research questions criteria

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.    

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Formulating a Clear Research Question Statement

Formulating a clear research question is a crucial step in the research process, providing a focused, precise path for inquiry. This article outlines the essential steps and considerations for developing a strong research question that guides the entire research project.

Key Takeaways

• Understand the core attributes of a strong research question, including specificity, clarity, and relevance to the field of study.
• Identify common pitfalls in research question formulation, such as vagueness and overly broad scope, and learn strategies to avoid them.
• Utilize literature reviews effectively to refine and align your research question with existing knowledge and gaps.
• Transition smoothly from a well-formulated research question to a testable hypothesis, setting the foundation for your research methodology.
• Consider ethical implications in your research question to ensure fairness, privacy, and bias mitigation.

Understanding the Essence of a Research Question Statement

Defining a research question.

To embark on any research project, you must first clearly understand what a research question is. It is the fundamental query that guides your entire study, aiming to address a specific concern or gap in knowledge. Formulating a clear and concise research question is crucial as it sets the direction and scope of your investigation.

Characteristics of a Strong Research Question

A strong research question should be precise, manageable, and substantial enough to warrant detailed analysis. It should be researchable —meaning there must be enough evidence and resources available to answer it. Moreover, it should be specific enough to allow for a clear and focused investigation, yet broad enough to cover the necessary aspects of the topic.

Common Pitfalls to Avoid

When crafting your research question, avoid vagueness, overly broad topics, and questions that are too trivial. A common pitfall is formulating a question that is either too broad or too narrow, which can lead to either an overwhelming amount of data or a lack of sufficient information to conduct thorough research.

Developing a Research Question from a Broad Topic

Narrowing down the scope.

To transform a broad topic into a focused research question , start by identifying the specific aspects of the topic that intrigue you the most. This process involves breaking down the topic into manageable parts and deciding which part you are most passionate about or which has the least existing research.

Identifying Key Variables

Once you have a clearer scope, identify the key variables that will form the basis of your research. These variables are the elements within your topic that you can measure or assess to gather data. Understanding these variables is crucial for formulating an effective research question .

Formulating an Initial Question

With a specific aspect and key variables identified, you can now draft an initial question. This question should be clear, concise, and answerable within the constraints of your research resources. It's important to refine this question over time to ensure it remains relevant and focused on your research goals.

Evaluating the Clarity and Focus of Your Research Question

Criteria for clarity and specificity.

To ensure your research question is effective, it's crucial to evaluate its clarity and specificity. Ask yourself: Is my research question clear? It should be straightforward, with no ambiguity in its wording. Additionally, consider whether it is focused enough to guide your research without being overly broad or narrow.

Tools for Assessing Research Questions

Various tools and frameworks can help you assess the quality of your research question. Utilize checklists and guidelines that focus on the essential aspects of a good research question, such as its scope, relevance, and feasibility. These tools can provide a structured way to critique and refine your question.

Refining Your Question for Precision

After initial assessments, refine your research question to achieve greater precision. This involves narrowing down the scope and specifying the variables involved. Make adjustments based on feedback and ensure your question aligns closely with your research objectives. This step is vital for setting a solid foundation for your study.

The Role of Literature Review in Shaping Your Research Question

Exploring existing research.

When you begin your research journey, the first step is to immerse yourself in the existing body of knowledge. This involves thoroughly reviewing relevant literature to understand what has been studied, how it has been approached, and the outcomes of those studies. This foundational step not only broadens your understanding but also ensures that your research question is grounded in a solid context.

Identifying Gaps and Opportunities

As you delve deeper into the literature, your goal is to identify gaps or areas that have not been fully explored. This process of identifying gaps is crucial as it directs you to potential opportunities for original research. By pinpointing these areas, you can formulate a research question that contributes new insights to your field.

Aligning Your Question with Current Knowledge

Finally, ensure that your research question aligns with the current knowledge landscape. This alignment is essential for the relevance and feasibility of your study. It also helps in articulating how your research will build on, and differ from, existing studies. By aligning your question, you make a compelling case for the significance and necessity of your research.

Transforming a Research Question into a Hypothesis

From question to hypothesis.

Once you have a clear research question, the next step is to transform it into a hypothesis . A hypothesis is a predictive statement that bridges your research question with empirical testing. It's a crucial step in moving from theoretical exploration to concrete, testable predictions . Formulating a hypothesis requires a deep understanding of the variables involved and their possible interactions.

Testing Your Hypothesis

Testing your hypothesis is where your research takes a practical turn. Here, you design experiments or studies to see if the empirical evidence supports your hypothesis. This phase is critical as it directly addresses the validity of your predictions and by extension, the soundness of your research question.

Setting the Stage for Methodology

The final step in this transformation process is setting the stage for your methodology. This involves selecting the appropriate research methods and tools to effectively test your hypothesis. Whether it's qualitative or quantitative research, choosing the right methodology will significantly impact the accuracy and reliability of your results.

Ethical Considerations in Framing Research Questions

When you're formulating your research question, it's crucial to consider the ethical implications of your study. Ethical guidelines for research questions ensure that your inquiry respects the dignity and rights of participants. This involves obtaining informed consent, ensuring anonymity, and avoiding harm.

Avoiding Bias and Ensuring Fairness

Bias in research can skew results and lead to unethical outcomes. It's essential to design your study in a way that minimally influences the participants' responses or behaviors. This includes using neutral language and ensuring that your question does not lead or mislead participants.

Respecting Privacy and Confidentiality

Maintaining the privacy and confidentiality of your participants is a fundamental aspect of ethical research. This means carefully handling sensitive information and using data protection methods to secure personal data. It's important to outline how you will protect this information right from the start of your study.

Advanced Techniques for Crafting Precise Research Questions

Utilizing analytical frameworks.

To enhance the precision of your research questions, consider employing analytical frameworks. These tools help in dissecting the research problem into manageable components, allowing for a more targeted investigation. Frameworks such as SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis or PESTLE (Political, Economic, Social, Technological, Legal, Environmental) analysis can provide structured ways to explore various aspects of a topic.

Incorporating Theoretical Models

Theoretical models are instrumental in shaping well-defined research questions. By grounding your question within established theories, you ensure that your inquiry is not only relevant but also anchored in a solid academic foundation. Utilizing models from your field can guide the formulation of questions that are both innovative and deeply rooted in scholarly traditions.

Leveraging Statistical Tools for Precision

Statistical tools are essential for refining research questions to ensure they are specific and measurable. Techniques such as regression analysis or factor analysis can help you identify and define the key variables in your study. This approach not only enhances the clarity of your research question but also boosts its methodological rigor, making your findings more robust and credible.

Dive deeper into the realm of academic success with our article on 'Advanced Techniques for Crafting Precise Research Questions'. This guide is meticulously designed to enhance your research skills and refine your academic inquiries. Don't miss out on elevating your thesis to the next level. Visit our website to explore more insightful content and claim your special offer today!

In conclusion, formulating a clear research question is a pivotal step in the research process that sets the stage for a focused and meaningful study. A well-crafted question not only guides the research direction but also sharpens the study's objectives, ensuring that the investigation remains on track and relevant. It is essential for researchers to invest time in refining their research question, making sure it is specific, researchable, and significant within their field. By adhering to these principles, researchers can enhance the clarity and impact of their studies, contributing valuable insights to their academic disciplines.

Frequently Asked Questions

What is a research question statement.

A research question statement clearly defines the focus of a study. It outlines the central issue or problem that the research aims to address, guiding the direction and scope of the investigation.

What makes a strong research question?

A strong research question is specific, clear, feasible, relevant, and complex enough to allow for detailed exploration and analysis within the scope of the study.

How can I narrow down a broad topic into a research question?

To narrow down a broad topic, identify key themes or issues within the topic, review related literature to find gaps, and use these insights to formulate a focused question that addresses a specific aspect of the topic.

What role does literature review play in formulating a research question?

A literature review helps to identify gaps in existing research, which can inspire new research questions. It also ensures that the question aligns with current knowledge and advances the understanding of the topic.

How do I transform a research question into a hypothesis?

To transform a research question into a hypothesis, restate the question as a statement that predicts an outcome based on theoretical insights or previous research. This hypothesis can then be tested through your study's methodology.

What are some ethical considerations in framing research questions?

Ethical considerations include ensuring the question does not harm participants, respects privacy and confidentiality, avoids bias, and contributes positively to the field of study.

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Creating a Good Research Question

• Advice & Growth
• Process in Practice

Successful translation of research begins with a strong question. How do you get started? How do good research questions evolve? And where do you find inspiration to generate good questions in the first place?  It’s helpful to understand existing frameworks, guidelines, and standards, as well as hear from researchers who utilize these strategies in their own work.

In the fall and winter of 2020, Naomi Fisher, MD, conducted 10 interviews with clinical and translational researchers at Harvard University and affiliated academic healthcare centers, with the purpose of capturing their experiences developing good research questions. The researchers featured in this project represent various specialties, drawn from every stage of their careers. Below you will find clips from their interviews and additional resources that highlight how to get started, as well as helpful frameworks and factors to consider. Additionally, visit the Advice & Growth section to hear candid advice and explore the Process in Practice section to hear how researchers have applied these recommendations to their published research.

• Naomi Fisher, MD , is associate professor of medicine at Harvard Medical School (HMS), and clinical staff at Brigham and Women’s Hospital (BWH). Fisher is founder and director of Hypertension Services and the Hypertension Specialty Clinic at the BWH, where she is a renowned endocrinologist. She serves as a faculty director for communication-related Boundary-Crossing Skills for Research Careers webinar sessions and the Writing and Communication Center .
• Christopher Gibbons, MD , is associate professor of neurology at HMS, and clinical staff at Beth Israel Deaconess Medical Center (BIDMC) and Joslin Diabetes Center. Gibbons’ research focus is on peripheral and autonomic neuropathies.
• Clare Tempany-Afdhal, MD , is professor of radiology at HMS and the Ferenc Jolesz Chair of Research, Radiology at BWH. Her major areas of research are MR imaging of the pelvis and image- guided therapy.
• David Sykes, MD, PhD , is assistant professor of medicine at Massachusetts General Hospital (MGH), he is also principal investigator at the Sykes Lab at MGH. His special interest area is rare hematologic conditions.
• Elliot Israel, MD , is professor of medicine at HMS, director of the Respiratory Therapy Department, the director of clinical research in the Pulmonary and Critical Care Medical Division and associate physician at BWH. Israel’s research interests include therapeutic interventions to alter asthmatic airway hyperactivity and the role of arachidonic acid metabolites in airway narrowing.
• Jonathan Williams, MD, MMSc , is assistant professor of medicine at HMS, and associate physician at BWH. He focuses on endocrinology, specifically unravelling the intricate relationship between genetics and environment with respect to susceptibility to cardiometabolic disease.
• Junichi Tokuda, PhD , is associate professor of radiology at HMS, and is a research scientist at the Department of Radiology, BWH. Tokuda is particularly interested in technologies to support image-guided “closed-loop” interventions. He also serves as a principal investigator leading several projects funded by the National Institutes of Health and industry.
• Osama Rahma, MD , is assistant professor of medicine at HMS and clinical staff member in medical oncology at Dana-Farber Cancer Institute (DFCI). Rhama is currently a principal investigator at the Center for Immuno-Oncology and Gastroenterology Cancer Center at DFCI. His research focus is on drug development of combinational immune therapeutics.
• Sharmila Dorbala, MD, MPH , is professor of radiology at HMS and clinical staff at BWH in cardiovascular medicine and radiology. She is also the president of the American Society of Nuclear Medicine. Dorbala’s specialty is using nuclear medicine for cardiovascular discoveries.
• Subha Ramani, PhD, MBBS, MMed , is associate professor of medicine at HMS, as well as associate physician in the Division of General Internal Medicine and Primary Care at BWH. Ramani’s scholarly interests focus on innovative approaches to teaching, learning and assessment of clinical trainees, faculty development in teaching, and qualitative research methods in medical education.
• Ursula Kaiser, MD , is professor at HMS and chief of the Division of Endocrinology, Diabetes and Hypertension, and senior physician at BWH. Kaiser’s research focuses on understanding the molecular mechanisms by which pulsatile gonadotropin-releasing hormone regulates the expression of luteinizing hormone and follicle-stimulating hormone genes.

Insights on Creating a Good Research Question

Play Junichi Tokuda video

Play Ursula Kaiser video

Start Successfully: Build the Foundation of a Good Research Question

Start Successfully Resources

Ideation in Device Development: Finding Clinical Need Josh Tolkoff, MS A lecture explaining the critical importance of identifying a compelling clinical need before embarking on a research project. Play Ideation in Device Development video .

Radical Innovation Jeff Karp, PhD This ThinkResearch podcast episode focuses on one researcher’s approach using radical simplicity to break down big problems and questions. Play Radical Innovation .

Using Healthcare Data: How can Researchers Come up with Interesting Questions? Anupam Jena, MD, PhD Another ThinkResearch podcast episode addresses how to discover good research questions by using a backward design approach which involves analyzing big data and allowing the research question to unfold from findings. Play Using Healthcare Data .

Important Factors: Consider Feasibility and Novelty

Refining Your Research Question 

Play video of Clare Tempany-Afdhal

Play Elliott Israel video

Frameworks and Structure: Evaluate Research Questions Using Tools and Techniques

Frameworks and Structure Resources

Designing Clinical Research Hulley et al. A comprehensive and practical guide to clinical research, including the FINER framework for evaluating research questions. Learn more about the book .

Translational Medicine Library Guide Queens University Library An introduction to popular frameworks for research questions, including FINER and PICO. Review translational medicine guide .

Asking a Good T3/T4 Question  Niteesh K. Choudhry, MD, PhD This video explains the PICO framework in practice as participants in a workshop propose research questions that compare interventions. Play Asking a Good T3/T4 Question video

Introduction to Designing & Conducting Mixed Methods Research An online course that provides a deeper dive into mixed methods’ research questions and methodologies. Learn more about the course

Network and Support: Find the Collaborators and Stakeholders to Help Evaluate Research Questions

Network & Support Resource

Bench-to-bedside, Bedside-to-bench Christopher Gibbons, MD In this lecture, Gibbons shares his experience of bringing research from bench to bedside, and from bedside to bench. His talk highlights the formation and evolution of research questions based on clinical need. Play Bench-to-bedside. 

Educational resources and simple solutions for your research journey

How to Craft a Strong Research Question (With Research Question Examples)

A sound and effective research question is a key element that must be identified and pinned down before researchers can even begin their research study or work. A strong research question lays the foundation for your entire study, guiding your investigation and shaping your findings. Hence, it is critical that researchers spend considerable time assessing and refining the research question based on in-depth reading and comprehensive literature review. In this article, we will discuss how to write a strong research question and provide you with some good examples of research questions across various disciplines.

Table of Contents

The importance of a research question

A research question plays a crucial role in driving scientific inquiry, setting the direction and purpose of your study, and guiding your entire research process. By formulating a clear and focused research question, you lay the foundation for your investigation, ensuring that your research remains on track and aligned with your objectives so you can make meaningful contribution to the existing body of knowledge. A well-crafted research question also helps you define the scope of your study and identify the appropriate methodologies and data collection techniques to employ.

Key components of a strong research question

A good research question possesses several key components that contribute to the quality and impact of your study. Apart from providing a clear framework to generate meaningful results, a well-defined research question allows other researchers to understand the purpose and significance of your work. So, when working on your research question, incorporate the following elements:

• Specificity : A strong research question should be specific about the main focus of your study, enabling you to gather precise data and draw accurate conclusions. It clearly defines the variables, participants, and context involved, leaving no room for ambiguity.
• Clarity : A good research question is clear and easily understood, so articulate the purpose and intent of your study concisely without being generic or vague. Ensuring clarity in your research question helps both you and your readers grasp the research objective.
• Feasibility : While crafting a research question, consider the practicality of conducting the research and availability of necessary data or access to participants. Think whether your study is realistic and achievable within the constraints of time, resources, and ethical considerations.

How to craft a well-defined research question

A first step that will help save time and effort is knowing what your aims are and thinking about a few problem statements on the area or aspect one wants to study or do research on. Contemplating these statements as one undertakes more progressive reading can help the researcher in reassessing and fine-tuning the research question. This can be done over time as they read and learn more about the research topic, along with a broad literature review and parallel discussions with peer researchers and supervisors. In some cases, a researcher can have more than one research question if the research being undertaken is a PhD thesis or dissertation, but try not to cover multiple concerns on a topic.

A strong research question must be researchable, original, complex, and relevant. Here are five simple steps that can make the entire process easier.

• Identify a broad topic from your areas of interest, something that is relevant, and you are passionate about since you’ll be spending a lot of time conducting your research.
• Do a thorough literature review to weed out potential gaps in research and stay updated on what’s currently being done in your chosen topic and subject area.
• Shortlist possible research questions based on the research gaps or see how you can build on or refute previously published ideas and concepts.
• Assess your chosen research question using the FINER criteria that helps you evaluate whether the research is Feasible, Interesting, Novel, Ethical, and Relevant. 1
• Formulate the final research question, while ensuring it is clear, well-written, and addresses all the key elements of a strong research question.

Examples of research questions

Remember to adapt your research question to suit your purpose, whether it’s exploratory, descriptive, comparative, experimental, qualitative, or quantitative. Embrace the iterative nature of the research process, continually evaluating and refining your question as you progress. Here are some good examples of research questions across various disciplines.

Exploratory research question examples

• How does social media impact interpersonal relationships among teenagers?
• What are the potential benefits of incorporating mindfulness practices in the workplace?

Descriptive research question examples

• What factors influence customer loyalty in the e-commerce industry?
• Is there a relationship between socioeconomic status and academic performance among elementary school students?

Comparative research question examples

• How does the effectiveness of traditional teaching methods compare to online learning platforms in mathematics education?
• What is the impact of different healthcare policies on patient outcomes in various countries?

Experimental research question examples

• What are the effects of a new drug on reducing symptoms of a specific medical condition?
• Does a dietary intervention have an impact on weight loss among individuals with obesity?

Qualitative research question examples

• What are the lived experiences of immigrants adapting to a new culture?
• What factors influence job satisfaction among healthcare professionals?

Quantitative research question examples

• Is there a relationship between sleep duration and academic performance among college students?
• How effective is a specific intervention in reducing anxiety levels among individuals with phobias?

With these simple guidelines and inspiring examples of research questions, you are equipped to embark on your research journey with confidence and purpose. Here’s wishing you all the best for your future endeavors!

References:

• How to write a research question: Steps and examples. Indeed Career Guide. Available online at https://www.indeed.com/career-advice/career-development/how-to-write-research-questions

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Writing Studio

Formulating your research question (rq).

In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. Download this page as a PDF: Formulating Your Research Question Return to Writing Studio Handouts

In a research paper, the emphasis is on generating a unique question and then synthesizing diverse sources into a coherent essay that supports your argument about the topic. In other words, you integrate information from publications with your own thoughts in order to formulate an argument. Your topic is your starting place: from here, you will develop an engaging research question. Merely presenting a topic in the form of a question does not transform it into a good research question.

Research Topic Versus Research Question Examples

1. broad topic versus narrow question, 1a. broad topic.

“What forces affect race relations in America?”

1b. NARROWER QUESTION

“How do corporate hiring practices affect race relations in Nashville?”

The question “What is the percentage of racial minorities holding management positions in corporate offices in Nashville?” is much too specific and would yield, at best, a statistic that could become part of a larger argument.

2. Neutral Topic Versus Argumentative Question

2a. neutral topic.

“How does KFC market its low-fat food offerings?”

2b. Argumentative question

“Does KFC put more money into marketing its high-fat food offerings than its lower-fat ones?”

The latter question is somewhat better, since it may lead you to take a stance or formulate an argument about consumer awareness or benefit.

3. Objective Topic Versus Subjective Question

Objective subjects are factual and do not have sides to be argued. Subjective subjects are those about which you can take a side.

3a. Objective topic

“How much time do youth between the ages of 10 and 15 spend playing video games?”

3b. Subjective Question

“What are the effects of video-gaming on the attention spans of youth between the ages of 10 and 15?”

The first question is likely to lead to some data, though not necessarily to an argument or issue. The second question is somewhat better, since it might lead you to formulate an argument for or against time spent playing video games.

4. Open-Ended Topic Versus Direct Question

4a. open-ended topic.

“Does the author of this text use allusion?”

4b. Direct question (gives direction to research)

“Does the ironic use of allusion in this text reveal anything about the author’s unwillingness to divulge his political commitments?”

The second question gives focus by putting the use of allusion into the specific context of a question about the author’s political commitments and perhaps also about the circumstances under which the text was produced.

Research Question (RQ) Checklist

• Is my RQ something that I am curious about and that others might care about? Does it present an issue on which I can take a stand?
• Does my RQ put a new spin on an old issue, or does it try to solve a problem?
• Is my RQ too broad, too narrow, or OK?
• within the time frame of the assignment?
• given the resources available at my location?
• Is my RQ measurable? What type of information do I need? Can I find actual data to support or contradict a position?
• What sources will have the type of information that I need to answer my RQ (journals, books, internet resources, government documents, interviews with people)?

Final Thoughts

The answer to a good research question will often be the THESIS of your research paper! And the results of your research may not always be what you expected them to be. Not only is this ok, it can be an indication that you are doing careful work!

Adapted from an online tutorial at Empire State College: http://www.esc.edu/htmlpages/writerold/menus.htm#develop (broken link)

Last revised: November 2022 | Adapted for web delivery: November 2022

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Frequently asked questions

What makes a good research question.

Research questions anchor your whole project, so it’s important to spend some time refining them.

In general, they should be:

• Focused and researchable
• Answerable using credible sources
• Complex and arguable
• Feasible and specific
• Relevant and original

Frequently asked questions: Writing a research paper

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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

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

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

Your research objectives indicate how you’ll try to address your research problem and should be specific:

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

The main guidelines for formatting a paper in Chicago style are to:

• Use a standard font like 12 pt Times New Roman
• Use 1 inch margins or larger
• Apply double line spacing
• Indent every new paragraph ½ inch
• Include a title page
• Place page numbers in the top right or bottom center
• Cite your sources with author-date citations or Chicago footnotes
• Include a bibliography or reference list

To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .

The main guidelines for formatting a paper in MLA style are as follows:

• Use an easily readable font like 12 pt Times New Roman
• Set 1 inch page margins
• Include a four-line MLA heading on the first page
• Center the paper’s title
• Use title case capitalization for headings
• Cite your sources with MLA in-text citations
• List all sources cited on a Works Cited page at the end

To format a paper in APA Style , follow these guidelines:

• Use a standard font like 12 pt Times New Roman or 11 pt Arial
• If submitting for publication, insert a running head on every page
• Apply APA heading styles
• Cite your sources with APA in-text citations
• List all sources cited on a reference page at the end

No, it’s not appropriate to present new arguments or evidence in the conclusion . While you might be tempted to save a striking argument for last, research papers follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the results and discussion sections if you are following a scientific structure). The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

The conclusion of a research paper has several key elements you should make sure to include:

• A restatement of the research problem
• A summary of your key arguments and/or findings
• A short discussion of the implications of your research

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

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.

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

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Research Questions & Hypotheses

Generally, in quantitative studies, reviewers expect hypotheses rather than research questions. However, both research questions and hypotheses serve different purposes and can be beneficial when used together.

Research Questions

Clarify the research’s aim (farrugia et al., 2010).

• Research often begins with an interest in a topic, but a deep understanding of the subject is crucial to formulate an appropriate research question.
• Descriptive: “What factors most influence the academic achievement of senior high school students?”
• Comparative: “What is the performance difference between teaching methods A and B?”
• Relationship-based: “What is the relationship between self-efficacy and academic achievement?”
• Increasing knowledge about a subject can be achieved through systematic literature reviews, in-depth interviews with patients (and proxies), focus groups, and consultations with field experts.
• Some funding bodies, like the Canadian Institute for Health Research, recommend conducting a systematic review or a pilot study before seeking grants for full trials.
• The presence of multiple research questions in a study can complicate the design, statistical analysis, and feasibility.
• It’s advisable to focus on a single primary research question for the study.
• The primary question, clearly stated at the end of a grant proposal’s introduction, usually specifies the study population, intervention, and other relevant factors.
• The FINER criteria underscore aspects that can enhance the chances of a successful research project, including specifying the population of interest, aligning with scientific and public interest, clinical relevance, and contribution to the field, while complying with ethical and national research standards.

• The P ICOT approach is crucial in developing the study’s framework and protocol, influencing inclusion and exclusion criteria and identifying patient groups for inclusion.

• Defining the specific population, intervention, comparator, and outcome helps in selecting the right outcome measurement tool.
• The more precise the population definition and stricter the inclusion and exclusion criteria, the more significant the impact on the interpretation, applicability, and generalizability of the research findings.
• A restricted study population enhances internal validity but may limit the study’s external validity and generalizability to clinical practice.
• A broadly defined study population may better reflect clinical practice but could increase bias and reduce internal validity.
• An inadequately formulated research question can negatively impact study design, potentially leading to ineffective outcomes and affecting publication prospects.

Checklist: Good research questions for social science projects (Panke, 2018)

Research Hypotheses

Present the researcher’s predictions based on specific statements.

• These statements define the research problem or issue and indicate the direction of the researcher’s predictions.
• Formulating the research question and hypothesis from existing data (e.g., a database) can lead to multiple statistical comparisons and potentially spurious findings due to chance.
• The research or clinical hypothesis, derived from the research question, shapes the study’s key elements: sampling strategy, intervention, comparison, and outcome variables.
• Hypotheses can express a single outcome or multiple outcomes.
• After statistical testing, the null hypothesis is either rejected or not rejected based on whether the study’s findings are statistically significant.
• Hypothesis testing helps determine if observed findings are due to true differences and not chance.
• Hypotheses can be 1-sided (specific direction of difference) or 2-sided (presence of a difference without specifying direction).
• 2-sided hypotheses are generally preferred unless there’s a strong justification for a 1-sided hypothesis.
• A solid research hypothesis, informed by a good research question, influences the research design and paves the way for defining clear research objectives.

Types of Research Hypothesis

• In a Y-centered research design, the focus is on the dependent variable (DV) which is specified in the research question. Theories are then used to identify independent variables (IV) and explain their causal relationship with the DV.
• Example: “An increase in teacher-led instructional time (IV) is likely to improve student reading comprehension scores (DV), because extensive guided practice under expert supervision enhances learning retention and skill mastery.”
• Hypothesis Explanation: The dependent variable (student reading comprehension scores) is the focus, and the hypothesis explores how changes in the independent variable (teacher-led instructional time) affect it.
• In X-centered research designs, the independent variable is specified in the research question. Theories are used to determine potential dependent variables and the causal mechanisms at play.
• Example: “Implementing technology-based learning tools (IV) is likely to enhance student engagement in the classroom (DV), because interactive and multimedia content increases student interest and participation.”
• Hypothesis Explanation: The independent variable (technology-based learning tools) is the focus, with the hypothesis exploring its impact on a potential dependent variable (student engagement).
• Probabilistic hypotheses suggest that changes in the independent variable are likely to lead to changes in the dependent variable in a predictable manner, but not with absolute certainty.
• Example: “The more teachers engage in professional development programs (IV), the more their teaching effectiveness (DV) is likely to improve, because continuous training updates pedagogical skills and knowledge.”
• Hypothesis Explanation: This hypothesis implies a probable relationship between the extent of professional development (IV) and teaching effectiveness (DV).
• Deterministic hypotheses state that a specific change in the independent variable will lead to a specific change in the dependent variable, implying a more direct and certain relationship.
• Example: “If the school curriculum changes from traditional lecture-based methods to project-based learning (IV), then student collaboration skills (DV) are expected to improve because project-based learning inherently requires teamwork and peer interaction.”
• Hypothesis Explanation: This hypothesis presumes a direct and definite outcome (improvement in collaboration skills) resulting from a specific change in the teaching method.
• Example : “Students who identify as visual learners will score higher on tests that are presented in a visually rich format compared to tests presented in a text-only format.”
• Explanation : This hypothesis aims to describe the potential difference in test scores between visual learners taking visually rich tests and text-only tests, without implying a direct cause-and-effect relationship.
• Example : “Teaching method A will improve student performance more than method B.”
• Explanation : This hypothesis compares the effectiveness of two different teaching methods, suggesting that one will lead to better student performance than the other. It implies a direct comparison but does not necessarily establish a causal mechanism.
• Example : “Students with higher self-efficacy will show higher levels of academic achievement.”
• Explanation : This hypothesis predicts a relationship between the variable of self-efficacy and academic achievement. Unlike a causal hypothesis, it does not necessarily suggest that one variable causes changes in the other, but rather that they are related in some way.

Tips for developing research questions and hypotheses for research studies

• Perform a systematic literature review (if one has not been done) to increase knowledge and familiarity with the topic and to assist with research development.
• Learn about current trends and technological advances on the topic.
• Seek careful input from experts, mentors, colleagues, and collaborators to refine your research question as this will aid in developing the research question and guide the research study.
• Use the FINER criteria in the development of the research question.
• Ensure that the research question follows PICOT format.
• Develop a research hypothesis from the research question.
• Ensure that the research question and objectives are answerable, feasible, and clinically relevant.

If your research hypotheses are derived from your research questions, particularly when multiple hypotheses address a single question, it’s recommended to use both research questions and hypotheses. However, if this isn’t the case, using hypotheses over research questions is advised. It’s important to note these are general guidelines, not strict rules. If you opt not to use hypotheses, consult with your supervisor for the best approach.

Farrugia, P., Petrisor, B. A., Farrokhyar, F., & Bhandari, M. (2010). Practical tips for surgical research: Research questions, hypotheses and objectives.  Canadian journal of surgery. Journal canadien de chirurgie ,  53 (4), 278–281.

Hulley, S. B., Cummings, S. R., Browner, W. S., Grady, D., & Newman, T. B. (2007). Designing clinical research. Philadelphia.

Panke, D. (2018). Research design & method selection: Making good choices in the social sciences.  Research Design & Method Selection , 1-368.

Writing 10 (Xu)

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Developing a Research Question

Picking your topic is research (video tutorial), about research questions.

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For more information on Developing a Research Question , visit our guided tutorial .

You will be able to

• identify key research question criteria.
• identify strengths and weaknesses of research questions using research question criteria.
• recognize the value of 4Ws and pre-searching for research question development.  

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Forming a Research Question

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Developing a research question

Your research questions are perhaps the most important part of your study. They guide your choice of methodology and underpin each chapter in your thesis or dissertation. It’s worth investing time to develop robust questions that will guide your research.

Identifying an effective research question

While the criteria for an effective research question vary considerably, generally, a research question should be:

• focused – its scope should be adequately narrow to allow you to carry out your research within the available timeframe and using available resources.
• analytical (as opposed to descriptive) – your research question needs to display enough complexity so that the answers to it cannot be easily obtained. For example, it cannot be answered through a simple internet search or fact check. An effective research question would require answers which are subject to interpretation, analysis and synthesis.
• effectively expressed – the research question needs to use clear, specific and concise language so that it is accessbile to the reader.

Strategies for developing effective research questions

To develop effective research questions, you may like to try one of the following two key strategies:

I) Convert your topic into one or more research questions by:

• breaking down your topic into its different features
• choosing a feature that interests you to narrow down your topic scope
• brainstorming and reading literature around this feature to focus it further
• convert this focused feature into question form.

II) Formulate a problem statement and then convert it into question form. Use the following template as a guide to writing your problem statement:

• I am examining …
• It matters because…

The following presentation shows how to use the above discussed strategies for developing robust research questions. Work through each section of the webinar. Feel free to pause the video at suitable points and complete the included activities.

Presentation on developing research questions (12:54 min)

Developing your research questions (12:54 min) by RMIT University ( YouTube )

Further resources

For more information on research questions, consult the following resources:

• How Research Questions Can Make or Break Your Project (8:36 min) by Professor James Arvanitakis ( YouTube )
• Research Questions Hypothesis and Variables: Connecting the Dots (7:55 min) by Associate Professor Ron Wallace  ( YouTube )

Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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How To Write a Research Question

Academic writing and research require a distinct focus and direction. A well-designed research question gives purpose and clarity to your research. In addition, it helps your readers understand the issue you are trying to address and explore.

Every time you want to know more about a subject, you will pose a question. The same idea is used in research as well. You must pose a question in order to effectively address a research problem. That's why the research question is an integral part of the research process. Additionally, it offers the author writing and reading guidelines, be it qualitative research or quantitative research.

In your research paper , you must single out just one issue or problem. The specific issue or claim you wish to address should be included in your thesis statement in order to clarify your main argument.

A good research question must have the following characteristics.

• Should include only one problem in the research question
• Should be able to find the answer using primary data and secondary data sources
• Should be possible to resolve within the given time and other constraints
• Detailed and in-depth results should be achievable
• Should be relevant and realistic.
• It should relate to your chosen area of research

While a larger project, like a thesis, might have several research questions to address, each one should be directed at your main area of study. Of course, you can use different research designs and research methods (qualitative research or quantitative research) to address various research questions. However, they must all be pertinent to the study's objectives.

What is a Research Question?

A research question is an inquiry that the research attempts to answer. It is the heart of the systematic investigation. Research questions are the most important step in any research project. In essence, it initiates the research project and establishes the pace for the specific research A research question is:

• Clear : It provides enough detail that the audience understands its purpose without any additional explanation.
• Focused : It is so specific that it can be addressed within the time constraints of the writing task.
• Succinct: It is written in the shortest possible words.
• Complex : It is not possible to answer it with a "yes" or "no", but requires analysis and synthesis of ideas before somebody can create a solution.
• Argumental : Its potential answers are open for debate rather than accepted facts.

A good research question usually focuses on the research and determines the research design, methodology, and hypothesis. It guides all phases of inquiry, data collection, analysis, and reporting. You should gather valuable information by asking the right questions.

Why are Research Questions so important?

Regardless of whether it is a qualitative research or quantitative research project, research questions provide writers and their audience with a way to navigate the writing and research process. Writers can avoid "all-about" papers by asking straightforward and specific research questions that help them focus on their research and support a specific thesis.

Types of Research Questions

There are two types of research: Qualitative research and Quantitative research . There must be research questions for every type of research. Your research question will be based on the type of research you want to conduct and the type of data collection.

The first step in designing research involves identifying a gap and creating a focused research question.

Below is a list of common research questions that can be used in a dissertation. Keep in mind that these are merely illustrations of typical research questions used in dissertation projects. The real research questions themselves might be more difficult.

Example Research Questions

The following are a few examples of research questions and research problems to help you understand how research questions can be created for a particular research problem.

Steps to Write Research Questions

You can focus on the issue or research gaps you're attempting to solve by using the research questions as a direction.

If you're unsure how to go about writing a good research question, these are the steps to follow in the process:

• Select an interesting topic Always choose a topic that interests you. Because if your curiosity isn’t aroused by a subject, you’ll have a hard time conducting research around it. Alos, it’s better that you pick something that’s neither too narrow or too broad.
• Do preliminary research on the topic Search for relevant literature to gauge what problems have already been tackled by scholars. You can do that conveniently through repositories like Scispace , where you’ll find millions of papers in one place. Once you do find the papers you’re looking for, try our reading assistant, SciSpace Copilot to get simple explanations for the paper . You’ll be able to quickly understand the abstract, find the key takeaways, and the main arguments presented in the paper. This will give you a more contextual understanding of your subject and you’ll have an easier time identifying knowledge gaps in your discipline.

     Also: ChatPDF vs. SciSpace Copilot: Unveiling the best tool for your research

• Consider your audience It is essential to understand your audience to develop focused research questions for essays or dissertations. When narrowing down your topic, you can identify aspects that might interest your audience.
• Ask questions Asking questions will give you a deeper understanding of the topic. Evaluate your question through the What, Why, When, How, and other open-ended questions assessment.
• Assess your question Once you have created a research question, assess its effectiveness to determine if it is useful for the purpose. Refine and revise the dissertation research question multiple times.

Additionally, use this list of questions as a guide when formulating your research question.

Are you able to answer a specific research question? After identifying a gap in research, it would be helpful to formulate the research question. And this will allow the research to solve a part of the problem. Is your research question clear and centered on the main topic? It is important that your research question should be specific and related to your central goal. Are you tackling a difficult research question? It is not possible to answer the research question with a simple yes or no. The problem requires in-depth analysis. It is often started with "How" and "Why."

Start your research Once you have completed your dissertation research questions, it is time to review the literature on similar topics to discover different perspectives.

Strong  Research Question Samples

Uncertain: How should social networking sites work on the hatred that flows through their platform?

Certain: What should social media sites like Twitter or Facebook do to address the harm they are causing?

This unclear question does not specify the social networking sites that are being used or what harm they might be causing. In addition, this question assumes that the "harm" has been proven and/or accepted. This version is more specific and identifies the sites (Twitter, Facebook), the type and extent of harm (privacy concerns), and who might be suffering from that harm (users). Effective research questions should not be ambiguous or interpreted.

Unfocused: What are the effects of global warming on the environment?

Focused: What are the most important effects of glacial melting in Antarctica on penguins' lives?

This broad research question cannot be addressed in a book, let alone a college-level paper. Focused research targets a specific effect of global heating (glacial  melting), an area (Antarctica), or a specific animal (penguins). The writer must also decide which effect will have the greatest impact on the animals affected. If in doubt, narrow down your research question to the most specific possible.

Too Simple: What are the U.S. doctors doing to treat diabetes?

Appropriately complex: Which factors, if any, are most likely to predict a person's risk of developing diabetes?

This simple version can be found online. It is easy to answer with a few facts. The second, more complicated version of this question is divided into two parts. It is thought-provoking and requires extensive investigation as well as evaluation by the author. So, ensure that a quick Google search should not answer your research question.

How to write a strong Research Question?

The foundation of all research is the research question. You should therefore spend as much time as necessary to refine your research question based on various data.

You can conduct your research more efficiently and analyze your results better if you have great research questions for your dissertation, research paper , or essay .

The following criteria can help you evaluate the strength and importance of your research question and can be used to determine the strength of your research question:

• Researchable
• It should only cover one issue.
• A subjective judgment should not be included in the question.
• It can be answered with data analysis and research.
• Specific and Practical
• It should not contain a plan of action, policy, or solution.
• It should be clearly defined
• Within research limits
• Complex and Arguable
• It shouldn't be difficult to answer.
• To find the truth, you need in-depth knowledge
• Allows for discussion and deliberation
• Original and Relevant
• It should be in your area of study
• Its results should be measurable
• It should be original

Conclusion - How to write Research Questions?

Research questions provide a clear guideline for research. One research question may be part of a larger project, such as a dissertation. However, each question should only focus on one topic.

Research questions must be answerable, practical, specific, and applicable to your field. The research type that you use to base your research questions on will determine the research topic. You can start by selecting an interesting topic and doing preliminary research. Then, you can begin asking questions, evaluating your questions, and start your research.

Now it's easier than ever to streamline your research workflow with SciSpace ResearchGPT . Its integrated, comprehensive end-to-end platform for research allows scholars to easily discover, read, write and publish their research and fosters collaboration.

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As a student, you're probably no stranger to essays, presentations, and other projects. The odds are that most of these projects will have required you to do some research. Solid research is so important as we can use it to formulate, investigate, and evidence an argument, topic, or hypothesis. 

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It can sometimes be tricky to know what we should be asking when we do research, which is why it's important to understand how to formulate effective research questions. This article will cover everything you need to know about research questions.

Without further ado, let's dive in!

Research Question Definition

Before we look at research questions, it's important to note that there are two main types of research: qualitative and quantitative . These are called research methodologies. The kind of research question you need to ask will depend on the type of research methodology you're using:

Qualitative research is based on first-hand evidence gathered by the researcher through means such as observation, interviews, questionnaires, focus groups, and recordings of natural life. Research questions for qualitative research will likely be more open-ended as they are designed to help understand different events and phenomena. More detailed answers are required to satisfy qualitative research.

'How do nursery-aged children between 2 and 4 years of age react to having their play interrupted for lunchtime?'

This question is concerned with finding out how different children react to the same situation, and the 'how' beginning leaves the question very open-ended. Because the question is about a whole group of children, all of whom may have different reactions, the answer to the question will have to be very detailed and require a level of subjectivity.

Quantitative research is a range of strategies and techniques for quantifying or measuring certain variables being investigated and analysing this information. Research questions for quantitative research will likely be based on comparisons and relationships. A quantitative research question will aim to achieve objective and measurable answers.

'What percentage of students in Kent University has sought help from college counsellors for feelings of depression or anxiety?'

This question is concerned with finding out a percentage, which is a measurable, numerical value. The question is not concerned with the reasons behind the students feeling depressed or anxious; it simply wants to know how many students out of the whole student population of Kent University have reached out for support.

Now that we have those definitions out of the way, we can look at our main definition. What is a research question?

You already know what a question is – you probably use them all the time! But what makes a research question?

A research question is a specific type of question that aims to help a person investigate a research topic and eventually draw a conclusion . In other words, the research question is the question that the research aims to answer.

Research Question vs Hypothesis

We've seen what a research question is in the above section, but how does it differ from a hypothesis? You might have heard both terms used during your studies.

A hypothesis is a formal and often detailed statement that aims to predict the relationship between two or more investigated variables.

The key differences between a hypothesis and a research question are that a hypothesis is a statement rather than a question, and a hypothesis predicts whereas a research question enquires (or asks!).

'A-Level students who eat a banana prior to sitting a mathematics exam will perform better than students who eat chocolate before the exam.'

This is an example of a hypothesis. It is a statement that is predicting the outcome of an investigation between two variables: food eaten before an exam and exam performance.

Research Question Types

There are three key types of research questions: descriptive, relational, and causal.

We'll look at the definitions of each one in turn:

Descriptive research question

A descriptive research question is used when a study has the purpose of describing what is happening or existing with regard to a particular topic.

'How many hours per week does the average British teenager spend watching Love Island?'

Relational research question

A relational research question is used when a study is designed to look at the relationship between two or more variables.

'How does increasing the hourly pay rate of workers within the educational field affect job performance?'

Causal research question

A causal research question is when a study is designed to investigate whether one or several variables affect an outcome, or whether one variable affects an outcome more than another variable.

'What effect does alcohol consumption have on driving reaction time?'

Research Question Formation Process

Before you start formulating your research question, there are a few questions you need to ask yourself. Knowing the answers to these questions will help you to make your research question more targeted and effective:

What problem do I want to solve, or what information am I interested in finding out?

Why is this problem important, or why do I care about this?

Will my research be qualitative or quantitative?

What research have others done on this topic?

What variables can I include in my question that will get me the results I want?

How can I ensure all parts of my question are relevant to the information I want to know?

Is the research viable and realistic? Do I have a good chance of answering this question?

When you've thought about these questions and have some answers in mind, you're then ready to start formulating your research question.

Research Question Criteria

When thinking about your research question, there are a few criteria you should consider as you formulate it. Making sure the question hits these criteria will help to ensure the question is as helpful and effective as possible.

Your question should be:

• Feasible – There's no sense in researching something that's impossible or non-existent.
• Measurable – Your question needs to have a goal.
• Clear – If the question is confusing, your research will be too.
• Specific – You can't be vague or too general in your research, or you'll end up with too much information.
• Focused – If your question doesn't have a focus, your research will be irrelevant and muddied.

These qualities will make it much easier to nail down exactly what information you need to find out, and should make it easier to search for your answers.

It also helps if your research question is interesting and engages you, as this will help you to stay motivated and invested in the research project.

Examples of Research Questions

So, now that we have a better understanding of what constitutes a good research question, let's look at some examples:

'What effect does TikTok have on the mental health of adolescents between the ages of 13 and 17 when used daily?'

This question is feasible as it is possible to set up an investigation or survey to ascertain how TikTok users feel after using the app. It's measurable because, through the survey (or another method), you would be able to get data to draw a conclusion . It is clear, as there is nothing confusing or overly complicated in the question, and it is specific because it is concerned with a particular demographic and particular app. Likewise, it is also focused rather than vague, which will mean the results of the research will be more helpful.

This question could produce a combination of qualitative and quantitative data. The quantitative data could come from seeing how many adolescents have noticed or reported mental health struggles as a result of TikTok use, and the qualitative data would come from analysing the different reasons for these mental health struggles.

'What impact do different legal restrictions have on the instances of driving under the influence of alcohol across Portugal, Spain, and France?'

Similarly, this question is also feasible and measurable, as it would be possible to set up observations in each country to investigate how each country's laws influence driving. The question is clear and specific, asking particularly about these three countries rather than any country in general, and it is focused. Rather than asking about driving habits in Europe, the question has narrowed things down to just three countries and only looks at instances of driving under the influence of alcohol.

This question would produce quantitative data, as the primary variable being measured is the 'instances of driving under the influence of alcohol' in each country. These instances are (to an extent) countable, and could be compared with figures (e.g., as percentages) from previous years when other restrictions might have been in place.

'How have modern film adaptations of Jane Austen novels, Sense and Sensibility and Pride and Prejudice portrayed feminist ideals through strong female characters?'

This question is feasible as it would be easy to analyse these films to see how feminism is portrayed, and the research goal is clear. The results of the research would be measurable, as certain feminist qualities could be attributed to the female characters, and the question asks specifically about two films rather than all film adaptations of Jane Austen's novels. The question is also focused as it only asks about the theme of feminism rather than other social and political factors.

This research question would produce qualitative data as the films, characters, and themes being explored would be analysed subjectively. This would result in many different interpretations being possible.

Research Question - Key Takeaways

• Research questions must be carefully constructed in order to enable effective and efficient research.
• A research question is different from a hypothesis in that a hypothesis is a statement that predicts the results of an investigation, whereas a research question enquires.
• There are three types of research questions: descriptive, relational, and causal.
• Research questions must be feasible, measurable, clear, specific, and focused in order to be effective.
• There are two types of research, qualitative and quantitative, and the type of research used will determine what kind of question to use.

Flashcards in Research Question 15

What is qualitative research?

Research based on first-hand evidence gathered by the researcher through means such as observation, interviews, questionnaires, focus groups, and recordings of natural life.  

What is quantitative research?

A range of strategies and techniques for quantifying or measuring certain variables being investigated and how this information is analysed.

What is a research question?

 A research question is a specific type of question that aims to help a person investigate a research topic and eventually draw a conclusion.

What is a hypothesis?

A hypothesis is a formal, and often quite detailed statement that aims to predict the relationship between two or more variables being investigated.

What are the two main differences between a research question and a hypothesis?

• a hypothesis is a statement rather than a question
• a hypothesis predicts whereas a research question enquires  

Is this a research question or a hypothesis?

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Frequently Asked Questions about Research Question

What are some research question examples?

Some good research question examples inlcude:

• 'What effect does TikTok have on the mental health of adolescents between the ages of 13 and 17 when used daily?'
• 'What impact do different legal restrictions have on the instances of driving under the influence of alcohol across Portugal, Spain, and France?'
• 'How have modern film adaptations of the Jane Austen novels, Sense and Sensibility and Pride and Prejudice portrayed feminist ideal through strong female characters?'

How do you develop a strong research question?

You can make sure your research question is strong by ensuring it is feasible, measurable, clear, specific, and focused. It also helps if your question is interesting and tackles a topic or issue that people are interested in or care about. 

What effect does a research question have on the research process?

The research question is the jumping-off point for the research process. Without a decent research question, your research would be unfocused and disorganised, and could lead to you gathering relevant or incorrect information.

What is a general research question?

A general research question is one that is possibly a bit vague, or does not tackle a specific issue. It could be a question that covers too many variables. An example could be:

• 'What effect does social media use have on teenage mental health?'

This question is general because it is not specific and is covering a wide range of factors. 

What is a specific research question?

A specific research question is one that tackles a specific and relevant topic or variable, or the relationship between two or more specific variables. Specific research questions are clear and focused. 

Test your knowledge with multiple choice flashcards

'A-Level students who eat a banana prior to sitting a mathematics exam will perform better than students who eat chocolate before the exam.'Is this a research question or a hypothesis?

Which of these is an example of a descriptive research question?

'What percentage of students in Kent University have sought help from college counsellors for feelings of depression or anxiety?'Is this question qualitative or quantitative?

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How to Write the Research Questions – Tips & Examples

Published by Owen Ingram at August 13th, 2021 , Revised On October 3, 2023

Conducting research and writing an academic paper requires a clear direction and focus.

A good research question provides purpose to your research and clarifies the direction. It further helps your readers to understand what issue your research aims to explore and address.

If you are unsure about how to write research questions, here is a list of the attributes of a good research question;

• The research question should contain only a single problem
• You should be able to find the answer to it using  primary and secondary data sources
• You should be able to address it within the time limit and other constraints
• Can attain in-depth and detailed results
• Relevant and applicable
• Should relate to your chosen field of research

Whenever you want to discover something new about a  topic , you will ask a question about it. Therefore, the research question is important in the overall research process  and provides the author with the reading and writing guidelines.

In a research paper or an essay, you will need to create a single research question that highlights just one problem or issue. The thesis statement should include the specific problem you aim to investigate to establish your argument’s central position or claim.

A larger project such as a  dissertation or thesis , on the other hand, can have multiple research questions, but every question should focus on your main  research problem .  Different types of research will help you answer different research questions, but they should all be relevant to the research scope.

How to Write a Research Question

Steps to develop your research question.

• Choose a topic  with a wide range of published literature
• Read and skim relevant articles to find out different problems and issues
• Specify a theoretical or practical  research problem  that your research question will address
• Narrow down the focus of your selected core niche

Example Research Question (s)

Here are examples of research problems and research questions to help you understand how to create a research question for a given research problem.

Types of Research Questions

There are two main types of research;  quantitative and qualitative research . Both types of research require research questions. What research question you will answer is dependent on the type of research you wish to employ.

The first part of  designing research  is to find a gap and create a fully focused research question.

The following table shows common research questions for a dissertation project. However, it is important to note that these examples of dissertation research questions are straightforward, and the actual research questions may be more complicated than these examples.

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Steps to Write Research Questions

The research question provides you with a path and focuses on the real problem and the research gap you aim to fill. These are steps you need to take if you are unsure about how to write a research question:

Choose an Interesting Topic

Choose a topic  of research according to your interest. The selected topic should be neither too broad nor too narrow.

Do Preliminary Research on the Topic

Find articles, books, journals, and theses relevant to your chosen topic. Understand what research problem each scholar addressed as part of their research project.

Consider your Audience

It is necessary to know your audience to develop focused research questions for your essay or dissertation. You can find aspects of your topic that could be interesting to your audience when narrowing your topic.

Start Asking Questions

What, why, when, how, and other open-ended questions will provide in-depth knowledge about the topic.

Evaluate your Question

After formulating a research question, evaluate to check its effectiveness and how it can serve the purpose. Revise and refine the dissertation research question.

• Do you have a clear research question? 

It would help if you formed the research question after finding a research gap. This approach will enable the research to solve part of the problem.

• Do you have a focused research question?

It is necessary that the research question is specific and relating to the central aim of your research.

• Do you have a complex research question? 

The research question cannot be answered by yes or no but requires in-depth analysis. It often begins with “How” or “Why.”

Begin your Research

After you have prepared dissertation research questions, you should research the existing literature on similar topics to find various perspectives.

Also See: Formulation of Research Question

If you have been struggling to devise research questions for your dissertation or are unsure about which topic would be suitable for your needs, then you might be interested in taking advantage of our dissertation topic and outline service, which includes several topic ideas in your preferred area of study and a 500/1000 words plan on your chosen topic. Our topic and outline service will help you jump-start your dissertation project.

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Tips on How to Write a Strong Research Question

A research question is the foundation of the entire research. Therefore, you should spend as much time as required to refine the research question.

If you have good research questions for the dissertation, research paper , or essay, you can perform the research and analyse your results more effectively. You can evaluate the strength of the research question with the help of the following criteria. Your research question should be;

Intensive and Researchable

• It should cover a single issue
• The question shouldn’t include a subjective judgment
• It can be answerable with the data analysis or research=

Practical and Specific

• It should not include a course of action, policy, or solution
• It should be well-defined
• Answerable within research limits

Complicated and Arguable

• It should not be simple to answer
• Need in-depth knowledge to find facts
• Provides scope for debate and deliberation

Unique and Relevant

• It should lie in your field of study
• Its results should be contributable
• It should be unique

Conclusion – How to Write Research Questions

A research question provides a clear direction for research work. A bigger project, such as a dissertation, may have more than one research question, but every question should focus on one issue only.

Your research questions should be researchable, feasible to answer, specific to find results, complex (for Masters and PhD projects), and relevant to your field of study. Dissertation research questions depend upon the research type you are basing your paper on.

Start creating a research question by choosing an interesting topic, do some preliminary research, consider your audience, start asking questions, evaluating your question, and begin your research.

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At ResearchProspect, we have dissertation experts for all academic subjects. Whether you need help with the  individual chapters  or the  whole dissertation paper,  you can be confident that your paper competed to the highest academic standard. There is a reason why our clients keep returning to us over and over.

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Frequently Asked Questions

How are research questions written.

Research questions are written by:

• Identifying your topic.
• Considering what you want to explore.
• Making questions clear and concise.
• Ensuring they’re researchable.
• Avoiding bias or leading language.
• Focusing on one main idea per question.

What are examples of research questions?

• Does regular exercise improve mental well-being in adults over 50?
• How do online courses impact student engagement compared to traditional classes?
• What are the economic effects of prolonged pandemic lockdowns?
• How does early childhood nutrition influence academic performance in later life?
• Does urban green space reduce stress levels?

How to write a research question?

• Identify a specific topic or issue of interest.
• Conduct preliminary research to understand existing knowledge.
• Narrow the focus to address gaps or unresolved issues.
• Phrase the question to be clear, concise, and researchable.
• Ensure it is specific enough for systematic investigation.

How to formulate my research questions for my geography dissertation?

• Identify a geographical topic or phenomenon of interest.
• Review existing literature to find gaps.
• Consider spatial, temporal, environmental, or societal aspects.
• Ensure questions are specific, feasible, and significant.
• Frame questions to guide methodology: quantitative, qualitative, or mixed.
• Seek feedback from peers/advisors.

You May Also Like

How to write a hypothesis for dissertation,? A hypothesis is a statement that can be tested with the help of experimental or theoretical research.

Not sure how to approach a company for your primary research study? Don’t worry. Here we have some tips for you to successfully gather primary study.

Struggling to find relevant and up-to-date topics for your dissertation? Here is all you need to know if unsure about how to choose dissertation topic.

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Scientific Writing for Health Research

Chapter 1 research question.

The first step in conducting a scientific study is to develop a research question; however, this can be a difficult process. Research questions organize and direct the study, communicate the research study’s goal to the readers, define the study’s boundaries and limitations, and inform researchers on how to conduct the study. A good research question can serve all of these purposes, but developing a “good” research question can be difficult and time-consuming. A good research question should address the clinical or population health problem under investigation. Furthermore, the significance of a study’s findings is determined by how well it addresses the research question; therefore, not asking the “right” research question can jeopardize the validity of the whole study.

Generally, the process of formulating a new research question begins with a public health or clinical problem that needs to be addressed. In health sciences research, the rationale for conducting a research study is typically to address at least one of three issues: the existing evidence is scarce, the current literature contains conflicting evidence, or the evidence base can be improved ( Fandino 2019 ) . As a result, conducting a thorough literature search on the topic of interest is frequently required in order to formulate a good research question. In addition, the answers to the research question should address an aspect of the specific problem that was identified, and be supportive of the study’s rationale. In many instances, this requires narrowing and specifying the research question from a broader, more general question. It has previously been suggested that using a PICOT (population, intervention, comparator, outcome and time frame) framework can help researchers formulate a good research question and can ensure higher quality reporting in studies ( Thabane et al. 2009 ; Rios, Ye, and Thabane 2010 ) . A well-structured research question will guide the implementation of the study as well as the reporting of the results. The FINER criteria may also be used to assess the quality of the research question and refine it as needed ( Thabane et al. 2009 ) . In this chapter, we discuss the PICOT framework and FINER criteria for developing a good research question in population and public health research.

1.1 Framing a research question using the PICOT framework

Formulating and refining the research question using the PICOT framework can inform which study design is most appropriate, what types of data should be collected and what types of analytical methods are most suitable to answer the research question. The framework has many different variations, but the general framework for studies in health research is as follows:

Table 1: Key elements and guiding questions for the PICOT framework

1.2 Evaluating research questions using FINER criteria

Once the research question is developed using the PICOT framework, the FINER criteria can be used to assess the quality of the research question and determine if the research is feasible.

Table 2: Key elements and guiding questions for the FINER criteria

1.3 Tips for formulating a good research question

A research question needs to be aligned with the data, methods and results. In addition, a good research question should have the following characteristics: clarity, specificity, empirical support, and relevance. Questions in population and public health research typically ask about phenomena related to health and may focus on comparisons, associations, relationships, or descriptions of variables ( Creswell and Creswell 2017 ) . Once you have a broad, general idea of the question you want to investigate, try to describe the goal of the research study as precisely as possible, for example, the gap in knowledge you want to fill or the new evidence you want to generate for a question previously considered in the literature ( Vandenbroucke and Pearce 2018 ) . Determining this objective can be helpful when deciding what types of results you need to present. Vandenbroucke and Pearce ( Vandenbroucke and Pearce 2018 ) advise describing what table or figure is required to achieve the goal. For example, what table or figure would be needed to fill the knowledge gap. Following this process, the questions will become clearer and guide what types of study design and methods are required to achieve the study objective and attain results.

The most common pitfalls when developing research questions are that the questions incorporate the methods or the study’s expected outcomes ( Mayo, Asano, and Pamela Barbic 2013 ) . Furthermore, the clarity of the research question can be impeded by the lack of a clear parameter to assess the relationship or association between exposure and outcome ( Mayo, Asano, and Pamela Barbic 2013 ) .

We propose the following overall roadmap for developing a good research question:

• Gain an understanding of the research context
• Experiment with a few different PICOT(S) combinations
• Choose the best set of combinations and narrow the research question
• Use the FINER criteria to evaluate the research question’s quality
• “Prune” the research question by removing any extraneous details ( Vandenbroucke and Pearce 2018 )

A good research question can inform the study objective, data collection, methodology and the relevance of the findings. Not having a good research question can create confusion for readers and reviewers, make the research aimless and the interpretation of the results may be difficult or pointless. Therefore, developing a clear, well-structured research question is a critical step in any scientific investigation.

1.4 Statistical analysis plans

Statistical analysis plans (SAP) are also known as data analysis plans (DAP) or reporting analysis plans (RAP). A statistical analysis plan describes the study variables and the plan for analyzing a data before conducting the analysis; this is essentially the strategy for connecting the study objective to the data analysis that will answer the research question. SAPs have been used in biomedical research and in clinical trials for many years; statistical analysis plans for clinical trials are registered and made publicly available in repositories such as ClinicalTrials.gov . In fact, the National Institutes of Health (NIH) in the United States established policies for reporting NIH-funded clinical trials in 2016, requiring researchers to report full protocol and statistical analysis plan, along with levels of specification for outcome measures, information about adverse events and collection method, and baseline information and characteristics associated with primary outcome measures ( Zarin et al. 2016 ) . Pre-registering SAPs can prevent “P-value hacking” , which can occur when researchers “shop around for a statistical test to give them the P-value that they love” ( Yuan et al. 2019 ) . By registering pre-specified SAPs, researchers can help improve the study reproducibility and reduce bias ( Kahan et al. 2020 ) .

In observational studies, SAPs are much less adopted compared to clinical trials ( Thor et al. 2020 ) ; however, the discussion around its use and value have been growing. In this chapter, we discuss the use of SAPs for observational studies, and propose some key components of SAP for observational studies.

1.4.1 The value of statistical analysis plans in observational studies

Many observational studies are based on large datasets, or “big data,” which is defined as heterogeneous datasets linked to a single dataset, with a large number of observations and variables, and that is either real-time or frequently updated ( Ehrenstein et al. 2017 ) . With these big data and powerful statistical software and methods, finding statistically significant associations without pre-established study objectives, research questions and hypotheses has become easier ( Yuan et al. 2019 ) . These types of analyses can produce statistically significant findings without implications to clinical relevance or justification. SAPs can be useful in ensuring that the analytical methods are planned ahead of time in relation to the research question and objectives, and that this procedure is transparent.

As the findings from observational studies may have an impact on public health policies, guidelines and decision-making, it is critical to ensure that these studies are of high standard, that analyses are pre-specified based on relevance to public health, and that they are replicable. When there is no pre-established SAP specifying the primary outcome variable, outcome reporting bias can occur ( Cafri and Paxton 2018 ) . Many efforts have been made to reduce reporting bias in observational studies, such as STROBE guidelines ( Von Elm et al. 2007 ) . The use of SAPs has also been suggested, and that only the variables that researchers pre-specified as variables of interest be made available to them to limit post hoc analyses ( Thomas and Peterson 2012 ; Williams et al. 2010 ) . Some even argue that SAPs should be required even before obtaining data, during the application stage of data access ( Trinh and Sun 2013 ; Hiemstra et al. 2019 ) . In fact, to obtain access to big data, it is often required to submit a data request form that contains some key elements of a SAP ( NHS Digital 2021 ; Population Data BC 2021 ) .

SAPs also have an important role in identifying potential biases, such as selection bias (based on the inclusion/exclusion criteria) or measurement bias, and can help researchers plan how to minimize and address these biases.

1.4.2 Guide on writing an SAP for observational studies

Based on the guidelines for SAP for clinical trials ( Gamble et al. 2017 ) and literature suggesting its’ adaptation for observational studies ( Yuan et al. 2019 ; Thomas and Peterson 2012 ; Hiemstra et al. 2019 ) , we suggest the following four key components for writing SAP for observational studies in health sciences research:

Study objectives and hypotheses

• Broad research area, study background and rationale
• Research question (e.g. using PICOT framework and FINER criteria)

Study population

• Study design (e.g. cross-sectional, prospective cohort)
• Study sample and inclusion/exclusion criteria
• Study period (time points under consideration in the data source)

Study variables: definitions, types, how they are measured

• Outcome variables
• Explanatory/exposure variables
• Covariates (e.g. mediators, colliders, confounders)

Statistical analysis methods

• Defined level for statistical significance
• Plans for handling missing data, correlation, bias and confounding, and repetitive analyses
• Details on model building and variable selection
• Details on additional methods if model assumptions do not hold (e.g. normality, proportional hazards)
• Strategies for interaction or subgroup analysis and sensitivity analyses

Finally, SAPs can be useful in observational studies because they encourage detailed and rigorous planning of the study rather than disorganized and spontaneous data analysis. They can also optimize the resources to focus on the right methods for the research questions, and ensure methodological transparency and replicability of findings. We propose the following two broad questions that can be used to determine whether the SAP is appropriate:

• Does the SAP help in answering the research question or achieving the original study objective?
• Are the planned analyses appropriate in the context of the research question?

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Meta-analysis

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Determine My Article Type

Categories of articles.

Original Investigation full info

Clinical trial Meta-analysis Intervention study Cohort study Case-control study Epidemiologic assessment Survey with high response rate Cost-effectiveness analysis Decision analysis Study of screening and diagnostic tests Other observational study

• ≤5 tables and/or figures
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Follow EQUATOR Reporting Guidelines

Caring for the Critically Ill Patient full info

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• See also requirements for Clinical Trial , Meta-analysis , and Systematic Review

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It is very rare for this journal to publish case reports.

• 15 references
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This article type requires a presubmission inquiry. See the "full info" below for requirements and contact information.

Critical assessments of the literature and data sources pertaining to clinical topics, emphasizing factors such as cause, diagnosis, prognosis, therapy, or prevention.

Systematic Reviews without meta-analysis are published as Reviews; those with meta-analysis are published as Original Investigations (see Meta-analysis ).

• 50-75 references
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• Subtitle should be "A Systematic Review"

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The focus should be an update on current understanding of the physiology of the disease or condition, diagnostic consideration, and treatment.

These reviews should address a specific question or issue that is relevant for clinical practice.

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These manuscripts describe an important issue in clinical medicine, public health, health policy, or medical research in a scholarly, thorough, well-referenced, systematic, and evidence-based manner.

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• Case presentation: 200 words
• Discussion: 650 words

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• 1200 words (or 1000 words with 1 small table or figure)
• ≤7 references at submission
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• ≤5 references (1 of which should be to the recent article)

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Randomized Clinical Trial full info

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• ≤5 tables and/or figures, including CONSORT flow diagram
• Subtitle should be "A Randomized Clinical Trial"
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Parallel-Design Double-blind Trial full info

A randomized trial that prospectively assigns participants to 2 or more groups to receive different interventions. Participants and those administering the interventions are unaware of which intervention individual participants are receiving.

Crossover Trial full info

A trial in which participants receive more than 1 of the treatments under investigation, usually in a randomly determined sequence, and with a prespecified amount of time (washout period) between sequential treatments.

Equivalence and Noninferiority Trial full info

A trial designed to assess whether the treatment or intervention under study (eg, a new intervention) is no worse than an existing alternative (eg, an active control). In these trials, authors must prespecify a margin of noninferiority that is consistent with all relevant studies and within which the new intervention can be assumed to be no worse than the active control.

Cluster Trial full info

A trial that includes random assignment of groups rather than individuals to intervention and control groups.

Nonrandomized Controlled Trial full info

A trial that prospectively assigns groups or populations to study the efficacy or effectiveness of an intervention but in which the assignment to the intervention occurs through self-selection or administrator selection rather than through randomization. Control groups can be historic, concurrent, or both. This design is sometimes called a quasi-experimental design.

• ≤5 tables and/or figures, including a trial flow diagram
• Subtitle should be "A Nonrandomized Controlled Trial"
• TREND checklist

Meta-analysis full info

A systematic review that includes a statistical technique for quantitatively combining the results of multiple studies that measure the same outcome into a single pooled or summary estimate.

• Subtitle should include "A Meta-analysis"
• Follow PRISMA Reporting Guidelines or MOOSE Reporting Guidelines

Cohort Study full info

An observational study that follows a group (cohort) of individuals who are initially free of the outcome of interest. Individuals in the cohort may share some underlying characteristic, such as age, sex, diagnosis, exposure to a risk factor, or treatment.

• Follow STROBE Reporting Guidelines

Case-Control Study full info

An observational study designed to determine the association between an exposure and outcome in which study participants are selected by outcome. Those with the outcome (cases) are compared with those without the outcome (controls) with respect to an exposure or event. Cases and controls may be matched according to specific characteristics (eg, age, sex, or duration of disease).

Cross-sectional Study full info

An observational study of a defined population at a single point in time or during a specific interval, in which exposure and outcome are ascertained simultaneously.

Case Series full info

An observational study that describes a selected group of participants with similar exposure or treatment and without a control group. A case series may also involve observation of larger units such as groups of hospitals or municipalities, as well as smaller units such as laboratory samples.

• Follow Reporting Guidelines

Economic Evaluation full info

A study using formal, quantitative methods to compare 2 or more treatments, programs, or strategies with respect to their resource use and expected outcomes. This includes cost-effectiveness, cost-benefit, and cost-minimization analyses.

• Follow CHEERS Reporting Guidelines

Decision Analytical Model full info

A mathematical modeling study that compares consequences of decision options by synthesizing information from multiple sources and applying mathematical simulation techniques, usually with specific software. Reporting should address the relevant non-cost aspects of the CHEERS guideline.

Comparative Effectiveness Research full info

A study that compares different interventions or strategies to prevent, diagnose, treat, and monitor health conditions to determine which work best for which patients, under what circumstances, and are associated with the greatest benefits and harms.

• Follow ISPOR Reporting Guidelines

Genetic Association Study full info

A study that attempts to identify and characterize genomic variants that may be associated with susceptibility to multifactorial disease.

• Follow STREGA Reporting Guidelines

Diagnostic/Prognostic Study full info

A prospective study designed to develop, validate, or update the diagnostic or prognostic accuracy of a test or model.

• Follow STARD Reporting Guidelines or TRIPOD Reporting Guidelines

Quality Improvement Study full info

A study that uses data to define, measure, and evaluate a health care practice or service to maintain or improve the appropriateness, quality, safety, or value of that practice or service.

• Follow SQUIRE Reporting Guidelines

Survey Study full info

A survey study includes a representative sample of individuals who are asked to describe their opinions, attitudes, or behaviors. Survey studies should have sufficient response rates (generally ≥60%) and appropriate characterization of nonresponders to ensure that nonresponse bias does not threaten the validity of the findings.

• Follow AAPOR Best Practices for Survey Research
• Optional: Survey instrument as supplemental file

Qualitative Study full info

A study based on observation and interview with individuals that uses inductive reasoning and a theoretical sampling model and that focuses on social and interpreted, rather than quantifiable, phenomena and aims to discover, interpret, and describe rather than to test and evaluate. This includes mixed-methods studies that combine quantitative and qualitative designs in a sequential or concurrent manner.

• Follow SRQR Reporting Guidelines or COREQ Reporting Guidelines

These reports typically include randomized trials (see Clinical Trial ), intervention studies, cohort studies, case-control studies, epidemiologic assessments, other observational studies, surveys with high response rates (see Reports of Survey Research ), cost-effectiveness analyses and decision analyses (see Reports of Cost-effectiveness Analyses and Decision Analyses ), and studies of screening and diagnostic tests (see also Reports of Diagnostic Tests ). Each manuscript should clearly state an objective or hypothesis; the design and methods (including the study setting and dates, patients or participants with inclusion and exclusion criteria and/or participation or response rates, or data sources, and how these were selected for the study); the essential features of any interventions; the main outcome measures; the main results of the study; a discussion section placing the results in context with the published literature and addressing study limitations; and the conclusions and relevant implications for clinical practice or health policy. Data included in research reports must be original and should be as timely and current as possible (see Timeliness of Data ). Follow EQUATOR Reporting Guidelines .

A structured abstract is required; for more information, see instructions for preparing Abstracts for Reports of Original Data . A list of 3 Key Points is required (see guidance on preparing Key Points ). Maximum length: 3000 words of text (not including abstract, tables, figures, acknowledgments, references, and online-only material) with no more than a total of 5 tables and/or figures.

These manuscripts are original research reports, preferably clinical trials, or systematic reviews (see above classifications for manuscript submission requirements by category of article) that address virtually any aspect of critical illness, from prevention and triage, through resuscitation and acute treatment, to rehabilitation and palliative care. Manuscripts that provide new insights into the diagnosis, prognosis, and treatment of critically ill patients, as well as those that explore pathophysiological, technological, ethical, or other related aspects of critical care medicine, are welcome. Follow EQUATOR Reporting Guidelines . For reports of original data and systematic reviews, a structured abstract is required; see instructions for preparing Abstracts for Reports of Original Data or Abstracts for Reviews . A list of 3 Key Points is required (see guidance on preparing Key Points ). Maximum length: 3000 words of text (not including abstract, tables, figures, acknowledgments, references, and online-only material) with no more than a total of 5 tables and/or figures.

These manuscripts are short reports of original studies or evaluations or unique, first-time reports of clinical case series. Follow EQUATOR Reporting Guidelines . A structured abstract is required; for more information, see instructions for preparing Abstracts for Reports of Original Data . A list of 3 Key Points is required (see guidance on preparing Key Points ). Recommended length: 1200 words (not including abstract, tables, figures, acknowledgments, references, and online-only material) with no more than a total of 3 tables and/or figures and no more than 15 references. Note: It is very rare for this journal to publish case reports.

Research Letters are concise, focused reports of original research. These should not exceed 600 words of text and 6 references and may include up to 2 tables or figures. Online supplementary material is only allowed for brief additional and absolutely necessary methods but not for any additional results or discussion. The text should include the full name, academic degrees, and institutional affiliation for each author and the email address for the corresponding author. Other persons who have contributed to the study may be indicated in an Acknowledgment, with their permission, including their academic degrees, affiliation, contribution to the study, and an indication if compensation was received for their role. Letters must not duplicate other material published or submitted for publication. In general, Research Letters should be divided into the following sections: Introduction, Methods, Results, and Discussion. They should not include an abstract or key points, but otherwise should follow all of the guidelines in Manuscript Preparation and Submission Requirements . Letters not meeting these specifications are generally not considered.

This article type requires a presubmission inquiry to [email protected] .

The journal will consider 2 types of review articles:

Systematic Reviews

These types of Review articles differ by the scope and level of analysis of the literature searches and the titles used. Systematic Reviews require a complete systematic search of the literature using multiple databases, covering many years, and grading of the quality of the cited evidence. Narrative Reviews do not require a rigorous literature search but should rely on evidence and should be written by established experts in the field. See below for more detail on each type of Review.

Titles for these Reviews should include a concise description of the main topic. Use specific and not overly broad wording for the title; the type of review should be indicated in the subtitle. For example:

Behavioral Treatment of Obesity: A Systematic Review

Behavioral Treatment of Obesity: A Review (note: the word "narrative" is not included in the subtitle)

Systematic Reviews are critical assessments of the literature and data sources pertaining to clinical topics, emphasizing factors such as cause, diagnosis, prognosis, therapy, or prevention. Systematic Reviews without meta-analysis are published as Reviews; those with meta-analysis are published as Original Investigations (see Meta-analysis ). Systematic Reviews should address a specific question or issue that is relevant for clinical practice and provide an evidence-based, balanced, patient-oriented review on a focused topic. Follow EQUATOR Reporting Guidelines .

The basic structure of manuscripts reporting Systematic Reviews should include the following: Abstract (structured abstract of no more than 350 words); Introduction (150-250 words); Methods (150-250 words); Results (1000-1250 words, with the following subsections, if appropriate, depending on the specific question or issue addressed: Pathophysiology, Clinical Presentation, Assessment and Diagnosis, Treatment, and Prognosis); Discussion (1000 words); and Conclusions (2-3 sentences).

Maximum length: 3000 words of text (not including abstract, tables, figures, acknowledgments, references, and online-only material), with no more than a total of 5 tables and/or figures and no more than 50-75 references. For an example of a published Systematic Review, see JAMA . 2014;312(6):631-640 and below for the general structure of a Systematic Review article.

Prospective authors interested in submitting a review manuscript should prepare a detailed outline of the proposed article. There should also be a brief summary of the extent and quality of the literature supporting the proposed review. Alternatively, if a draft of the manuscript has been completed, this can be sent. Prospective authors should also summarize their publication record in the field. Send this information to the editorial office via email to Mary McDermott, MD, at [email protected] .

Specific Components of a Systematic Review

Key Points (75-100 words)

This feature provides a quick structured synopsis of the Review, following 3 key points: Question, Findings, and Meaning. Limit to no more than 100 words. This is different from the Abstract.

Question: What are the most effective medical treatments for adult chronic sinusitis? Findings: In this systematic review, symptoms of chronic sinusitis were improved with saline irrigation and topical corticosteroid therapy compared to no therapy. Compared with placebo, 3-week courses of systemic corticosteroids or oral doxycycline were associated with reduced polyp size, and a 3-month course of macrolide antibiotic was associated with improved symptoms in patients without polyps. Meaning: First-line therapy for chronic sinusitis should begin with daily topical intranasal corticosteroid in conjunction with saline irrigation; subsequent therapies should be based on the patient's polyp status and severity of symptoms.

Abstract (350 words)

A structured abstract is required; Systematic Review articles should include a structured abstract of no more than 350 words using the headings listed below.

Importance: Include 1 or 2 sentences describing the clinical question or issue and its importance in clinical practice or public health. Objective: State the precise primary objective of the review. Indicate whether the review emphasizes factors such as cause, diagnosis, prognosis, therapy, or prevention and include information about the specific population, intervention, exposure, and tests or outcomes that are being reviewed. Evidence Review: Describe the information sources used, including the search strategies, years searched, and other sources of material, such as subsequent reference searches of retrieved articles. Methods used for inclusion of identified articles and quality assessment should be explained. Findings: Include a brief summary of the number of articles included, numbers of various types of studies (eg, clinical trials, cohort studies), and numbers of patients/participants represented by these studies. Summarize the major findings of the review of the clinical issue or topic in an evidence-based, objective, and balanced fashion, with the highest-quality evidence available receiving the greatest emphasis. Provide quantitative data. Conclusions and Relevance: The conclusions should clearly answer the questions posed if applicable, be based on available evidence, and emphasize how clinicians should apply current knowledge. Conclusions should be based only on results described in the abstract Findings subsection.

Introduction (150-250 words)

The first 2 to 3 sentences of the Introduction should draw in readers such that they want to continue reading the article and should establish the importance of the Review. Reviews should include the clinical question or issue and its importance for general medical practice, specialty practice, or public health. The first paragraph should provide a general summary of the clinical problem (eg, obesity). The next paragraph should focus on the specific aspect of the clinical problem the article will explore (eg, treatments for obesity). The epidemiology of the disease or condition should be briefly summarized and generally should include disease prevalence and incidence. The third paragraph should discuss exactly what material will be covered in the Review (eg, obesity treatments reported in trials with a minimum follow-up of 2 years including 80% of the original cohort).

Methods/Literature Search (150-250 words)

The literature search should be as current as possible, ideally with end dates within a month or two before manuscript submission. A search of the primary literature should be conducted, including multiple bibliographic databases (eg, PubMed/MEDLINE, Embase, CINAHL, PsycINFO). This can be facilitated by collaborating with a medical librarian to help with the search.

Briefly describe characteristics of the literature searched and included in the review, following the PRISMA reporting guidelines , including the bibliographic databases and other sources searched, search terms used, dates included in the search, date the literature search was conducted, screening process, language limitations, and inclusion and exclusion criteria. The rating system used to evaluate the quality of the evidence should be specified (see table below) and the methods used to evaluate quality should be described, including number of quality raters, how agreement on quality ratings was assessed, and how disagreements on quality ratings were resolved.

The highest-quality evidence (eg, randomized clinical trials, meta-analyses, systematic reviews, and high-quality prospective cohort studies) should receive the greatest emphasis. Clinical practice guidelines ordinarily should not be used as a primary component of the evidence base for the systematic review, although relevant guidelines should be addressed in the Discussion section of the article.

The search methods should be described in sufficient detail so the search can be reproduced based on the information provided in the manuscript. A summary of the methods of the literature search including this information should be included in the main article; details can be included in an online-only supplement. A PRISMA-style flow diagram showing this information should also be included as an online-only supplement. In addition, a completed PRISMA checklist should be submitted for the items completed that apply to systematic reviews (the checklist items that apply to meta-analyses do not need to be completed for systematic reviews without meta-analysis). The checklist will be used during review but will not be published.

Results (1000-1250 words)

First, briefly report the results of the literature search, including the number of articles reviewed and included, numbers of various types of studies (eg, clinical trials, cohort studies) included, and the aggregate numbers of patients included in the reviewed studies. Also provide a brief summary of the quality of the evidence. Details of this information can be included in a PRISMA-style flow diagram and table(s).

Next, the subsections listed below should generally appear in the Results sections of most Reviews although all of these subsections may not be necessary for some topics, depending on the specific question or issue addressed. The word counts following each subsection are suggested to assist with keeping the overall Results section limited to 1000-1250 words.

Pathophysiology (150-250 words). Provide a brief overview of the pathophysiology of the disease. The intent is to provide readers with sufficient background information about the underpinnings of a disease to provide context for the rest of the article. Clinical Presentation (150-250 words). Briefly describe the clinical characteristics that result in a patient seeking medical care for the condition or what features of the disease should lead a clinician to evaluate or treat it. Assessment and Diagnosis (250-300 words). Describe the clinical examination for evaluation of the disease and explain the most salient physical examination findings. If laboratory or imaging studies are necessary, provide the sensitivity and specificity and diagnostic accuracy of these tests and consider providing positive and negative likelihood ratios. Sequences of diagnostic tests are best presented as algorithms or in tables. Treatment (250-500 words). Treatments should be based on the most recently available and highest level of evidence. Treatment options should be summarized in the text and presented in detail in tables along with an indication of the strength of evidence supporting the individual treatments. In general, treatment recommendations should be supported by a systematic review of the literature, either performed by the author of the Review or published in the form of a high-quality review or guideline. If possible, the costs for various treatments should be provided. Prognosis (100-150 words). A section outlining the overall prognosis for the condition, once treated, should be included. Discussion (Approximately 1000 words)

Key findings should be summarized in the first paragraph of the Discussion section. All statements made should be supported by evidence. It is very important to not simply list findings from the studies reviewed. This information is best presented in tables. The Discussion should provide a critical synthesis of data and information based on the results of the review, an assessment of the quality of studies summarized, and a description of how studies can be interpreted and used to guide clinical practice. The limitations of the evidence and of the review should be discussed, and gaps in evidence should be addressed. A discussion of controversial or unresolved issues and topics in need of future research also should be included.

Clinical Practice Guidelines: In the Discussion section, describe current clinical practice guidelines, relevant to the topic of the review, if available, and whether the conclusions of this review agree with, or disagree with, the current clinical practice guidelines. If this is done and there is more than 1 guideline, a table should be prepared comparing the major features that differ between the guidelines. Guideline quality should be discussed using the standards outlined for the JAMA Clinical Guidelines Synopsis .

Conclusions

Include a 2- to 3-sentence summary of the major conclusions of the review.

Construct tables that summarize the search results. Tables summarizing treatments should have information organized by category of treatment and then by individual treatments. Columns should include the name of the treatment, strength of evidence supporting the treatment, the treatment's effect (preferably shown as the treatment's effect as compared to control on the measured outcome together with 95% confidence intervals), adverse effects, and very brief comments, if necessary. Lengthy text-based tables should be avoided. Additional or lengthy tables may be published online only, if justified.

Ratings of the quality of the evidence. Tables summarizing evidence should include ratings of the quality of the evidence. Use the rating scheme listed below with ratings of 1-5 for Reviews that include individual studies (modified from the Oxford Centre for Evidence-based Medicine for ratings of individual studies).

There are several other preferred systems for rating the quality of evidence in Review articles. For Reviews that synthesize findings from numerous studies into a single summary recommendation, use the rating scale shown above or the Oxford Centre for Evidence-based Medicine's Levels of Evidence and Grades of Recommendation or the recommendations in the American College of Cardiology Foundation/American Heart Association Task Force on Practice Guidelines . For reviews that include diagnostic studies, use The Rational Clinical Examination Levels of Evidence table .

Follow additional instructions for preparation and submission of Tables .

A PRISMA-style flow diagram should be included as an online supplement that summarizes the results of the literature search and the numbers of articles/records/studies and patients/participants represented in the studies identified, screened, eligible, and included in the final review.

Additional figures that illustrate pathophysiology or clinical presentation may be considered. Note: All figures will be re-created. For each proposed illustration, the authors should provide a list of the elements to be included in the illustration; 3-4 relevant recent references; example illustrations, if available; a working figure title and legend; and an explanation of how this new illustration would add to the published literature. We encourage videos, if appropriate, to illustrate a point made or process described in the Review.

Follow additional instructions for preparation and submission of Figures and Video .

Narrative Reviews on clinical topics provide an up-to-date review for clinicians on a topic of general common interest from the perspective of internationally recognized experts in these disciplines. The focus of Narrative Reviews will be an update on current understanding of the physiology of the disease or condition, diagnostic consideration, and treatment. These reviews should address a specific question or issue that is relevant for clinical practice. Narrative Reviews do not require (but may include) a systematic review of the literature search. Recommendations should be supported with evidence and should rely on recent systematic reviews and guidelines, if available, emphasizing factors such as cause, diagnosis, prognosis, therapy, or prevention.

The basic structure of manuscripts reporting Narrative Reviews should include the following: Abstract (structured abstract of no more than 300 words); Introduction (150-250 words); Methods, if included (150-250 words); Discussion/Observations (1000-1250 words, with the following subsections, if appropriate: Pathophysiology, Clinical Presentation, Assessment and Diagnosis, Treatment, and Prognosis); and Conclusions (2-3 sentences).

Typical length: 2000-3500 words (maximum), with no more than a total of 5 tables and/or figures, and no more than 50-75 references. For an example of this type of article, see JAMA . 2015;314(23):2544-2554 .

Specific Components of a Narrative Review

Abstract (300 words)

Narrative Review articles should include a 3-part structured abstract of no more than 300 words using the headings listed below:

Importance: An overview of the topic and discussion of the main objective or reason for this review. Observations: The principal observations and findings of the review. Conclusions and Relevance: The conclusions of the review that are supported by the information, along with clinical applications. How the findings are clinically relevant should be specifically stated.

The first 2 to 3 sentences of the Introduction should draw in readers in such that they want to continue reading the article and should establish the importance of the Review. Reviews should include the clinical question or issue and its importance for general medical practice, specialty practice, or public health. The first paragraph should provide a general summary of the clinical problem (eg, obesity). The next paragraph should focus on the specific aspect of the clinical problem the article will explore (eg, treatments for obesity). Briefly summarize the epidemiology of the disease. This information should include disease prevalence and incidence and perhaps discussion of the presence and frequency of any relevant subpopulations and any geographic or seasonal variations of the disease if these are relevant. The third paragraph should discuss exactly what material will be covered in the Review (eg, obesity treatments).

Methods (150-250 words)

A Methods section is not required for Narrative Reviews, but may be included to summarize a literature search that was conducted for this Review. If included, briefly describe the characteristics of the literature searched and included in the review, including the bibliographic databases and other sources searched, search terms used, dates included in the search, date the literature search was conducted, and any process used to evaluate the literature.

Discussion/Observations (1000-1250 words)

The principal observations of the Narrative Review generally should include the subsections listed below, although each section may not be necessary for some topics. The word counts following each subsection are suggested to assist with keeping the overall Observations section limited to 1000-1250 words.

Pathophysiology (150-250 words). Provide a brief overview of the pathophysiology of the disease. The intent is to provide readers with sufficient background information about the underpinnings of a disease to provide context for the rest of the article. Clinical Presentation (150-250 words). Briefly describe the clinical characteristics that result in a patient seeking medical care for the condition or what features of the disease should lead a physician to evaluate or treat it. Assessment and Diagnosis (250-300 words). Describe the clinical examination for evaluation of the disease and explain the most salient physical examination findings. If laboratory or imaging studies are necessary, provide the sensitivity and specificity and diagnostic accuracy of these tests and consider providing positive and negative likelihood ratios. Sequences of diagnostic tests are best presented as algorithms or in tables. Treatment (250-500 words). Treatments should be based on the most recently available and highest level of evidence. Treatment options should be summarized in the text and presented in detail in tables along with an indication of the strength of evidence supporting the individual treatments. In general, treatment recommendations should be supported by a systematic review or a high-quality guideline. If possible, the costs for various treatments should be provided. Prognosis (100-150 words). A section outlining the overall prognosis for the condition, once treated, should be included.

For most Narrative Reviews, tables should be included that summarize the epidemiology, diagnostic tools, and therapies available for the disease. In some cases, these 3 topics may not all be relevant to the review topic and tables may be appropriately modified to fit the review. Include a fourth table that compares the findings of the review and current clinical practice recommendations or diagnostic and therapeutic uncertainty or controversies.

Table 1: Major epidemiologic and burden of disease facts Table 2: Major diagnostic tools available Table 3: Major therapies available Table 4: Current clinical practice recommendations and/or diagnostic and therapeutic uncertainty, and controversies

Tables summarizing treatments should have information organized by category of treatment and then by individual treatments. Columns may include the treatment, strength of evidence supporting the treatment, the effect of the treatment (preferably shown as the treatment's effect as compared to control on the measured outcome together with 95% confidence intervals), adverse effects, and very brief explanatory comments, if necessary. Lengthy text-based tables should be avoided. Additional or lengthy tables may be published online only, if justified.

Figures that illustrate pathophysiology or clinical presentation may be included. Note: All figures will be re-created. For each proposed illustration, the authors should provide a list of the elements to be included in the illustration; 3-4 relevant recent references; example illustrations, if available; a working figure title and legend; and an explanation of how this new illustration would add to the published literature. We encourage videos, if appropriate, to illustrate a point made or process described in the Review.

Note: This journal publishes very few of these types of articles. These manuscripts describe an important issue in clinical medicine, public health, health policy, or medical research in a scholarly, thorough, well-referenced, systematic, and evidence-based manner.

A structured abstract is required. Maximum length: 3000 words of text (not including tables, figures, or references) with no more than a total of 4 tables and/or figures and no more than 50 references. For a recently published example, see JAMA . 2019;322(20):1996-2016 .

Clinical Challenge presents an actual patient scenario about a specific disease or condition with an accompanying clinical image.

Authors should provide 4 single-phrase plausible treatment options describing possible courses of action with one of these being the most correct response for the question "What Would You Do Next?" Manuscripts should include a brief discussion of the relevant clinical issues and provide well-supported (evidence-based) explanations discussing the 4 potential courses of action. For a recently published example, see JAMA . 2022;327(24):2448-2449. doi:10.1001/jama.2022.8384 .

All diagnostic and treatment recommendations should be supported by referencing recent authoritative texts or journal articles. Preferably, these recommendations should be supported by governmental or multisociety guidelines, clinical trials, meta-analyses, or systematic reviews. The text should have a maximum length of 850 words, consisting of no more than 250 words for the case presentation, question, and 4 one-sentence answers, followed by no more than 600 words that include the diagnosis and a brief discussion. There should be no more than 3 authors. At least 1 of the authors, ideally the corresponding author, should have sufficient expertise and experience with the topic. There should be no more than 10 references, and no more than 2 small figures totaling 3 image components (Figure 1, with no more than 2 components, for the case presentation; and Figure 2, with no more than 1 component, for the diagnosis and discussion).

Provide a short title that briefly describes the disease entity or case presentation and does not include the diagnosis. Do not include the patient's race, ethnicity, or country of origin in the title or the first line of the article. If this information is clinically relevant and necessary, it can be included in the case description.

In addition, the JAMA Network Patient Permission form must be completed and signed by the patient (or a family member if the patient has died, is a minor, or is an adult without decisional capacity) and included at the time of manuscript submission. Please read Patient Identification before submitting your manuscript.

The image and case presentation should be from the same patient and must not have been published previously. In some cases, additional figures may be included to accompany the answer explanations (see description of additional figure(s) above). All images submitted should be high-quality .jpg or .tif files. Submit the original version of all image files at the highest resolution possible without labels. In general, the original image file should have a minimum resolution of 350 dpi at a width of about 5 inches. Do not increase the original resolution, resize, or crop the image; where applicable, we will crop to maintain patient confidentiality. If any labels, arrowheads, or A/B panel indicators are desired, provide a separate labeled version of the figure(s) for reference. All labels will be reformatted to journal style.

For more information on how to submit figures, see Figures.

We would like to receive common problems presenting uncommonly, rather than unusual or rare conditions (ie, "zebras"). These cases should be of interest to clinicians; they should be problems that clinicians are likely to encounter and have an outstanding image that illustrates the disorder and contributes to the diagnostic challenge.

Manuscripts not meeting these guidelines will not be considered.

Diagnostic Test Interpretation presents the results of a diagnostic test from a single patient and explores the clinical application of the test result. The Diagnostic Test Interpretation is intended to help clinicians understand the underlying rationale in ordering tests, interpreting test results, and acting on the diagnostic test findings.

The diagnostic test result must be obtained from the care of an actual patient and must include that patient's written permission. The JAMA Network Patient Permission form should be read and completed and signed by the patient (or a family member if the patient has died, is a minor, or is an adult without decisional capacity) and included at the time of manuscript submission. The results of laboratory, pathologic, or radiographic tests are appropriate but clinical images are not. Results of the diagnostic test of interest (and related tests) and the range of reference values should be included after the case. Authors of manuscripts based on clinical images should consult the instructions for Clinical Challenge .

Provide a short title that briefly describes the disease entity or case presentation and does not include the diagnosis. Do not include the patient's race, ethnicity, or country of origin in the title or first line of the article. If this information is clinically relevant and necessary, it can be included in the case description.

Manuscripts for Diagnostic Test Interpretation should have the following sections:

Case presentation. The case presentation should be brief and focus on the diagnostic test in question. At the end of the case presentation the pertinent diagnostic test results and reference ranges should be provided (200 words). Include: JAMA Exclude: Specialty Journals, JNO Comments: How do you interpret these test results? How do you interpret these test results? (or What would you do next?) Four plausible responses should be provided. While most Diagnostic Test Interpretation articles will pose the question "How do you interpret these results?" a subset may more appropriately focus on the next best step regarding workup of the abnormal test result. In these cases, the question "How do you interpret these test results?" can be replaced with "What would you do next?" Either question should be presented in the format of a multiple choice question with a single correct (or best) answer. The answers may be brief phrases or short sentences, should be similar in length, and should be arranged alphabetically by first word in the answer. Response options should not describe treatments (about 50 words). Include: CAR,ONC Exclude: JAMA, DER, IMD, NEU, OPH, PED, OTO, PSY, SUR, JNO Comments: How do you interpret these test results? Test characteristics. A brief review of the diagnostic test should be provided (approximately 200 words). For biomarkers, this should include a brief description of the related physiology. Test accuracy should be reported using sensitivity and specificity or likelihood ratios, and predictive values should be provided for common clinical scenarios. Please use likelihood ratios whenever possible, since they do not depend on disease prevalence. The prevalence of the disease should be stated so that the pretest probability may be estimated. For example, "For patients with a typical disease prevalence of 10%, the predictive values of positive and negative test results are approximately 50% and 1%, respectively." Discussion of the application and utility of the diagnostic test should be based on a high-quality systematic review or authoritative practice guideline. If a more recent, original study supersedes or adds meaningfully to the prior synthesis of research, that article also should be cited. The approximate fee for the test should be provided. For example, some fees for laboratory tests can be obtained from the Medicare fee schedules . Radiology procedure fees can be found at the Medicare Physician Fee Schedule website . Application of test result to this patient. A brief discussion of how the diagnostic test result will facilitate the next steps in a patient's management should be presented. Please also address the correct answer to the question about test interpretation in this section (200 words). What Are Alternative Diagnostic Testing Approaches? If there are different testing strategies that can be used to evaluate patients to establish a diagnosis, please discuss them (100 words). Patient Outcome. Long-term follow-up (most recent as possible) regarding the patient's condition and outcome of treatment is necessary (100 words). Clinical Bottom Line. Please provide a bulleted list of 3-5 items that reflect the most important message readers should obtain from this article.

The overall text of the manuscript should have a maximum of 850 words, no more than 10 references, and no more than 3 authors. At least 1 of the authors, ideally the corresponding author, should have sufficient expertise and experience with the topic. The case presentation must not have been previously published.

For an example of this article type, see JAMA . 2022;327(13):1284-1285. doi:10.1001/jama.2022.2037 .

If there are questions about patient identifiability, please contact the editorial office. Authors interested in submitting a manuscript for Diagnostic Test Interpretation should contact the editorial office prior to manuscript preparation and submission by sending an email to Kristin Walter at [email protected] .

Viewpoints may address virtually any important topic in medicine, public health, research, discovery, prevention, ethics, health policy, or health law and generally are not linked to a specific article. Viewpoints should be well focused, scholarly, and clearly presented but should not include the findings of new research or data that have not been previously published.

Viewpoints must have no more than 3 authors. Editors encourage diversity of gender, race, ethnicity, geographic location, and discipline for Viewpoint authors, and the first author should have sufficient expertise and experience with the topic to provide an authoritative opinion. The text should include the full name, academic degrees, and no more than 2 institutional affiliations for each author. Maximum length: up to 1200 words of text—or 1000 words of text with 1 small table or figure—and no more than 7 references, which should be as current as possible. Viewpoints not meeting these guidelines will not be considered.

Most essays published in A Piece of My Mind are personal vignettes (eg, exploring the dynamics of the patient-physician relationship) taken from wide-ranging experiences in medicine; occasional pieces express views and opinions on the myriad issues that affect the profession. If the patient(s) described in these manuscripts is identifiable, a Patient Permission form , which provides consent for publication, must be completed and signed by the patient(s) or family member(s) and submitted with the manuscript. Manuscripts that describe identifiable patients that do not have a signed form will not be reviewed. Omitting data or making data less specific to deidentify patients is acceptable, but changing any such data is not acceptable. Fictional or composite accounts are not permitted.

Manuscripts are not published anonymously or pseudonymously and must have no more than 3 authors. All manuscripts must be submitted formally via the journal's manuscript submission system; we do not review drafts or unfinished manuscripts prior to submission. Length limit: 1600 words.

Poems related to the medical experience, whether from the point of view of a health care worker or patient, or simply an observer, will be considered. Poems should be original, not previously published or under consideration elsewhere, no longer than 44 lines, and with individual lines no longer than 55 characters (including spaces). Authors should submit each poem separately (ie, one poem per submission record, and only one author per poem). Submissions containing multiple poems will be returned with instructions to split into individual files. Do not submit artwork, music/audio, or other accompanying materials, which are not considered. All poems must be submitted online via the online manuscript submission and review system . Authors of poems that are accepted for publication are required to complete Authorship Forms and transfer copyright to the publisher as part of a publishing agreement. An email with links to the Authorship Form will be sent to authors for completion before final acceptance. Author requests to republish poems are generally granted by our permissions department following a formal request.

Questions about submitting poems (but not submissions) may be sent to [email protected] .

Letters discussing a recent article in this journal should be submitted within 4 weeks of publication of the article in print. 3 Letters received after 4 weeks will rarely be considered. Letters should not exceed 400 words of text and 5 references, 1 of which should be to the recent article. Letters may have no more than 3 authors. The text should include the full name, academic degrees, and a single institutional affiliation for each author and the email address for the corresponding author. Letters must not duplicate other material published or submitted for publication and should not include unpublished data. Letters not meeting these specifications are generally not considered. Letters being considered for publication ordinarily will be sent to the authors of the original article, who will be given the opportunity to reply. Letters will be published at the discretion of the editors and are subject to abridgement and editing for style and content. To read more about Letters, see the AMA Manual of Style .

Replies by authors should not exceed 500 words of text and 6 references. They should have no more than 3 authors.

Clinical Trial

These manuscripts include reports of Randomized Clinical Trials, Parallel-Design Double-blind Trials, Crossover Trials, Equivalence and Noninferiority Trials, Cluster Trials, and Nonrandomized Controlled Trials.

The ICMJE defines a clinical trial as any research project that prospectively assigns human participants to intervention or comparison groups to study the cause-and-effect relationship between an intervention and a health outcome. 4 Interventions include but are not limited to drugs, surgical procedures, devices, behavioral treatments, educational programs, dietary interventions, quality improvement interventions, process-of-care changes, and the like. All manuscripts reporting clinical trials, including those limited to secondary exploratory or post hoc analysis of trial outcomes, must include the following:

• Copy of the original trial protocol, including the complete statistical analysis plan and any amendments. The journal recommends using the SPIRIT reporting guidelines when preparing original protocols (see Protocols ).
• CONSORT flow diagram (see Figure ).
• Completed trial checklist (see Checklist ).
• Registry at an appropriate online public clinical trial registry (see Trial Registration requirements).
• A Data Sharing Statement to indicate if data will be shared or not. Specific questions regarding the sharing of data are included in the manuscript submission system.

For additional guidance on reporting Randomized Clinical Trial, Parallel-Design Double-blind Trial, Crossover Trial, Equivalence and Noninferiority Trial, Cluster Trial, and Nonrandomized Controlled Trial, see Study Types .

Each manuscript should clearly state an objective or hypothesis; the design and methods (including the study setting and dates, patients or participants with inclusion and exclusion criteria, or data sources, and how these were selected for the study); the essential features of any interventions; the primary and secondary outcome measures (consistent with those reported in the trial protocol); the main results of the study; a discussion section placing the results in context with the published literature and addressing study limitations; and the conclusions.

A structured abstract is required, and trial registration information (registry name, trial ID, and URL) must be listed at the end of the abstract; for more information, see instructions for preparing Abstracts for Reports of Original Data . A list of 3 Key Points is required (see guidance on preparing Key Points ). Maximum length: 3000 words of text (not including abstract, tables, figures, acknowledgments, references, and supplemental material) with no more than a total of 5 tables and/or figures and no more than 50-75 references. The subtitle should include the phrase "A Randomized Clinical Trial" or, for Nonrandomized Controlled Trials, "A Nonrandomized Controlled Trial." To read more about clinical trials, see the AMA Manual of Style .

Trial Registration:

In concert with the ICMJE, JAMA Network requires, as a condition of consideration for publication, registration of all trials in a public trials registry that is acceptable to the ICMJE (ie, the registry must be owned by a not-for-profit entity, be publicly accessible, and require the minimum registration data set as described by ICMJE). 4 , 8 , 9

Acceptable trial registries include the following and others listed at http://www.icmje.org :

• anzctr.org.au
• clinicaltrials.gov
• trialregister.nl
• umin.ac.jp/ctr

All clinical trials, regardless of when they were completed, and secondary analyses of original clinical trials must be registered before submission of a manuscript based on the trial. Secondary data analyses of primary (parent) clinical trials should not be registered as separate clinical trials, but instead should reference the trial registration number of the primary trial. Please note: for clinical trials starting patient enrollment after July 2005, trials must have been registered before onset of patient enrollment. For trials that began before July 2005 but that were not registered before September 13, 2005, trials must have been registered before journal submission. Trial registry name, registration identification number, and the URL for the registry should be included at the end of the abstract and also in the space provided on the online manuscript submission form.

Authors of manuscripts reporting clinical trials must submit trial protocols (including the complete statistical analysis plan) along with their manuscripts. Protocols in non-English languages should be translated into English. This should include the original approved protocol and statistical analysis plan, and all subsequent amendments to either document. Do not submit a summary version that was published as an article in another journal. If the manuscript is accepted, the protocol and statistical analysis plan will be published as a supplement.

CONSORT Flow Diagram and Checklist:

Manuscripts reporting the results of randomized trials must include the CONSORT flow diagram showing the progress of patients throughout the trial. The CONSORT checklist also should be completed and submitted with the manuscript. 10

Figure. Profile of a Randomized Clinical Trial

Trial Protocol

These manuscripts are documents that describe the organization and plan for a randomized clinical trial, including the trial's objective(s), design, methodology, all outcomes to be measured, and statistical analysis plan. All trial protocol manuscripts must include a copy of the trial protocol including the complete statistical analysis plan (see Protocols ). All clinical trials that have begun randomization must be registered at an appropriate online public registry (see Trial Registration requirements). Follow SPIRIT Reporting Guidelines .

A structured abstract is required, and trial registration information (registry name, trial ID, and URL) must be listed at the end of the abstract; for more information, see instructions for preparing Abstracts for Trial Protocols . A list of 3 Key Points is required (see guidance on preparing Key Points ). Maximum length: 3000 words of text (not including abstract, tables, figures, acknowledgments, references, and supplemental material) with no more than a total of 5 tables and/or figures and no more than 50-75 references. The subtitle should include the phrase "A Trial Protocol."

These manuscripts are systematic, critical assessments of literature and data sources pertaining to clinical topics, emphasizing factors such as cause, diagnosis, prognosis, therapy, or prevention, and that includes a statistical technique for quantitatively combining the results of multiple studies that measure the same outcome into a single pooled or summary estimate. All articles or data sources should be searched for and selected systematically for inclusion and critically evaluated, and the search and selection process should be described in the manuscript. The specific type of study or analysis, population, intervention, exposure, and tests or outcomes should be described for each article or data source. The data sources should be as current as possible, ideally with the search having been conducted within several months of manuscript submission. Authors of reports of meta-analyses of clinical trials should submit the PRISMA flow diagram and checklist . Authors of meta-analyses of observational studies should submit the MOOSE checklist . Follow EQUATOR Reporting Guidelines .

A structured abstract is required; for more information, see instructions for preparing Abstracts for Meta-analysis . A list of 3 Key Points is required (see guidance on preparing Key Points ). Maximum length: 3000 words of text (not including abstract, tables, figures, acknowledgments, references, and online-only material), with no more than a total of 5 tables and/or figures and no more than 50-75 references. The subtitle should include the phrase "A Meta-analysis." To read more about meta-analyses, see the AMA Manual of Style .

Other Observational Studies

These manuscripts include Cohort Study, Case-Control Study, Cross-sectional Study, Case Series, Economic Evaluation, Decision Analytical Model, Comparative Effectiveness Research, Genetic Association Study, Diagnostic/Prognostic Study, Quality Improvement Study, Survey Study, and Qualitative Study. Each manuscript should clearly state an objective or hypothesis; the design and methods (including the study setting and dates, patients or participants with inclusion and exclusion criteria and/or participation or response rates, or data sources, and how these were selected for the study); the essential features of any interventions or exposures; the main outcome measures; the main results of the study; a discussion section placing the results in context with the published literature and addressing study limitations; and the conclusions and relevant implications for clinical practice or health policy. Data included in research reports must be original and should be as timely and current as possible (see Timeliness of Data ). Follow EQUATOR Reporting Guidelines .

A structured abstract is required; for more information, see instructions for preparing Abstracts for Reports of Original Data . A list of 3 Key Points is required (see guidance on preparing Key Points ). Maximum length: 3000 words of text (not including abstract, tables, figures, acknowledgments, references, and supplemental material) with no more than a total of 5 tables and/or figures and no more than 50-75 references.

Format My Manuscript

Manuscript preparation and submission requirements.

All manuscripts must be submitted online via the online manuscript submission and review system .

At the time of submission, complete contact information (affiliation, postal/mail address, email address, and telephone numbers) for the corresponding author is required. First and last names, email addresses, and institutional affiliations of all coauthors are also required. After the manuscript is submitted, the corresponding author will receive an acknowledgment confirming receipt and a manuscript number. Authors will be able to track the status of their manuscripts via the online system. After manuscript submission, all authors of papers under consideration for publication will be sent a link to the Authorship Form to complete and submit. See other details in these instructions for additional requirements. 2 , 4

As recommended by the ICMJE, "if the manuscript has been submitted previously to another journal, it is helpful to include the previous editors' and reviewers' comments with the submitted manuscript, along with the authors' responses to those comments." 4 It is not uncommon for manuscripts to have been submitted to and peer reviewed by other journals and sharing this information will not bias an editor's decision for this journal. Thus, authors are encouraged to submit these previous comments in their entirety and indicate how they have revised the manuscript in response to these comments, which may expedite the review process. In the submission system, there is a file type for Previous Peer Review and Editorial Comments.

Include a cover letter and complete contact information for the corresponding author (affiliation, postal/mail address, email address, and telephone number) and whether the authors have published, posted, or submitted any related papers from the same study (see Previous Publication, Related Manuscripts and Reports, and Preprints ).

Manuscripts should be prepared in accordance with the AMA Manual of Style , 11th edition, 2 and/or the ICMJE Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals . 4

Include in the manuscript file a title page, abstract, text, references, and as appropriate, figure legends and tables. Start each of these sections on a new page, numbered consecutively, beginning with the title page. Figures should be submitted as separate files (1 file per figure) and not included in the manuscript text.

We recommend individual file sizes of no more than 500 kB and not exceeding 1 MB, with the total size for all files not exceeding 5 MB (not including any video files).

For submission and review, please submit the manuscript as a Word document. Do not submit your manuscript in PDF format.

Use 10-, 11-, or 12-point font size, double-space text, and leave right margins unjustified (ragged).

The title page should be the first page of your manuscript file. It should include a manuscript title; the full names, highest academic degrees, and affiliations of all authors (if an author's affiliation has changed since the work was done, the new affiliation also should be listed); name and complete contact information for corresponding author; and manuscript word count (not including title, abstract, acknowledgment, references, tables, and figure legends).

Titles should be concise, specific, and informative. 2(p8) Please limit the length of titles to 100 characters (including spaces) for reports of research and other major articles and 60 characters for shorter article types such as opinion articles and Letters as well as for subtitles to major articles. For scientific manuscripts, do not use overly general titles, declarative titles, titles that include the direction of study results, or questions as titles. For reports of clinical trials, meta-analyses, and systematic reviews, include the type of study as a subtitle (eg, A Randomized Clinical Trial, A Meta-analysis, A Systematic Review). For reports of other types of research, do not include study type or design in the title or subtitle. Depending on the context, avoid inclusion of specific locations (eg, state, province, or country) and specific years. To read more about titles, see the AMA Manual of Style .

In the manuscript, include a separate section called "Key Points" before the Abstract.

This feature provides a quick structured synopsis of the findings of your manuscript (required only for research and review manuscripts), following 3 key points: Question, Findings, and Meaning. Limit this section to 75-100 words or less.

Question: Focused question based on the study hypothesis or goal/purpose. Limit to 1 sentence. Findings: Results of the study/review. Include the design (eg, clinical trial, cohort study, case-control study, meta-analysis). Focus on primary outcome(s) and finding(s). Do not emphasize secondary outcomes. Report basic numbers only but state if results are statistically significant or not significant; do not include results of statistical tests or measures of variance (see example below). Can include 1 to 2 sentences. Meaning: Key conclusion and implication based on the primary finding(s). Limit to 1 sentence. Example of Research Article Question: What is the immunogenicity of an inactivated influenza A vaccine with and without adjuvant? Findings: In this randomized clinical trial that included 980 adults, the proportion achieving an effective antibody response was 84% with adjuvant vs 2% without adjuvant, a significant difference. Meaning: In an influenza pandemic the use of an adjuvant with inactivated influenza A vaccine may be warranted. Include: All Journals except JNO and JHF Exclude: JNO and JHF Comments: Example of Review Article Example of Review Article Question: What are the most effective medical treatments for adult chronic sinusitis? Findings: In this systematic review, symptoms of chronic sinusitis were improved with saline irrigation and topical corticosteroid therapy compared to no therapy. Compared with placebo, 3-week courses of systemic corticosteroids or oral doxycycline were associated with reduced polyp size, and a 3-month course of macrolide antibiotic was associated with improved symptoms in patients without polyps. Meaning: First-line therapy for chronic sinusitis should begin with daily topical intranasal corticosteroid in conjunction with saline irrigation; subsequent therapies should be based on the patient's polyp status and severity of symptoms.

Include a structured abstract for reports of original data, meta-analyses, and systematic reviews. Abstracts should be prepared in JAMA Network style—see instructions for preparing abstracts below. Abstracts are not required for Editorials, Viewpoints, and special features. No information should be reported in the abstract that does not appear in the text of the manuscript. To read more about abstracts, see the AMA Manual of Style .

Abstracts for Reports of Original Data:

Reports of original data should include an abstract of no more than 350 words using the headings listed below. For brevity, parts of the abstract may be written as phrases rather than complete sentences. Each section should include the following content:

Importance: The abstract should begin with a sentence or 2 explaining the clinical (or other) importance of the study question. Objective: State the precise objective or study question addressed in the report (eg, "To determine whether..."). If more than 1 objective is addressed, the main objective should be indicated and only key secondary objectives stated. If an a priori hypothesis was tested, it should be stated. Design: Describe the basic design of the study and include the specific study type (eg, randomized clinical trial, cohort, cross-sectional, case-control, case series, survey, meta-analysis, bibliometric analysis). State the years of the study and the duration of follow-up. For older studies (eg, those completed >3 years ago), add the date of the analysis being reported. If applicable, include the name of the study (eg, the Framingham Heart Study). As relevant, indicate whether observers were blinded to patient groupings, particularly for subjective measurements. Setting: Describe the study setting to assist readers to determine the applicability of the report to other circumstances, for example, multicenter, population-based, primary care or referral center(s), etc. Participants: State the clinical disorders, important eligibility criteria, and key sociodemographic features of patients (or other study participants). The numbers of eligible participants and how they were selected should be provided, including the number approached but who refused or were excluded. For selection procedures, these terms should be used, if appropriate: random sample (where random refers to a formal, randomized selection in which all eligible individuals have a fixed and usually equal chance of selection); population-based sample; referred sample; consecutive sample; volunteer sample; convenience sample. If matching is used for comparison groups, characteristics that are matched should be specified. In follow-up studies, the proportion of participants who completed the study must be indicated.

Note: The preceding 3 sections are usually combined for accepted papers during the editing process as "Design, Setting, and Participants," but for manuscript submission these sections should be kept separate.

Intervention(s) (for clinical trials) or Exposure(s) (for observational studies): The essential features of any interventions, or exposures, should be described, including their method and duration. The intervention, or exposure, should be named by its most common clinical name, and nonproprietary drug names should be used. Main Outcome(s) and Measure(s): Indicate the primary study outcome measurement(s) as planned before data collection began. If the manuscript does not report the main planned outcomes of a study, this fact should be stated and the reason indicated. State clearly if the hypothesis being tested was formulated during or after data collection. Explain outcomes or measurements unfamiliar to a general medical readership. Results: Summary demographic information (eg, characteristics such as sex and age) and the number of study participants should be reported in the first sentence of the Results paragraph. The main outcomes of the study should be reported and quantified, including final included/analyzed sample. When possible, present numerical results (eg, absolute numbers and/or rates) with appropriate indicators of uncertainty, such as confidence intervals. Include absolute numbers and/or rates with any ratio measures and avoid redundant reporting of relative data (eg, % increase or decrease). Use means and standard deviations (SDs) for normally distributed data and medians and ranges or interquartile ranges (IQRs) for data that are not normally distributed. Avoid solely reporting the results of statistical hypothesis testing, such as  P  values, which fail to convey important quantitative information. For most studies,  P  values should follow the reporting of comparisons of absolute numbers or rates and measures of uncertainty (eg, 0.8%, 95% CI −0.2% to 1.8%;  P  =.13).  P  values should never be presented alone without the data that are being compared. See also Reporting Standards and Data Presentation . Measures of relative risk also may be reported (eg, relative risk, hazard ratios) and should include confidence intervals. Studies of screening and diagnostic tests should report sensitivity, specificity, and likelihood ratio. If predictive value or accuracy is reported, prevalence or pretest likelihood should be given as well. All randomized clinical trials should include the results of intention-to-treat analysis as well. In intervention studies, the number of patients withdrawn because of adverse effects should be given. Approaches such as number needed to treat to achieve a unit of benefit may be included when appropriate. All surveys should include response/participation rates. Conclusions and Relevance: Provide only conclusions of the study that are directly supported by the results. Give equal emphasis to positive and negative findings of equal scientific merit. Also, provide a statement of relevance indicating implications for clinical practice or health policy, avoiding speculation and overgeneralization. The relevance statement may also indicate whether additional study is required before the information should be used in clinical settings. Trial Registration: For clinical trials only (not nontrial observational studies), the name of the trial registry, registration number, and URL of the registry must be included. See Trial Registration .

Abstracts for Meta-analysis:

Manuscripts reporting the results of meta-analyses should include an abstract of no more than 350 words using the headings listed below. The text of the manuscript should also include a section describing the methods used for data sources, study selection, data extraction, and data synthesis. Each heading should be followed by a brief description:

Importance: A sentence or 2 explaining the importance of the systematic review question that is used to justify the meta-analysis. Objective: State the precise primary objective of the meta-analysis. Indicate whether the systematic review for the meta-analysis emphasizes factors such as cause, diagnosis, prognosis, therapy, or prevention and include information about the specific population, intervention, exposure, and tests or outcomes that are being analyzed. Data Sources: Succinctly summarize data sources, including years searched. The search should include the most current information possible, ideally with the search being conducted within several months before the date of manuscript submission. Potential sources include computerized databases and published indexes, registries, meeting abstracts, conference proceedings, references identified from bibliographies of pertinent articles and books, experts or research institutions active in the field, and companies or manufacturers of tests or agents being reviewed. If a bibliographic database is used, state the exact indexing terms used for article retrieval, including any constraints (for example, English language or human study participants). If abstract space does not permit this level of detail, summarize sources in the abstract including databases and years searched, and place the remainder of the information in the Methods section. Study Selection: Describe inclusion and exclusion criteria used to select studies for detailed review from among studies identified as relevant to the topic. Details of selection should include particular populations, interventions, outcomes, or methodological designs. The method used to apply these criteria should be specified (for example, blinded review, consensus, multiple reviewers). State the proportion of initially identified studies that met selection criteria. Data Extraction and Synthesis: Describe guidelines (eg, PRISMA , MOOSE ) used for abstracting data and assessing data quality and validity. The method by which the guidelines were applied should be stated (for example, independent extraction by multiple observers). Indicate whether data were pooled using a fixed-effect or random-effects model. Main Outcome(s) and Measure(s): Indicate the primary study outcome(s) and measurement(s) as planned before data collection began. If the manuscript does not report the main planned outcomes of a study, this fact should be stated and the reason indicated. State clearly if the hypothesis being tested was formulated during or after data collection. Explain outcomes or measurement unfamiliar to a general medical readership. Results: Provide the number of studies and patients/participants in the analysis and state the main quantitative results of the review. When possible, present numerical results (eg, absolute numbers and/or rates) with appropriate indicators of uncertainty, such as confidence intervals. Include absolute numbers and/or rates with any ratio measures and avoid redundant reporting of relative data (eg, % increase or decrease). Use means and standard deviations (SDs) for normally distributed data and medians and ranges or interquartile ranges (IQRs) for data that are not normally distributed. Avoid solely reporting the results of statistical hypothesis testing, such as  P  values, which fail to convey important quantitative information. For most studies,  P  values should follow the reporting of comparisons of absolute numbers or rates and measures of uncertainty (eg, 0.8%, 95% CI −0.2% to 1.8%;  P  = .13).  P  values should never be presented alone without the data that are being compared. See also Reporting Standards and Data Presentation . Meta-analyses should state the major outcomes that were pooled and include odds ratios or effect sizes and, if possible, sensitivity analyses. Evaluations of screening and diagnostic tests should include sensitivity, specificity, likelihood ratios, receiver operating characteristic curves, and predictive values. Assessments of prognosis should summarize survival characteristics and related variables. Major identified sources of variation between studies should be stated, including differences in treatment protocols, co-interventions, confounders, outcome measures, length of follow-up, and dropout rates. Conclusions and Relevance: The conclusions and their applications (clinical or otherwise) should be clearly stated, limiting interpretation to the domain of the review.

Abstracts for Systematic Reviews or Special Communications:

Systematic Review articles should include a structured abstract of no more than 350 words using the headings listed below.

Importance:  Include 1 or 2 sentences describing the clinical question or issue and its importance in clinical practice or public health. Objective:  State the precise primary objective of the review. Indicate whether the review emphasizes factors such as cause, diagnosis, prognosis, therapy, or prevention and include information about the specific population, intervention, exposure, and tests or outcomes that are being reviewed. Evidence Review:  Describe the information sources used, including the search strategies, years searched, and other sources of material, such as subsequent reference searches of retrieved articles. Methods used for inclusion of identified articles and quality assessment should be explained. Findings:  Include a brief summary of the number of articles included, numbers of various types of studies (eg, clinical trials, cohort studies), and numbers of patients/participants represented by these studies. Summarize the major findings of the review of the clinical issue or topic in an evidence-based, objective, and balanced fashion, with the highest-quality evidence available receiving the greatest emphasis. Provide quantitative data. Conclusions and Relevance:  The conclusions should clearly answer the questions posed if applicable, be based on available evidence, and emphasize how clinicians should apply current knowledge. Conclusions should be based only on results described in the abstract Findings subsection.

Abstracts for Narrative Reviews or Special Communications:

Importance:  An overview of the topic and discussion of the main objective or reason for this review. Observations:  The principal observations and findings of the review. Conclusions and Relevance:  The conclusions of the review that are supported by the information, along with clinical applications. How the findings are clinically relevant should be specifically stated.

Ratings of the quality of the evidence

Tables summarizing evidence should include ratings of the quality of the evidence. Use the rating scheme listed below with ratings of 1-5 for Reviews that include individual studies (modified from the Oxford Centre for Evidence-based Medicine for ratings of individual studies).

Do not use abbreviations in the title or abstract and limit their use in the text. Expand all abbreviations at first mention in the text. To read more about abbreviation use, see the AMA Manual of Style .

Laboratory values are expressed using conventional units of measure, with relevant Système International (SI) conversion factors expressed secondarily (in parentheses) only at first mention. Articles that contain numerous conversion factors may list them together in a paragraph at the end of the Methods section. In tables and figures, a conversion factor to SI should be presented in the footnote or legend. The metric system is preferred for the expression of length, area, mass, and volume. For more details, see the Units of Measure conversion table on the website for the AMA Manual of Style . 2

To read more about units of measure, click here .

Use nonproprietary names of drugs, devices, and other products and services, unless the specific trade name of a drug is essential to the discussion. 2(pp567-569) In such cases, use the trade name once and the generic or descriptive name thereafter. Do not include trademark symbols. To read more about names of drugs, see the AMA Manual of Style .

Authors describing genes or related structures in a manuscript should include the names and official symbols provided by the US National Center for Biotechnology Information (NCBI) or the HUGO Gene Nomenclature Committee . Before submission of a research manuscript reporting on large genomic data sets (eg, protein or DNA sequences), the data sets should be deposited in a publicly available database, such as NCBI's GenBank , and a complete accession number (and version number if appropriate) must be provided in the Methods section or Acknowledgment of the manuscript. To read more about gene nomenclature, see the AMA Manual of Style .

JAMA does not republish text, tables, figures, or other material from other publishers, except under rare circumstances. Please delete any such material and replace with originals.

The submission and publication of content created by artificial intelligence, language models, machine learning, or similar technologies is discouraged, unless part of formal research design or methods, and is not permitted without clear description of the content that was created and the name of the model or tool, version and extension numbers, and manufacturer. Authors must take responsibility for the integrity of the content generated by these models and tools. See also Use of AI in Publication and Research .

Authors are responsible for the accuracy and completeness of their references and for correct text citation. Number references in the order they appear in the text; do not alphabetize. In text, tables, and legends, identify references with superscript arabic numerals. When listing references, follow AMA style and abbreviate names of journals according to the journals list in PubMed . List all authors and/or editors up to 6; if more than 6, list the first 3 followed by "et al." Note: Journal references should include the issue number in parentheses after the volume number.

Examples of reference style:

Youngster I, Russell GH, Pindar C, Ziv-Baran T, Sauk J, Hohmann EL. Oral, capsulized, frozen fecal microbiota transplantation for relapsing Clostridium difficileinfection. JAMA . 2014;312(17):1772-1778. Murray CJL. Maximizing antiretroviral therapy in developing countries: the dual challenge of efficiency and quality [published online December 1, 2014]. JAMA . doi:10.1001/jama.2014.16376 Centers for Medicare & Medicaid Services. CMS proposals to implement certain disclosure provisions of the Affordable Care Act. http://www.cms.gov/apps/media/press/factsheet.asp?Counter=4221 . Accessed January 30, 2012. McPhee SJ, Winker MA, Rabow MW, Pantilat SZ, Markowitz AJ, eds. Care at the Close of Life: Evidence and Experience . New York, NY: McGraw Hill Medical; 2011.

For more examples of electronic references, click here .

Tables and Figures

Restrict tables and figures to those needed to explain and support the argument of the article and to report all outcomes identified in the Methods section. Number each table and figure and provide a descriptive title for each. Every table and figure should have an in-text citation. Verify that data are consistently reported across text, tables, figures, and supplementary material.

See also Tables and Figures .

Frequency data should be reported as "No. (%)," not as percentages alone (exception, sample sizes exceeding ~10,000). Whenever possible, proportions and percentages should be accompanied by the actual numerator and denominator from which they were derived. This is particularly important when the sample size is less than 100. Do not use decimal places (ie, xx%, not xx.xx%) if the sample size is less than 100. Tables that include results from multivariable regression models should focus on the primary results. Provide the unadjusted and adjusted results for the primary exposure(s) or comparison(s) of interest. If a more detailed description of the model is required, consider providing the additional unadjusted and adjusted results in supplementary tables.

Tables have a minimum of 2 columns. Comparisons must read across the table columns.

Do not duplicate data in figures and tables. For all primary outcomes noted in the Methods section, exact values with measures of uncertainty should be reported in the text or in a table and in the Abstract, and not only represented graphically in figures.

Pie charts and 3-D graphs should not be used and should be revised to alternative graph types.

Bar graphs should be used to present frequency data only (ie, numbers and rates). Avoid stacked bar charts and consider alternative formats (eg, tables or splitting bar segments into side-by-side bars) except for comparisons of distributions of ordinal data.

Summary data (eg, means, odds ratios) should be reported using data markers for point estimates, not bars, and should include error bars indicating measures of uncertainty (eg, SDs, 95% CIs). Actual values (not log-transformed values) of relative data (for example, odds ratios, hazard ratios) should be plotted on log scales.

For survival plots, include the number at risk for each group included in the analysis at intervals along the x-axis scale. For any figures in which color is used, be sure that colors are distinguishable.

All symbols, indicators, line styles, and colors in statistical graphs should be defined in a key or in the figure legend. Axes in statistical graphs must have labels. Units of measure must be provided for continuous data.

Note: All figures are re-created by journal graphics experts according to reporting standards using the JAMA Network style guide and color palette.

• Number all tables in the order of their citation in the text.
• Include a brief title for each table (a descriptive phrase, preferably no longer than 10 to 15 words).
• Include all tables at the end of the manuscript file.
• Refer to Categories of Articles for limits on the number of tables.
• NOTE: Do not embed tables as images in the manuscript file or upload tables in image formats, and do not upload tables as separate files.

Table Creation

Use the table menu in the software program used to prepare the text. Tables can be built de novo using Insert→Table or copied into the text file from another document (eg, Word, Excel, or a statistical spreadsheet).

Avoid using tabs, spaces, and hard returns to set up the table; such tables will have to be retyped, creating delays and opportunities for error.

Tables should be single-spaced and in a 10- or 12-point font (do not shrink the point size to fit the table onto the page). Do not draw extra lines or rules—the table grid will display the outlines of each cell.

Missing data and blank space in the table field (ie, an empty cell) may create ambiguity and should be avoided; use abbreviations such as NA for not applicable or not available. Each piece of data needs to be contained in its own cell. Do not try to align cells with hard returns or tabs; alignment will be imposed in the production system if the manuscript is accepted. To show an indent, add 2 spaces.

When presenting percentages, include numbers (numerator and denominator).

Include statistical variability where applicable (eg, mean [SD], median [IQR]). For additional detail on requirements for data presentation in tables, see Statistical Methods and Data Presentation .

Place each row of data in a separate row of cells, and note that No. (%) and measures of variability are presented in the same cell as in the example Table 1 below:

Table 1. Baseline Values in the Editors' Health Study

SI conversion factors: To convert cholesterol to mmol/L, multiply values by 0.0259.

Note that JAMA Network journals report laboratory values in conventional units. In a table, provide a footnote with the conversion factor to SI units. For a calculator of SI and conventional units, see the AMA Manual of Style . 2

To present data that span more than 1 row, merge the cells vertically. For example, in Table 2 the final column presents the P value for overall age comparisons.

Table 2. Blood Pressure Values Stratified by Age

The table should be constructed such that the primary comparison reads horizontally. For example, see Table 3 (incorrect) and Table 4 (correct).

Table 3. Patient Data by Study Group

Table 4. Patient Data by Study Group

If a table must be continued, repeat the title and column headings on the second page, followed by "(continued)."

Table Footnotes

Footnotes to tables may apply to the entire table, portions (eg, a column), or an individual entry.

The order of the footnotes is determined by the placement in the table of the item to which the footnote refers.

When both a footnote letter and reference number follow data in a table, set the superscript reference number first followed by a comma and the superscript letter.

Use superscript letters (a, b, c) to mark each footnote and be sure each footnote in the table has a corresponding note (and vice versa).

List abbreviations in the footnote section and explain any empty cells.

If relevant, add a footnote to explain why numbers may not sum to group totals or percentages do not add to 100%.

For more detail on the components and recommended structure of tables, see the AMA Manual of Style . 2

Number all figures (graphs, charts, photographs, and illustrations) in the order of their citation in the text. The number of figures should be limited. Avoid complex composite or multipart figures unless justified. See Categories of Articles for limits on the number of figures and/or tables according to article type.

For initial manuscript submissions, figures must be of sufficient quality and may be embedded at the end of the file for editorial assessment and peer review. If a revision is requested and before a manuscript is accepted, authors will be asked to provide figures that meet the requirements described in Figure File Requirements for Publication .

Graphs, charts, some illustrations, titles, legends, keys, and other elements related to figures in accepted manuscripts will be re-created and edited according to JAMA Network style and standards prior to publication. Online-only figures will not be edited or re-created (see Online-Only Supplements and Multimedia ).

Image Integrity

Preparation of scientific images (clinical images, radiographic images, micrographs, gels, etc) for publication must preserve the integrity of the image data. Digital adjustments of brightness, contrast, or color applied uniformly to an entire image are permissible as long as these adjustments do not selectively highlight, misrepresent, obscure, or eliminate specific elements in the original figure, including the background. Selective adjustments applied to individual elements in an image are not permissible. Individual elements may not be moved within an image field, deleted, or inserted from another image. Cropping may be used for efficient image display or to deidentify patients but must not misrepresent or alter interpretation of the image by selectively eliminating relevant visual information. Juxtaposition of elements from different parts of a single image or from different images, as in a composite, must be clearly indicated by the addition of dividing lines, borders, and/or panel labels.

The submission and publication of images created by artificial intelligence, machine learning tools, or similar technologies is discouraged, unless part of formal research design or methods, and is not permitted without clear description of the content that was created and the name of the model or tool, version and extension numbers, and manufacturer. Authors must take responsibility for the integrity of the content generated by these models and tools. See also Use of AI in Publication and Research .

When inappropriate images or image adjustments are detected by the journal staff, authors will be asked for an explanation and will be requested to submit the image as originally captured prior to any adjustment, cropping, or labeling. Authors may be asked to resubmit the image prepared in accordance with the above standards.

Acceptable Figure Files for Initial Submission and Review

Each figure for the main article may be uploaded as a separate file or appended to the end of the manuscript with the figure titles and legends. Online-only figures must be combined into the PDF of the online-only supplement (see Online-Only Supplements and Multimedia ). Note: If a revision is requested and before acceptance, authors must upload each figure for the main article as a separate file and follow the instructions in Figure File Requirements for Publication .

See the Table of Figure Requirements for additional guidance for specific types of figures for suggested resolution and file formats. In general each figure should be no larger than 1 MB.

Figure File Requirements for Publication

Each figure for the main article must be uploaded as a separate file. Online-only figures must be combined into the PDF of the online-only supplement (see Online-Only Supplements and Multimedia ).

See the Table of Figure Requirements for additional guidance and file formats for specific types of figures.

Files created by vector programs are best for accurately plotting and maintaining data points. JAMA Network journals are unable to use file formats native to statistical software applications to prepare figures for publication; most statistical software programs allow users to save or export files in digital vector formats.

Images created digitally (by digital camera or electronically created illustrations) must meet the minimum resolution requirements at the time of creation. Electronically increasing the resolution of an image after creation causes a breakdown of detail and will result in an unacceptable poor-quality image. Each component of a composite image must be uploaded separately at submission and individually meet the minimum resolution requirement.

Color photographs should be submitted in RGB mode using profiles such as Adobe RGB or sRGB. Digital cameras capture images in RGB. Do not change any color settings once the file is on the computer. Black-and-white photographs (eg, radiographs, ultrasound images, CT and MRI scans, and electron micrographs) can be submitted in either RGB or grayscale modes.

Figure Titles and Legends (Captions)

At the end of the manuscript, include a title for each figure. The figure title should be a brief descriptive phrase, preferably no longer than 10 to 15 words. A figure legend (caption) can be used for a brief explanation of the figure or markers if needed and expansion of abbreviations. For photomicrographs, include the type of specimen, original magnification or a scale bar, and stain in the legend. For gross pathology specimens, label any rulers with unit of measure. Digitally enhanced images must be clearly identified in the figure legends as enhanced or manipulated, eg, computed tomographic scans, magnetic resonance images, photographs, photomicrographs, x-ray films.

Figures With Labels, Arrows, or Other Markers

Photographs, clinical images, photomicrographs, gel electrophoresis, and other types that include labels, arrows, or other markers must be submitted in 2 versions: one version with the markers and one without. Provide an explanation for all labels, arrows, or other markers in the figure legend. The Figure field in the File Description tab of the manuscript submission system allows for uploading of 2 versions of the same figure.

Number of Figures

Refer to Categories of Articles because there may be a limit on the number of figures by article type.

General Figure Guidelines

• Primary outcome data should not be presented in figures alone. Exact values with measure of variability should be reported in the text or table as well as in the abstract.
• All symbols, indicators (including error bars), line styles, colors, and abbreviations should be defined in a legend.
• Each axis on a statistical graph must have a label and units of measure should be labeled.
• Do not use pie charts, 3-D graphs, and stacked bar charts as these are not appropriate for accurate statistical presentation of data and should be revised to another figure type or converted to a table.
• Error bars should be included in both directions, unless only 1-sided variability was calculated.
• Values for ratio data—odds ratios, relative risks, hazard ratios—should be plotted on a log scale. Values for ratio data should not be log transformed.
• For footnotes, use letters (a, b, c, etc) not symbols.
• Do not submit figures with more than 4 panels unless otherwise justified.
• See the AMA Manual of Style for more guidance on figure types and components.

For images featuring patients or other identifiable persons, it is not acceptable to use black bars across the eyes in an attempt to deidentify. Cropping may be acceptable as long as the condition under discussion is clearly visible and necessary anatomic landmarks display. If the person in the image is possibly identifiable (not only by others but also by her/himself), permission for publication is required (see Patient Identification ).

Table of Figure Requirements

To present frequency data (numbers or percentages). Each bar represents a category.

Bar graphs are typically vertical but when categories have long titles or there are many of them, they may run horizontally.

The scale on the frequency axis should begin at 0, and the axis should not be broken.

If the data plotted are a percentage or rate, error bars may be used to show statistical variability.

Acceptable File Formats for Initial Submission: .ai, .bmp, .docx, .emf, .eps, .jpg, .pdf, .ppt, .psd, .tif, .wmf, .xls

Acceptable File Formats for Revision and Publication: .ai, .emf, .eps, .pdf, .wmf, .xls

To demonstrate the relationship between 2 or more quantitative variables, such as changes over time.

The dependent variable appears on the vertical axis (y) and the independent variable on the horizontal axis (x); the axes should be continuous, not broken.

Flow diagram

To show participant recruitment and follow-up or inclusions and exclusions (such as in a systematic review).

Acceptable File Formats for Initial Submission: .ai, .docx, .emf, .eps, .jpg, .pdf, .ppt

Acceptable File Formats for Revision and Publication: .ai, .docx, .emf, .eps, .pdf

Survival plot

To display the proportion or percentage of individuals (represented on the y-axis) remaining free of or experiencing a specific outcome over time (represented on the x-axis).

The curve should be drawn as a step function (not smoothed).

The number of individuals followed up for each time interval (number at risk) should be shown underneath the x-axis.

Box-and-whisker plot (box plot)

To show data distribution from 1 or more groups, particularly aggregate/summary data.

Each element should be described (the ends of the boxes, the middle line, and the whiskers). Data points that fall beyond the whiskers are typically shown as circles.

Forest plot

To illustrate summary data, particularly in meta-analyses and systematic reviews.

The data are presented both tabularly and graphically.

The sources (with years and citations, when relevant) should comprise the first column.

Provide indicators of both directions of results at the top of the plot on either side of the vertical line (eg, favors intervention).

Typically, proportionally sized boxes represent the weight of each study and a diamond shows the overall effect at the bottom of the plot.

To display quantitative data other than counts or frequencies on a single scaled axis according to categories on a baseline (horizontal or vertical). Point estimates are represented by discrete data markers, preferably with error bars (in both directions) to designate variability.

Scatterplot

To show individual data points plotted according to coordinate values with continuous, quantitative x- and y-axis scales.

A curve that is generated mathematically may be fitted to the data to summarize the relationship among the variables.

Illustration

To explain physiological mechanisms, describe clinical maneuvers and surgical techniques, or provide orientation to medical imaging.

Required minimum resolution for publication: ≥350 ppi

Acceptable File Formats for Initial Submission: .ai, .docx, .eps, .jpg, .pdf, .ppt, .psd., tif

Acceptable File Formats for Revision and Publication: .ai, .eps, .jpg, .pdf, .psd, .tif

Photographs and other clinical images

To display clinical findings, experimental results, or clinical procedures, including medical imaging, photomicrographs, clinical photographs, and photographs of biopsy specimens.

Legends for photomicrographs should include details about the type of stain used and magnification.

Acceptable File Formats for Initial Submission: .eps, .jpg, .pdf, .ppt, .psd, .tif

Acceptable File Formats for Revision and Publication: .eps, .jpg, .psd, .tif

Line drawings

To illustrate anatomy or procedures.

Line drawings are almost always black and white.

Required minimum resolution for publication: ≥600 ppi

Acceptable File Formats for Initial Submission: .docx, .jpg, .pdf, .ppt, .psd, .tif

Acceptable File Formats for Revision and Publication: .jpg, .psd, .tif

Authors may submit supporting material to accompany their article for online-only publication when there is insufficient space to include the material in the print article. This material should be important to the understanding and interpretation of the report and should not repeat material in the print article. The amount of online-only material should be limited and justified. Online-only material should be original and not previously published.

Online-only material will undergo editorial and peer review with the main manuscript. If the manuscript is accepted for publication and if the online-only material is deemed appropriate for publication by the editors, it will be posted online at the time of publication of the article as additional material provided by the authors. This material will not be edited or formatted; thus, authors are responsible for the accuracy and presentation of all such material.

Online-only material should be submitted in a single Word document with pages numbered consecutively. Each element included in the online-only material should be cited in the text of the main manuscript (eg, eTable in the Supplement) and numbered in order of citation in the text (eg, eTable 1, eTable 2, eFigure 1, eFigure 2, eMethods). The first page of the online-only document should list the number and title of each element included in the document.

Online-Only Text

Online-only text should be set in Times New Roman font, 10 point in size, and single-spaced. The main heading of the online-only text should be in 12 point and boldface; subheadings should be in 10 point and boldface.

Online-Only References

All references cited within the online-only document must be included in a separate reference section, including those that also were cited in the main manuscript. They should be formatted just as in the main manuscript and numbered and cited consecutively in the online-only material.

Online-Only Tables

Online-only tables should be inserted in the document and numbered consecutively according to the order of citation as eTable 1, eTable 2, etc. All online-only tables should be cited in the relevant text of the main manuscript. The text and data in online tables should be Arial font, 10 point in size, and single-spaced. The table title should be set in Arial font, 12 point, and bold. Headings within tables should be set in 10 point and bold. Table footnotes should be set in 8 point and single-spaced. See also instructions for Tables above. If a table runs on to subsequent pages, repeat the column headers at the top of each page. Wide tables may be presented using a landscape orientation.

If data are better displayed in a separate Excel file, this can be submitted, provided that the Excel file is cited as an eTable and is numbered in the order cited in the text. If multiple Excel files of data are submitted, these should be placed in a single Excel file, with multiple tabs (sheets) at the bottom of the file. The first tab (sheet) should include a table of contents with eTable numbers and titles, and the subsequent tabs (sheets) should be labeled as eTable 1, eTable 2, etc. Please note: the journal is not a data repository; large data sets should be deposited into publicly accessible data repositories, and a link should be provided in the Methods or Results section and the Data Sharing Statement .

Online-Only Figures

Online-only figures should be inserted in the document and numbered consecutively according to the order of citation as eFigure 1, eFigure 2, etc. All online-only figures should be cited in the relevant text of the main manuscript. Figure titles should be set in Arial font, 12 point, bold, and single-spaced. Text within figures should be set as Arial font, 10 point. Figure legends should be set in 8 point and single-spaced. Graphs and diagrams should be exported directly out of the software application used to create them in a vector file format, such as .wmf, and then inserted into the Word document. Image file formats such as .jpg, .tif, and .gif are generally not suitable for graphs. Photographs, including all radiological images, should be prepared as .jpg (highest option) or .tif (uncompressed) files at a resolution of 300 dpi and width of 3-5 inches, but the resolution of photographic files with an original resolution <300 dpi should not be increased digitally to achieve a 300-dpi resolution. Photographs should be inserted in the document with the "Link to File" button turned off. Wide figures may be presented using a landscape orientation.

For editorial and review of an initial submission, submit videos according to the following specifications:

• Acceptable file formats: .mov, .wmv, .mpg, .mpeg, .mp4, or .avi
• Maximum file size: ≤25 MB
• Preferred dimensions: 1920x1080 (HD) or greater (4k UHD footage is acceptable)
• Minimum dimensions: 640 pixels wide by 360 pixels deep
• Recommended frame rate: 24 fps (or 23.976 fps), 25 and 30 fps (or 29.97 fps)
• Maximum length: ≤5 minutes
• Desired aspect ratio: 4:3 (standard) or 16:9 (widescreen)
• If compression is required to reduce file size for uploading, please use a minimum bit rate of 10,000 kbit/s – 20,000 kbit/s
• When filming, please use a landscape orientation, not a portrait orientation. This is especially important when filming video or taking photographs with a smartphone or a mobile device.

Verify that the videos are viewable in QuickTime or Windows Media Player before uploading.

For each video, provide an in-text citation (eg, Video 1). At the end of the manuscript file, include a title (a brief phrase, preferably no longer than 10 to 15 words) and a caption that includes the file format and a brief explanation for each video. The same title and caption must be entered in the designated fields in the manuscript submission system when uploading each video. If multiple video files are submitted, number them in the order in which they should be viewed.

If patient(s) are identifiable in the video, authors must submit a Patient Permission form completed and signed by each patient. See also Patient Identification .

If the author does not hold copyright to the video, the author must obtain permission for the video to be published in the journal. This permission must be for unrestricted use in all print, online, and licensed versions of the journal.

NOTE: If your manuscript and accompanying videos are accepted for publication, the video files will be placed into a journal video frame and will be edited by JAMA Network video production staff according to journal style. In addition, a JAMA Network staff person may contact you to resubmit your videos to meet our production specifications. For example, a larger size may be needed, and if your videos were submitted with embedded text such as titles, annotations, labels, or captions, we will ask you to remove the text at this stage and resubmit the video without text, and JAMA Network video production will re-create all text using our house style.

Guidelines for Optimal Video Quality

• Use plenty of diffuse light; avoid shadows.
• Use the appropriate white-balance based on your lighting conditions. Different cameras have different settings, but most have presets for incandescent (yellow) light, fluorescent light, daylight, and tungsten light. Please make sure to select the correct one so that the color of your footage renders accurately.
• Do not overexpose the image; a bit underexposed is preferable.
• Use a tripod. This is especially important in close-ups.
• Avoid excessive zooming. Use the optical zoom only; do not use a digital zoom.
• Turn off all camera special effects.
• Avoid using autofocus. Manual focus is more accurate. Keep the camera at a fixed distance from the subject.
• Instruct people on camera to speak clearly and face the camera when speaking. Try to avoid large movements while speaking or immediately after speaking. Allow pauses before and after speaking for easier editing.
• If the situation permits, ensure that individuals being filmed are not wearing white clothing or clothing with busy patterns or stripes, especially shirts, jackets, and ties. Subdued medium blue, brown, tan, beige, and green colors all work well for shirt and clothing choices.
• Do not include an introduction by the physician as a "talking head" explaining a procedure. All footage should be of the procedure or relevant subject matter only.
• Record a few extra seconds before and after each cut or after changing the camera's position. This allows for easier editing.

Additional Considerations for Filming Surgical Procedures

• Coordinate with the surgical staff to establish a vantage point for the camera that has a clear view of the surgical field.
• Before the procedure, if the situation permits, identify the surgical staff's positions for access into and out of the surgical field to ensure there is no immediate obstruction of the camera.
• During the procedure, avoid typical obstructions of the camera's main view such as arms reaching across the field or soiled surgical sponges. Where possible, keep the heads, hands, and any instruments away from the immediate sightline of the camera. This will ensure that all moments of the procedure are captured in full view and focus.
• If the situation permits a choice of glove type, use brown or tan. White gloves reflect bright light; vividly colored surgical gloves can distract the viewer from the teaching point of the video.
• If the situation permits, avoid rapid movements for procedural steps that should be noticed and understood. To demonstrate a key moment or use of an instrument, movement that is deliberate and steady will allow a standard camera to focus properly.

For editorial and review of an initial submission, submit audio files according to the following minimum requirements:

• Acceptable file formats: .mp3, .wav, or .aiff
• Maximum file size: 25 MB
• To achieve the best quality, use a setting of 256 kbps or higher for stereo or 128 kbps or higher for mono.
• Sampling rate should be either 44.1 kHz or 48 kHz.
• Bit rate should be either 16 or 24 bit.
• To avoid audible clipping noise, please make sure that audio levels do not exceed 0 dBFS.

For each audio file, provide an in-text citation. At the end of the manuscript, include a title (a brief phrase, preferably no longer than 10-15 words) and a caption that includes the file format and a brief explanation for each audio.

NOTE: If your manuscript is accepted for publication, JAMA Network video production staff may contact you to request an original uncompressed audio file in .wav or .aiff format. There is no maximum file size requirement for publication at this stage.

After Submission

Authors will be sent notifications of the receipt of manuscripts and editorial decisions by email. During the review process, authors can check the status of their submitted manuscript via the online manuscript submission and review system . Authors should not disclose the fact that their manuscript has been submitted to anyone, except coauthors and contributors, without permission of the editor.

All submitted manuscripts are reviewed initially by one of the editors. Manuscripts are evaluated according to the following criteria: material is original and timely, writing is clear, study methods are appropriate, data are valid, conclusions are reasonable and supported by the data, information is important, and topic has general interest to readers of this journal. From these basic criteria, the editors assess a paper's eligibility for publication. Manuscripts with insufficient priority for publication are rejected promptly. Other manuscripts are sent to expert consultants for peer review. The journal uses a single-anonymized peer review process: peer reviewer identities are kept confidential (unless reviewers choose to reveal their names in their formal reviews); author identities are made known to reviewers. The existence of a manuscript under review is not revealed to anyone other than peer reviewers and editorial staff. Peer reviewers are required to maintain confidentiality about the manuscripts they review and must not divulge any information about a specific manuscript or its content to any third party without prior permission from the journal editors. Reviewers are instructed to not submit confidential manuscripts, abstracts, or other text into a chatbot, language model, or similar tool. At submission, authors may choose to have manuscripts that are not accepted by the journal referred to one of the JAMA Network specialty journals and/or JAMA Network Open along with reviewers' comments (if available). Information from submitted manuscripts may be systematically collected and analyzed as part of research to improve the quality of the editorial or peer review process. Identifying information remains confidential. Final decisions regarding manuscript publication are made by an editor who does not have any relevant conflicts of interest.

At the time of manuscript submission, authors may preselect the option to have their manuscript and reviewers' comments automatically referred to one of the JAMA Network specialty journals if the manuscript is not accepted by JAMA .

JAMA -EXPRESS

JAMA -EXPRESS provides rapid peer review and publication of major clinical trials and other original research studies that have immediate or public health importance. Authors who wish to have manuscripts considered for JAMA -EXPRESS should send the manuscript file and a request letter to [email protected] or call (312) 464-4444. Authors will be notified promptly whether the manuscript is approved for rapid peer review. Authors of those manuscripts determined not to qualify for rapid review may be invited to submit the manuscript for further consideration under the standard review process.

Authors may appeal decisions. All appeals are reviewed by the editor in chief, on a case-by-case basis, or a designated editor if the editor in chief is recused from the review.

After Revision/Acceptance

All authors are required to complete an Authorship Form and Publishing Agreement. See Authorship Criteria and Contributions .

Accepted manuscripts are edited in accordance with the AMA Manual of Style , 2 and returned to the corresponding author (or her/his designee) for approval. Authors are responsible for all statements made in their work, including changes made during editing and production that are authorized by the corresponding author.

Authors should not disclose the fact that their manuscript has been accepted to anyone, except coauthors and contributors, until it is published without permission of the editor or as described in the guidance on Previous or Planned Meeting Presentaton or Release of Information and Embargo Policy .

If accepted for publication, all articles are published quickly in one of JAMA 's weekly print/online issues; selected articles are published Online First.

After Publication

Postpublication correspondence.

For accepted manuscripts, the corresponding author will be asked to respond to letters to the editor.

Reprints and e-prints may be ordered online when the edited manuscript is sent for approval to the corresponding author.

Requests to publish corrections should be sent to the editorial office. Errors and requests for corrections are reviewed by editors and authors, and, if warranted, a Correction notice summarizing the errors and corrections is published promptly and linked online to the original article, and the original article is corrected online with the date of correction. 15

First and last authors of peer-reviewed articles are eligible to receive CME credit. See CME From the JAMA Network .

About Previous Release of Information, Embargo, and Access

Manuscripts are considered with the understanding that they have not been published previously and are not under consideration by another publication.

Copies of all related or similar manuscripts and reports by the same authors (ie, those containing substantially similar content or using the same, similar, or a subset of data) that have been previously published or posted electronically or are under consideration elsewhere must be provided at the time of manuscript submission. All related previously published articles should be cited as references and described in the submitted manuscript along with explanation of how the submitted manuscript differs from the related previously published article(s).

Manuscripts that have been previously posted on a preprint server may be submitted for consideration for publication. When the manuscript is submitted, authors must provide information about the preprint, including a link to it and a description of whether the submitted manuscript has been revised or differs from the preprint.

See also Previous or Planned Meeting Presentation or Release of Information and Research Article Public Access, Depositing in Repositories, and Discoverability.

Meeting presentation: A complete manuscript submitted to the journal following or prior to presentation at a scientific meeting or publication of preliminary findings elsewhere (ie, as an abstract) is eligible for consideration for publication. Authors considering presenting or planning to present the work at an upcoming scientific meeting should indicate the name and date of the meeting on the manuscript submission form. For accepted papers, the editors may be able to coordinate publication with the meeting presentation. Authors of submitted papers, including those accepted but not yet published, should not disclose the status of such papers during such meeting presentations that occur before the work is published. Authors who present information contained in a manuscript that is under consideration by this journal during scientific or clinical meetings should not distribute complete reports (ie, copies of manuscripts) or full data presented as tables and figures to conference attendees or journalists. Publication of abstracts in print and online conference proceedings, as well as posting of slides or videos from the scientific presentation on the meeting website, is acceptable. However, for manuscripts under consideration by this journal, publication of full reports in meeting proceedings or online, issuing detailed news releases reporting the results of the study that go beyond the meeting abstract, or participation in formal news conferences will ordinarily jeopardize chances for publication of the submitted manuscript in this journal. 5 Media coverage of presentations at scientific meetings will not jeopardize consideration, but direct release of information through press releases or news media briefings may preclude consideration of the manuscript by this journal. 5 Rare instances of papers reporting public health emergencies should be discussed with the editor. Authors submitting manuscripts or letters to the editor regarding adverse drug or medical device reactions, reportable diseases, etc, should also report this information to the relevant government agency.

Authors should not release information about accepted manuscripts via social media until publication.

See also Previous Publication, Related Manuscripts and Reports, and Preprints . For more information, see the AMA Manual of Style .

Authors should not disclose the fact that their manuscript has been accepted to anyone, except coauthors and contributors, without permission of the editor until it is published. All information regarding the content and publication date of accepted manuscripts is strictly confidential. Unauthorized prepublication release of accepted manuscripts and information about planned publication date may result in rescinding the acceptance and rejecting the paper. This policy applies to all categories of articles, including research, review, opinion, correspondence, etc. Information contained in or about accepted articles cannot appear in print, audio, video, or digital form or be released by the news media until the specified embargo release date. 2 , 5 See also Previous or Planned Meeting Presentation or Release of Information .

The journal makes all JAMA research articles free public access 6 months after publication on the journal website.

Authors of research articles may deposit the accepted version (ie, the peer-reviewed manuscript that you submitted on which this decision is based) of the manuscript in a repository of your choice on or after the date of publication provided that it links to the final published version on the journal website. You may not deposit the published article (version of record), which is the final copyedited, formatted, and proofed version published by the journal. The journal will deposit a copy of the published research article into PubMed Central (PMC) at the time of publication, where it will be publicly available 6 months after publication. A few weeks after publication, you may obtain your PMCID on the PMC site at: https://www.ncbi.nlm.nih.gov/pmc/pmctopmid/ . These options apply only to research articles. Non-research articles may not be deposited into repositories.

In addition, the journal will add metadata to all articles to ensure web-based search engine discoverability and will provide publicly discoverable information about your article to PubMed/Medline and numerous other bibliographic databases on the day of publication.

Author Responsibilities

Most of the JAMA Network journals' editorial policies for authors are summarized in these instructions. Citations and links to the AMA Manual of Style: A Guide for Authors and Editors 2 and other publications with additional information are also provided.

Each author should have participated sufficiently in the work to take public responsibility for appropriate portions of the content. 2 One or more authors should take responsibility for the integrity of the work as a whole, from inception to published article. According to the guidelines of the International Committee of Medical Journal Editors (ICMJE), 4 authorship credit should be based on the following 4 criteria:

• substantial contributions to conception or design of the work, or the acquisition, analysis, or interpretation of data for the work; and
• drafting of the work or reviewing it critically for important intellectual content; and
• final approval of the version to be published; and
• agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Each author should be accountable for the parts of the work he or she has done. In addition, each author should be able to identify which coauthors are responsible for specific other parts of the work and should have confidence in the integrity of the contributions of any coauthors.

All those designated as authors should meet all 4 criteria for authorship, and all who meet the 4 criteria should be identified as authors. Those who do not meet all 4 criteria should be acknowledged (see Acknowledgment Section ).

All authors (ie, the corresponding author and each coauthor) must read, complete, and submit an electronic Authorship Form with required statements on Authorship Responsibility, Criteria, and Contributions; Confirmation of Reporting Conflicts of Interest and Funding; and Publishing Agreement. 2(pp128-133) In addition, authors are required to identify their specific contributions to the work described in the manuscript. Requests by authors to designate equal contributions or shared authorship positions (eg, co-first authorship) may be considered if justified and within reason. 6 An email with links to the Authorship Form will be sent to authors for completion after manuscripts have been submitted.

For reports of original data, authors' specific contributions will be published in the Acknowledgment section (see Manuscript Preparation and Submission Requirements , Acknowledgment section ). 2 All other persons who have made substantial contributions to the work reported in this manuscript (eg, data collection, analysis, or writing or editing assistance) but who do not fulfill the authorship criteria should be named with their specific contributions and affiliations in an Acknowledgment in the manuscript. Written permission to include the names of individuals in the Acknowledgment section must be obtained.

Nonhuman artificial intelligence, language models, machine learning, or similar technologies do not qualify for authorship. If these models or tools are used to create content or assist with writing or manuscript preparation, authors must take responsibility for the integrity of the content generated by these tools. Authors should report the use of artificial intelligence, language models, machine learning, or similar technologies to create content or assist with writing or editing of manuscripts in the Acknowledgment section or Methods section if this is part of formal research design or methods. See also Use of AI in Publication and Research , Reproduced and Re-created Material , and Image Integrity .

The authors also must certify that the manuscript represents valid work and that neither this manuscript nor one with substantially similar content under their authorship has been published or is being considered for publication elsewhere (see also About Previous Release of Information, Embargo, and Access ). 2 Authors of manuscripts reporting original data or systematic reviews must provide an access to data statement from 1 or 2 named authors, often the corresponding author (see also Data Access, Responsibility, and Analysis ). If requested, authors should be prepared to provide the data and must cooperate fully in obtaining and providing the data on which the manuscript is based for examination by the editors or their assignees.

A single corresponding author (or coauthor designee in the event that the corresponding author is unavailable) will serve on behalf of all coauthors as the primary correspondent with the editorial office during the submission and review process. If the manuscript is accepted, the corresponding author will review an edited manuscript and proof, make decisions regarding release of information in the manuscript to the news media or federal agencies, handle all postpublication communications and inquiries, and will be identified as the corresponding author in the published article.

The corresponding author also is responsible for ensuring that the Acknowledgment section of the manuscript is complete (see Acknowledgment Section ) and that the conflict of interest disclosures reported in the Acknowledgment section of the manuscript are accurate, up-to-date, and consistent with the information provided in each author's potential conflicts of interest section in the Authorship Form (see Conflicts of Interest and Financial Disclosures ).

The corresponding author also must complete the Acknowledgment statement part of the Authorship Form confirming that all persons who have contributed substantially but who are not authors are identified in the Acknowledgment section and that written permission from each person acknowledged has been obtained (see Acknowledgment Section ).

Requests for co-corresponding authors will be considered on a very limited basis if justified, but no more than 2 co-corresponding authors will be permitted. In such cases, a primary corresponding author must be designated as the point of contact responsible for all communication about the manuscript and article, manage the tasks described above, and will be listed first in the corresponding author section. 6 To read more about the role and responsibilities of corresponding authors, see the AMA Manual of Style .

Authors should determine the order of authorship among themselves and should settle any disagreements before submitting their manuscript. Changes in authorship (ie, order, addition, and deletion of authors) should be discussed and approved by all authors. Any requests for such changes in authorship after initial manuscript submission and before publication should be explained in writing to the editor in a letter or email from all authors. 2(pp128-133)

The JAMA Network recognizes that authors may change their names for personal reasons, and the editors respect authors' rights to autonomy and privacy in this regard. Authors who request confidential name changes after publication because of changes in identity, marital status, religion, or other reasons may have their names changed in articles without indication of the reason for the change and without a formal correction notice. If an author prefers this change to be public, a formal Correction notice can be issued, with or without the reason per author preference. The journal will not request the approval of coauthors, but the requesting author may wish to notify coauthors if this change will affect subsequent citations to the article. The requester may be asked to notify the corresponding author about this change to the published article; alternatively, the journal may inform the corresponding author of this change (without explaining the reason for the change). The journal will make this change to the online and PDF versions of the published article and will notify postpublication indexes and databases as a standard process but cannot guarantee when or if the change will be reflected in these indexes and databases.

If authorship is attributed to a group (either solely or in addition to 1 or more individual authors), all members of the group must meet the full criteria and requirements for authorship as described above, and all group member authors must complete Authorship Forms. 6 If all members of a group do not meet all authorship criteria, a group must designate 1 or more individuals as authors or members of a writing group who meet full authorship criteria and requirements and who will take responsibility for the group. 2 , 6 Group names should appear at the end of the byline and should not be interspersed within the list of individually named authors. Group authors may not be included for article types with limited numbers of authors (eg, opinion articles).

For articles with a large number of authors (eg, >50), a long list of authors will not fit in the byline of a print/PDF version of the article. In such cases, a group byline will be recommended with the individual names of each author listed at the end of the article. All author names would still be individually indexed, displayed, and easily searchable in bibliographic records such as PubMed. 6

Nonauthor Collaborators: Other group members who do not meet the criteria for authorship (eg, investigators, advisors, assistants) may be identified. For group author manuscripts, a Nonauthor Collaborator Template (with names, academic degrees, institution, location, role/contribution, and subgroup) must be completed during revision. The template will be available to authors with the request for revision. The collaborators will be published in an online Supplement based on this template and will be deposited to PubMed.

To read more about authorship, click here .

A conflict of interest may exist when an author (or the author's institution or employer) has financial or personal relationships or affiliations that could influence (or bias) the author's decisions, work, or manuscript. All authors are required to report potential conflicts of interest including specific financial interests relevant to the subject of their manuscript in the Acknowledgment section of the manuscript 2 and in the Disclosure of Potential Conflicts of Interest section of the Authorship Form. Note: These forms will be requested after a manuscript has been submitted, but authors should also include conflict of interest disclosures in the Acknowledgment section of the submitted manuscript.

Definitions and Terms of Conflicts of Interest Disclosures:

Authors are expected to provide detailed information about all relevant financial interests, activities, relationships, and affiliations (other than those affiliations listed in the title page of the manuscript) including, but not limited to, employment, affiliation, funding and grants received or pending, consultancies, honoraria or payment, speakers' bureaus, stock ownership or options, expert testimony, royalties, donation of medical equipment, or patents planned, pending, or issued.

Following the guidelines of the ICMJE, 4 the definitions and terms of such disclosures include

Any potential conflicts of interest "involving the work under consideration for publication" (during the time involving the work, from initial conception and planning to present), Any "relevant financial activities outside the submitted work" (over the 3 years prior to submission), and Any "other relationships or activities that readers could perceive to have influenced, or that give the appearance of potentially influencing" what is written in the submitted work (based on all relationships that were present during the 3 years prior to submission).

Authors without conflicts of interest, including relevant financial interests, activities, relationships, and affiliations, should indicate such in their disclosures and include a statement of no such interests in the Acknowledgment section of the manuscript. Failure to include this information in the manuscript may delay evaluation and review of the manuscript. Authors should err on the side of full disclosure and should contact the editorial office if they have questions or concerns.

Although many universities and other institutions and organizations have established policies and thresholds for reporting financial interests and other conflicts of interest, the JAMA Network requires complete disclosure of all relevant financial relationships and potential financial conflicts of interest, regardless of amount or value. For example, authors of a manuscript about hypertension should report all financial relationships they have with all manufacturers and owners of products, devices, tests, and services used in the management of hypertension, not only those relationships with entities whose specific products, devices, tests, and services are mentioned in the manuscript. If authors are uncertain about what constitutes a relevant financial interest or relationship, they should contact the editorial office.

For all accepted manuscripts, the corresponding author will have been asked to confirm that each coauthor's disclosures of conflicts of interest and relevant financial interests, activities, relationships, and affiliations and declarations of no such interests are accurate, up-to-date, and consistent with the disclosures reported in the Acknowledgment section of the manuscript because this information will be published in the Acknowledgment section of the article. Decisions about whether such information provided by authors should be published, and thereby disclosed to readers, are usually straightforward. Although editors are willing to discuss disclosure of specific conflicts of interest with authors, JAMA Network policy is one of complete disclosure of all potential conflicts of interest, including relevant financial interests, activities, relationships, and affiliations (other than those affiliations listed in the title page of the manuscript). The policy requiring disclosure of conflicts of interest applies for all manuscript submissions, including letters to the editor. If an author's disclosure of potential conflicts of interest is determined to be inaccurate or incomplete after publication, a correction will be published to rectify the original published disclosure statement, and additional action may be taken as necessary.

All authors must also complete the Disclosure of Potential Conflicts of Interest section of the Authorship Form. 7

All financial and material support for the research and the work should be clearly and completely identified in an Acknowledgment section of the manuscript. At the time of submission, information on the funding source (including grant identification) must also be completed via the online manuscript submission and review system. The specific role of the funding organization or sponsor in each of the following should be specified: "design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication." 7 To read more about reporting funding and other support, see the AMA Manual of Style .

For all reports (regardless of funding source) containing original data, at least 1 named author (eg, the principal investigator), and no more than 2 authors, must indicate that she or he "had full access to all the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis." 7 This exact statement should be included in the Acknowledgment section at the end of the manuscript. Modified statements or generic statements indicating that all authors had such access are not acceptable. In addition, for all reports containing original data, the names and affiliations of all authors (or other individuals) who conducted and are responsible for the data analysis must be indicated in the Acknowledgment section of the manuscript. If the individual who conducted the analysis is not named as an author, a detailed explanation of his/her contributions and reasons for his/her involvement with the data analysis should be included.

For all reports of research, authors are required to provide a Data Sharing Statement to indicate if data will or will not be shared. Specific questions regarding the sharing of data are included in the manuscript submission system. If authors choose to share or not share data, this information will be published in a Data Sharing Statement in an online supplement linked to the published article. Authors will be asked to identify the data, including individual patient data, a data dictionary that defines each field in the data set, and supporting documentation (eg, statistical/analytic code), that will be made available to others; when, where, and how the data will be available (eg, a link to a data repository); types of analyses that are permitted; and if there will be any restrictions on the use of the data. Authors also have the option to explain why data may not be shared. A list of generalist public repositories that authors may consider using is available from the National Library of Medicine .

The Acknowledgment section is the general term for the list of contributions, disclosures, credits, and other information included at the end of the text of a manuscript but before the references. The Acknowledgment section includes authors' contributions; information on author access to data; disclosure of potential conflicts of interest, including financial interests, activities, relationships, and affiliations; sources of funding and support; an explanation of the role of funder(s)/sponsor(s); names, degrees, and affiliations of participants in a large study or other group (ie, collaborators); any important disclaimers; information on previous presentation of the information reported in the manuscript; and the contributions, names, degrees, affiliations, and indication if compensation has been received for all persons who have made substantial contributions to the work but who are not authors. 2

All other persons who have made substantial contributions to the work reported in the manuscript (eg, data collection, analysis, and writing or editing assistance) but who do not fulfill the authorship criteria should be named with their specific contributions in an Acknowledgment in the manuscript.

Authors must obtain written permission to include the names of all individuals included in the Acknowledgment section, and the corresponding author must confirm that such permission has been obtained in the Authorship Form.

Authors should report the use of artificial intelligence, language models, machine learning, or similar technologies to create content or assist with writing or editing of manuscripts in the Acknowledgment section or the Methods section if this is part of formal research design or methods. This should include a description of the content that was created or edited and the name of the language model or tool, version and extension numbers, manufacturer, date(s) of use, and confirmation that the authors take responsibility for the integrity of the content generated. (Note: this does not include basic tools for checking grammar, spelling, references, etc.) See also Use of AI in Publication and Research and Statistical Analysis Subsection .

Requirements for Reporting

Authors of research articles should follow the EQUATOR Reporting Guidelines . See specific Study Types for detailed guidance on reporting.

Causal language (including use of terms such as effect and efficacy) should be used only for randomized clinical trials. For all other study designs (including meta-analyses of randomized clinical trials), methods and results should be described in terms of association or correlation and should avoid cause-and-effect wording. To read more about use of causal language, see the AMA Manual of Style .

Research reports should be timely and current and should be based on data collected as recently as possible. Manuscripts based on data from randomized clinical trials should be reported as soon as possible after the trial has ended, ideally within 1 year after follow-up has been completed.

For cohort studies, the date of final follow-up should be no more than 5 years before manuscript submission. Likewise, data used in case-control or cross-sectional studies should have been collected as recently as possible, but no more than 5 years before manuscript submission. Manuscripts in which the most recent data have been collected more than 5 years ago ordinarily will receive lower priority for publication; thus, authors of such manuscripts should provide a detailed explanation of the relevance of the information in light of current knowledge and medical practice as well as the most recent date(s) of analysis of the study.

General Considerations

Authors are encouraged to consult "Reporting Statistical Information in Medical Journal Articles." 1 In the Methods section, describe statistical methods with enough detail to enable a knowledgeable reader with access to the original data to reproduce the reported results. Such description should include appropriate references to the original literature, particularly for uncommon statistical methods. For more advanced or novel methods, provide a brief explanation of the methods and appropriate use in the text and consider providing a detailed description in an online supplement.

In the reporting of results, when possible, quantify findings and present them with appropriate indicators of measurement error or uncertainty, such as confidence intervals (see Reporting Standards and Data Presentation ). Avoid relying solely on statistical hypothesis testing, such as the use of P values, which fails to convey important quantitative information. For observational studies, provide the numbers of observations. For randomized trials, provide the numbers randomized. Report losses to observation or follow up (see Missing Data ). For multivariable models, report all variables included in models, and report model diagnostics and overall fit of the model when available (see Statistical Procedures ).

Define statistical terms, abbreviations, and symbols, if included. Avoid nontechnical uses of technical terms in statistics, such as correlation, normal, predictor, random, sample, significant, trend. Do not use inappropriate hedge terms such as marginal significance or trend toward significance for results that are not statistically significant. Causal language (including use of terms such as effect and efficacy) should be used only for randomized clinical trials. For all other study designs (including meta-analyses of randomized clinical trials), methods and results should be described in terms of association or correlation and should avoid cause-and-effect wording.

Sample Size Calculations

For randomized trials, a statement of the power or sample size calculation is required (see the EQUATOR Network CONSORT Guidelines ). For observational studies that use an established population, a power calculation is not generally required when the sample size is fixed. However, if the sample size was determined by the researchers, through any type of sampling or matching, then there should be some justification for the number sampled. In any case, describe power and sample size calculations at the beginning of the Statistical Methods section, following the general description of the study population.

Descriptive Statistics

It is generally not necessary to provide a detailed description of the methods used to generate summary statistics, but the tests should be briefly noted in the Methods section (eg, ANOVA or Fisher exact test).

Statistical Procedures

Identify regression models with more than 1 independent variable as multivariable and regression models with more than 1 dependent variable as multivariate. Report all variables included in models, as well as any mathematical transformations of those variables. Provide the scientific rationale (clinical, statistical, or otherwise) for including variables in regression models.

For regression models fit to dependent data (eg, clustered or longitudinal data), the models should account for the correlations that arise from clustering and/or repeated measures. Failure to account for such correlation will result in incorrect estimates of uncertainty (eg, confidence intervals). Describe how the model accounted for correlation. For example, for an analysis based on generalized estimating equations, identify the assumed correlation structure and whether robust (or, sandwich) variance estimators were used. Or, for an analysis based on mixed-effects models, identify the assumed structure for the random effects, such as the level of random intercepts and whether any random slopes were included. Fixed-effects estimation should be described as conditional likelihood. Avoid the term fixed effects for describing covariates.

Missing Data

Report losses to observation, such as dropouts from a clinical trial or those lost to follow-up or unavailable in an observational study. If some participants are excluded from analyses because of missing or incomplete data, provide a supplementary table that compares the observed characteristics between participants with complete and incomplete data. Consider multiple imputation methods to impute missing data and include an assessment of whether data were missing at random. Approaches based on "last observation carried forward" should not be used.

Primary Outcomes, Multiple Comparisons, and Post Hoc Comparisons

Both randomized and observational studies should identify the primary outcome(s) before the study began, as well as any prespecified secondary, subgroup, and/or sensitivity analyses. Comparisons arrived at during the course of the analysis or after the study was completed should be identified as post hoc. For analyses of more than 1 primary outcome, corrections for multiple testing should generally be used. For secondary outcomes, address multiple comparisons or consider such analyses as exploratory and interpret them as hypothesis-generating. The reporting of all outcomes should match that included in study protocols. For randomized clinical trials, protocols with complete statistical analysis plans should be cited in the Methods section and submitted as online supplementary content. Randomized clinical trials should be primarily analyzed according to the intention-to-treat approach. Deviations from strict intention-to-treat analysis should be described as "modified intention-to-treat," with the modifications clearly described.

Statistical Analysis Subsection

At the end of the Methods section, briefly describe the statistical tests used for the analysis. State any a priori levels of significance and whether hypothesis tests were 1- or 2-sided. Also include the statistical software used to perform the analysis, including the version and manufacturer, along with any extension packages (eg, the svy suite of commands in Stata or the survival package in R). Do not describe software commands (eg, SAS proc mixed was used to fit a linear mixed-effects model). If analysis code is included, it should be placed in the online supplementary content.

Reporting Standards and Data Presentation

Analyses should follow EQUATOR Reporting Guidelines and be consistent with the protocol and statistical analysis plan, or described as post hoc.

When possible, present numerical results (eg, absolute numbers and/or rates) with appropriate indicators of uncertainty, such as confidence intervals. Include absolute numbers and/or rates with any ratio measures and avoid redundant reporting of relative data (eg, % increase or decrease). Use means and standard deviations (SDs) for normally distributed data and medians and ranges or interquartile ranges (IQRs) for data that are not normally distributed. Avoid solely reporting the results of statistical hypothesis testing, such as P values, which fail to convey important quantitative information. For most studies, P values should follow the reporting of comparisons of absolute numbers or rates and measures of uncertainty (eg, 0.8%, 95% CI −0.2% to 1.8%; P  = .13). P values should never be presented alone without the data that are being compared. If P values are reported, follow standard conventions for decimal places: for P values less than .001, report as " P <.001"; for P values between .001 and .01, report the value to the nearest thousandth; for P values greater than or equal to .01, report the value to the nearest hundredth; and for P values greater than .99, report as " P >.99." For studies with exponentially small P values (eg, genetic association studies), P values may be reported with exponents (eg, P  = 1×10 −5 ). In general, there is no need to present the values of test statistics (eg, F statistics or χ² results) and degrees of freedom when reporting results.

For secondary and subgroup analyses, there should be a description of how the potential for type I error due to multiple comparisons was handled, for example, by adjustment of the significance threshold. In the absence of some approach, these analyses should generally be described and interpreted as exploratory, as should all post hoc analyses.

For randomized trials using parallel-group design, there is no validity in conducting hypothesis tests regarding the distribution of baseline covariates between groups; by definition, these differences are due to chance. Because of this, tables of baseline participant characteristics should not include P values or statements of statistical comparisons among randomized groups. Instead, report clinically meaningful imbalances between groups, along with potential adjustments for those imbalances in multivariable models. To read more about statistical tests and data presentation, see the AMA Manual of Style .

Researchers are encouraged to report studies that include diverse and representative participants and to indicate participant inclusion and exclusion criteria and how the findings generalize to the population(s) that are the focus of or are compatible with the research question. Aggregate, deidentified demographic information (eg, age, sex, race and ethnicity, and socioeconomic indicators) should be reported for all research reports along all prespecified outcomes. Demographic variables collected for a specific study should be reported in the Methods section. Demographic information assessed should be reported in the Results section, either in the main article or in an online supplement or both. If any demographic characteristics that were collected are not reported, the reason should be stated. Summary demographic information (eg, baseline characteristics of study participants) should be reported in the first line of the Results section of Abstracts.

Reporting Age

Study inclusion or exclusion criteria by age or age group should be defined in the Methods section. Stratification by age groups should be based on relevance to disease, condition, or population (eg, <5 or >65 years). The ages for study participants should be reported in aggregate (ie, mean and SD or median and IQR or range) in the Results section.

Reporting Sex and Gender

The term sex should be used when reporting biological factors and gender should be used when reporting gender identity or psychosocial/cultural factors. The methods used to obtain information on sex, gender, or both (eg, self-reported, investigator observed or classified, or laboratory test) should be explained in the Methods section. 12 The distribution of study participants or samples should be reported in the Results section, including for studies of humans, tissues, cells, or animals. All participants should be reported, not just the category that represents the majority of the sample. Studies that address pregnancy should follow these recommendations, and if the gender identity of participants was not assessed, use the terms "pregnant participants," "pregnant individuals," "pregnant patients," etc, as appropriate.

In research articles, sex or gender should be reported and defined, and how sex or gender was assessed should be described. Whenever possible, all main outcomes should be reported by sex (or gender if appropriate). In nonresearch reports, choose sex-neutral terms that avoid bias, suit the material under discussion, and do not intrude on the reader's attention.

Reporting Race and Ethnicity

The Methods section should include an explanation of who identified participant race and ethnicity and the source of the classifications used (eg, self-report or selection, investigator observed, database, electronic health record, survey instrument).

If race and ethnicity categories were collected for a study, the reasons that these were assessed also should be described in the Methods section. If collection of data on race and ethnicity was required by the funding agency, that should be noted.

Specific racial and ethnic categories are preferred over collective terms, when possible. Authors should report the specific categories used in their studies and recognize that these categories will differ based on the databases or surveys used, the requirements of funders, and the geographic location of data collection or study participants. Categories included in groups labeled as "other" should be defined.

Categories should be listed in alphabetical order in text and tables.

Race and ethnicity of the study population should be reported in the Results section.

For additional information, see " Updated Guidance on Reporting Race and Ethnicity in Medical and Science Journals " and the Summary Guide for Preferred Terms When Reporting Race and Ethnicity .

For all manuscripts reporting data from studies involving human participants or animals, formal review and approval, or formal review and waiver, by an appropriate institutional review board or ethics committee is required and should be described in the Methods section. 2(p226) For those investigators who do not have formal ethics review committees, the principles outlined in the Declaration of Helsinki should be followed. 13 For investigations of humans, state in the Methods section the manner in which informed consent was obtained from the study participants (ie, oral or written) and whether participants received a stipend. Authors of research studies involving humans should not make independent determinations of exemption or exclusion of IRB or ethical review; they should cite the institutional or regulatory policy for that determination and indicate if the data are deidentified and publicly available or protected by prior consent or privacy safeguards. Editors may request that authors provide documentation of the formal review and recommendation from the institutional review board or ethics committee responsible for oversight of the study.

A signed statement of informed consent to publish patient descriptions, photographs, video, and pedigrees should be obtained from all persons (parents or legal guardians for minors) who can be identified (including by the patients themselves) i/n such written descriptions, photographs, or pedigrees and should be submitted with the manuscript and indicated in the Acknowledgment section of the manuscript. Such persons should be offered the opportunity to see the manuscript before its submission. 2(pp229-232)

Omitting data or making data less specific to deidentify patients is acceptable, but changing any such data is not acceptable. Only those details essential for understanding and interpreting a specific case report or case series should be provided. Although the degree of specificity needed will depend on the context of what is being reported, specific ages, race/ethnicity, and other sociodemographic details should be presented only if clinically or scientifically relevant and important. 2 Cropping of photographs to remove identifiable personal features that are not essential to the clinical message may be permitted as long as the photographs are not otherwise altered. Please do not submit masked photographs of patients. Patients' initials or other personal identifiers must not appear in an image.

Patient Permission Form:

The Patient Permission form for publication of identifying material is available here . Translated versions in Arabic, Chinese, French, German, Hindi, Italian, Japanese, Portuguese, and Spanish are available on request.

AI Used in Manuscript Preparation

When traditional and generative AI technologies are used to create, review, revise, or edit any of the content in a manuscript, authors should report in the Acknowledgment section the following:

• Name of the AI software platform, program, or tool
• Version and extension numbers
• Manufacturer
• Date(s) of use
• A brief description of how the AI was used and on what portions of the manuscript or content
• Confirmation that the author(s) take responsibility for the integrity of the content generated

Note this guidance does not apply to basic tools for checking grammar, spelling, references, and similar.

AI Used in Research

When AI (eg, large language model [LLM] or natural language processing [NLP], supervised or unsupervised machine learning [ML] for predictive/prescriptive or clustering tasks, chatbots, or similar other technologies) is used as part of a scientific study, authors should:

• Follow relevant reporting guidelines for specific study designs when they exist and report each recommended guideline element with sufficient detail to enable reproducibility.
• Avoid inclusion of identifiable patient information in text, tables, and figures.
• Be aware of copyright and intellectual property concerns - if including content (text, images) generated by AI, and indicate rights or permissions to publish that content as determined by the AI service or owner.

Also address the following:

Methods Section

• Include the study design and, if a relevant reporting guideline exists, indicate how it was followed, with sufficient detail to enable reproducibility.
• Describe how AI was used for specific aspects of the study (eg, to generate or refine study hypotheses, assist in the generation of a list of adjustment variables, create graphs to show visual relationships).
• For studies using LLMs, provide the name of the platform or program, tool, version, and manufacturer; specify dates and prompt(s) used and their sequence and any revisions to prompts in response to initial outputs.
• For studies reporting ML and algorithm development, include details about data sets used for development, training, and validation. Clearly state if algorithms were trained and tested only on previously collected or existing data sets or if the study includes prospective deployment. Include the ML model and describe the variables and outcome(s) and selection of the fine-tuning parameters. Describe any assumptions involved (eg, log linearity, proportionality) and how these assumptions were tested.
• Indicate the metric used to evaluate the performance of the algorithms, including bias, discrimination, calibration, reclassification, and others as appropriate.
• Indicate the methods used to address missing data.
• Indicate institutional review board/ethics review, approval, waiver, or exemption.
• Describe methods or analyses included to address and manage AI-related methodologic bias and inaccuracy of AI-generated content.
• Indicate, when appropriate, if sensitivity analyses were performed to explore the performance of the AI model in vulnerable or underrepresented subgroups.
• Provide a data sharing statement, including if code will be shared.

Results Section

• When reporting comparisons, provide performance assessments (eg, against standard of care), include effect sizes and measures of uncertainty (eg, 95% CIs) and other measurements such as likelihood ratios, and include information about performance errors, inaccurate or missing data, and sufficient detail for others to reproduce the findings.
• Report the results of analyses to address methodologic bias and population representation.
• If examples of generated text or content are included in tables or figures, be sure to indicate the source and licensing information, as noted above.

Discussion Section

• Discuss the potential for AI-related bias and what was done to identify and mitigate such bias.
• Discuss the potential for inaccuracy of AI-generated content and what was done to identify and manage this.
• Discuss generalizability of findings across populations and results of analyses performed to explore the performance of the AI model in vulnerable or underrepresented subgroups.

A signed statement of permission should be included from each individual identified as a source of information in a personal communication or as a source for unpublished data, and the date of communication and whether the communication was written or oral should be specified. 2(p199) Personal communications should not be included in the list of references but added to the text parenthetically.

Authors and reviewers are expected to notify editors if a manuscript could be considered to report dual use research of concern (ie, research that could be misused by others to pose a threat to public health and safety, agriculture, plants, animals, the environment, or material). 14 The editor in chief will evaluate manuscripts that report potential dual use research of concern and, if necessary, consult additional reviewers.

Journal Policies

Final decisions regarding manuscript publication are made by the editor in chief or a designated editor who does not have any relevant conflicts of interest. The journal has a formal recusal process in place to help manage potential conflicts of interest of editors. In the event that an editor has a conflict of interest with a submitted manuscript or with the authors, the manuscript, review, and editorial decisions are managed by another designated editor without a conflict of interest related to the manuscript.

All authors are required to complete and submit a Publishing Agreement that is part of the journal's electronic Authorship Form. In this agreement, authors will transfer copyright or a publication license; or indicate that they are employed by a federal government; or indicate that they are an employee of an institution that considers the work in the manuscript a work for hire, in which case an authorized representative of that institution will assign copyright or a publication license on the author's behalf.

Published articles become the permanent property of the American Medical Association (AMA) and may not be published elsewhere without written permission. Unauthorized use of the journal's name, logo, or any content for commercial purposes or to promote commercial goods and services (in any format, including print, video, audio, and digital) is not permitted by the JAMA Network or the AMA.

1. Cummings P, Rivara FP. Reporting statistical information in medical journal articles. Arch Pediatr Adolesc Med . 2003;157(4):321-324. doi:10.1001/archpedi.157.4.321

2. Iverson C, Christiansen S, Flanagin A, et al. AMA Manual of Style: A Guide for Authors and Editors . 11th ed. Oxford University Press; 2020. http://www.amamanualofstyle.com

3. Golub RM. Correspondence course: tips for getting a letter published in JAMA . JAMA . 2008;300(1):98-99. doi:10.1001/jama.300.1.98

4. International Committee of Medical Journal Editors. Recommendations for the conduct, reporting, editing, and publication of scholarly work in medical journals. Updated May 2023. Accessed May 18, 2023. http://www.icmje.org/recommendations/

5. Fontanarosa PB, Flanagin A, DeAngelis CD. Update on JAMA 's policy on release of information to the public. JAMA . 2008;300(13):1585-1587. doi:10.1001/jama.300.13.1585

6. Fontanarosa P, Bauchner H, Flanagin A. Authorship and team science. JAMA . 2017;318(24):2433-2437. doi:10.1001/jama.2017.19341

7. Fontanarosa PB, Flanagin A, DeAngelis CD. Reporting conflicts of interest, financial aspects of research, and role of sponsors in funded studies. JAMA . 2005;294(1):110-111. doi:10.1001/jama.294.1.110

8. DeAngelis CD, Drazen JM, Frizelle FA, et al; International Committee of Medical Journal Editors. Clinical trial registration: a statement from the International Committee of Medical Journal Editors. JAMA . 2004;292(11):1363-1364. doi:10.1001/jamainternmed.2014.6933

9. DeAngelis CD, Drazen JM, Frizelle FA, et al; International Committee of Medical Journal Editors. Is this clinical trial fully registered? a statement from the International Committee of Medical Journal Editors. JAMA . 2005;293(23):2927-2929. doi:10.1001/jama.293.23.jed50037

10. The CONSORT Group. The CONSORT statement. Updated 2014. Accessed September 23, 2016. http://www.consort-statement.org/consort-2010

11. American Association for Public Opinion Research. Best practices for survey research. Accessed March 23, 2023. https://aapor.org/standards-and-ethics/best-practices/

12. Clayton JA, Tannenbaum C. Reporting sex, gender, or both in clinical research? JAMA . 2016;316(18):1863-1864. doi:10.1001/jama.2016.16405

13. World Medical Association. World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA . 2013;310(20):2191-2194. doi:10.1001/jama.2013.281053

14. Journal Editors and Authors Group. Statement on scientific publication and security. Science . 2003;299(5610):1149. doi:10.1126/science.299.5610.1149 . Published correction appears in Science . 2003;299(5614):1845.

15. Christiansen S, Flanagin A. Correcting the medical literature: "to err is human, to correct divine." JAMA . 2017;318(9):804-805. doi:10.1001/jama.2017.11833

Last Updated: June 13, 2024

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12 research interview questions (with examples and answers)

Last updated

4 July 2024

Reviewed by

Dazzle the interviewing team and land the job of your dreams by coming prepared to answer the most commonly asked research interview questions.

Read our article (which includes example answers to get your brain juices flowing) to ensure you put your best foot forward for your next research interview.

• What are research interview questions?

If you have set your sights on working in research, you will have to answer research interview questions during the hiring process.

Whether you are interested in working as a research assistant or want to land an academic or industry research position in your chosen field, confidently answering research interview questions is the best way to showcase your skills and land the job.

Designed to be open-ended, research interview questions give your interviewer a chance to:

Get a better understanding of your research experience

Explore your areas of research expertise

Determine if you and your research are a good fit for their needs

Assess if they have the required resources for you to conduct your research effectively

• 12 research interview questions (with answers)

If you want to crush an upcoming interview for a research position, practicing your answers to commonly asked questions is a great place to start.

Read our list of research interview questions and answers to help get into the pre-interview zone (and, hopefully, ensure you land that position!)

• General research questions

General research questions are typically asked at the start of the interview to give the interviewer a sense of your work, personality, experience, and career goals. 

They offer a great opportunity to introduce yourself and your skills before you deep-dive into your specific area of expertise.

What is your area of research expertise?

Interviewers will ask this common kickoff question to learn more about you and your interests and experience. Besides providing the needed information, you can use this question to highlight your unique skills at the beginning of your interview to set the tone.

Example answer

“My research focuses on the interaction between social media use and teenager mental well-being. I’ve conducted [X number] studies which have been published in [X publications]. I love studying this topic because not only is it a pressing modern issue, it also serves a commonly overlooked population that requires and deserves additional attention and support.”

Why are you interested in [X research topic]?

Another icebreaker, this question allows you to provide some context and backstory into your passion for research.

“After completing my undergraduate degree in mechanical engineering, I had the opportunity to work with my current mentor on their research project. After we conducted the first experiment, I had a million other questions I wanted to explore—and I was hooked. From there, I was fortunate enough to be taken on as an assistant by my mentor, and they have helped me home in on my specific research topic over the past [X years].”

What are your favorite and least favorite aspects of research?

Playing off the classic “What are your greatest strengths and weaknesses?” interview question, this research-specific option often appears in these types of interviews.

This can be a tricky question to answer well. The best way to approach this type of question is to be honest but constructive. This is your opportunity to come across as genuine as you talk about aspects of research that challenge you—because no one wants to hear you like everything about your work!

“My favorite part of research is speaking directly to people in our target demographic to hear about their stories and experiences. My least favorite part is the struggle to secure grants to support my work—though now I have done that process a few times, it is less daunting than when I started.”

• In-depth interview questions about your research

Once the interviewer has a basic understanding of you, they will transition into asking more in-depth questions about your work.

Regardless of your level of experience, this is the portion of the interview where you can dazzle your potential employer with your knowledge of your industry and research topic to highlight your value as a potential employee.

Where has your work been published?

As this is a straightforward question, make sure you have to hand every place your work has been published. If your work is yet to be published, mention potential future publications and any other academic writing you have worked on throughout your career.

“My research has been published in [X number of publications]. If you want to read my published work, I am happy to share the publication links or print you a copy.”

Tell us about your research process

Getting into the meat and potatoes of your work, this question is the perfect opportunity to share your working process while setting clear expectations for the support you will need.

Research is a collaborative process between team members and your employer, so being clear about how you prefer to work (while acknowledging you will need to make compromises to adjust to existing processes) will help you stand out from other candidates.

“Historically, I have worked alongside a team of researchers to devise and conduct my research projects. Once we determine the topic and gather the needed resources, I strive to be collaborative and open as we design the study parameters and negotiate the flow of our work. I enjoy analyzing data, so in most cases, I take the lead on that portion of the project, but I am happy to jump in and support the team with other aspects of the project as well.”

What sources do you use to collect your research data?

Depending on the type of research you conduct, this question allows you to deep-dive into the specifics of your data-collection process. Use this question to explain how you ensure you are collecting the right data, including selecting study participants, filtering peer-reviewed papers to analyze, etc.

“Because my research involves collecting qualitative data from volunteers, I use strict criteria to ensure the people I interview are within our target demographic. During the interview, which I like doing virtually for convenience, I use [X software] to create transcripts and pool data to make the analysis process less time-consuming.”

• Leadership research questions

Many research positions require employees to take on leadership responsibilities as they progress throughout their careers.

If this is the case for your job position, have strong answers prepared to the following questions to showcase your leadership and conflict-management skills.

Are you interested in becoming a research leader or manager?

Many research positions are looking for people with leadership potential to take on more responsibility as they grow throughout their careers. If you are interested in pursuing research leadership, use this question to highlight your leadership qualities.

“While I currently do not have much research leadership experience, I have worked with so many lovely mentors, and I would love the opportunity to fulfill that role for the next generation of academics. Because I am quite organized and attuned to the challenges of research, I would love the opportunity to take on leadership responsibilities over time.”

How do you handle workplace conflicts within a research team?

Workplace conflict is always present when working with a team, so it is a common topic for research interview questions.

Despite being tricky to navigate, this type of question allows you to show you are a team player and that you know how to handle periods of interpersonal stress. 

“When I'm directly involved in a disagreement with my team members, I do my best to voice my opinion while remaining respectful. I am trained in de-escalation techniques, so I use those skills to prevent the argument from getting too heated. If I am a bystander to an argument, I try to help other team members feel heard and valued while disengaging any big emotions from the conversation.”

How would you support and motivate a struggling researcher on your team?

Research is a team effort. Employers are looking for people who can work well in teams as a priority when hiring. Describing your ability to support and encourage your team members is essential for crushing your research interview.

“Working in research is hard—so I have had my fair share of offering and receiving support. When I have noticed someone is struggling, I do my best to offset their workload (provided I have the space to assist). Also, because I pride myself on being a friendly and approachable person, I do my best to provide a safe, open space for my team members if they want to talk or vent about any issues.”

• Future-oriented research questions

As the interview comes to a close, your interviewer may ask you about your aspirations in academia and research.

To seal the deal and leave a positive impression, these types of questions are the perfect opportunity to remind your interviewer about your skills, knowledge base, and passion for your work and future in research.

What other areas of research are you interested in exploring?

Many hiring research positions may require their researchers to be open to exploring alternative research topics. If this applies to your position, coming prepared with adjacent topics to your current studies can help you stand out.

“While my primary interests are with my area of study, I also am interested in exploring [X additional topics] related to my current work.”

Where do you see your research in 5, 10, or 20 years?

Your employer wants to see you are interested in and invested in growing your research career with them. To scope out your aspirations (and to show you are a good match for their needs), they may ask you to detail your future career goals.

“In five years, I would love to have at least two more published projects, particularly in [X publication]. Past that, as I mature in my research career, I hope to take on more leadership roles in the next 10 to 20 years, including running my own lab or being invited to speak at conferences in my chosen field.”

In an ideal world, what would your perfect research job look like?

As a fun hypothetical question, the “ideal world” inquiry allows you to get creative and specific about your wishes and aspirations. If you get asked this question, do your best not to limit yourself. Be specific about what you want; you never know, some of your wishes may already be possible to fulfill!

“In an ideal world, I would love to be the lead of my own research team. We would have our own working space, access to [X specific research tool] to conduct our research, and would be able to attend conferences within our field as keynote speakers.”

• Get ready to ace your next research interview

Now you’re ready to dazzle your interviewers and land the research job of your dreams. Prepare strong and competent answers after reading this article on the most common research interview questions.

Arriving prepared for your interview is a great way to reduce stress, but remember: Showcasing yourself and your passion for your research is the number one way to stand out from the other applicants and get the job.

Best of luck. You’ve got this!

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RA & $10k Seed Grants

The RA & 10k Seed Grant Competition provides faculty with the opportunity to explore a new line of research or pursue an established research question through a new inter- or multi-disciplinary approach or partnership. This program will support the pursuit of research ideas and projects that lead to extramural funding or achievements in scholarly or creative practice as recognized by your field.

Awardees will receive $10,000 and funding for a graduate student research assistantship for one-semester starting Spring 2024. The award will be made through a competitive proposal process, which will consist of a written application followed by a short public presentation.

Application Information

Submission deadline.

5:00 p.m., September 25, 2023

Application Components

All components of the application will be entered directly or, as noted, submitted as an attachment in the online application form .

• Research Question/Project Overview (800 words) — Define the major research question or topic to be addressed by the project.
• Significance/Impact (500 words) — Describe the project’s positive impact on the discipline, to a specific community/ies, and/or to the public or a sector of the public. Please be specific and provide examples as necessary.
• Innovation, Collaboration or Adaptation (500 words) — Identify any new methods, approaches, strategic collaborations, inventive or adaptive elements of the research project. Describe how the project is unique within the field or extends on growing, impactful research.
• Scope of Work (500 words) — Describe the approach, tasks, timeline, activities, and expected outcomes for the project. Include any special facilities, equipment, partnerships, or other resources that will be used for the project.
• RA Involvement (300 words) — Describe the specific training and research opportunities that will be provided to the RA funded under the proposed project.
• Biographical Sketch or CV (attachment; 2 pages per PI) — Provide a brief CV or biographical sketch for the PI and any co-PIs.
• Budget (attachment) — Complete this proposal budget form and upload load it using the appropriate field in the application form linked below.
• Budget Justification — Provide a general description of anticipated expenses along with brief justifications.

Public Presentations Event

Join in to support your colleagues competing for an RA & $10k Seed Grant and to hear about exciting research!

Time and Place

10:00 – 11:00 a.m., September 24, 2024, via Zoom.

Eligibility

• WSU faculty members on any campus in any discipline and rank that includes a research appointment may serve as principal investigator or team member.
• PI must work with their finance manager to have the funds transferred from the Office of Research by November 1, 2024.

Award Details

One or two awards will be given depending on availability of funds. Each award will include $10,000 and a one-semester, non-renewable research assistantship to support individual faculty or collaborative teams. The funds will be processed by the PI’s home department, school, or program.

The RA will be funded at step 59 . If the PI’s unit wishes to fund the RA at a higher step, the difference in cost will be borne by the unit.

Public Presentation

The lead PI will make a 3–5 minute public presentation to a general WSU audience and the review panel. The pitch should convey the core ideas, purpose, and expected benefits of the proposed activity to a non-specialist, multi-disciplinary audience . A short question and answer period will follow. The review panel will select the most promising and compelling project to receive the award/s.

Note: Based on number of written applications received, applicants may be shortlisted for the public presentation. The Office of Research will contact applicants with further instructions following the application deadline.

The successful projects will be announced on September 25 and recognized during the Research Week awards ceremony on October 24.

Evaluation Criteria

A multi-disciplinary faculty review panel will evaluate both the written proposal and public presentation using the below criteria.

Award Terms and Conditions

• The award period is 12 months following transfer of funds.
• The RA must complete the Responsible Conduct of Research (RCR) training prior to spring semester 2025.
• If the research activities include human subjects, animals, and/or biosafety activities, the protocol letter of approval must be submitted to the Office of Research before funds can be released.
• Assistantships are funded for Spring 2025.
• Awardees may be asked to present at a research showcase event following the project’s completion.
• A proposal directly related to the seed grant project must be submitted to an external funding source no more than 12 months after the award period ends, or the awardee must show evidence of significant scholarly or creative practice achievement.
• Awardees must submit a final report to the Office of Research and Graduate School no later than six (6) months after end of the award period. The report must include an assessment of the award’s impact on both the PI’s research program and the individual RA’s academic development in order to allow the university to evaluate the effectiveness of the program. It should document project goals, activities, and outcomes as well as any publications, presentations, exhibitions, media coverage, sales or marketing, projects, papers, proposals/awards or other accomplishments that resulted from this support. 

Frequently Asked Questions

• How can the $10k funds be used?  The $10,000 can be used for almost any expense directly related to the proposed project. However, subawards/subcontracts (see below) and conference travel are not allowed. Additionally, any requested faculty salary must be well justified, confirming the need for their time to be covered by this grant funding.
• How detailed does the budget justification need to be?  The budget justification portion of the proposal can be a general description of anticipated expenses (e.g. “Travel – $2,000 for our collaborator at TAMU to travel to WSU for planning activities.” or “Salaries – $5,000 in summer salaries for the lead PI to coordinate and oversee the planning process.”). It does not have to be detailed in the same manner as an NSF, NIH, or other federal budget proposal.
• Can the grant include subawards/subcontracts to external collaborators?  No. The money for this grant comes from state funds, which do not allow the establishment of subawards/ subcontracts with outside entities. Grant funds may be used to support a travel stipend or other expenses in support of an external collaboration, but no salary or benefits can be paid to non-WSU employees.
• Can the graduate student/RA be PI for this funding competition?  No, while the RA must be well integrated into the proposed project, the end goal of this completion is to provide faculty with the resources to advance their research program by pursuing a new area of research. As such, only faculty are allowed to be lead PI.
• Should the Research Assistantship be accounted for in the budget?  Yes, please include the cost of the research assistantship in your budget. If the cost of your RA is greater than step 59, describe how the additional cost will be covered.

Please submit any questions to the Office of Research Advancement and Partnerships ( [email protected] ).

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Please note you do not have access to teaching notes, passive house-based energy efficiency design criteria: a case study of a residential building in cairo.

Open House International

ISSN : 0168-2601

Article publication date: 3 July 2024

The study aims to tackle Egypt's rising electricity consumption due to climate change and population growth, focusing on the building sector, which accounts for up to 60% of the issue, by developing new energy-efficient design guidelines for Egyptian buildings.

Design/methodology/approach

This study comprises six key steps. A literature review focuses on energy consumption and efficiency in buildings, monitoring a single-family building in Cairo, using Energy Plus for simulation and verification, performing multi-objective optimization, comparing energy performance between base and controlled cases, and developing a localized version of the Passive House (PH) called Energy Efficiency Design Criteria (EEDC).

The research shows that applying the (EEDC) suggested by this study can decrease energy consumption by up to 58% and decrease cooling consumption by up to 63% in residential buildings in Egypt while providing thermal comfort and reducing greenhouse gas emissions. This can benefit users, alleviate local power grid strain, contribute to Egypt's economy, and serve as a model for other countries with similar climates.

Originality/value

To date, no studies have focused on developing energy-efficient design standards tailored to the Egyptian climate and context using the Passive House Criteria concept. This study contributes to the field by identifying key principles, design details, and goal requirements needed to promote energy-efficient design standards for residential buildings in Egypt.

• Passive House Criteria (PHC)
• Energy efficiency
• Electricity consumption
• Energy efficiency design criteria (EEDC)
• Thermal comfort

Abdulfattah, H.A.M. , Fikry, A.A. and Hamed, R.E. (2024), "Passive House-based energy efficiency design criteria: a case study of a residential building in Cairo", Open House International , Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/OHI-02-2024-0045

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The OECD designs international standards and guidelines for development co-operation, based on best practices, and monitors their implementation by its members. It works closely with member and partner countries, and other stakeholders (such as the United Nations and other multilateral entities) to help them implement their development commitments. It also invites developing country governments to take an active part in policy dialogue.

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Key messages, charting development co-operation trends and challenges.

The OECD keeps track of key trends and challenges for development co-operation providers and offers practical guidance. It draws from the knowledge and experience of Development Assistance Committee (DAC) members and partners, as well as from independent expertise, with the ultimate goal of advancing reforms in the sector, and achieving impact. Using data, evidence, and peer learning, this work is captured in publications and online tools that are made publicly available.

Making development co-operation more effective and impactful

The OECD works with governments, civil society organisations, multilateral organisations, and others to improve the quality of development co-operation. Through peer reviews and evaluations, it periodically assesses aid programmes and co-operation policies, and offers recommendations to improve their efficiency. The OECD also brings together multiple stakeholders to share good and innovative practices and discuss progress.

Strengthening development co-operation evaluation practices and systems

The OECD helps development co-operation providers evaluate their actions both to better learn from experience and to improve transparency and accountability. Innovative approaches, such as using smart and big data, digital technology and remote sensing, help gather evidence and inform policy decisions. With in-depth analysis and guidance, the Organisation helps providers manage for results by building multi-stakeholder partnerships and adapting to changing contexts and crisis situations. 

Civil society engagement in development co-operation

National and international civil society organisations (CSOs) are key partners in monitoring development co-operation policies and programmes. Development co-operation can also be channelled to or through CSOs: 

Aid is characterized as going to CSOs when it is in the form of core contributions and contributions to programmes, with the funds programmed by the CSOs. 

Aid is characterized as going through CSOs when funds are channeled through these organisations to implement donor-initiated projects. This is also known as earmarked funding.

Development co-operation TIPs - Tools, Insights, Practices

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