 ]. However, physiotherapy support workers’ roles are relatively undefined and as such, there is considerable variation in the duties and tasks they undertake [ 31 ]. National guidance from the Chartered Society of Physiotherapy (CSP Footnote 1 ) about delegation of tasks to support workers largely leave decision-making to the individual physiotherapist, their judgement of the task and their assessment of the competence of the support worker [ 39 ]. Consequently, in some physiotherapy services, physiotherapy support workers have a predominantly clinical role whereas in others they fulfil primarily an administrative role such as inputting data and booking appointments which leads to variation in clinical care [ 31 ].

A recent survey that explored current practice of UK MSK physiotherapists in relation to delegating clinical tasks to physiotherapy support workers, demonstrated that there is considerable variation in practice and delegation appears very patient-dependent [ 33 ]. This evidence suggests the need for a best practice framework to guide physiotherapists when delegating clinical tasks to support workers and standardise delegation. This need is being addressed through the Musculoskeletal Outpatient Physiotherapy Delegation (MOPeD) mixed methods study [ 34 ]. The first stage of the MOPeD study was a focused ethnographic study which explored how the culture in physiotherapy services may influence how tasks are delegated to physiotherapy support workers. It included detailed observations in two NHS musculoskeletal outpatient physiotherapy services and interviews with patients and clinicians. Stage 2a was a consensus study to reach agreement about what ‘best practice’ delegation recommendations should include.

A crucial step in the process of developing the ‘best practice’ recommendations is to understand musculoskeletal patients’ preferences about whether they are treated by physiotherapists or by physiotherapy support workers. The aim of the current study, which forms stage 2b of the MOPeD study, was to explore patients’ preferences about their care in MSK outpatient physiotherapy services and estimate specific trade-offs patients are willing to make in treatment choices when they are treated by physiotherapy support workers in MSK outpatient physiotherapy services.

• Discrete choice experiment

A discrete choice experiment (DCE) was carried out. The DCE was conducted to elicit patients’ preferences when treated by physiotherapists and physiotherapy support workers in NHS MSK physiotherapy services. DCEs are an attribute-based survey method for measuring benefits (utility). Within healthcare, DCEs have been applied to address a wide range of issues in the delivery of healthcare including measuring and valuing attributes of a healthcare service and identifying the factors that influence choices and decisions of patients, the public and healthcare professionals [ 28 , 35 ]. DCEs are based on the assumption that a service can be described by its characteristics or attributes, and the extent to which an individual values the service depends on the levels of these characteristics [ 36 ]. In a DCE, respondents are asked to choose between two or more alternatives, implicitly trading between the characteristics’ levels.

Ethical approval for the study was granted by the South West – Frenchay NHS Research Ethics Committee (REC) and the UK Health Research Authority (REC reference 21/SW/0158, IRAS project 297095).

Attributes and levels

Development of the attributes and levels was guided by the qualitative findings from the first stage of the MOPeD study, which included semi-structured interviews of 19 patients who were treated by physiotherapists and support workers for a MSK condition (Sarigiovannis et al., in preparation), and further input from the study’s patient and public involvement and engagement (PPIE) and clinical advisory groups [ 34 ]. From the thematic analysis of the interviews, we identified factors that influenced patient preference. In addition, we explicitly asked participants of the PPIE group to identify the most important physiotherapy service characteristics that would influence their choice if they had to choose between two different physiotherapy services. The qualitative findings and the feedback from the PPIE and clinical advisory group were reviewed and combined to inform the selection of attributes and levels for the DCE [ 7 ]. The findings were reviewed by the PPIE group again and finally, seven attributes were included in the DCE. Table  1 shows the attributes and levels used in the MOPeD DCE.

For each choice task, participants were asked to select one of the two physiotherapy services (for further details refer to DCE instrument  section). An opt out option was considered but it was decided not to include one as the choice frame reflects the real choice a patient would face. Additionally, it has been shown that inclusion of an opt out option results in small differences between the forced and unforced choice model while at the same time it compromises statistical significance [ 5 , 40 ]. Given the attributes and levels, there were 1536 possible combinations of choice tasks (2 3  × 3 × 4 3 ). A D-efficient design, for a multinomial logit model (MNL) Footnote 2 was used to select 16 choice tasks using the NGENE software. The design included an alternative specific constant (ASC) for the second alternative, which captures the likelihood of choice with respect to the first alternative when all attributes are held equal. The design was blocked into two versions of eight choice tasks [ 15 , 21 ]. The final design was selected based on the lowest D-error, maximum level balance and utility balance, and minimal within-alternative correlation, minimal overlap [ 26 , 29 , 36 ].

DCE instrument

The DCE was administered as a cross-sectional questionnaire online survey with different sections which included questions about the participants’ health as well as sociodemographic data such as ethnicity, education and employment. The questionnaire was available online on the Qualtrics platform and participants completed it using tablet devices which were available at the participating clinics. However, a paper version of the questionnaire was produced to facilitate the ethical approval process (additional file 1). Participants were randomised to complete one of the two versions of the choice-set questions. An example of a choice-set question is shown in Fig.  1 together with the text that introduced the choice tasks.

Explanation of scenarios and example of a choice task (question 1, block 1)

The order of the choice tasks was randomised in each version. The questionnaire was piloted three times prior to the final version, to ensure ease of comprehension and test completion times. Following the first pilot, the order and wording of questions changed and after the second pilot an additional section about participants’ current treatment was added to facilitate comprehension. No changes were made after the third and final pilot. Depending on their answers, each participant was required to answer 22 to 25 questions in total. For example, only participants who answered that they used the car park at their physiotherapy clinic were asked to answer if the car park was ample or limited.

Patient and public involvement and engagement

Meetings were held throughout the study with a group of seven patients to develop the DCE: three male and four female. All patients in the group had experience of treatment by a physiotherapist and/or physiotherapy support worker for a MSK condition. This support and feedback were essential in selecting the DCE attributes, designing and piloting the questionnaire, producing the participant.

information leaflets and interpreting the results. For example, based on the feedback from the PPIE group, it was decided to only offer the questionnaire in an online format which participants would complete using tablet devices in the participating physiotherapy clinics.

Clinical advisory group

The design and methods of the DCE were also informed by discussion with a group of clinicians consisting of four physiotherapists, three physiotherapy support workers, one physiotherapy operational lead and one clinical lead. Based on the feedback received from the study’s clinical advisory group, it was decided that patient recruitment would be completed by the lead author, who was employed by the participating Trust, and three research facilitators. The group supported the delivery of the study, interpretation of results and dissemination.

DCE sample size

The minimum sample size needed for DCEs depends on the specific hypotheses to be tested [ 10 ]. The sample size calculation was based on Orme’s formula which takes into account the number of choice tasks, the number of alternatives and the maximum number of levels for all attributes [ 24 ]. The absolute minimum number of participants required for the DCE would be 125 participants per block or 250 participants in total. However, as the need to conduct subgroup analysis was taken into consideration, it was decided to recruit between 180 and 200 per block or 360–400 participants in total [ 25 ].

Participant eligibility criteria and recruitment

Adult patients (18 years old or older) who were treated for a MSK condition in one of the eight participating physiotherapy clinics in Midlands Partnership University NHS Foundation Trust (MPFT) were eligible to participate. The clinics were part of a primary care musculoskeletal physiotherapy service which served urban and rural areas covering the geographical area of North and South Staffordshire. Patients were referred to the physiotherapy service predominantly by general practitioners (GPs), first contact practitioners (FCPs) or advanced physiotherapy practitioners (APPs).

Physiotherapists within participating site(s), invited patients to self-complete the questionnaire when patients were either attending for their follow-up physiotherapy appointment or were discharged from treatment during pre-arranged recruitment days during the 4-month-recruitment period. Patients were directed to the researcher (PS) or the research facilitator when they expressed their interest to participate or to find out more information about the study. Patients who agreed to participate were asked to provide informed, written consent prior to completing the DCE questionnaire. Patients were provided with a tablet to complete the survey in a quiet office where the researcher (PS) or a research facilitator were available to help them if they encountered any difficulties with the equipment.

Data analyses

Data analyses were conducted in STATA (Stata Corporation 2023, Stata Statistical Software: Release 18. College Station, Texas: Stata Corporation LLC). Data were analysed using an MNL model with robust standard errors. Additionally, subgroup analyses were conducted to identify the potential effect of observed patient characteristics [ 8 ]. For example, the sample was split into various subgroups including patients who were referred for physiotherapy because of a spinal condition or conditions other than spinal, patients with reduced or not reduced activities of daily living (ADL) due to their musculoskeletal condition(s), patients with or without at least a degree qualification, patients aged either under 65 years old or 65 years old and older, patients who were female or not and patients being treated by physiotherapists or by support workers. Marginal rates of substitution (MRS) (e.g., the ratio of two parameters) were calculated in terms of waiting times and travelling distance to allow direct comparison across subgroups which facilitated interpretation of data and account for observed heterogeneity [ 9 , 12 , 42 ]. Waiting times and travelling distance were selected since they have been reported to be important for patients [ 17 ] (Pitkänen and Linnosmaa, 2021). Finally, mean estimates were used to estimate the probability of choosing one of the two physiotherapy services based on scenarios of interest (e.g., between services provided by physiotherapist and support worker).

Study participants

382 patients were recruited, with 232 (60.73%) attending their physiotherapy appointments within North Staffordshire and 150 (39.27%) in South Staffordshire. Mean completion time of the online survey was 11.16 min. 251 participants (65.71%) were female and 190 patients (49.74%) were 65 years old or older. 371 participating patients (97.12%) described their ethnic group as “white”. 155 participants (40.57%) reported having no qualifications, whereas 142 (37.17%) held at least a degree qualification. 192 participants (50.26%) were retired and 117 (30.63%) preferred not to reveal their household income. 176 (46.07%) participants stated that they suffered from long-term conditions which affected their activities of daily living. Characteristics of the study participants are shown in Table  2 .

MNL model analysis

There was no evidence the position of the alternative scenario impacted the likelihood of choosing a service (e.g., no left to right bias). The results (Table  3 ) showed patients prefer being seen by a physiotherapist as opposed to a support worker; waiting less time to be seen for the first follow up appointment and receiving continuity of care. Furthermore, the results indicated that patients prefer to have more follow-up treatments; travel less distance to get to the physiotherapy clinic and have appointments in clinics with ample parking. Finally, being treated in an exercise class with other patients was preferred less than when being treated one-to-one without equipment. However, when the treatment was delivered one-to-one, they were indifferent to having access to equipment. Appendix shows the MNL model analysis for the relevant subgroups.

Marginal rates of substitution for waiting time and distance

Figure  2 shows the MRS in terms of waiting time for the two subgroups: patients currently treated by support workers and those treated by physiotherapists. Patients treated by physiotherapists were willing to wait an additional period of 8.76 weeks to be seen by a physiotherapist, 13.57 weeks to be treated by the same clinician for their follow-up treatments, 0.35 weeks for each additional follow-up appointment, 8.82 weeks to be treated one-to-one without equipment instead for being treated in a class with other patients, 0.34 weeks to be seen one-to-one with equipment instead of one-to-one without equipment, 1.16 weeks per mile being closer to the physiotherapy clinic and 3.53 weeks to go to a clinic with an ample parking. Patients who were treated by physiotherapy support workers were willing to wait an additional period of 0.23 weeks to be seen by a physiotherapist, 7.71 weeks to be treated by the same clinician for their follow-up treatments, 0.95 weeks for each additional follow-up appointment, 1.07 weeks to be treated one-to-one without equipment, 0.49 weeks to be seen one-to-one with equipment, 1.40 weeks per mile being closer to the physiotherapy clinic and 4.10 weeks to go to a clinic with an ample parking.

Willingness to wait values to get a marginal change per attribute for patients treated by support workers and physiotherapists

Figure  3 shows the MRS for travelling distance for the same subgroups. Patients treated by physiotherapists were willing to travel an additional distance of 7.57 miles to be seen by a physiotherapist, 0.86 miles for each week that they have to wait less to be seen for their first follow-up appointment, 11.72 miles to be treated by the same clinician for their follow-up treatments, 0.30 miles for each additional follow-up appointment, 7.61 weeks to be treated one-to-one without equipment instead for being treated in a class with other patients, 0.29 miles to be seen one-to-one with equipment instead of being treated one-to-one without equipment, and 3.53 miles to go to a clinic with an ample parking. Patients treated by physiotherapy support workers were willing to travel an additional distance of 0.17 miles to be seen by a physiotherapist, 0.72 miles for each week that they have to wait less to be seen for their first follow-up appointment, 5.52 miles to be treated by the same clinician, 0.68 miles for each additional follow-up appointment, 0.76 miles to be treated one-to-one without equipment instead for being treated in a class, 0.35 miles to be seen one-to-one with equipment, and 2.94 miles to go to a clinic with an ample parking.

Willingness to travel values to get a marginal change per attribute for patients treated by support workers and physiotherapists

Probability of choosing services

Table  4 shows the probability of participants selecting one of the two physiotherapy service options listed in three different scenarios with two services each. Scenario 1 describes a choice between a service ( Service 1 ) where patients are treated by physiotherapists and one ( Service 2 ) where patients are treated by physiotherapy support workers in which other service characteristics are seemingly less favourable (e.g., farther away and more waiting time). Scenario 2 is similar to Scenario 1 with the only difference being the distance to the physiotherapy clinic has been reversed between the two services (i.e. 16 miles distance for Service 1 and 2 miles distance for Service 2 ). Scenario 3 also describes a Service 1 where the treatment is provided by physiotherapists and a Service 2 where treatment is provided by support workers, but with other service characteristics that seemingly favour the latter.

Results showed that in Scenario 1, on average most patients (96.72%) would choose the service with the physiotherapist ( Service 1 ). Furthermore, who the patient’s current clinician is does not seem to impact the likelihood of choice: 97.80% patients being treated by physiotherapists and 90.74% patients being treated by support workers would choose the service with the physiotherapist ( Service 1 ). Similarly, in Scenario 2, on average most patients (77.88%) would choose the service with the physiotherapist ( Service 1) . However, given the change in travel distances to each clinic, there was a bigger difference between the two subgroups: 83.81% of patients treated by physiotherapists would choose Service 1 compared to 50.10% of patients treated by support workers.

In Scenario 3, given the least favourable service characteristics of the service where the treatment is provided by physiotherapists ( Service 1 ), on average the choice proportions between the two services were more equally split with 46.66% of patients would choose a service with a support worker. At the same time, there was also evidence that current treating clinician had an effect on probabilities: 69.56% of patients treated by support workers were likely to choose the service which included a support worker versus 40.18% of those treated by physiotherapists. Conversely, 59.82% of participants who have been seen by a physiotherapist versus 30.44% of those seen by a support worker would choose a service where treatment is provided exclusively by physiotherapists even when the other characteristics are less favourable.

Main findings

This paper reports the findings of a study which used DCE methodology to elicit patients’ preferences when they are treated by physiotherapists and physiotherapy support workers in MSK outpatient physiotherapy services. Patients elicited expected preferences. Nevertheless, the results of this DCE showed that patients’ experience of being treated by a physiotherapist or support worker previously is a significant factor when making a choice about the future. Patients who had been seen by support workers were likely to choose to be seen by a support worker again provided the other service characteristics such as travelling distance, parking facilities or number of follow-up treatments, are similar or marginally better when compared to those of a physiotherapy service where follow up treatments are provided by physiotherapists.

Comparison with previous research literature

Charles et al. [ 6 ] conducted a DCE to explore older patients’ preferences for hip fracture rehabilitation services. The DCE attributes included whether the treating clinician was a qualified physiotherapist/occupational therapist or a support worker. The authors reported that there was a significant preference for the healthcare professional delivering the rehabilitation sessions to be a qualified physiotherapist or occupational therapist. Nevertheless, their results should be viewed with caution as the study sample used in their DCE was small (41 patients). Additionally, Charles et al. [ 6 ] described support workers in their DCE as “supervised unqualified assistants” which may have been confusing and misleading for participants. Physiotherapy support workers are non-registered clinicians but not unqualified as the vast majority of them have qualifications that enable them to work safely and effectively in their role [ 31 ].

Uncertainty and lack of clarity in relation to support workers’ role as well as lack of previous experience of being treated by a physiotherapy support worker, may have been among the factors which influenced patients, who were not treated by support workers in our study, to choose to be treated by a physiotherapist instead of a support worker. Historically, there has been a lack of regulation and registration for physiotherapy support workers, and as a result, many of these positions have evolved with variations in the title, and an inconsistent understanding of the role as well as the educational and supervision requirements [ 14 , 32 ].

Convenience is a well-known factor for treatment choice. It has been reported that patients tend to choose their preferred location taking into account parking availability, duration of trip and transport services’ availability and costs (Perry et al., 2015, Pitkänen and Linnosmaa 2021). Pitkänen and Linnosmaa (2021) reported that, in general, all patients prefer high-quality providers within short distances. This is supported by the findings of this study as patients preferred to travel the shortest possible travelling distance to get to the physiotherapy clinic. Nevertheless, patients in our study were prepared to travel longer distances to be seen by the same clinician. Continuity of care of care is known to have important benefits for patients, healthcare professionals and healthcare systems [ 13 , 16 , 22 ].

Mason [ 23 ] reported that between 70 and 90% of patients who accessed hospitals used cars to attend for outpatient appointments and that and the parking experience could be an additional source of financial pressure, worry and stress, which appeared to affect patient satisfaction principally when it was either very good or very bad. Participants in our sample clearly demonstrated their significant preference for physiotherapy clinics with ample parking.

Physiotherapy treatments for MSK conditions are usually delivered on a one-to-one basis or in group settings. There is evidence that physiotherapy treatments provided in groups are similarly effective to one to one care and cost-effective [ 1 , 30 ]. While group-based treatments may be appropriate for some patients, they will not suit all patients [ 19 ]. Participants in our study preferred to be seen one to one instead of in a group; however, patients treated by support workers did not have a strong preference to be seen one to one. It is reported that healthcare providers increasingly seek to improve quality of patient care by focusing on patients’ needs and preferences, with ‘patient-centredness’ recognised as a domain of quality in its own right [ 27 ]. To implement patient-centred care, it is essential that clinicians take into consideration patient preferences when they formulate their treatment plan [ 18 ].

Strengths and limitations

A robust process was followed in designing the DCE, involving incorporation of findings of the previous stages of the MOPeD study and input from different stakeholders, including patients. This process was reflected in the face validity of the analysis results. Additionally, a face-to-face data collection approach in this DCE resulted in high response rate and in receiving no incomplete questionnaires. Finally, we recruited 382 patients which allowed us to conduct various subgroup analyses. However, this study comes with limitations. First, the data analysis used a conditional or multinomial logit model (MNL) which has restrictive assumptions. For example, independence or irrelevant alternatives, independent and identically distributed errors and identical preferences across respondent e.g., no preference homogeneity [ 20 , 29 ]. An MNL was used, instead of a more flexible model that explores unobserved heterogeneity (but also contains requires other assumptions), to focus on more policy actionable observed heterogeneity as shown in the subgroup analysis and calculation of MRS and probabilities.

Second, linearity of the continuous variables was not tested because these were designed as continuous variables and not as categorical. The reason for this design specification was to minimise the degrees of freedom needed to estimate the model given the expected sample size [ 2 ]. Furthermore, the decision to treat them as continuous variables was supported by the guidance from the literature and the clinical advisory group of the study given the focus and ease of interpretation of the results if presented as marginal rates of substitution.

Third, participation of the study was limited to patients attending appointments in the eight participating physiotherapy MSK clinics within MPFT in North and South Staffordshire. Although the participants sample was not a representative sample of the UK population of MSK patients for ethnicity as most participants described their ethnic group as “white”, it was representative of the population of MSK patients that attend physiotherapy appointments in North and South Staffordshire. Partial postcode data were collected (the first part of the participants’ postcode) to ensure anonymity and comply with ethical approval but it was not possible to link the collected postcode data to full postcode data from other studies and such comparisons could not be made. We thus acknowledge that our findings may not be generalisable to all UK MSK patients including those who attend physiotherapy appointments for a MSK condition in the private sector. Nevertheless, the findings of this study highlight issues which are not pertinent exclusively to the NHS or the MSK clinical setting in relation to patients’ preferences when they are treated by support workers. Therefore, the findings may have wider applicability beyond the MSK setting or the NHS context and as such may be useful for informing research and practice in other settings both in the UK and internationally.

Conclusions and implications

The findings reported in this paper provide evidence about patients’ preferences as well as what service characteristics patients consider important when they are treated by physiotherapy support workers in MSK outpatient physiotherapy services. The findings demonstrated that patient experience of being treated by a physiotherapist or support worker is a significant factor when making a choice about the future. Unless patients have the experience of being treated by a physiotherapy support worker, they prefer to be treated by a physiotherapist regardless of any other less favourable characteristics of the physiotherapy service such as longer waits, distance and limited parking. Even when patients are treated by support workers, they seem to choose to be seen by a support worker again only when the other service characteristics are as good or favourable when compared to a service where treatment is provided only by physiotherapists.

The findings of this study indicate that there is a lack of understanding of the support workers’ role. They also suggest that it would be useful for patients to be given a clear explanation about the support worker role, their capabilities and why they are the most suitable and competent person for particular aspects of their treatment, in order to increase patients’ confidence and acceptability in being seen by a support worker. Finally, our findings highlight that continuity of care is important for patients. Within the study’s limitations, these findings can inform design of a physiotherapy service delivery to enhance patient experience when patients are treated by physiotherapists and support workers.

The findings of this study will be triangulated together with the results from the other stages of the MOPeD study to directly inform the development of “best practice” recommendations which incorporate the preference of patients, to guide physiotherapists to delegate clinical tasks to physiotherapy support workers in the MSK setting.

Availability of data and materials

The data that support the findings of this study are not openly available due to reasons of sensitivity and are available from the corresponding author upon reasonable request.

The Chartered Society of Physiotherapy (CSP) is the professional, educational and trade union body for the UK’s chartered physiotherapists, physiotherapy students and support workers.

The MNL model is described as the ‘workhorse of choice modelling’ and it has been recommended as a natural first model to estimate [ 20 ].

Abbreviations

Activities of Daily Living

Advanced Physiotherapy Practitioners

Alternative Specific Constant

Chartered Society of Physiotherapy

Discrete Choice Experiment

First Contact Practitioners

General Practitioners

Integrated Research Application System

Multinomial Logit

Musculoskeletal Outpatient Physiotherapy Delegation

Midlands Partnership University NHS Foundation Trust

Marginal Rates of Substitution

Musculoskeletal

National Health Service

Patient and Public Involvement and Engagement

Research Ethics Committee

United Kingdom

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Acknowledgements

The authors would like to thank the study participants, members of the study’s Patient and Public Involvement and Engagement (PPIE) group and members of the study’s Clinical Advisory group for their valuable input and advice.

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Panos Sarigiovannis was funded by National Institute for Health and Care Research award (Clinical Doctoral Research Fellowship NIHR301550) for this research project. The views expressed in this publication are those of the author(s) and not necessarily those of the NIHR, NHS or the UK Department of Health and Social Care.

NE Foster is funded through an Australian National Health and Medical Research Council Investigator grant (ID: 2018182).

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Panos Sarigiovannis, Nadine E. Foster & Benjamin Saunders

Midlands Partnership University NHS Foundation Trust, Newcastle under Lyme, Staffordshire, ST5 2BQ, UK

Panos Sarigiovannis

Health Economics Research Unit, University of Aberdeen, Aberdeen, AB25 2ZD, UK

Luis Enrique Loría-Rebolledo

STARS Education and Research Alliance, Surgical Treatment and Rehabilitation Service (STARS), The University of Queensland and Metro North Health, , Herston, Brisbane, Australia

Nadine E. Foster

Health Economics Unit, Institute of Applied Health Research, Public Health Building, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK

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PS conceptualised and developed the idea for the study, designed the study, led the analysis of the data, wrote the first draft of the manuscript and critically edited the manuscript. LLR provided guidance in designing the study as well as conducting the data analysis and critically edited the manuscript.  NF, SJ and BS conceptualised and developed the idea for the study, were involved in designing the study, analysing the data and critically edited the manuscript. All authors read and approved the final manuscript.

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Ethical approval was granted by the South West – Frenchay NHS Research Ethics Committee and the UK Health Research Authority (REC reference 21/SW/0158, IRAS project 297095).

All participants were approached within the recruiting physiotherapy departments and provided informed written consent prior to completion of the DCE.  All methods were carried out in accordance with the Declaration of Helsinki.

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Supplementary material 1, mnl model analysis - coefficient values for all participants and various subgroups a.

• Note: Due to scaling issues, the magnitude of the coefficient cannot be directly used to compare preference estimates. However, the significance provides insight as to how preferences change across subgroups
• a Coefficient values in bold indicate that the p value ≤ 0.05

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Sarigiovannis, P., Loría-Rebolledo, L.E., Foster, N.E. et al. Musculoskeletal patients’ preferences for care from physiotherapists or support workers: a discrete choice experiment. BMC Health Serv Res 24 , 1095 (2024). https://doi.org/10.1186/s12913-024-11585-w

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Published : 19 September 2024

DOI : https://doi.org/10.1186/s12913-024-11585-w

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Preliminary Research on Dynamic Hoek–Brown Strength Criterion for Rock Mass

• Original Paper
• Published: 18 September 2024

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• Xiaokun Xie 1 , 4 ,
• Jianchun Li 1 ,
• Yang Zou 2 ,
• Xing Li 1 &
• Jian Zhao 3  

The Hoek–Brown strength criterion is commonly employed to anticipate rock mass failure, considering influential factors including rock mass quality and static stress conditions. Nevertheless, extensive experiments have revealed that the strength of intact rock also depends on the loading rate. Since rock masses frequently experience dynamic loading in practical scenarios, extending the application of this criterion into the dynamic domain is both valuable and challenging. This paper initiates an exploration into the dynamic strength criterion of rock masses, drawing from experimental studies on the dynamic mechanical response of jointed rock specimens. A dynamic three-dimensional strength test was carried out on artificially jointed rock specimens using SHPB equipment with confining pressure. Specimens contain a set of sub-horizontal joint and a set of sub-vertical joint. The research shows that the dynamic compressive strength and Young’s modulus of jointed rock specimens increase with the increase of loading rate. The dynamic scale effect of rocks is more related to the structure, rather than being solely dictated by scale. Discussion is undertaken regarding the fundamental form of dynamic strength criterion of rock mass, which is modified from the Hoek–Brown (H–B) criterion. Subsequently, the dynamic compressive strength and Young’s modulus of jointed rock specimens are analyzed. By accounting for dynamic size effects, the geological strength index (GSI) was evaluated, which is closely consistent with GSI calculated through dynamic Young’s modulus. The relationship between GSI and loading rate is discussed. According to the GSI chart, the joint spacings of rock masses as reflected by the specimen’s structures under different loading rates are derived. These findings contribute valuable guidance on utilizing laboratory-scale jointed rock specimens to assess the mechanical behavior and strength characteristics of rock masses under dynamic loads such as blasting.

Dynamic experiment on jointed rock specimens using SHPB equipment

Dynamic mechanical properties of jointed rock specimens

Dynamic Hoek-Brown strength criterion for rock masses

Dynamic size effect of jointed rock mass and dynamic GSI

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Acknowledgements

This work was supported by the National Natural Science Foundation of China (Grant Nos. 42220104007, 42377160), the Entrepreneurial Team Program of Jiangsu Province, China (JSSCTD202140).

National Natural Science Foundation of China, 42377160, Xing Li,42220104007, J.C. LI,Entrepreneurial Team Program of Jiangsu Province, China, JSSCTD202140, J.C. LI

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Xiaokun Xie, Jianchun Li & Xing Li

Division of Mining and Geotechnical Engineering, Luleå University of Technology, 97187, Luleå, Sweden

Department of Civil Engineering, Monash University, Melbourne, VIC, 3800, Australia

Department of Earth Sciences, ETH Zurich, 8092, Zurich, Switzerland

Xiaokun Xie

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Xie, X., Li, J., Zou, Y. et al. Preliminary Research on Dynamic Hoek–Brown Strength Criterion for Rock Mass. Rock Mech Rock Eng (2024). https://doi.org/10.1007/s00603-024-04160-6

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Received : 19 January 2024

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Published : 18 September 2024

DOI : https://doi.org/10.1007/s00603-024-04160-6

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