sample of a journal article review

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An article review is a critical evaluation of a scholarly or scientific piece, which aims to summarize its main ideas, assess its contributions, and provide constructive feedback. A well-written review not only benefits the author of the article under scrutiny but also serves as a valuable resource for fellow researchers and scholars. Follow these steps to create an effective and informative article review:

1. Understand the purpose: Before diving into the article, it is important to understand the intent of writing a review. This helps in focusing your thoughts, directing your analysis, and ensuring your review adds value to the academic community.

2. Read the article thoroughly: Carefully read the article multiple times to get a complete understanding of its content, arguments, and conclusions. As you read, take notes on key points, supporting evidence, and any areas that require further exploration or clarification.

3. Summarize the main ideas: In your review’s introduction, briefly outline the primary themes and arguments presented by the author(s). Keep it concise but sufficiently informative so that readers can quickly grasp the essence of the article.

4. Evaluate the strengths and weaknesses: In subsequent paragraphs, assess the strengths and limitations of the article based on factors such as methodology, quality of evidence presented, coherence of arguments, and alignment with existing literature in the field. Be fair and objective while providing your critique.

5. Discuss any implications: Deliberate on how this particular piece contributes to or challenges existing knowledge in its discipline. You may also discuss potential improvements for future research or explore real-world applications stemming from this study.

6. Provide recommendations: Finally, offer suggestions for both the author(s) and readers regarding how they can further build on this work or apply its findings in practice.

7. Proofread and revise: Once your initial draft is complete, go through it carefully for clarity, accuracy, and coherence. Revise as necessary, ensuring your review is both informative and engaging for readers.

Sample Review:

A Critical Review of “The Effects of Social Media on Mental Health”

Introduction:

“The Effects of Social Media on Mental Health” is a timely article which investigates the relationship between social media usage and psychological well-being. The authors present compelling evidence to support their argument that excessive use of social media can result in decreased self-esteem, increased anxiety, and a negative impact on interpersonal relationships.

Strengths and weaknesses:

One of the strengths of this article lies in its well-structured methodology utilizing a variety of sources, including quantitative surveys and qualitative interviews. This approach provides a comprehensive view of the topic, allowing for a more nuanced understanding of the effects of social media on mental health. However, it would have been beneficial if the authors included a larger sample size to increase the reliability of their conclusions. Additionally, exploring how different platforms may influence mental health differently could have added depth to the analysis.

Implications:

The findings in this article contribute significantly to ongoing debates surrounding the psychological implications of social media use. It highlights the potential dangers that excessive engagement with online platforms may pose to one’s mental well-being and encourages further research into interventions that could mitigate these risks. The study also offers an opportunity for educators and policy-makers to take note and develop strategies to foster healthier online behavior.

Recommendations:

Future researchers should consider investigating how specific social media platforms impact mental health outcomes, as this could lead to more targeted interventions. For practitioners, implementing educational programs aimed at promoting healthy online habits may be beneficial in mitigating the potential negative consequences associated with excessive social media use.

Conclusion:

Overall, “The Effects of Social Media on Mental Health” is an important and informative piece that raises awareness about a pressing issue in today’s digital age. Given its minor limitations, it provides valuable

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How to Review a Journal Article

For many kinds of assignments, like a  literature review , you may be asked to offer a critique or review of a journal article. This is an opportunity for you as a scholar to offer your  qualified opinion  and  evaluation  of how another scholar has composed their article, argument, and research. That means you will be expected to go beyond a simple  summary  of the article and evaluate it on a deeper level. As a college student, this might sound intimidating. However, as you engage with the research process, you are becoming immersed in a particular topic, and your insights about the way that topic is presented are valuable and can contribute to the overall conversation surrounding your topic.

IMPORTANT NOTE!!

Some disciplines, like Criminal Justice, may only want you to summarize the article without including your opinion or evaluation. If your assignment is to summarize the article only, please see our literature review handout.

Before getting started on the critique, it is important to review the article thoroughly and critically. To do this, we recommend take notes,  annotating , and reading the article several times before critiquing. As you read, be sure to note important items like the thesis, purpose, research questions, hypotheses, methods, evidence, key findings, major conclusions, tone, and publication information. Depending on your writing context, some of these items may not be applicable.

Questions to Consider

To evaluate a source, consider some of the following questions. They are broken down into different categories, but answering these questions will help you consider what areas to examine. With each category, we recommend identifying the strengths and weaknesses in each since that is a critical part of evaluation.

Evaluating Purpose and Argument

• How well is the purpose made clear in the introduction through background/context and thesis?
• How well does the abstract represent and summarize the article’s major points and argument?
• How well does the objective of the experiment or of the observation fill a need for the field?
• How well is the argument/purpose articulated and discussed throughout the body of the text?
• How well does the discussion maintain cohesion?

Evaluating the Presentation/Organization of Information

• How appropriate and clear is the title of the article?
• Where could the author have benefited from expanding, condensing, or omitting ideas?
• How clear are the author’s statements? Challenge ambiguous statements.
• What underlying assumptions does the author have, and how does this affect the credibility or clarity of their article?
• How objective is the author in his or her discussion of the topic?
• How well does the organization fit the article’s purpose and articulate key goals?

Evaluating Methods

• How appropriate are the study design and methods for the purposes of the study?
• How detailed are the methods being described? Is the author leaving out important steps or considerations?
• Have the procedures been presented in enough detail to enable the reader to duplicate them?

Evaluating Data

• Scan and spot-check calculations. Are the statistical methods appropriate?
• Do you find any content repeated or duplicated?
• How many errors of fact and interpretation does the author include? (You can check on this by looking up the references the author cites).
• What pertinent literature has the author cited, and have they used this literature appropriately?

Following, we have an example of a summary and an evaluation of a research article. Note that in most literature review contexts, the summary and evaluation would be much shorter. This extended example shows the different ways a student can critique and write about an article.

Chik, A. (2012). Digital gameplay for autonomous foreign language learning: Gamers’ and language teachers’ perspectives. In H. Reinders (ed.),  Digital games in language learning and teaching  (pp. 95-114). Eastbourne, UK: Palgrave Macmillan.

Be sure to include the full citation either in a reference page or near your evaluation if writing an  annotated bibliography .

In Chik’s article “Digital Gameplay for Autonomous Foreign Language Learning: Gamers’ and Teachers’ Perspectives”, she explores the ways in which “digital gamers manage gaming and gaming-related activities to assume autonomy in their foreign language learning,” (96) which is presented in contrast to how teachers view the “pedagogical potential” of gaming. The research was described as an “umbrella project” consisting of two parts. The first part examined 34 language teachers’ perspectives who had limited experience with gaming (only five stated they played games regularly) (99). Their data was recorded through a survey, class discussion, and a seven-day gaming trial done by six teachers who recorded their reflections through personal blog posts. The second part explored undergraduate gaming habits of ten Hong Kong students who were regular gamers. Their habits were recorded through language learning histories, videotaped gaming sessions, blog entries of gaming practices, group discussion sessions, stimulated recall sessions on gaming videos, interviews with other gamers, and posts from online discussion forums. The research shows that while students recognize the educational potential of games and have seen benefits of it in their lives, the instructors overall do not see the positive impacts of gaming on foreign language learning.

The summary includes the article’s purpose, methods, results, discussion, and citations when necessary.

This article did a good job representing the undergraduate gamers’ voices through extended quotes and stories. Particularly for the data collection of the undergraduate gamers, there were many opportunities for an in-depth examination of their gaming practices and histories. However, the representation of the teachers in this study was very uneven when compared to the students. Not only were teachers labeled as numbers while the students picked out their own pseudonyms, but also when viewing the data collection, the undergraduate students were more closely examined in comparison to the teachers in the study. While the students have fifteen extended quotes describing their experiences in their research section, the teachers only have two of these instances in their section, which shows just how imbalanced the study is when presenting instructor voices.

Some research methods, like the recorded gaming sessions, were only used with students whereas teachers were only asked to blog about their gaming experiences. This creates a richer narrative for the students while also failing to give instructors the chance to have more nuanced perspectives. This lack of nuance also stems from the emphasis of the non-gamer teachers over the gamer teachers. The non-gamer teachers’ perspectives provide a stark contrast to the undergraduate gamer experiences and fits neatly with the narrative of teachers not valuing gaming as an educational tool. However, the study mentioned five teachers that were regular gamers whose perspectives are left to a short section at the end of the presentation of the teachers’ results. This was an opportunity to give the teacher group a more complex story, and the opportunity was entirely missed.

Additionally, the context of this study was not entirely clear. The instructors were recruited through a master’s level course, but the content of the course and the institution’s background is not discussed. Understanding this context helps us understand the course’s purpose(s) and how those purposes may have influenced the ways in which these teachers interpreted and saw games. It was also unclear how Chik was connected to this masters’ class and to the students. Why these particular teachers and students were recruited was not explicitly defined and also has the potential to skew results in a particular direction.

Overall, I was inclined to agree with the idea that students can benefit from language acquisition through gaming while instructors may not see the instructional value, but I believe the way the research was conducted and portrayed in this article made it very difficult to support Chik’s specific findings.

Some professors like you to begin an evaluation with something positive but isn’t always necessary.

The evaluation is clearly organized and uses transitional phrases when moving to a new topic.

This evaluation includes a summative statement that gives the overall impression of the article at the end, but this can also be placed at the beginning of the evaluation.

This evaluation mainly discusses the representation of data and methods. However, other areas, like organization, are open to critique.

How to Write an Article Review: Tips and Examples

Did you know that article reviews are not just academic exercises but also a valuable skill in today's information age? In a world inundated with content, being able to dissect and evaluate articles critically can help you separate the wheat from the chaff. Whether you're a student aiming to excel in your coursework or a professional looking to stay well-informed, mastering the art of writing article reviews is an invaluable skill.

Short Description

In this article, our research paper writing service experts will start by unraveling the concept of article reviews and discussing the various types. You'll also gain insights into the art of formatting your review effectively. To ensure you're well-prepared, we'll take you through the pre-writing process, offering tips on setting the stage for your review. But it doesn't stop there. You'll find a practical example of an article review to help you grasp the concepts in action. To complete your journey, we'll guide you through the post-writing process, equipping you with essential proofreading techniques to ensure your work shines with clarity and precision!

What Is an Article Review: Grasping the Concept 

A review article is a type of professional paper writing that demands a high level of in-depth analysis and a well-structured presentation of arguments. It is a critical, constructive evaluation of literature in a particular field through summary, classification, analysis, and comparison.

If you write a scientific review, you have to use database searches to portray the research. Your primary goal is to summarize everything and present a clear understanding of the topic you've been working on.

Writing Involves:

• Summarization, classification, analysis, critiques, and comparison.
• The analysis, evaluation, and comparison require the use of theories, ideas, and research relevant to the subject area of the article.
• It is also worth nothing if a review does not introduce new information, but instead presents a response to another writer's work.
• Check out other samples to gain a better understanding of how to review the article.

Types of Review

When it comes to article reviews, there's more than one way to approach the task. Understanding the various types of reviews is like having a versatile toolkit at your disposal. In this section, we'll walk you through the different dimensions of review types, each offering a unique perspective and purpose. Whether you're dissecting a scholarly article, critiquing a piece of literature, or evaluating a product, you'll discover the diverse landscape of article reviews and how to navigate it effectively.

Journal Article Review

Just like other types of reviews, a journal article review assesses the merits and shortcomings of a published work. To illustrate, consider a review of an academic paper on climate change, where the writer meticulously analyzes and interprets the article's significance within the context of environmental science.

Research Article Review

Distinguished by its focus on research methodologies, a research article review scrutinizes the techniques used in a study and evaluates them in light of the subsequent analysis and critique. For instance, when reviewing a research article on the effects of a new drug, the reviewer would delve into the methods employed to gather data and assess their reliability.

Science Article Review

In the realm of scientific literature, a science article review encompasses a wide array of subjects. Scientific publications often provide extensive background information, which can be instrumental in conducting a comprehensive analysis. For example, when reviewing an article about the latest breakthroughs in genetics, the reviewer may draw upon the background knowledge provided to facilitate a more in-depth evaluation of the publication.

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Formatting an Article Review

The format of the article should always adhere to the citation style required by your professor. If you're not sure, seek clarification on the preferred format and ask him to clarify several other pointers to complete the formatting of an article review adequately.

How Many Publications Should You Review?

• In what format should you cite your articles (MLA, APA, ASA, Chicago, etc.)?
• What length should your review be?
• Should you include a summary, critique, or personal opinion in your assignment?
• Do you need to call attention to a theme or central idea within the articles?
• Does your instructor require background information?

When you know the answers to these questions, you may start writing your assignment. Below are examples of MLA and APA formats, as those are the two most common citation styles.

Using the APA Format

Articles appear most commonly in academic journals, newspapers, and websites. If you write an article review in the APA format, you will need to write bibliographical entries for the sources you use:

• Web : Author [last name], A.A [first and middle initial]. (Year, Month, Date of Publication). Title. Retrieved from {link}
• Journal : Author [last name], A.A [first and middle initial]. (Publication Year). Publication Title. Periodical Title, Volume(Issue), pp.-pp.
• Newspaper : Author [last name], A.A [first and middle initial]. (Year, Month, Date of Publication). Publication Title. Magazine Title, pp. xx-xx.

Using MLA Format

• Web : Last, First Middle Initial. “Publication Title.” Website Title. Website Publisher, Date Month Year Published. Web. Date Month Year Accessed.
• Newspaper : Last, First M. “Publication Title.” Newspaper Title [City] Date, Month, Year Published: Page(s). Print.
• Journal : Last, First M. “Publication Title.” Journal Title Series Volume. Issue (Year Published): Page(s). Database Name. Web. Date Month Year Accessed.

Enhance your writing effortlessly with EssayPro.com , where you can order an article review or any other writing task. Our team of expert writers specializes in various fields, ensuring your work is not just summarized, but deeply analyzed and professionally presented. Ideal for students and professionals alike, EssayPro offers top-notch writing assistance tailored to your needs. Elevate your writing today with our skilled team at your article review writing service !

The Pre-Writing Process

Facing this task for the first time can really get confusing and can leave you unsure of where to begin. To create a top-notch article review, start with a few preparatory steps. Here are the two main stages from our dissertation services to get you started:

Step 1: Define the right organization for your review. Knowing the future setup of your paper will help you define how you should read the article. Here are the steps to follow:

• Summarize the article — seek out the main points, ideas, claims, and general information presented in the article.
• Define the positive points — identify the strong aspects, ideas, and insightful observations the author has made.
• Find the gaps —- determine whether or not the author has any contradictions, gaps, or inconsistencies in the article and evaluate whether or not he or she used a sufficient amount of arguments and information to support his or her ideas.
• Identify unanswered questions — finally, identify if there are any questions left unanswered after reading the piece.

Step 2: Move on and review the article. Here is a small and simple guide to help you do it right:

• Start off by looking at and assessing the title of the piece, its abstract, introductory part, headings and subheadings, opening sentences in its paragraphs, and its conclusion.
• First, read only the beginning and the ending of the piece (introduction and conclusion). These are the parts where authors include all of their key arguments and points. Therefore, if you start with reading these parts, it will give you a good sense of the author's main points.
• Finally, read the article fully.

These three steps make up most of the prewriting process. After you are done with them, you can move on to writing your own review—and we are going to guide you through the writing process as well.

Outline and Template

As you progress with reading your article, organize your thoughts into coherent sections in an outline. As you read, jot down important facts, contributions, or contradictions. Identify the shortcomings and strengths of your publication. Begin to map your outline accordingly.

If your professor does not want a summary section or a personal critique section, then you must alleviate those parts from your writing. Much like other assignments, an article review must contain an introduction, a body, and a conclusion. Thus, you might consider dividing your outline according to these sections as well as subheadings within the body. If you find yourself troubled with the pre-writing and the brainstorming process for this assignment, seek out a sample outline.

Your custom essay must contain these constituent parts:

• Pre-Title Page - Before diving into your review, start with essential details: article type, publication title, and author names with affiliations (position, department, institution, location, and email). Include corresponding author info if needed.
• Running Head - In APA format, use a concise title (under 40 characters) to ensure consistent formatting.
• Summary Page - Optional but useful. Summarize the article in 800 words, covering background, purpose, results, and methodology, avoiding verbatim text or references.
• Title Page - Include the full title, a 250-word abstract, and 4-6 keywords for discoverability.
• Introduction - Set the stage with an engaging overview of the article.
• Body - Organize your analysis with headings and subheadings.
• Works Cited/References - Properly cite all sources used in your review.
• Optional Suggested Reading Page - If permitted, suggest further readings for in-depth exploration.
• Tables and Figure Legends (if instructed by the professor) - Include visuals when requested by your professor for clarity.

Example of an Article Review

You might wonder why we've dedicated a section of this article to discuss an article review sample. Not everyone may realize it, but examining multiple well-constructed examples of review articles is a crucial step in the writing process. In the following section, our essay writing service experts will explain why.

Looking through relevant article review examples can be beneficial for you in the following ways:

• To get you introduced to the key works of experts in your field.
• To help you identify the key people engaged in a particular field of science.
• To help you define what significant discoveries and advances were made in your field.
• To help you unveil the major gaps within the existing knowledge of your field—which contributes to finding fresh solutions.
• To help you find solid references and arguments for your own review.
• To help you generate some ideas about any further field of research.
• To help you gain a better understanding of the area and become an expert in this specific field.
• To get a clear idea of how to write a good review.

View Our Writer’s Sample Before Crafting Your Own!

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Steps for Writing an Article Review

Here is a guide with critique paper format on how to write a review paper:

Step 1: Write the Title

First of all, you need to write a title that reflects the main focus of your work. Respectively, the title can be either interrogative, descriptive, or declarative.

Step 2: Cite the Article

Next, create a proper citation for the reviewed article and input it following the title. At this step, the most important thing to keep in mind is the style of citation specified by your instructor in the requirements for the paper. For example, an article citation in the MLA style should look as follows:

Author's last and first name. "The title of the article." Journal's title and issue(publication date): page(s). Print

Abraham John. "The World of Dreams." Virginia Quarterly 60.2(1991): 125-67. Print.

Step 3: Article Identification

After your citation, you need to include the identification of your reviewed article:

• Title of the article
• Title of the journal
• Year of publication

All of this information should be included in the first paragraph of your paper.

The report "Poverty increases school drop-outs" was written by Brian Faith – a Health officer – in 2000.

Step 4: Introduction

Your organization in an assignment like this is of the utmost importance. Before embarking on your writing process, you should outline your assignment or use an article review template to organize your thoughts coherently.

• If you are wondering how to start an article review, begin with an introduction that mentions the article and your thesis for the review.
• Follow up with a summary of the main points of the article.
• Highlight the positive aspects and facts presented in the publication.
• Critique the publication by identifying gaps, contradictions, disparities in the text, and unanswered questions.

Step 5: Summarize the Article

Make a summary of the article by revisiting what the author has written about. Note any relevant facts and findings from the article. Include the author's conclusions in this section.

Step 6: Critique It

Present the strengths and weaknesses you have found in the publication. Highlight the knowledge that the author has contributed to the field. Also, write about any gaps and/or contradictions you have found in the article. Take a standpoint of either supporting or not supporting the author's assertions, but back up your arguments with facts and relevant theories that are pertinent to that area of knowledge. Rubrics and templates can also be used to evaluate and grade the person who wrote the article.

Step 7: Craft a Conclusion

In this section, revisit the critical points of your piece, your findings in the article, and your critique. Also, write about the accuracy, validity, and relevance of the results of the article review. Present a way forward for future research in the field of study. Before submitting your article, keep these pointers in mind:

• As you read the article, highlight the key points. This will help you pinpoint the article's main argument and the evidence that they used to support that argument.
• While you write your review, use evidence from your sources to make a point. This is best done using direct quotations.
• Select quotes and supporting evidence adequately and use direct quotations sparingly. Take time to analyze the article adequately.
• Every time you reference a publication or use a direct quotation, use a parenthetical citation to avoid accidentally plagiarizing your article.
• Re-read your piece a day after you finish writing it. This will help you to spot grammar mistakes and to notice any flaws in your organization.
• Use a spell-checker and get a second opinion on your paper.

The Post-Writing Process: Proofread Your Work

Finally, when all of the parts of your article review are set and ready, you have one last thing to take care of — proofreading. Although students often neglect this step, proofreading is a vital part of the writing process and will help you polish your paper to ensure that there are no mistakes or inconsistencies.

To proofread your paper properly, start by reading it fully and checking the following points:

• Punctuation
• Other mistakes

Afterward, take a moment to check for any unnecessary information in your paper and, if found, consider removing it to streamline your content. Finally, double-check that you've covered at least 3-4 key points in your discussion.

And remember, if you ever need help with proofreading, rewriting your essay, or even want to buy essay , our friendly team is always here to assist you.

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What Is A Review Article?

How to write an article review, how to write an article review in apa format.

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is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

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Article review writing format, steps, examples and illustration PDF Compiled by Mohammed Yismaw

2021, Article review writing format, steps, examples and illustration PDF Compiled by Mohammed Yismaw

The purpose of this document is to help students and researchers understand how a review of an academic journal is conducted and reported in different fields of study. Review articles in academic journals that analyze or discuss researches previously published by others, rather than reporting new research results or findings. Summaries and critiques are two ways to write a review of a scientific journal article. Both types of writing ask you first to read and understand an article from the primary literature about your topic. The summary involves briefly but accurately stating the key points of the article for a reader who has not read the original article. The critique begins by summarizing the article and then analyzes and evaluates the author’s research. Summaries and critiques help you learn to synthesize information from different sources and are usually limited to two pages maximum.

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• CAREER FEATURE
• 04 December 2020
• Correction 09 December 2020

How to write a superb literature review

Andy Tay is a freelance writer based in Singapore.

You can also search for this author in PubMed   Google Scholar

Credit: Getty

Literature reviews are important resources for scientists. They provide historical context for a field while offering opinions on its future trajectory. Creating them can provide inspiration for one’s own research, as well as some practice in writing. But few scientists are trained in how to write a review — or in what constitutes an excellent one. Even picking the appropriate software to use can be an involved decision (see ‘Tools and techniques’). So Nature asked editors and working scientists with well-cited reviews for their tips.

WENTING ZHAO: Be focused and avoid jargon

Assistant professor of chemical and biomedical engineering, Nanyang Technological University, Singapore.

When I was a research student, review writing improved my understanding of the history of my field. I also learnt about unmet challenges in the field that triggered ideas.

For example, while writing my first review 1 as a PhD student, I was frustrated by how poorly we understood how cells actively sense, interact with and adapt to nanoparticles used in drug delivery. This experience motivated me to study how the surface properties of nanoparticles can be modified to enhance biological sensing. When I transitioned to my postdoctoral research, this question led me to discover the role of cell-membrane curvature, which led to publications and my current research focus. I wouldn’t have started in this area without writing that review.

Collection: Careers toolkit

A common problem for students writing their first reviews is being overly ambitious. When I wrote mine, I imagined producing a comprehensive summary of every single type of nanomaterial used in biological applications. It ended up becoming a colossal piece of work, with too many papers discussed and without a clear way to categorize them. We published the work in the end, but decided to limit the discussion strictly to nanoparticles for biological sensing, rather than covering how different nanomaterials are used in biology.

My advice to students is to accept that a review is unlike a textbook: it should offer a more focused discussion, and it’s OK to skip some topics so that you do not distract your readers. Students should also consider editorial deadlines, especially for invited reviews: make sure that the review’s scope is not so extensive that it delays the writing.

A good review should also avoid jargon and explain the basic concepts for someone who is new to the field. Although I trained as an engineer, I’m interested in biology, and my research is about developing nanomaterials to manipulate proteins at the cell membrane and how this can affect ageing and cancer. As an ‘outsider’, the reviews that I find most useful for these biological topics are those that speak to me in accessible scientific language.

Bozhi Tian likes to get a variety of perspectives into a review. Credit: Aleksander Prominski

BOZHI TIAN: Have a process and develop your style

Associate professor of chemistry, University of Chicago, Illinois.

In my lab, we start by asking: what is the purpose of this review? My reasons for writing one can include the chance to contribute insights to the scientific community and identify opportunities for my research. I also see review writing as a way to train early-career researchers in soft skills such as project management and leadership. This is especially true for lead authors, because they will learn to work with their co-authors to integrate the various sections into a piece with smooth transitions and no overlaps.

After we have identified the need and purpose of a review article, I will form a team from the researchers in my lab. I try to include students with different areas of expertise, because it is useful to get a variety of perspectives. For example, in the review ‘An atlas of nano-enabled neural interfaces’ 2 , we had authors with backgrounds in biophysics, neuroengineering, neurobiology and materials sciences focusing on different sections of the review.

After this, I will discuss an outline with my team. We go through multiple iterations to make sure that we have scanned the literature sufficiently and do not repeat discussions that have appeared in other reviews. It is also important that the outline is not decided by me alone: students often have fresh ideas that they can bring to the table. Once this is done, we proceed with the writing.

I often remind my students to imagine themselves as ‘artists of science’ and encourage them to develop how they write and present information. Adding more words isn’t always the best way: for example, I enjoy using tables to summarize research progress and suggest future research trajectories. I’ve also considered including short videos in our review papers to highlight key aspects of the work. I think this can increase readership and accessibility because these videos can be easily shared on social-media platforms.

ANKITA ANIRBAN: Timeliness and figures make a huge difference

Editor, Nature Reviews Physics .

One of my roles as a journal editor is to evaluate proposals for reviews. The best proposals are timely and clearly explain why readers should pay attention to the proposed topic.

It is not enough for a review to be a summary of the latest growth in the literature: the most interesting reviews instead provide a discussion about disagreements in the field.

Careers Collection: Publishing

Scientists often centre the story of their primary research papers around their figures — but when it comes to reviews, figures often take a secondary role. In my opinion, review figures are more important than most people think. One of my favourite review-style articles 3 presents a plot bringing together data from multiple research papers (many of which directly contradict each other). This is then used to identify broad trends and suggest underlying mechanisms that could explain all of the different conclusions.

An important role of a review article is to introduce researchers to a field. For this, schematic figures can be useful to illustrate the science being discussed, in much the same way as the first slide of a talk should. That is why, at Nature Reviews, we have in-house illustrators to assist authors. However, simplicity is key, and even without support from professional illustrators, researchers can still make use of many free drawing tools to enhance the value of their review figures.

Yoojin Choi recommends that researchers be open to critiques when writing reviews. Credit: Yoojin Choi

YOOJIN CHOI: Stay updated and be open to suggestions

Research assistant professor, Korea Advanced Institute of Science and Technology, Daejeon.

I started writing the review ‘Biosynthesis of inorganic nanomaterials using microbial cells and bacteriophages’ 4 as a PhD student in 2018. It took me one year to write the first draft because I was working on the review alongside my PhD research and mostly on my own, with support from my adviser. It took a further year to complete the processes of peer review, revision and publication. During this time, many new papers and even competing reviews were published. To provide the most up-to-date and original review, I had to stay abreast of the literature. In my case, I made use of Google Scholar, which I set to send me daily updates of relevant literature based on key words.

Through my review-writing process, I also learnt to be more open to critiques to enhance the value and increase the readership of my work. Initially, my review was focused only on using microbial cells such as bacteria to produce nanomaterials, which was the subject of my PhD research. Bacteria such as these are known as biofactories: that is, organisms that produce biological material which can be modified to produce useful materials, such as magnetic nanoparticles for drug-delivery purposes.

Synchronized editing: the future of collaborative writing

However, when the first peer-review report came back, all three reviewers suggested expanding the review to cover another type of biofactory: bacteriophages. These are essentially viruses that infect bacteria, and they can also produce nanomaterials.

The feedback eventually led me to include a discussion of the differences between the various biofactories (bacteriophages, bacteria, fungi and microalgae) and their advantages and disadvantages. This turned out to be a great addition because it made the review more comprehensive.

Writing the review also led me to an idea about using nanomaterial-modified microorganisms to produce chemicals, which I’m still researching now.

PAULA MARTIN-GONZALEZ: Make good use of technology

PhD student, University of Cambridge, UK.

Just before the coronavirus lockdown, my PhD adviser and I decided to write a literature review discussing the integration of medical imaging with genomics to improve ovarian cancer management.

As I was researching the review, I noticed a trend in which some papers were consistently being cited by many other papers in the field. It was clear to me that those papers must be important, but as a new member of the field of integrated cancer biology, it was difficult to immediately find and read all of these ‘seminal papers’.

That was when I decided to code a small application to make my literature research more efficient. Using my code, users can enter a query, such as ‘ovarian cancer, computer tomography, radiomics’, and the application searches for all relevant literature archived in databases such as PubMed that feature these key words.

The code then identifies the relevant papers and creates a citation graph of all the references cited in the results of the search. The software highlights papers that have many citation relationships with other papers in the search, and could therefore be called seminal papers.

My code has substantially improved how I organize papers and has informed me of key publications and discoveries in my research field: something that would have taken more time and experience in the field otherwise. After I shared my code on GitHub, I received feedback that it can be daunting for researchers who are not used to coding. Consequently, I am hoping to build a more user-friendly interface in a form of a web page, akin to PubMed or Google Scholar, where users can simply input their queries to generate citation graphs.

Tools and techniques

Most reference managers on the market offer similar capabilities when it comes to providing a Microsoft Word plug-in and producing different citation styles. But depending on your working preferences, some might be more suitable than others.

Reference managers

Here is a comparison of the more popular collaborative writing tools, but there are other options, including Fidus Writer, Manuscript.io, Authorea and Stencila.

Collaborative writing tools

*Markdown and LaTex are code-based formatting languages favoured by physicists, mathematicians and computer scientists who code on a regular basis, and less popular in other disciplines such as biology and chemistry.

doi: https://doi.org/10.1038/d41586-020-03422-x

Interviews have been edited for length and clarity.

Updates & Corrections

Correction 09 December 2020 : An earlier version of the tables in this article included some incorrect details about the programs Zotero, Endnote and Manubot. These have now been corrected.

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How to Write an Effective Journal Article Review

• First Online: 01 January 2012

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• Dennis Drotar PhD 2 ,
• Yelena P. Wu PhD 3 &
• Jennifer M. Rohan MA 4  

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The experience of reviewing manuscripts for scientific journals is an important one in professional development. Reviewing articles gives trainees familiarity with the peer review process in ways that facilitate their writing. For example, reviewing manuscripts can help students and early career psychologists understand what reviewers and editors look for in a peer-reviewed article and ways to critique and enhance a manuscript based on peer review. Experiences in review can facilitate early career faculty with early entry into and experience being a reviewer for a professional journal. The experience of journal reviews also gives students a broader connection to the field of science in areas of their primary professional interest. At the same time reviewing articles for scientific journals poses a number of difficult challenges (see Hyman, 1995; Drotar, 2000a, 2009a, 2009b, 2009c, 2009d, 2010, 2011; Lovejoy, Revenson, & France, 2011). The purpose of this chapter is to provide an introduction to the review process and give step by step guidance in conducting reviews for scientific journals. Interested readers might wish to read Lovejoy et al.’s (2011) primer for manuscript review, which contains annotated examples of reviews and an editor’s decision letter.

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Effective reviewing for conceptual journal submissions

Getting Published in Peer-Reviewed Journals: Advice for Student Authors

Submitting the Manuscript for Formal Review: Efficient and Effective Strategies

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Yelena P. Wu PhD

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Drotar, D., Wu, Y.P., Rohan, J.M. (2013). How to Write an Effective Journal Article Review. In: Prinstein, M. (eds) The Portable Mentor. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3994-3_11

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Most guidelines in the Publication Manual apply to both professional manuscripts and student papers. However, there are specific guidelines for professional papers versus student papers, including professional and student title page formats. All authors should check with the person or entity to whom they are submitting their paper (e.g., publisher or instructor) for guidelines that are different from or in addition to those specified by APA Style.

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Quantitative professional paper template: Adapted from “Fake News, Fast and Slow: Deliberation Reduces Belief in False (but Not True) News Headlines,” by B. Bago, D. G. Rand, and G. Pennycook, 2020, Journal of Experimental Psychology: General , 149 (8), pp. 1608–1613 ( https://doi.org/10.1037/xge0000729 ). Copyright 2020 by the American Psychological Association.

Qualitative professional paper template: Adapted from “‘My Smartphone Is an Extension of Myself’: A Holistic Qualitative Exploration of the Impact of Using a Smartphone,” by L. J. Harkin and D. Kuss, 2020, Psychology of Popular Media , 10 (1), pp. 28–38 ( https://doi.org/10.1037/ppm0000278 ). Copyright 2020 by the American Psychological Association.

Mixed methods professional paper template: Adapted from “‘I Am a Change Agent’: A Mixed Methods Analysis of Students’ Social Justice Value Orientation in an Undergraduate Community Psychology Course,” by D. X. Henderson, A. T. Majors, and M. Wright, 2019,  Scholarship of Teaching and Learning in Psychology , 7 (1), 68–80. ( https://doi.org/10.1037/stl0000171 ). Copyright 2019 by the American Psychological Association.

Literature review professional paper template: Adapted from “Rethinking Emotions in the Context of Infants’ Prosocial Behavior: The Role of Interest and Positive Emotions,” by S. I. Hammond and J. K. Drummond, 2019, Developmental Psychology , 55 (9), pp. 1882–1888 ( https://doi.org/10.1037/dev0000685 ). Copyright 2019 by the American Psychological Association.

Review professional paper template: Adapted from “Joining the Conversation: Teaching Students to Think and Communicate Like Scholars,” by E. L. Parks, 2022, Scholarship of Teaching and Learning in Psychology , 8 (1), pp. 70–78 ( https://doi.org/10.1037/stl0000193 ). Copyright 2020 by the American Psychological Association.

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How to Review & Evaluate a Journal Publication

Last Updated: April 20, 2024 Fact Checked

Active Reading

Critical evaluation, final review.

This article was co-authored by Richard Perkins . Richard Perkins is a Writing Coach, Academic English Coordinator, and the Founder of PLC Learning Center. With over 24 years of education experience, he gives teachers tools to teach writing to students and works with elementary to university level students to become proficient, confident writers. Richard is a fellow at the National Writing Project. As a teacher leader and consultant at California State University Long Beach's Global Education Project, Mr. Perkins creates and presents teacher workshops that integrate the U.N.'s 17 Sustainable Development Goals in the K-12 curriculum. He holds a BA in Communications and TV from The University of Southern California and an MEd from California State University Dominguez Hills. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 152,336 times.

Whether you’re publishing a journal article review or completing one for a class, your critique should be fair, thorough, and constructive. Don't worry—this article will walk you through exactly how to review a journal article step-by-step. Keep reading for tips on how to analyze the article, assess how successful it is, and put your thoughts into words. 

• Familiarizing yourself with format and style guidelines is especially important if you haven’t published with that journal in the past. For example, a journal might require you to recommend an article for publication, meet a certain word count, or provide revisions that the authors should make.
• If you’re reviewing a journal article for a school assignment, familiarize yourself the guidelines your instructor provided.

• While giving the article a closer read, gauge whether and how well the article resolves its central problem. Ask yourself, “Is this investigation important, and does it uniquely contribute to its field?”
• At this stage, note any terminological inconsistencies, organizational problems, typos, and formatting issues.

• How well does the abstract summarize the article, the problem it addresses, its techniques, results, and significance? For example, you might find that an abstract describes a pharmaceutical study's topic and skips to results without discussing the experiment's methods with much detail.
• Does the introduction map out the article’s structure? Does it clearly lay out the groundwork? A good introduction gives you a clear idea of what to expect in the coming sections. It might state the problem and hypothesis, briefly describe the investigation's methods, then state whether the experiment proved or disproved the hypothesis.

• If necessary, spend some time perusing copies of the article’s sources so you can better understand the topic’s existing literature.
• A good literature review will say something like, "Smith and Jones, in their authoritative 2015 study, demonstrated that adult men and women responded favorably to the treatment. However, no research on the topic has examined the technique's effects and safety in children and adolescents, which is what we sought to explore in our current work."

• For example, you might observe that subjects in medical study didn’t accurately represent a diverse population.

• For example, you might find that tables list too much undigested data that the authors don’t adequately summarize within the text.

• For example, if you’re reviewing an art history article, decide whether it analyzes an artwork reasonably or simply leaps to conclusions. A reasonable analysis might argue, “The artist was a member of Rembrandt’s workshop, which is evident in the painting’s dramatic light and sensual texture.”

• Is the language clear and unambiguous, or does excessive jargon interfere with its ability to make an argument?
• Are there places that are too wordy? Can any ideas be stated in a simpler way?
• Are grammar, punctuation, and terminology correct?

• Your thesis and evidence should be constructive and thoughtful. Point out both strengths and weaknesses, and propose alternative solutions instead of focusing only on weaknesses.
• A good, constructive thesis would be, “The article demonstrates that the drug works better than a placebo in specific demographics, but future research that includes a more diverse subject sampling is necessary.”

• The introduction summarizes the article and states your thesis.
• The body provides specific examples from the text that support your thesis.
• The conclusion summarizes your review, restates your thesis, and offers suggestion for future research.

• Make sure your writing is clear, concise, and logical. If you mention that an article is too verbose, your own writing shouldn’t be full of unnecessarily complicated terms and sentences.
• If possible, have someone familiar with the topic read your draft and offer feedback.

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• ↑ https://www.science.org/content/article/how-review-paper
• ↑ https://www.uis.edu/learning-hub/writing-resources/handouts/learning-hub/how-to-review-a-journal-article
• ↑ https://library.queensu.ca/inforef/criticalreview.htm

About This Article

If you want to review a journal article, you’ll need to carefully read it through and come up with a thesis for your piece. Read the article once to get a general idea of what it says, then read it through again and make detailed notes. You should focus on things like whether the introduction gives a good overview of the topic, whether the writing is concise, and whether the results are presented clearly. When you write your review, present both strengths and weaknesses of the article so you’re giving a balanced assessment. Back up your points with examples in the main body of your review, which will make it more credible. You should also ensure your thesis about the article is clear by mentioning it in the introduction and restating it in the conclusion of your review. For tips on how to edit your review before publication, keep reading! Did this summary help you? Yes No

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Article Review Examples and Samples

Reviewing an article is not as easy as it sounds: it requires a critical mind and doing some extra research. Check out our article review samples to gain a better understanding of how to review articles yourself.

How to Write an Article Review: A Comprehensive Guide

Writing an article review can be a complex task. It requires a careful summary of the writer’s article, a thorough evaluation of its key arguments, and a clear understanding of the subject area or discipline. This guide provides guidelines and tips for preparing and writing an effective article review.

Understanding an Article Review

An article review is a critique or assessment of another’s work, typically written by experts in the field. It involves summarizing the writer’s piece, evaluating its main points, and providing an analysis of the content. A review article isn’t just a simple summary; it’s a critical assessment that reflects your understanding and interpretation of the writer’s work.

Preparing for an Article Review

Before you start writing, you need to spend time preparing. This involves getting familiar with the author’s work, conducting research, and identifying the main points or central ideas in the text. It’s crucial to understand the subject area or discipline the writer’s article falls under to provide a comprehensive review.

Writing the Summary

The first part of your article review should provide a summary of the writer’s article. This isn’t a simple recounting of the article; it’s an overview or summation that highlights the key arguments and central ideas. It should give the reader a clear understanding of the writer’s main points and the overall structure of the article.

Evaluating the Article

The evaluation or assessment is the heart of your article review. Here, you analyze the writer’s piece, critique their main points, and assess the validity of their arguments. This evaluation should be based on your research and your understanding of the subject area. It’s important to be critical, but fair in your assessment.

Consulting Experts

Consulting experts or professionals in the field can be a valuable part of writing an article review. They can provide insights, add depth to your critique, and validate your evaluation. Remember, an article review is not just about your opinion, but also about how the writer’s piece is perceived by experts in the field.

Writing the Review

Now that you have your summary and evaluation, it’s time to start writing your review. Begin with an introduction that provides a brief overview of the writer’s article and your intended critique. The body of your review should contain your detailed summary and evaluation. Finally, conclude your review by summarizing your critique and providing your final thoughts on the writer’s piece.

Following Guidelines

While writing your article review, it’s important to adhere to the guidelines provided by your instructor or the journal you’re writing for. These recommendations often include specific formatting and structure requirements, as well as suggestions on the tone and style of your review.

Revisiting the Writer’s Article

As you work on your article review, don’t forget to revisit the writer’s article from time to time. This allows you to maintain a fresh perspective on the writer’s piece and ensures that your evaluation is accurate and comprehensive. The ability to relate to the author’s work is crucial in writing an effective critique.

Highlighting the Main Points

The main points or key arguments of the writer’s article should be at the forefront of your review. These central ideas form the crux of the author’s work and are, therefore, essential to your summary and evaluation. Be sure to clearly identify these points and discuss their significance and impact in the context of the field.

Engaging with the Field

An article review isn’t just about the writer’s article – it’s also about the broader subject area or discipline. Engage with the field by discussing relevant research, theories, and debates. This not only adds depth to your review but also positions the writer’s piece within a larger academic conversation.

Incorporating Expert Opinions

Incorporating the opinions of experts or authorities in the field strengthens your review. Experts can provide valuable insights, challenge your assumptions, and help you see the writer’s article from different perspectives. They can also validate your evaluation and lend credibility to your review.

The Role of Research in Your Review

Research plays a vital role in crafting an article review. It informs your understanding of the writer’s article, the main points, and the field. It also provides the necessary context for your evaluation. Be sure to conduct thorough research and incorporate relevant studies and investigations into your review.

Finalizing Your Review

Before submitting your review, take some time to revise and refine your writing. Check for clarity, coherence, and conciseness. Ensure your summary accurately represents the writer’s article and that your evaluation is thorough and fair. Adhere to the guidelines and recommendations provided by your instructor or the journal. If you need to add citations and reference page – don’t forget to include those. You can refer to one of our tools like acm reference generator to help you do everything correctly

In summary, writing an article review is a meticulous process that requires a detailed summary of the writer’s piece, a comprehensive evaluation of its main points, and a deep engagement with the field. By preparing adequately, consulting experts, and conducting thorough research, you can write a critique that is insightful, informed, and impactful.

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How to Write an Article Review: Template & Examples

An article review is an academic assignment that invites you to study a piece of academic research closely. Then, you should present its summary and critically evaluate it using the knowledge you’ve gained in class and during your independent study. If you get such a task at college or university, you shouldn’t confuse it with a response paper, which is a distinct assignment with other purposes (we’ll talk about it in detail below).

In this article, prepared by Custom-Writing experts, you’ll find:

• the intricacies of article review writing;
• the difference between an article review and similar assignments;
• a step-by-step algorithm for review composition;
• a couple of samples to guide you throughout the writing process.

So, if you wish to study our article review example and discover helpful writing tips, keep reading.

❓ What Is an Article Review?

• ✍️ Writing Steps

📑 Article Review Format

🔗 references.

An article review is an academic paper that summarizes and critically evaluates the information presented in your selected article.

The first thing you should note when approaching the task of an article review is that not every article is suitable for this assignment. Let’s have a look at the variety of articles to understand what you can choose from.

Popular Vs. Scholarly Articles

In most cases, you’ll be required to review a scholarly, peer-reviewed article – one composed in compliance with rigorous academic standards. Yet, the Web is also full of popular articles that don’t present original scientific value and shouldn’t be selected for a review.

Not sure how to distinguish these two types? Here is a comparative table to help you out.

Article Review vs. Response Paper

Now, let’s consider the difference between an article review and a response paper:

• If you’re assigned to critique a scholarly article , you will need to compose an article review .
• If your subject of analysis is a popular article , you can respond to it with a well-crafted response paper .

The reason for such distinctions is the quality and structure of these two article types. Peer-reviewed, scholarly articles have clear-cut quality criteria, allowing you to conduct and present a structured assessment of the assigned material. Popular magazines have loose or non-existent quality criteria and don’t offer an opportunity for structured evaluation. So, they are only fit for a subjective response, in which you can summarize your reactions and emotions related to the reading material.

All in all, you can structure your response assignments as outlined in the tips below.

✍️ How to Write an Article Review: Step by Step

Here is a tried and tested algorithm for article review writing from our experts. We’ll consider only the critical review variety of this academic assignment. So, let’s get down to the stages you need to cover to get a stellar review.

Read the Article

As with any reviews, reports, and critiques, you must first familiarize yourself with the assigned material. It’s impossible to review something you haven’t read, so set some time for close, careful reading of the article to identify:

• The author’s main points and message.
• The arguments they use to prove their points.
• The methodology they use to approach the subject.

In terms of research type, your article will usually belong to one of three types explained below.

Summarize the Article

Now that you’ve read the text and have a general impression of the content, it’s time to summarize it for your readers. Look into the article’s text closely to determine:

• The thesis statement, or general message of the author.
• Research question, purpose, and context of research.
• Supporting points for the author’s assumptions and claims.
• Major findings and supporting evidence.

As you study the article thoroughly, make notes on the margins or write these elements out on a sheet of paper. You can also apply a different technique: read the text section by section and formulate its gist in one phrase or sentence. Once you’re done, you’ll have a summary skeleton in front of you.

Evaluate the Article

The next step of review is content evaluation. Keep in mind that various research types will require a different set of review questions. Here is a complete list of evaluation points you can include.

Write the Text

After completing the critical review stage, it’s time to compose your article review.

The format of this assignment is standard – you will have an introduction, a body, and a conclusion. The introduction should present your article and summarize its content. The body will contain a structured review according to all four dimensions covered in the previous section. The concluding part will typically recap all the main points you’ve identified during your assessment.

It is essential to note that an article review is, first of all, an academic assignment. Therefore, it should follow all rules and conventions of academic composition, such as:

• No contractions . Don’t use short forms, such as “don’t,” “can’t,” “I’ll,” etc. in academic writing. You need to spell out all those words.
• Formal language and style . Avoid conversational phrasing and words that you would naturally use in blog posts or informal communication. For example, don’t use words like “pretty,” “kind of,” and “like.”
• Third-person narrative . Academic reviews should be written from the third-person point of view, avoiding statements like “I think,” “in my opinion,” and so on.
• No conversational forms . You shouldn’t turn to your readers directly in the text by addressing them with the pronoun “you.” It’s vital to keep the narrative neutral and impersonal.
• Proper abbreviation use . Consult the list of correct abbreviations, like “e.g.” or “i.e.,” for use in your academic writing. If you use informal abbreviations like “FYA” or “f.i.,” your professor will reduce the grade.
• Complete sentences . Make sure your sentences contain the subject and the predicate; avoid shortened or sketch-form phrases suitable for a draft only.
• No conjunctions at the beginning of a sentence . Remember the FANBOYS rule – don’t start a sentence with words like “and” or “but.” They often seem the right way to build a coherent narrative, but academic writing rules disfavor such usage.
• No abbreviations or figures at the beginning of a sentence . Never start a sentence with a number — spell it out if you need to use it anyway. Besides, sentences should never begin with abbreviations like “e.g.”

Finally, a vital rule for an article review is properly formatting the citations. We’ll discuss the correct use of citation styles in the following section.

When composing an article review, keep these points in mind:

• Start with a full reference to the reviewed article so the reader can locate it quickly.
• Ensure correct formatting of in-text references.
• Provide a complete list of used external sources on the last page of the review – your bibliographical entries.

You’ll need to understand the rules of your chosen citation style to meet all these requirements. Below, we’ll discuss the two most common referencing styles – APA and MLA.

Article Review in APA

When you need to compose an article review in the APA format , here is the general bibliographical entry format you should use for journal articles on your reference page:

• Author’s last name, First initial. Middle initial. (Year of Publication). Name of the article. Name of the Journal, volume (number), pp. #-#. https://doi.org/xx.xxx/yyyy

Horigian, V. E., Schmidt, R. D., & Feaster, D. J. (2021). Loneliness, mental health, and substance use among US young adults during COVID-19. Journal of Psychoactive Drugs, 53 (1), pp. 1-9. https://doi.org/10.1080/02791072.2020.1836435

Your in-text citations should follow the author-date format like this:

• If you paraphrase the source and mention the author in the text: According to Horigian et al. (2021), young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic.
• If you paraphrase the source and don’t mention the author in the text: Young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (Horigian et al., 2021).
• If you quote the source: As Horigian et al. (2021) point out, there were “elevated levels of loneliness, depression, anxiety, alcohol use, and drug use among young adults during COVID-19” (p. 6).

Note that your in-text citations should include “et al.,” as in the examples above, if your article has 3 or more authors. If you have one or two authors, your in-text citations would look like this:

• One author: “According to Smith (2020), depression is…” or “Depression is … (Smith, 2020).”
• Two authors: “According to Smith and Brown (2020), anxiety means…” or “Anxiety means (Smith & Brown, 2020).”

Finally, in case you have to review a book or a website article, here are the general formats for citing these source types on your APA reference list.

Article Review in MLA

If your assignment requires MLA-format referencing, here’s the general format you should use for citing journal articles on your Works Cited page:

• Author’s last name, First name. “Title of an Article.” Title of the Journal , vol. #, no. #, year, pp. #-#.

Horigian, Viviana E., et al. “Loneliness, Mental Health, and Substance Use Among US Young Adults During COVID-19.” Journal of Psychoactive Drugs , vol. 53, no. 1, 2021, pp. 1-9.

In-text citations in the MLA format follow the author-page citation format and look like this:

• According to Horigian et al., young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (6).
• Young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (Horigian et al. 6).

Like in APA, the abbreviation “et al.” is only needed in MLA if your article has 3 or more authors.

If you need to cite a book or a website page, here are the general MLA formats for these types of sources.

✅ Article Review Template

Here is a handy, universal article review template to help you move on with any review assignment. We’ve tried to make it as generic as possible to guide you in the academic process.

📝 Article Review Examples

The theory is good, but practice is even better. Thus, we’ve created three brief examples to show you how to write an article review. You can study the full-text samples by following the links.

📃 Men, Women, & Money

This article review examines a famous piece, “Men, Women & Money – How the Sexes Differ with Their Finances,” published by Amy Livingston in 2020. The author of this article claims that men generally spend more money than women. She makes this conclusion from a close analysis of gender-specific expenditures across five main categories: food, clothing, cars, entertainment, and general spending patterns. Livingston also looks at men’s approach to saving to argue that counter to the common perception of women’s light-hearted attitude to money, men are those who spend more on average.

📃 When and Why Nationalism Beats Globalism

This is a review of Jonathan Heidt’s 2016 article titled “When and Why Nationalism Beats Globalism,” written as an advocacy of right-wing populism rising in many Western states. The author illustrates the case with the election of Donald Trump as the US President and the rise of right-wing rhetoric in many Western countries. These examples show how nationalist sentiment represents a reaction to global immigration and a failure of globalization.

📃 Sleep Deprivation

This is a review of the American Heart Association’s article titled “The Dangers of Sleep Deprivation.” It discusses how the national organization concerned with the American population’s cardiovascular health links the lack of high-quality sleep to far-reaching health consequences. The organization’s experts reveal how a consistent lack of sleep leads to Alzheimer’s disease development, obesity, type 2 diabetes, etc.

✏️ Article Review FAQ

A high-quality article review should summarize the assigned article’s content and offer data-backed reactions and evaluations of its quality in terms of the article’s purpose, methodology, and data used to argue the main points. It should be detailed, comprehensive, objective, and evidence-based.

The purpose of writing a review is to allow students to reflect on research quality and showcase their critical thinking and evaluation skills. Students should exhibit their mastery of close reading of research publications and their unbiased assessment.

The content of your article review will be the same in any format, with the only difference in the assignment’s formatting before submission. Ensure you have a separate title page made according to APA standards and cite sources using the parenthetical author-date referencing format.

You need to take a closer look at various dimensions of an assigned article to compose a valuable review. Study the author’s object of analysis, the purpose of their research, the chosen method, data, and findings. Evaluate all these dimensions critically to see whether the author has achieved the initial goals. Finally, offer improvement recommendations to add a critique aspect to your paper.

• Scientific Article Review: Duke University
• Book and Article Reviews: William & Mary, Writing Resources Center
• Sample Format for Reviewing a Journal Article: Boonshoft School of Medicine
• Research Paper Review – Structure and Format Guidelines: New Jersey Institute of Technology
• Article Review: University of Waterloo
• Writing Help: The Article Review: Central Michigan University Libraries
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Journal Article Review in APA Style

Journal article reviews refer to the appraisal of potencies and limitations of an article’s opinion and subject matter. The article reviews offer the readers with an explanation, investigation and clarification to evaluate the importance of the article. A journal article review usually follows the APA style, which is in itself an exceptional mode of writing. Writing a journal article review in APA style requires a thorough reading of an article and then present our personal opinions on its subject matter.

In order to write a journal article review in APA style, one must necessarily conform to the detailed guidelines of APA style of writing. As such, a few tips for writing a journal article review in APA style have been provided in details below.

Tips for Writing Journal Article Review in APA Style

Getting started.

Read the complete article. Most journal articles use highly complicated and difficult language and wording. Thus, it is suggested to read the article thoroughly several times to understand it perfectly. Select a statement that effectively conveys the main idea of your review. Present the ideas in a rational order, keeping in mind that all opinions must sustain the main idea.

Start with a header with citation

Journal article reviews start with a header, including citation of the sources being reviewed. This citation is mentioned at the top of the review, following the APA style (refer to the APA style manual for more information). We will need the author’s name for the article, title of the article, journal of the published article, volume and issue number, publication date, and page numbers for the article.

Write a summary

The introductory paragraph of the review should provide a brief summary of the article, strictly limiting it to one to three paragraphs depending on the article length. The summary should discuss only the most imperative details about the article, like the author’s intention in writing the article, how the study was conducted, how the article relates to other work on the same subject, the results and other relevant information from the article.

Body of the review

The succeeding paragraphs of the review should present your ideas and opinions on the article. Discuss the significance and suggestion of the results of the study. The body of the article review should be limited to one to two paragraphs, including your understanding of the article, quotations from the article demonstrating your main ideas, discussing the article’s limitations and how to overcome them.

Concluding the review

The concluding paragraphs of the review should provide your personal appraisal of the journal article. Discuss whether the article is well-written or not, whether any information is missing, or if further research is necessary on the subject. Also, write a paragraph on how the author could develop the study results, what the information means on a large scale, how further investigation can develop the subject matter, and how the knowledge of this field can be extended further.

Citation and Revision

In-text citation of direct quotes or paraphrases from the article can be done using the author’s name, year of publication and page numbers (refer to the APA-style manual for citation guidelines). After finishing the writing of journal article review in APA style, it would be advised to re-visit the review after a few days and then re-read it altogether. By doing this, you will be able to view the review with a new perspective and may detect mistakes that were previously left undetected.

The above mentioned tips will help and guide you for writing a journal article review in APA style. However, while writing a journal article review, remember that you are undertaking more than just a narrative review. Thus, the article review should not merely focus on discussing what the article is about, but should reveal your personal ideas and opinions on the article.

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How to write a journal article review: What's in this Guide

• What's in this Guide
• What is a journal article?
• Create a template
• Choose your article to review
• Read your article carefully
• Do the writing
• Remember to edit
• Additional resources

What's in this guide?

This guide contains key resources for writing a journal article review.

Click the links below or the guide tabs above to find the following information

• find out what a journal article is
• learn how to use a template t o get you started
• explore strategies on how to choose the article for review
• learn how to read a journal article effectively and make notes
• understand the structure of a journal article review
• find tips on how to edit effectively
• access additional information 

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Struggling to write a review that people actually want to read? Feeling lost in the details and wondering how to make your analysis stand out?

You're not alone!

Many writers find it tough to navigate the world of article reviews, not sure where to start or how to make their reviews really grab attention.

No worries! 

In this blog, we're going to guide you through the process of writing an article review that stands out. We'll also share tips, and examples to make this process easier for you.

Let’s get started.

• 1. What is an Article Review?
• 2. Types of Article Reviews
• 3. Article Review Format
• 4. How to Write an Article Review? 10 Easy Steps
• 5. Article Review Outline
• 6. Article Review Examples
• 7. Tips for Writing an Effective Article Review

What is an Article Review?

An article review is a critical evaluation and analysis of a piece of writing, typically an academic or journalistic article. 

It goes beyond summarizing the content; it involves an in-depth examination of the author's ideas, arguments, and methodologies. 

The goal is to provide a well-rounded understanding of the article's strengths, weaknesses, and overall contribution to the field.

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Types of Article Reviews

Article reviews come in various forms, each serving a distinct purpose in the realm of academic or professional discourse. Understanding these types is crucial for tailoring your approach. 

Here are some common types of article reviews:

Journal Article Review

A journal article review involves a thorough evaluation of scholarly articles published in academic journals. 

It requires summarizing the article's key points, methodology, and findings, emphasizing its contributions to the academic field. 

Take a look at the following example to help you understand better.

Example of Journal Article Review

Research Article Review

A research article review focuses on scrutinizing articles with a primary emphasis on research.

This type of review involves evaluating the research design, methodology, results, and their broader implications. 

Discussions on the interpretation of results, limitations, and the article's overall contributions are key. 

Here is a sample for you to get an idea.

Example of Research Article Review

Science Article Review

A science article review specifically addresses articles within scientific disciplines. It includes summarizing scientific concepts, hypotheses, and experimental methods.

The type of review assesses the reliability of the experimental design, and evaluates the author's interpretation of findings. 

Take a look at the following example.

Example of Science Article Review

Critical Review

A critical review involves a balanced critique of a given article. It encompasses providing a comprehensive summary, highlighting key points, and engaging in a critical analysis of strengths and weaknesses. 

To get a clearer idea of a critical review, take a look at this example.

Critical Review Example

Article Review Format

When crafting an article review in either APA or MLA format, it's crucial to adhere to the specific guidelines for citing sources. 

Below are the bibliographical entries for different types of sources in both APA and MLA styles:

How to Write an Article Review? 10 Easy Steps

Writing an effective article review involves a systematic approach. Follow this step-by-step process to ensure a comprehensive and well-structured analysis.

Step 1: Understand the Assignment

Before diving into the review, carefully read and understand the assignment guidelines. 

Pay attention to specific requirements, such as word count, formatting style (APA, MLA), and the aspects your instructor wants you to focus on.

Step 2: Read the Article Thoroughly

Begin by thoroughly reading the article. Take notes on key points, arguments, and evidence presented by the author. 

Understand the author's main thesis and the context in which the article was written.

Step 3: Create a Summary

Summarize the main points of the article. Highlight the author's key arguments and findings. 

While writing the summary ensure that you capture the essential elements of the article to provide context for your analysis.

Step 4: Identify the Author's Thesis

In this step, pinpoint the author's main thesis or central argument. Understand the purpose of the article and how the author supports their position. 

This will serve as a foundation for your critique.

Step 5: Evaluate the Author's Evidence and Methodology

Examine the evidence provided by the author to support their thesis. Assess the reliability and validity of the methodology used. 

Consider the sources, data collection methods, and any potential biases.

Step 6: Analyze the Author's Writing Style

Evaluate the author's writing style and how effectively they communicate their ideas. 

Consider the clarity of the language, the organization of the content, and the overall persuasiveness of the article.

Step 7: Consider the Article's Contribution

Reflect on the article's contribution to its field of study. Analyze how it fits into the existing literature, its significance, and any potential implications for future research or applications.

Step 8: Write the Introduction

Craft an introduction that includes the article's title, author, publication date, and a brief overview. 

State the purpose of your review and your thesis—the main point you'll be analyzing in your review.

Step 9: Develop the Body of the Review

Organize your review by addressing specific aspects such as the author's thesis, methodology, writing style, and the article's contribution. 

Use clear paragraphs to structure your analysis logically.

Step 10: Conclude with a Summary and Evaluation

Summarize your main points and restate your overall assessment of the article. 

Offer insights into its strengths and weaknesses, and conclude with any recommendations for improvement or suggestions for further research.

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Article Review Outline

Creating a well-organized outline is an essential part of writing a coherent and insightful article review.

This outline given below will guide you through the key sections of your review, ensuring that your analysis is comprehensive and logically structured.

Refer to the following template to understand outlining the article review in detail.

Article Review Format Template

Article Review Examples

Examining article review examples can provide valuable insights into the structure, tone, and depth of analysis expected. 

Below are sample article reviews, each illustrating a different approach and focus.

Example of Article Review

Sample of article review assignment pdf

Tips for Writing an Effective Article Review

Crafting an effective article review involves a combination of critical analysis, clarity, and structure. 

Here are some valuable tips to guide you through the process:

• Start with a Clear Introduction

Kick off your article review by introducing the article's main points and mentioning the publication date, which you can find on the re-title page. Outline the topics you'll cover in your review.

• Concise Summary with Unanswered Questions

Provide a short summary of the article, emphasizing its main ideas. Highlight any lingering questions, known as "unanswered questions," that the article may have triggered. Use a basic article review template to help structure your thoughts.

• Illustrate with Examples

Use examples from the article to illustrate your points. If there are tables or figures in the article, discuss them to make your review more concrete and easily understandable.

• Organize Clearly with a Summary Section

Keep your review straightforward and well-organized. Begin with the start of the article, express your thoughts on what you liked or didn't like, and conclude with a summary section. This follows a basic plan for clarity.

• Constructive Criticism

When providing criticism, be constructive. If there are elements you don't understand, frame them as "unanswered questions." This approach shows engagement and curiosity.

• Smoothly Connect Your Ideas

Ensure your thoughts flow naturally throughout your review. Use simple words and sentences. If you have questions about the article, let them guide your review organically.

• Revise and Check for Clarity

Before finishing, go through your review. Correct any mistakes and ensure it sounds clear. Check if you followed your plan, used simple words, and incorporated the keywords effectively. This makes your review better and more accessible for others.

In conclusion , writing an effective article review involves a thoughtful balance of summarizing key points, and addressing unanswered questions. 

By following a simple and structured approach, you can create a review that not only analyzes the content but also adds value to the reader's understanding.

Remember to organize your thoughts logically, use clear language, and provide examples from the article to support your points. 

Ready to elevate your article reviewing skills? Explore the valuable resources and expert assistance at MyPerfectWords.com. 

Our team of experienced writers is here to help you with article reviews and other school tasks. 

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Keep reading

How to Write an Article Review: Examples and Tips

In today's information-rich world, mastering the skill of discerning valuable insights from the overwhelming noise is a game-changer. Whether you're a student striving for success or a professional aiming to stay sharp, knowing how to critique an article is your key.

Our article review writing service explains the intricacies of writing an article review, categorizes different types and shares insights into impactful formatting. It's not just theory – we'll guide you step by step, from pre-writing to a tangible review article example, and refine your abilities with essential proofreading tips.

What Is an Article Review?

An article review is more than a mere summary; it is a thoughtful analysis and critique that goes beyond the surface of the title. It's an intellectual exercise that challenges you to engage deeply with the author's ideas, question their methodology, and evaluate the significance of their findings.

Consider it as a journey through the landscape of someone else's thoughts. It's not just about where the writer takes you; it's about the path they choose, the landmarks they highlight, and the potential detours they overlook. An effective examination is a conversation with the author, a dialogue where you appreciate their insights, challenge assumptions, and perhaps even find alternative routes through the intellectual terrain they've explored.

As you start to understand how to review the article, encourage thought by asking questions.

• What assumptions underlie the author's arguments? 
• Are there alternative perspectives that could enrich the discussion?
• How does the author's methodology shape their conclusions, and are there potential biases to consider?
• How does the title contribute to the clarity and coherence of the author's arguments?
• In what ways does the title influence the reader's perception of the author's

At EssayHub, our book review writing service experts believe an article review is an opportunity not just to absorb information but to actively engage with it, to question, to ponder, and to contribute your own insights to the scholarly conversation.

Types of Review

When tackling article reviews, there isn't a one-size-fits-all approach; it's a task that allows for versatile strategies. Think of understanding the different types of reviews as having a multifaceted toolkit ready for use. In this part, we'll guide you through the varied types of a review article, each showing a unique viewpoint and serving a specific purpose. Whether you're analyzing a scholarly piece on your own or asking someone to 'write an article review for me,' you'll get valuable insights.

Journal Article Review

A journal article review involves critically evaluating and analyzing scholarly pieces published in an academic journal. It requires a thorough understanding of the author's research, methodology, results, and conclusions. The reviewer assesses the journal's contributions to the field, its theoretical framework, and the validity of the research methods employed. The goal is to provide a comprehensive summary and critique that highlights both the strengths and limitations of the piece.

Research Article Review

A research article review focuses on the evaluation of a scientific or academic research paper. This type of examination involves examining the research question, experimental design, data collection methods, statistical analysis, and the interpretation of findings. For example, it can be research on teen vaping statistics , which includes all of above. The reviewer assesses the reliability and validity of the research, considers the implications of the study, and offers insights into its potential impact on the broader academic community.

Science Article Review

A science article review encompasses a critical analysis of a piece in the field of science, covering disciplines such as physics, chemistry, biology, or any other scientific domain. This review type involves assessing the clarity of scientific concepts presented, the validity of experimental procedures, and the significance of the study's findings. According to our literature review writing service , reviewers may also consider the article's potential contributions to advancing scientific knowledge and its relevance to current scientific debates or issues.

Article Review Format

Ensuring the proper formatting of an article examination is crucial, and it should consistently align with the citation style specified by your instructor. If you're uncertain, don't hesitate to ask us - write my article review for me, along with additional guidelines to effectively structure your piece.

Meanwhile, here are some questions to consider:

• What citation style (MLA, APA, ASA, Chicago, etc.) should you employ?
• What is the recommended length for your article review?
• Should your assignment encompass a summary, critique, or include personal opinions?
• Is it necessary to highlight a theme or central idea from the articles?
• Does your instructor expect background information to be incorporated?

APA Format Article Review

An APA review sticks to the rules of the American Psychological Association. When unsure how to write an article review in APA format, remember that it carefully cites the article, using a title page, intro, summary, critique, conclusion, and references. Citations follow the author-date format, focusing on being clear and objective. The review digs into the article's methods, results, and overall impact.

When you write an article review in APA, your in-text citation might read: (Anderson & Ramirez, 2019)

The corresponding entry in the reference list would be: Anderson, L., & Ramirez, C. (2019). Unveiling the Dynamics of Urban Green Spaces. Journal of Environmental Psychology, 25(3), 112-128.

MLA Format Article Review

For an MLA writing review, it follows the Modern Language Association's style. It's important to know how sources are cited in the text and in the Works Cited page. The structure usually has an intro, summary, critique, and conclusion. MLA citations often have the author's last name and page number in brackets in the text. This review might highlight the document's literary or humanities aspects, such as style, language, and cultural context.

In an MLA format publication, the citation within the text could look like: (Anderson and Ramirez 112)

The Works Cited entry for this publication: Anderson, Laura, and Carlos Ramirez. 'Exploring the Impact of Urban Green Spaces on Well-being.' Journal of Environmental Psychology, vol. 25, no. 3, 2019, pp. 112-128.

Review Article Outline

As you read your writing piece, organize your thoughts into sections in an outline. Note down key facts, contributions, and any contradictions. Identify strengths and weaknesses, and start mapping your outline.

If your professor doesn't want a summary or personal critique, skip those parts. Like other assignments, your examination needs an introduction, body, and conclusion. Consider dividing your outline accordingly, with subheadings in the body. If you need help starting, find a sample outline.

Your article assessment should have the following:

• Pre-Title Page: Essential details like publication type, publication title, author names with affiliations, and corresponding author info.
• Running Head (APA format): A concise title for consistent formatting.
• Summary Page (optional but useful): Summarize the document in 800 words, covering background, purpose, results, and methodology.
• Title Page: Full title, a 250-word abstract, and 4-6 keywords for discoverability.
• Introduction: Engage your reader with an overview.
• Body: Organize your analysis with headings and subheadings.
• Works Cited/References: Properly cite all sources.
• Optional Suggested Reading Page: If allowed, suggest further readings.
• Tables and Figure Legends (if instructed): Include visuals when requested for clarity.

Writing an Article Review in 7 Steps

Use our essay writer service or move on to understanding how to write a review paper covering everything from creating the title to summarizing key points. This step-by-step guide breaks it down into seven simple steps, making the entire process more manageable.

Step 1: Create the Title

The very first question you might have is how to start an article review. It's crucial to develop a title that not only captures the essence of the publication but also reflects your perspective. For instance, consider the title: ' Decoding Data: A Critical Exploration of Privacy Concerns in Online Health Platforms. ' This title not only introduces the main theme but also hints at the critical evaluation that will unfold in the writing. It sets the tone for your analysis and sparks interest from the outset.

Step 2: Reference the Article

In the second step, it's essential to ensure accurate citation by providing specific details. Take a look at this example:

• Author: Rodriguez, M., & Chen, L.
• Title: 'Privacy Matters: Analyzing the Impact of Health Apps on User Data'
• Publication Date: 2023
• Source: Journal of Digital Ethics, 8(2), 87-105.

By including these details, you not only acknowledge the authors and the publication but also provide your readers with the necessary information to locate and verify the article. This step lays the foundation for a credible and well-referenced examination.

Step 3: Article Identification

Identify key elements of the publication, such as the writer's main argument, methodology, and key findings. Pinpoint any theoretical frameworks or models used in the title.

For example: The writing by Garcia and Kim examines the correlation between social media usage and mental health outcomes among adolescents. The authors employ a longitudinal study approach, utilizing surveys and interviews to gather data.

Step 4: Make an Introduction

In your introduction, provide a brief overview of the title's subject and purpose. Capture the reader's attention and clearly state your thesis or main point related to the title. For instance, you might start your article review template like this.

In the digital age, the impact of social media on mental health has become a topic of increasing concern. Garcia and Kim's recent study delves into this issue, aiming to uncover the nuanced relationship between social media engagement and the psychological well-being of adolescents. This writing piece critically analyzes the methodology, findings, and implications of their research.

Step 5: Summarize the Article

Summarize the main points of your assessment, highlighting key arguments, evidence, and results. Offer a concise overview without adding personal opinions.

Example: Garcia and Kim's study reveals a significant positive association between increased social media use and heightened levels of anxiety and depression among the adolescent population. The longitudinal study tracked participants over a two-year period, employing both quantitative and qualitative measures to assess mental health outcomes.

Step 6: Provide Critique

Critically assess the strengths and weaknesses of the writing. Well, how to critique an article , you might wonder. Discuss aspects such as methodology, data interpretation, and potential biases.

Example: While the study offers valuable insights, the reliance on self-reported data may introduce response bias. Additionally, the research predominantly focuses on mainstream social media platforms, potentially overlooking the impact of emerging platforms. Despite these limitations, the study's comprehensive approach contributes to the ongoing discourse surrounding the intersection of social media and mental health.

Step 7: Conclude

In the conclusion, summarize your overall assessment of the article and restate your main points. Offer insights into the broader implications of the research and suggest areas for future exploration. 

For example: To conclude, Garcia and Kim's study sheds light on the complex relationship between social media use and adolescent mental health. Despite certain methodological limitations, the research underscores the need for continued investigation in this field. As we navigate the digital landscape, understanding these dynamics becomes crucial for devising effective interventions and support systems for the well-being of our youth.

Example of an Article Review

Why are we taking the time to discuss article review examples in this article? It might not be immediately apparent, but exploring a well-crafted article review sample is a vital step in the writing process for the following reasons:

• Introduction to Key Works: Helps you to familiarize yourself with the important works of experts in your field.
• Identification of Key Figures: You can recognize key figures contributing to a specific scientific field.
• Understanding Field Advancements: Helps you define significant discoveries and advances made in your area of study.
• Identification of Knowledge Gaps: You can uncover major gaps in existing knowledge, contributing to the formulation of fresh solutions.
• Reference and Argumentation Resources: You discover solid references and arguments that can enhance your own writing.
• Idea Generation: Helps you generate ideas for potential future research directions.
• Becoming an Expert: Assists in gaining a deeper understanding of the subject area, moving towards expertise.
• Writing Guidance: You acquire a clear idea of how to craft a well-structured review.

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Article Review

Ai generator.

Article reviews are an essential part of academic article writing , providing an opportunity to evaluate and analyze published research . A well-written review can help readers understand the simple subject matter and determine the value of the article . In this article, we’ll cover what is an article review, provide step-by-step guidance on how to write one, and answer some common questions.

What is an Article Review?

An article review is a critical assessment of a scholarly article or research paper. It involves analyzing the content, methodology, and findings of the article and providing an evaluation of its strengths and weaknesses. The review typically includes a summary of the article’s main points, an evaluation of its contribution to the subject, and suggestions for improvement.

Examples of Article Review

1. literary analysis of “the great gatsby”.

Title : “The American Dream in F. Scott Fitzgerald’s ‘The Great Gatsby'” Summary : This article delves into the theme of the American Dream in “The Great Gatsby”. It explores how the characters of Jay Gatsby, Daisy Buchanan, and Tom Buchanan each represent different facets of this dream. The review highlights the contrast between Gatsby’s idealistic pursuit of wealth and love, and the moral decay of society depicted in the novel. Evaluation : The article offers a thorough and insightful analysis, drawing on specific passages to support its claims. However, it occasionally lacks depth in exploring secondary characters. Recommendation : Overall, this article is a valuable resource for understanding the complexities of the American Dream in Fitzgerald’s work. It is recommended for students and literary enthusiasts.

2. Scientific Study on Climate Change

Title : “Impact of Global Warming on Arctic Ice Melting Rates” Summary : This article examines recent research on the accelerated melting of Arctic ice due to global warming. The study uses satellite data and climate models to project future ice loss and its implications for global sea levels. Evaluation : The article presents data in a clear and accessible manner, making complex scientific concepts understandable for a general audience. The visual aids, such as graphs and maps, effectively complement the text. Recommendation : This article is highly recommended for anyone interested in climate science and environmental studies. It provides a comprehensive overview of current research and its global significance.

3. Technology Review of the Latest iPhone

Title : “A Comprehensive Review of the iPhone 14 Pro” Summary : The article provides an in-depth review of the iPhone 14 Pro, covering its design, performance, camera capabilities, and new features. It compares the latest model with previous versions and other smartphones on the market. Evaluation : The review is detailed and well-organized, highlighting both strengths and weaknesses of the device. However, it could benefit from more user testimonials to provide a broader perspective. Recommendation : This review is a must-read for potential buyers considering the iPhone 14 Pro. It offers valuable insights into the device’s capabilities and overall performance.

4. Health and Wellness Article on Yoga Benefits

Title : “The Health Benefits of Practicing Yoga Daily” Summary : This article explores the various physical and mental health benefits of incorporating yoga into a daily routine. It discusses how yoga can improve flexibility, reduce stress, and enhance overall well-being. Evaluation : The article is informative and engaging, backed by scientific research and expert opinions. It includes practical tips for beginners and links to additional resources. Recommendation : This article is highly recommended for individuals seeking to improve their health through yoga. It provides a comprehensive guide to the benefits and practice of yoga.

5. Historical Analysis of World War II

Title : “The Role of Codebreakers in World War II” Summary : The article examines the critical role that codebreakers played in the Allied victory during World War II. It focuses on the efforts at Bletchley Park and the breaking of the Enigma code. Evaluation : The article is well-researched and presents a compelling narrative of the contributions of codebreakers. It includes firsthand accounts and historical documents to support its analysis. Recommendation : This article is recommended for history buffs and students. It offers a fascinating insight into a lesser-known aspect of World War II and highlights the importance of intelligence work in warfare.

Examples of Article Review for Students

Review of “the effects of sleep deprivation on cognitive performance”.

Title : The Effects of Sleep Deprivation on Cognitive Performance: A Detailed Review Introduction : This review evaluates the article’s investigation into how lack of sleep affects cognitive functions such as memory, attention, and problem-solving skills. Summary : The article explores various studies showing that sleep deprivation significantly impairs cognitive performance, leading to reduced attention spans, poor memory retention, and slower reaction times. Critique : The article is thorough in its examination of the negative effects of sleep deprivation. However, it could include more information on the long-term consequences and potential mitigation strategies. Some studies cited have small sample sizes, which could limit the findings’ reliability. Conclusion : Overall, the article effectively highlights the critical impact of sleep on cognitive functions, though it would benefit from more comprehensive data and solutions to counteract sleep deprivation.

Review of “Renewable Energy Sources and Their Impact on the Environment”

Title : Renewable Energy Sources and Their Impact on the Environment: An In-Depth Review Introduction : This review analyzes the article discussing the environmental impacts of various renewable energy sources, including solar, wind, and hydroelectric power. Summary : The article covers the benefits of renewable energy in reducing carbon emissions and dependence on fossil fuels. It also examines potential environmental concerns such as habitat disruption and resource consumption. Critique : The article provides a balanced view of renewable energy’s benefits and challenges. However, it lacks detailed case studies and comparative analysis with non-renewable energy sources. The discussion on environmental impacts could be more nuanced. Conclusion : The article is informative and highlights the importance of renewable energy, though it would be stronger with more specific examples and a deeper environmental impact analysis.

Review of “The Influence of Advertising on Consumer Behavior”

Title : The Influence of Advertising on Consumer Behavior: A Comprehensive Review Introduction : This review evaluates the article’s exploration of how advertising affects consumer purchasing decisions and behavior. Summary : The article examines various advertising techniques and their psychological effects on consumers, including the use of emotional appeal, repetition, and celebrity endorsements. Critique : The article effectively discusses different advertising strategies and their impact on consumers. However, it could include more recent examples and data to reflect current trends. Additionally, it would benefit from a broader range of perspectives, including consumer psychology. Conclusion : The article provides a solid overview of advertising’s influence on consumer behavior, but it needs more up-to-date examples and a wider scope of analysis.

Review of “The Role of Nutrition in Child Development”

Title : The Role of Nutrition in Child Development: An Analytical Review Introduction : This review analyzes the article’s discussion on the critical role of nutrition in children’s physical and cognitive development. Summary : The article highlights the importance of a balanced diet for children’s growth, emphasizing nutrients such as proteins, vitamins, and minerals. It also examines the consequences of malnutrition and dietary deficiencies. Critique : The article is well-researched and presents a comprehensive view of the subject. However, it could benefit from more practical dietary recommendations and a discussion on the challenges faced by different socioeconomic groups. Conclusion : The article effectively underscores the importance of nutrition in child development, though it would be improved by including practical advice and addressing socioeconomic disparities.

Review of “Artificial Intelligence in Healthcare: Opportunities and Challenges”

Title : Artificial Intelligence in Healthcare: Opportunities and Challenges: A Detailed Review Introduction : This review evaluates the article’s exploration of the potential benefits and obstacles of implementing artificial intelligence (AI) in healthcare. Summary : The article discusses various AI applications in healthcare, such as diagnostic tools, personalized medicine, and administrative support. It also addresses ethical concerns, data privacy issues, and the need for regulatory frameworks. Critique : The article provides a balanced and insightful analysis of AI in healthcare. However, it could include more case studies and examples of successful AI implementations. The discussion on ethical concerns is somewhat limited and could be expanded. Conclusion : The article offers a thorough overview of AI’s potential in healthcare, but it would benefit from more real-world examples and a deeper exploration of ethical issues.

Examples of Article Review for Research

Review of “the impact of remote work on employee productivity”.

Title : The Impact of Remote Work on Employee Productivity: A Research Review Introduction : This review assesses the research article’s investigation into how remote work influences employee productivity, examining both positive and negative aspects. Summary : The research article explores various factors affecting productivity in remote work settings, such as flexible schedules, work-life balance, and the use of digital communication tools. It presents data from surveys and case studies to support its findings. Critique : The article provides a comprehensive analysis backed by empirical data. However, it could benefit from a more detailed exploration of the long-term impacts of remote work and potential industry-specific variations. Additionally, the research could include a larger, more diverse sample size. Conclusion : The research article effectively highlights the key factors influencing productivity in remote work environments, though it would be strengthened by broader data and long-term impact analysis.

Review of “Climate Change and Agricultural Sustainability”

Title : Climate Change and Agricultural Sustainability: A Review of Current Research Introduction : This review evaluates the research article’s examination of the relationship between climate change and agricultural sustainability, focusing on crop yields and farming practices. Summary : The article discusses the effects of changing weather patterns, increased CO2 levels, and extreme weather events on agricultural productivity. It includes case studies and statistical models to illustrate potential future scenarios. Critique : The research is thorough and well-supported by data. However, it could include more practical recommendations for farmers and policymakers. The article would also benefit from a more detailed discussion of regional differences and adaptation strategies. Conclusion : The research article provides valuable insights into the challenges posed by climate change to agriculture, though it would be improved by offering actionable solutions and considering regional variations.

Review of “The Role of Artificial Intelligence in Modern Healthcare”

Title : The Role of Artificial Intelligence in Modern Healthcare: A Comprehensive Research Review Introduction : This review analyzes the research article’s exploration of AI’s applications in healthcare, including diagnostic tools, patient care, and administrative efficiency. Summary : The article outlines various AI technologies used in healthcare, such as machine learning algorithms for diagnostics, robotic surgeries, and AI-driven patient management systems. It presents data from clinical trials and expert opinions to support its claims. Critique : The research is well-rounded and provides a clear overview of AI’s potential in healthcare. However, it could address more of the ethical considerations and data privacy issues associated with AI implementation. Additionally, more real-world examples of AI applications would enhance the article’s relevance. Conclusion : The research article effectively showcases AI’s transformative potential in healthcare, though it could be strengthened by a deeper exploration of ethical issues and more practical examples.

Review of “The Psychological Effects of Social Media Use on Adolescents”

Title : The Psychological Effects of Social Media Use on Adolescents: A Research-Based Review Introduction : This review evaluates the research article’s examination of how social media affects adolescents’ mental health, focusing on anxiety, depression, and self-esteem. Summary : The article presents data from longitudinal studies and surveys to show the correlation between social media use and various psychological issues. It discusses the impact of online interactions, cyberbullying, and the pressure to conform to social norms. Critique : The research is detailed and presents significant findings. However, it could benefit from a more balanced view that includes positive aspects of social media, such as support networks and educational content. Additionally, the sample sizes in some studies are limited, which may affect the generalizability of the results. Conclusion : The research article provides a comprehensive overview of the negative psychological effects of social media on adolescents, though it would be improved by a more balanced perspective and larger sample sizes.

Review of “The Effectiveness of Mindfulness-Based Stress Reduction Programs”

Title : The Effectiveness of Mindfulness-Based Stress Reduction Programs: A Research Review Introduction : This review analyzes the research article’s evaluation of mindfulness-based stress reduction (MBSR) programs and their impact on mental health and well-being. Summary : The article reviews various studies on MBSR, highlighting its benefits for reducing stress, anxiety, and depression. It includes meta-analyses and randomized controlled trials to provide a robust evidence base. Critique : The research is comprehensive and well-supported by empirical data. However, it could explore more on the long-term benefits and potential limitations of MBSR programs. The article would also benefit from discussing the accessibility and applicability of these programs across different populations. Conclusion : The research article effectively demonstrates the benefits of MBSR programs for mental health, though it could be enhanced by addressing long-term effects and broader applicability.

Journal Article Review Examples

Review of “the impact of social media on academic performance”.

Title : The Impact of Social Media on Academic Performance: A Comprehensive Review Introduction : This review evaluates the journal article’s investigation into the relationship between social media usage and academic performance among students. Summary : The article discusses various studies that explore how social media affects students’ academic outcomes. It highlights both positive effects, such as improved communication and resource sharing, and negative impacts like distraction and reduced study time. Critique : The article is thorough, providing a balanced view supported by empirical data. However, it could benefit from more longitudinal studies to understand long-term effects. Additionally, the article does not address differences in impact based on the type of social media platform used. Conclusion : The journal article effectively highlights the dual impact of social media on academic performance. To strengthen the research, including more long-term studies and platform-specific analyses would be beneficial.

Review of “Climate Change Adaptation in Urban Areas”

Title : Climate Change Adaptation in Urban Areas: An Analytical Review Introduction : This review analyzes the journal article’s discussion on how urban areas are adapting to climate change, focusing on infrastructure and policy changes. Summary : The article examines various adaptation strategies employed by cities worldwide, such as green infrastructure, zoning laws, and disaster preparedness programs. It presents case studies from different regions to illustrate successful adaptation efforts. Critique : The article is well-researched and provides a comprehensive overview of adaptation strategies. However, it could include more data on the effectiveness of these strategies over time. Additionally, the article would benefit from a discussion on the socio-economic challenges that hinder adaptation in less developed areas. Conclusion : The journal article provides valuable insights into urban climate change adaptation strategies. It would be strengthened by including long-term effectiveness data and addressing socio-economic barriers.

Review of “The Role of Artificial Intelligence in Personalized Medicine”

Title : The Role of Artificial Intelligence in Personalized Medicine: A Detailed Review Introduction : This review evaluates the journal article’s exploration of AI applications in personalized medicine, including diagnostics and treatment plans. Summary : The article discusses how AI technologies, such as machine learning and data analytics, are revolutionizing personalized medicine. It highlights examples where AI has improved diagnostic accuracy and tailored treatment plans to individual patient needs. Critique : The article is insightful and well-supported by clinical data. However, it could delve deeper into the ethical considerations and potential biases in AI algorithms. Additionally, more real-world examples of AI implementation in diverse healthcare settings would enhance the article’s applicability. Conclusion : The journal article effectively demonstrates the transformative potential of AI in personalized medicine. To improve, it should include a more detailed discussion on ethics and practical applications across different healthcare systems.

Review of “The Psychological Impact of COVID-19 on Healthcare Workers”

Title : The Psychological Impact of COVID-19 on Healthcare Workers: A Research Review Introduction : This review analyzes the journal article’s investigation into the mental health effects of the COVID-19 pandemic on healthcare workers. Summary : The article presents data from surveys and interviews with healthcare professionals, highlighting increased levels of stress, anxiety, and burnout due to the pandemic. It discusses the factors contributing to these psychological impacts, such as workload, exposure risk, and lack of support. Critique : The article provides a comprehensive analysis of the psychological challenges faced by healthcare workers during the pandemic. However, it could benefit from more longitudinal studies to understand long-term mental health outcomes. Additionally, the article would be improved by offering more detailed recommendations for institutional support and intervention strategies. Conclusion : The journal article effectively sheds light on the mental health struggles of healthcare workers during COVID-19. To strengthen the research, including long-term studies and detailed support recommendations would be beneficial.

Review of “Sustainable Agriculture Practices and Food Security”

Title : Sustainable Agriculture Practices and Food Security: An In-Depth Review Introduction : This review evaluates the journal article’s discussion on the role of sustainable agriculture practices in enhancing food security. Summary : The article explores various sustainable agriculture techniques, such as crop rotation, organic farming, and agroforestry, and their impact on food security. It presents case studies demonstrating how these practices can increase crop yields and improve resilience to climate change. Critique : The article is well-researched and provides a detailed analysis of sustainable agriculture practices. However, it could include more quantitative data on the economic viability of these practices for small-scale farmers. Additionally, the article would benefit from discussing the policy frameworks needed to support widespread adoption of sustainable agriculture. Conclusion : The journal article effectively highlights the importance of sustainable agriculture for food security. It would be enhanced by including more economic data and policy recommendations to support these practices.

College Article Review Examples

Review of “the effects of sleep deprivation on academic performance”.

Title : The Effects of Sleep Deprivation on Academic Performance: A Detailed Review Introduction : This review assesses the article’s exploration of how sleep deprivation impacts college students’ academic performance, focusing on cognitive functions and overall well-being. Summary : The article examines studies showing that insufficient sleep negatively affects memory, concentration, and problem-solving skills, leading to lower grades and academic achievement. It also discusses the role of stress and lifestyle factors contributing to sleep deprivation. Critique : The article provides a thorough analysis supported by empirical data. However, it could benefit from a broader range of studies, including different demographic groups. Additionally, practical solutions for improving sleep habits among students are not adequately addressed. Conclusion : The article effectively highlights the critical relationship between sleep and academic performance but would be strengthened by more diverse studies and practical recommendations for students.

Review of “The Impact of Technology on Modern Education”

Title : The Impact of Technology on Modern Education: A Comprehensive Review Introduction : This review evaluates the article’s discussion on the integration of technology in higher education and its effects on teaching and learning processes. Summary : The article explores various technological tools used in education, such as online learning platforms, interactive simulations, and digital resources. It discusses the benefits, including increased accessibility and personalized learning, as well as challenges like digital divide and technological distractions. Critique : The article is well-researched and balanced, highlighting both positive and negative aspects of technology in education. However, it could include more recent data and specific examples of successful technology implementations in colleges. Additionally, the article should address potential long-term impacts on traditional teaching methods. Conclusion : The article provides valuable insights into the role of technology in education, though it would be enhanced by including more up-to-date examples and long-term impact analysis.

Review of “Mental Health Awareness Among College Students”

Title : Mental Health Awareness Among College Students: An Analytical Review Introduction : This review analyzes the article’s exploration of mental health awareness programs in colleges and their effectiveness in addressing student mental health issues. Summary : The article examines various initiatives aimed at improving mental health awareness, such as workshops, counseling services, and peer support groups. It highlights the importance of early intervention and the role of campus resources in supporting student well-being. Critique : The article provides a comprehensive overview of mental health awareness programs and their benefits. However, it could benefit from more quantitative data on program effectiveness and student outcomes. Additionally, the article should discuss the barriers to accessing mental health services, such as stigma and resource limitations. Conclusion : The article effectively underscores the significance of mental health awareness in colleges, but it would be improved by including more data on program effectiveness and addressing access barriers.

Review of “The Role of Extracurricular Activities in Student Development”

Title : The Role of Extracurricular Activities in Student Development: A Detailed Review Introduction : This review evaluates the article’s discussion on how participation in extracurricular activities impacts college students’ personal and academic development. Summary : The article explores various benefits of extracurricular activities, such as improved social skills, leadership development, and enhanced academic performance. It includes case studies and survey data to support its findings. Critique : The article is well-rounded and provides clear evidence of the positive impacts of extracurricular activities. However, it could include more diverse examples from different types of colleges and regions. Additionally, the article should address potential negative aspects, such as time management challenges and academic pressure. Conclusion : The article effectively highlights the importance of extracurricular activities in student development, though it would benefit from a more diverse range of examples and a balanced discussion of potential drawbacks.

Review of “The Influence of Social Media on College Students’ Mental Health”

Title : The Influence of Social Media on College Students’ Mental Health: A Research Review Introduction : This review analyzes the article’s investigation into how social media usage affects the mental health of college students, focusing on both positive and negative impacts. Summary : The article discusses various studies showing that social media can lead to increased anxiety, depression, and feelings of isolation among students. It also highlights positive aspects, such as enhanced communication, social support, and access to mental health resources. Critique : The article provides a balanced view, supported by empirical data and real-world examples. However, it could benefit from more recent studies and a deeper exploration of how different social media platforms uniquely impact mental health. Additionally, the article should include practical advice for students on managing social media use. Conclusion : The article effectively addresses the complex relationship between social media and mental health among college students, but it would be strengthened by including more recent research and practical recommendations.

Scientific Article Review Examples

Review of “the effects of microplastics on marine life”.

Title : The Effects of Microplastics on Marine Life: A Comprehensive Review Introduction : This review assesses the scientific article’s investigation into the impact of microplastics on marine organisms, focusing on ingestion, toxicity, and ecological consequences. Summary : The article presents various studies showing that microplastics are ingested by a wide range of marine species, leading to physical harm and chemical toxicity. It discusses how microplastics affect growth, reproduction, and survival rates of marine life. Critique : The article is well-researched, providing detailed evidence of the harmful effects of microplastics. However, it could benefit from a broader geographic scope, including more diverse marine environments. Additionally, the article lacks a discussion on potential mitigation strategies to reduce microplastic pollution. Conclusion : The article effectively highlights the detrimental impact of microplastics on marine life, but it would be strengthened by including a wider range of environments and discussing mitigation measures.

Review of “The Role of CRISPR-Cas9 in Gene Editing”

Title : The Role of CRISPR-Cas9 in Gene Editing: A Detailed Review Introduction : This review evaluates the scientific article’s exploration of the CRISPR-Cas9 technology and its applications in gene editing, focusing on its potential and ethical considerations. Summary : The article discusses the mechanism of CRISPR-Cas9 and its use in various fields such as medicine, agriculture, and biotechnology. It highlights successful case studies, including the treatment of genetic disorders and the development of disease-resistant crops. Critique : The article is insightful and provides a comprehensive overview of CRISPR-Cas9. However, it could delve deeper into the ethical issues and potential unintended consequences of gene editing. Additionally, the article would benefit from more recent examples of CRISPR applications. Conclusion : The article effectively demonstrates the potential of CRISPR-Cas9 in gene editing, though it could be enhanced by addressing ethical considerations and providing more up-to-date examples.

Review of “Climate Change and Its Impact on Global Food Security”

Title : Climate Change and Its Impact on Global Food Security: An Analytical Review Introduction : This review analyzes the scientific article’s examination of how climate change affects global food security, focusing on crop yields, food supply, and nutrition. Summary : The article explores various factors influenced by climate change, including temperature changes, altered precipitation patterns, and increased frequency of extreme weather events. It discusses how these factors affect agricultural productivity and food availability. Critique : The article is thorough and supported by extensive data. However, it could include more case studies from different regions to provide a global perspective. Additionally, the article would benefit from discussing adaptation strategies and policy recommendations to mitigate the impact of climate change on food security. Conclusion : The article provides valuable insights into the effects of climate change on food security, but it would be improved by including more regional case studies and discussing mitigation strategies.

Review of “The Advancements in Renewable Energy Technologies”

Title : The Advancements in Renewable Energy Technologies: A Research Review Introduction : This review evaluates the scientific article’s discussion on the latest advancements in renewable energy technologies, including solar, wind, and bioenergy. Summary : The article highlights recent innovations in renewable energy, such as improved solar panel efficiency, advanced wind turbine designs, and sustainable bioenergy production methods. It presents data on the cost-effectiveness and environmental benefits of these technologies. Critique : The article is well-researched and presents a clear overview of advancements in renewable energy. However, it could benefit from a more detailed analysis of the challenges and limitations associated with each technology. Additionally, the article should include projections on the future adoption of these technologies. Conclusion : The article effectively showcases the progress in renewable energy technologies, though it would be enhanced by addressing challenges and providing future adoption projections.

Review of “The Impact of Artificial Intelligence on Healthcare”

Title : The Impact of Artificial Intelligence on Healthcare: A Comprehensive Review Introduction : This review analyzes the scientific article’s exploration of AI’s impact on healthcare, focusing on diagnostic tools, patient care, and administrative efficiency. Summary : The article discusses various AI applications in healthcare, such as machine learning algorithms for disease diagnosis, robotic surgeries, and AI-driven patient management systems. It highlights the potential benefits and challenges of AI integration in healthcare. Critique : The article is insightful and supported by clinical data. However, it could delve deeper into the ethical considerations and data privacy issues associated with AI in healthcare. Additionally, more real-world examples and case studies would enhance the article’s relevance. Conclusion : The article effectively demonstrates AI’s transformative potential in healthcare, but it would be strengthened by addressing ethical concerns and including more practical examples.

Examples of Article Review for Psychology

Review of “the influence of parenting styles on child development”.

Title : The Influence of Parenting Styles on Child Development: A Comprehensive Review Introduction : This review evaluates the article’s investigation into how different parenting styles affect children’s psychological and emotional development. Summary : The article explores various parenting styles—authoritative, authoritarian, permissive, and neglectful—and their impacts on children’s behavior, self-esteem, academic performance, and social skills. It presents data from longitudinal studies and surveys. Critique : The article is thorough and well-supported by empirical data. However, it could benefit from more recent studies and a broader demographic scope. Additionally, practical recommendations for parents based on the findings are not adequately addressed. Conclusion : The article effectively highlights the significant role of parenting styles in child development. It would be strengthened by including more up-to-date research and practical advice for parents.

Review of “The Effects of Social Media on Adolescent Mental Health”

Title : The Effects of Social Media on Adolescent Mental Health: A Detailed Review Introduction : This review analyzes the article’s exploration of the psychological effects of social media use on adolescents, focusing on issues like anxiety, depression, and self-esteem. Summary : The article discusses various studies that show a correlation between social media use and increased rates of mental health issues among adolescents. It examines factors such as cyberbullying, social comparison, and screen time. Critique : The article provides a balanced view supported by empirical data. However, it could include more recent studies and a deeper exploration of positive aspects of social media, such as support networks and educational content. Additionally, practical strategies for managing social media use are not sufficiently addressed. Conclusion : The article effectively discusses the negative impacts of social media on adolescent mental health but would benefit from more recent research and practical recommendations.

Review of “Cognitive Behavioral Therapy for Treating Depression”

Title : Cognitive Behavioral Therapy for Treating Depression: An Analytical Review Introduction : This review evaluates the article’s discussion on the effectiveness of cognitive behavioral therapy (CBT) in treating depression, focusing on clinical outcomes and patient experiences. Summary : The article reviews various studies demonstrating CBT’s effectiveness in reducing depressive symptoms and preventing relapse. It discusses CBT’s core components, including cognitive restructuring and behavioral activation. Critique : The article is well-researched and provides a comprehensive overview of CBT’s effectiveness. However, it could benefit from more detailed comparisons with other therapeutic approaches and a discussion on the accessibility and scalability of CBT. Additionally, the article should address potential limitations and criticisms of CBT. Conclusion : The article effectively showcases CBT’s effectiveness in treating depression, though it would be enhanced by including comparisons with other therapies and addressing accessibility issues.

Review of “The Role of Mindfulness Meditation in Stress Reduction”

Title : The Role of Mindfulness Meditation in Stress Reduction: A Research Review Introduction : This review analyzes the article’s examination of mindfulness meditation as a technique for reducing stress and improving mental health. Summary : The article discusses various studies that show how mindfulness meditation can reduce stress, anxiety, and depressive symptoms. It explains the underlying mechanisms, such as increased self-awareness and emotional regulation. Critique : The article is insightful and supported by empirical data. However, it could include more longitudinal studies to understand the long-term effects of mindfulness meditation. Additionally, the article should address potential barriers to practicing mindfulness, such as time constraints and individual differences in response to meditation. Conclusion : The article effectively highlights the benefits of mindfulness meditation for stress reduction but would be improved by including long-term studies and discussing barriers to practice.

Review of “The Impact of Sleep on Cognitive Function”

Title : The Impact of Sleep on Cognitive Function: A Comprehensive Review Introduction : This review evaluates the article’s investigation into the relationship between sleep and cognitive function, focusing on memory, attention, and problem-solving skills. Summary : The article presents various studies demonstrating that adequate sleep is crucial for optimal cognitive performance. It discusses how sleep deprivation negatively affects cognitive functions and the underlying biological mechanisms involved. Critique : The article is thorough and well-supported by empirical data. However, it could benefit from a more detailed exploration of the differences in sleep needs across different age groups and a discussion on strategies to improve sleep quality. Additionally, practical recommendations for individuals suffering from sleep disorders are not adequately addressed. Conclusion : The article effectively highlights the critical role of sleep in cognitive function but would be strengthened by including more age-specific research and practical advice for improving sleep quality.

Types of Article Reviews

Article reviews are critical assessments of scholarly articles, often used to evaluate the quality, relevance, and significance of the research. Understanding the different types of article reviews helps in identifying the purpose and approach suitable for various academic and professional needs. Here are the main types of article reviews:

1. Narrative Review

A narrative review provides a comprehensive summary of literature on a specific topic. It focuses on discussing the findings of the research studies and offers a narrative explanation of the trends and themes.

Characteristics:

• Summarizes and synthesizes a body of literature.
• Identifies gaps in current research.
• Provides a background for understanding the topic.
• Less structured compared to systematic reviews.

Example: Reviewing literature on the impact of social media on mental health.

2. Systematic Review

A systematic review is a methodical and comprehensive literature review that aims to answer a specific research question. It uses systematic methods to collect secondary data, critically appraise research studies, and synthesize findings.

• Uses explicit, systematic methods.
• Pre-defined criteria for selecting studies.
• Often includes meta-analysis.
• Highly structured and replicable.

Example: Evaluating the effectiveness of different interventions for reducing hypertension.

3. Meta-Analysis

A meta-analysis is a statistical technique that combines the results of multiple studies to identify overall trends and determine the effectiveness of interventions.

• Integrates quantitative data from multiple studies.
• Provides a higher statistical power.
• Often included in systematic reviews.
• Focuses on effect sizes and statistical significance.

Example: Combining data from various studies on the effectiveness of cognitive-behavioral therapy for anxiety.

4. Critical Review

A critical review evaluates the strengths and weaknesses of a scholarly article. It involves analyzing the methodology, arguments, evidence, and contributions of the article.

• In-depth critique of a single article.
• Focuses on the validity and reliability of the research.
• Discusses the implications and limitations.
• Offers suggestions for improvement.

Example: Critiquing the research design and conclusions of a study on climate change impacts on agriculture.

5. Literature Review

A literature review surveys books, scholarly articles, and other sources relevant to a particular issue, area of research, or theory, providing a description, summary, and critical evaluation of these works.

• Broad overview of existing research.
• Identifies patterns and trends.
• Highlights gaps in current knowledge.
• Provides a foundation for new research.

Example: Reviewing literature on renewable energy sources and their environmental impacts.

6. Scoping Review

A scoping review maps the key concepts underpinning a research area and the main sources and types of evidence available. It aims to provide an overview of the range of research activity.

• Identifies the scope of literature on a topic.
• Useful for emerging areas of research.
• Highlights areas for future research.
• Less detailed than systematic reviews.

Example: Exploring the range of studies on artificial intelligence applications in healthcare.

7. Integrative Review

An integrative review synthesizes theoretical and empirical literature to provide a more comprehensive understanding of a specific phenomenon or healthcare problem.

• Combines qualitative and quantitative research.
• Generates new frameworks and perspectives.
• Addresses mature topics with substantial research.
• Useful for policy and practice implications.

Example: Integrating research on patient-centered care models in nursing.

8. Conceptual Review

A conceptual review focuses on theories and concepts in a particular field. It examines how these concepts are defined, measured, and applied in the literature.

• Emphasizes theoretical frameworks.
• Analyzes the development of concepts over time.
• Identifies theoretical gaps.
• Proposes new conceptual models.

Example: Reviewing the evolution of the concept of resilience in psycholog

More Article Review Examples & Samples in PDF

1. formal article review.

2. Article Review Guideline

3. Format for Review Article

4. Scientific Article Review

5. Research Experience Article Review

6. Review of Research Articles

Components of Article Review

An article review involves evaluating and summarizing a scholarly article, presenting critical insights, and reflecting on its implications. Understanding the essential components helps in crafting a thorough and insightful review. Here are the key components:

• Clearly indicates the focus of the review.
• Should include the article’s title and author(s).

Example: “Review of ‘The Impact of Social Media on Mental Health’ by John Smith”

2. Introduction

• Provides context for the review.
• Introduces the article’s main topic and objectives.
• States the purpose of the review.

The article “The Impact of Social Media on Mental Health” by John Smith explores the relationship between social media usage and mental health outcomes. This review aims to critically evaluate the article’s findings and discuss its implications for future research.

3. Summary of the Article

• Concisely summarizes the article’s main points.
• Includes the research question, methodology, findings, and conclusions.

The article investigates both positive and negative effects of social media on mental health. Using a mixed-methods approach, the study finds that while social media can enhance social support and community building, it also contributes to anxiety, depression, and cyberbullying.

4. Critical Analysis

• Evaluates the strengths and weaknesses of the article.
• Discusses the validity and reliability of the research.
• Analyzes the methodologies used and the evidence provided.
• Considers the implications of the findings.

The article provides a balanced view of social media’s impact, effectively synthesizing current research. However, it lacks in-depth analysis of the methodologies used, which could affect the validity of the findings. Future research should include longitudinal studies to better understand causal relationships.

5. Conclusion

• Summarizes the key points of the review.
• Restates the significance of the article.
• Provides final thoughts and suggestions for future research.

In conclusion, Smith’s article offers valuable insights into the complex relationship between social media and mental health. While the study is comprehensive, addressing methodological limitations in future research would enhance our understanding of this important issue.

6. Personal Reflection

• Discusses the reviewer’s personal perspective on the article.
• Explains how the article’s findings relate to the reviewer’s own experiences or studies.
• Offers insights on how the article influenced their understanding of the topic.

As a student, I find the article’s discussion on the negative impacts of social media particularly relevant. It underscores the importance of mindful social media use to maintain mental well-being. This review has deepened my understanding of the subject and will inform my future research.

7. References

• Lists all the sources cited in the review.
• Follows a specific citation style (e.g., APA, MLA).

Example: Smith, J. (2023). The Impact of Social Media on Mental Health. Journal of Psychological Studies, 45(2), 123-145.

How to write an Article Review?

Writing an article review involves summarizing and critically evaluating a scholarly article. This process helps in understanding the article’s contributions and limitations, and it enhances critical thinking skills. Follow these steps to write an effective article review:

1. Read and Understand the Article

• Read the Article Thoroughly : Start with a quick overview to understand the main idea, then read in detail.
• Identify Key Points : Note the research question, methodology, findings, and conclusions.
• Understand the Context : Research the background information and the article’s significance in its field.

2. Plan Your Review

• Outline the Structure : Plan the sections of your review: Introduction, Summary, Critical Analysis, Conclusion, Personal Reflection, and References.
• Determine the Focus : Decide what aspects of the article you will highlight and critique.

3. Write the Introduction

• Provide Context : Introduce the topic of the article and its relevance.
• State the Purpose : Explain the purpose of your review.
• Mention the Article : Include the title of the article and the author’s name.

The article “The Impact of Social Media on Mental Health” by John Smith explores the relationship between social media usage and mental health outcomes. This review aims to critically evaluate Smith’s findings and discuss their implications for future research.

4. Summarize the Article

• Concise Summary : Summarize the main points of the article without inserting personal opinions.
• Include Key Elements : Mention the research question, methodology, findings, and conclusions.

Smith’s article investigates both positive and negative effects of social media on mental health. Using a mixed-methods approach, the study finds that social media can enhance social support and community building but also contributes to anxiety, depression, and cyberbullying.

5. Critical Analysis

• Evaluate Strengths and Weaknesses : Discuss the strengths of the article, such as comprehensive literature review or innovative methodology. Point out weaknesses, such as limited sample size or potential biases.
• Analyze Methodology and Evidence : Critically assess the research methods and the evidence provided.
• Discuss Implications : Consider the significance of the findings and how they contribute to the field.

The article provides a balanced view of social media’s impact, effectively synthesizing current research. However, it lacks an in-depth analysis of the methodologies used, which could affect the validity of the findings. Future research should include longitudinal studies to better understand causal relationships.

6. Write the Conclusion

• Summarize Key Points : Briefly restate the main points of your review.
• Restate the Article’s Significance : Emphasize the importance of the article’s contributions.
• Provide Final Thoughts : Offer any concluding thoughts and suggestions for future research.

7. Personal Reflection

• Discuss Personal Insights : Share how the article relates to your own experiences or studies.
• Explain Impact on Understanding : Describe how the article influenced your understanding of the topic.

8. Include References

• Cite the Article : Include a full citation of the article you reviewed.
• Follow Citation Style : Use the appropriate citation style (e.g., APA, MLA).

Smith, J. (2023). The Impact of Social Media on Mental Health. Journal of Psychological Studies, 45(2), 123-145.

How do I start an article review?

Begin with a brief introduction that provides context, states the purpose of your review, and mentions the article’s title and author.

What should be included in the summary?

Summarize the main points of the article, including the research question, methodology, findings, and conclusions without inserting personal opinions.

How do I write a critical analysis?

Evaluate the strengths and weaknesses of the article, analyze the methodology and evidence, and discuss the significance and implications of the findings.

How long should an article review be?

The length varies, but typically an article review is 2-4 pages, balancing summary, critical analysis, and personal reflection.

How do I conclude an article review?

Summarize the key points of your review, restate the article’s significance, and provide final thoughts and suggestions for future research.

What is the difference between a summary and a critique?

A summary restates the article’s main points objectively, while a critique evaluates the article’s strengths, weaknesses, and overall contribution.

How do I incorporate personal reflection?

Discuss how the article relates to your own experiences or studies and describe how it influenced your understanding of the topic.

Should I include direct quotes from the article?

Use direct quotes sparingly, only when they enhance your analysis. Always explain their relevance to your critique.

How do I properly cite the article in my review?

Follow the appropriate citation style (e.g., APA, MLA) to include a full citation of the article at the end of your review.

Can I express my opinion in an article review?

Yes, but primarily in the critical analysis and personal reflection sections. Ensure your opinions are supported by evidence from the article.

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How to write a review article?

In the medical sciences, the importance of review articles is rising. When clinicians want to update their knowledge and generate guidelines about a topic, they frequently use reviews as a starting point. The value of a review is associated with what has been done, what has been found and how these findings are presented. Before asking ‘how,’ the question of ‘why’ is more important when starting to write a review. The main and fundamental purpose of writing a review is to create a readable synthesis of the best resources available in the literature for an important research question or a current area of research. Although the idea of writing a review is attractive, it is important to spend time identifying the important questions. Good review methods are critical because they provide an unbiased point of view for the reader regarding the current literature. There is a consensus that a review should be written in a systematic fashion, a notion that is usually followed. In a systematic review with a focused question, the research methods must be clearly described. A ‘methodological filter’ is the best method for identifying the best working style for a research question, and this method reduces the workload when surveying the literature. An essential part of the review process is differentiating good research from bad and leaning on the results of the better studies. The ideal way to synthesize studies is to perform a meta-analysis. In conclusion, when writing a review, it is best to clearly focus on fixed ideas, to use a procedural and critical approach to the literature and to express your findings in an attractive way.

The importance of review articles in health sciences is increasing day by day. Clinicians frequently benefit from review articles to update their knowledge in their field of specialization, and use these articles as a starting point for formulating guidelines. [ 1 , 2 ] The institutions which provide financial support for further investigations resort to these reviews to reveal the need for these researches. [ 3 ] As is the case with all other researches, the value of a review article is related to what is achieved, what is found, and the way of communicating this information. A few studies have evaluated the quality of review articles. Murlow evaluated 50 review articles published in 1985, and 1986, and revealed that none of them had complied with clear-cut scientific criteria. [ 4 ] In 1996 an international group that analyzed articles, demonstrated the aspects of review articles, and meta-analyses that had not complied with scientific criteria, and elaborated QUOROM (QUality Of Reporting Of Meta-analyses) statement which focused on meta-analyses of randomized controlled studies. [ 5 ] Later on this guideline was updated, and named as PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). [ 6 ]

Review articles are divided into 2 categories as narrative, and systematic reviews. Narrative reviews are written in an easily readable format, and allow consideration of the subject matter within a large spectrum. However in a systematic review, a very detailed, and comprehensive literature surveying is performed on the selected topic. [ 7 , 8 ] Since it is a result of a more detailed literature surveying with relatively lesser involvement of author’s bias, systematic reviews are considered as gold standard articles. Systematic reviews can be diivded into qualitative, and quantitative reviews. In both of them detailed literature surveying is performed. However in quantitative reviews, study data are collected, and statistically evaluated (ie. meta-analysis). [ 8 ]

Before inquring for the method of preparation of a review article, it is more logical to investigate the motivation behind writing the review article in question. The fundamental rationale of writing a review article is to make a readable synthesis of the best literature sources on an important research inquiry or a topic. This simple definition of a review article contains the following key elements:

• The question(s) to be dealt with
• Methods used to find out, and select the best quality researches so as to respond to these questions.
• To synthetize available, but quite different researches

For the specification of important questions to be answered, number of literature references to be consulted should be more or less determined. Discussions should be conducted with colleagues in the same area of interest, and time should be reserved for the solution of the problem(s). Though starting to write the review article promptly seems to be very alluring, the time you spend for the determination of important issues won’t be a waste of time. [ 9 ]

The PRISMA statement [ 6 ] elaborated to write a well-designed review articles contains a 27-item checklist ( Table 1 ). It will be reasonable to fulfill the requirements of these items during preparation of a review article or a meta-analysis. Thus preparation of a comprehensible article with a high-quality scientific content can be feasible.

PRISMA statement: A 27-item checklist

Contents and format

Important differences exist between systematic, and non-systematic reviews which especially arise from methodologies used in the description of the literature sources. A non-systematic review means use of articles collected for years with the recommendations of your colleagues, while systematic review is based on struggles to search for, and find the best possible researches which will respond to the questions predetermined at the start of the review.

Though a consensus has been reached about the systematic design of the review articles, studies revealed that most of them had not been written in a systematic format. McAlister et al. analyzed review articles in 6 medical journals, and disclosed that in less than one fourth of the review articles, methods of description, evaluation or synthesis of evidence had been provided, one third of them had focused on a clinical topic, and only half of them had provided quantitative data about the extend of the potential benefits. [ 10 ]

Use of proper methodologies in review articles is important in that readers assume an objective attitude towards updated information. We can confront two problems while we are using data from researches in order to answer certain questions. Firstly, we can be prejudiced during selection of research articles or these articles might be biased. To minimize this risk, methodologies used in our reviews should allow us to define, and use researches with minimal degree of bias. The second problem is that, most of the researches have been performed with small sample sizes. In statistical methods in meta-analyses, available researches are combined to increase the statistical power of the study. The problematic aspect of a non-systematic review is that our tendency to give biased responses to the questions, in other words we apt to select the studies with known or favourite results, rather than the best quality investigations among them.

As is the case with many research articles, general format of a systematic review on a single subject includes sections of Introduction, Methods, Results, and Discussion ( Table 2 ).

Structure of a systematic review

Preparation of the review article

Steps, and targets of constructing a good review article are listed in Table 3 . To write a good review article the items in Table 3 should be implemented step by step. [ 11 – 13 ]

Steps of a systematic review

The research question

It might be helpful to divide the research question into components. The most prevalently used format for questions related to the treatment is PICO (P - Patient, Problem or Population; I-Intervention; C-appropriate Comparisons, and O-Outcome measures) procedure. For example In female patients (P) with stress urinary incontinence, comparisons (C) between transobturator, and retropubic midurethral tension-free band surgery (I) as for patients’ satisfaction (O).

Finding Studies

In a systematic review on a focused question, methods of investigation used should be clearly specified.

Ideally, research methods, investigated databases, and key words should be described in the final report. Different databases are used dependent on the topic analyzed. In most of the clinical topics, Medline should be surveyed. However searching through Embase and CINAHL can be also appropriate.

While determining appropriate terms for surveying, PICO elements of the issue to be sought may guide the process. Since in general we are interested in more than one outcome, P, and I can be key elements. In this case we should think about synonyms of P, and I elements, and combine them with a conjunction AND.

One method which might alleviate the workload of surveying process is “methodological filter” which aims to find the best investigation method for each research question. A good example of this method can be found in PubMed interface of Medline. The Clinical Queries tool offers empirically developed filters for five different inquiries as guidelines for etiology, diagnosis, treatment, prognosis or clinical prediction.

Evaluation of the Quality of the Study

As an indispensable component of the review process is to discriminate good, and bad quality researches from each other, and the outcomes should be based on better qualified researches, as far as possible. To achieve this goal you should know the best possible evidence for each type of question The first component of the quality is its general planning/design of the study. General planning/design of a cohort study, a case series or normal study demonstrates variations.

A hierarchy of evidence for different research questions is presented in Table 4 . However this hierarchy is only a first step. After you find good quality research articles, you won’t need to read all the rest of other articles which saves you tons of time. [ 14 ]

Determination of levels of evidence based on the type of the research question

Formulating a Synthesis

Rarely all researches arrive at the same conclusion. In this case a solution should be found. However it is risky to make a decision based on the votes of absolute majority. Indeed, a well-performed large scale study, and a weakly designed one are weighed on the same scale. Therefore, ideally a meta-analysis should be performed to solve apparent differences. Ideally, first of all, one should be focused on the largest, and higher quality study, then other studies should be compared with this basic study.

Conclusions

In conclusion, during writing process of a review article, the procedures to be achieved can be indicated as follows: 1) Get rid of fixed ideas, and obsessions from your head, and view the subject from a large perspective. 2) Research articles in the literature should be approached with a methodological, and critical attitude and 3) finally data should be explained in an attractive way.

Commonwealth Honors College: Getting Started With Library Research

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Peer reviewed/refereed/scholarly articles, best databases for starting education research, find databases by subject and format: databases a-z list, find databases by subject or topic: research guides, what if the article i want isn't available full-text, google scholar, know the journal name of the article you want try publication finder.

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Databases are collections of information. We purchase access to several databases that contain journals and magazines where you can find articles for your research.

There are two types of databases for articles:

Subject-specific: These databases gather articles from journals about specific disciplines or topics, such as Education or Art or Psychology.

• Good for: Finding scholarly articles on very specific topics

Multidisciplinary: These databases gather articles from across multiple disciplines. It could be a database that covers a wide variety of social sciences or it could be a database that covers a wide variety across the arts, humanities, social sciences and sciences. Using a subject-specific database often means you can search for very specific topics and find materials.

• Good for: Finding scholarly articles on your topic from a variety of perspectives from different disciplines

Articles that are peer-reviewed can also be referred to as  peer-reviewed, refereed or scholarly articles.

Scholarly articles are written by researchers or experts in a field to share the results of their original research or analysis with other researchers, experts and students. These articles go through a process known as "peer review" where the article is reviewed by a group of experts in the field and revised based on peer feedback before being accepted and published by a journal.

This short video further explains what peer review is and why it's important.

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These databases are examples of good subject-specific databases for researching the disciplines of Art, Education, and Psychology:

Education journal articles (EJ references) and ERIC documents (ED references), 1967-present. EDs before 1997 are requestable using the Microforms Request page and usable in the Microforms Vewing Room in the LC.

A free version of ERIC is available for all to use at this link: https://eric.ed.gov/ .

Available on campus to all, or off-campus to UMass Amherst students, staff and faculty with an UMass Amherst IT NetID (user name) and password.

These are examples of multidisciplinary databases that also have a broader focus. Social Science Premium Collection  covers multiple disciplines in the social sciences and Scopus has coverage in the arts, humanities, social sciences and sciences. With Scopus, you can sort by citation to see highly cited articles.

• Scopus This link opens in a new window Scopus is an indexing and abstracting database of peer-reviewed scholarly content covering the sciences, social sciences, and arts & humanities, comparable to the Web of Science. Scopus allows for the discovery, tracking, and analysis of scholarship that includes: journal articles, conference proceedings, trade magazines, book series, books and book chapters, and patents. Use Scopus to: • Search for documents by topic, title, author, or institutional affiliation • Perform citation searches and establish citation alerts • Export citations to reference management systems • View impact metrics for authors and journals • Integrate Scopus content with ORCID profiles more... less... Available on campus to all, or off-campus to UMass Amherst students, staff and faculty with an UMass Amherst IT NetID (user name) and password.

We have more than 600 databases on a wide variety of topics. The spectrum ranges from databases that have a very specific topic to databases that are multidisciplinary.

The easiest way to find databases with articles on your research topic is to use the Databases A-Z List. Use the link below to go the list.

You can use the following filters to find databases based on subject and format:

• Click on the Subjects filter to narrow down to a specific subject. If you select Multidisciplinary , you will get databases that cover a wide variety of publications.
• Click on the Types filter and select the Articles  filter. This narrows down the list to databases with articles (abstract only and full-text).
• Finally, click Search .

• You can select multiple subjects. Once you've picked one subject, you can go back and select another to add.
• If you use the filters, make sure to click on Clear Filters  before switching to another subject and/or format.
• Try exploring different subjects to find databases that have other discipline perspective on your topic. For instance, you might want to explore psychology databases if you're researching the effects of a specific learning theory.
• If there's a database you want to bookmark, make sure to bookmark the link from the Databases A-Z list.
• Databases A-Z List of databases by subject and type.

Library staff at the UMass Libraries have developed research guides by subjects, topics and collections. You can look at various guides and see what resources librarians recommend for those subjects, which includes databases where you can find articles.

• UMass Amherst Libraries Research Guides

If the article that you want doesn't have full-text available, look for this icon in the result for the article and click on it:

This will search our other databases to see if it's available full-text. You'll go to a page that may list several of the options if they are available:

Google Scholar searches scholarly literature across many topics. However, we don't know what it searches - you can't tell if it's a comprehensive search of the literature. The benefit of using library databases is that you can see where the information in the database is from, such as a list of publications.

Use Our Google Scholar Link!

You want to use the Google Scholar link from the Databases A-Z list or use the link below (and use that link if you want a bookmark!)

This will allow you to search Google Scholar and if the article is in one our databases, you'll either see a link to the article on the right and/or you will see UMass Check for Full Text . The check for full text will do the same as the UMass icon described above.

Google Scholar Search Tips

• You can then limit the search by exact phrases, exclude specific words, or select where the words searched occur (anywhere or just the title). You can also search by the author, journal and/or specific date ranges.
• Most of the article search tips below will work for Google Scholar!
• Google Scholar This link opens in a new window Use to access many UMass online journal subscriptions. more... less... Available on campus to all, or off-campus to UMass Amherst students, staff and faculty with an UMass Amherst IT NetID (user name) and password. You can access Google Scholar with UMLinks buttons from outside the UMass Amherst IP range ("off campus") by two methods: 1. Access Google Scholar through the Library web site by using this link. 2. Go to generic Google Scholar. a. Click on "Settings." b. Click on Library links. c. Type in "University of Massachusetts" or "UMass Amherst" (or a few other variations). d. Check "University of Massachusetts Amherst - UMass Check for Full Text" and Save. e. You will be asked to authenticate somewhere along the way to full text.

If you know the name of the journal of the article that you want, you can use Publication Finder to see if we have electronic access to the journal. You can search for the name of the publication and limit by publication type.

How To Search

• If you are getting too many results, you may want to change Contains to Exact Match or Begins With to narrow the results down.
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• If you see Full Text Delay , this means that there are only abstracts available for the specified number of years.

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• Usually there is some way to browse by the year (often on the right or in a drop-down field in a bar under the publication's name).
• There is often a link to click to search within that publication or sometimes a search bar to immediately search within the publication.
• Publication Finder Search PubFinder to see if we have electronic access to a publication by name or ISSN.
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Open Access

Peer-reviewed

Research Article

Childhood trauma, PTSD/CPTSD and chronic pain: A systematic review

Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Validation, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliations Centre Hospitalier Agen-Nérac, Agen, France, UR 4139 Laboratoire de Psychologie, Université de Bordeaux, Bordeaux, France

Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Validation, Writing – review & editing

Affiliation UR 4139 Laboratoire de Psychologie, Université de Bordeaux, Bordeaux, France

Roles Methodology, Validation, Writing – review & editing

Roles Conceptualization, Methodology, Supervision, Validation, Writing – review & editing

• Maria Karimov-Zwienenberg, 
• Wilfried Symphor, 
• William Peraud, 
• Greg Décamps

• Published: August 30, 2024
• https://doi.org/10.1371/journal.pone.0309332
• Peer Review
• Reader Comments

Despite the growing body of literature on posttraumatic stress disorder (PTSD) and chronic pain comorbidity, studies taking into account the role of childhood exposure to traumatic and adverse events remains minimal. Additionally, it has been well established that survivors of childhood trauma may develop more complex reactions that extend beyond those observed in PTSD, typically categorized as complex trauma or CPTSD. Given the recent introduction of CPTSD within diagnostic nomenclature, the aim of the present study is to describe associations between childhood trauma in relation to PTSD/CPTSD and pain outcomes in adults with chronic pain.

Following PRSIMA guidelines, a systematic review was performed using the databases Pubmed, PsychInfo, Psychology and Behavioral Sciences Collection, and Web of Science. Articles in English or French that reported on childhood trauma, PTSD/CPTSD and pain outcomes in individuals with chronic pain were included. Titles and abstracts were screened by two authors independently and full texts were consequently evaluated and assessed on methodological quality using JBI checklist tools. Study design and sample characteristics, childhood trauma, PTSD/CPTSD, pain outcomes as well as author’s recommendations for scientific research and clinical practice were extracted for analyses.

Of the initial 295 search records, 13 studies were included in this review. Only four studies explicitly assessed links between trauma factors and pain symptoms in individuals with chronic pain. Findings highlight the long-term and complex impact of cumulative childhood maltreatment (e.g., abuse and neglect) on both PTSD/CPTSD and chronic pain outcomes in adulthood.

This review contributes to current conceptual models of PTSD and chronic pain comorbidity, while adding to the role of childhood trauma and CPTSD. The need for clinical and translational pain research is emphasized to further support specialized PTSD/CPTSD treatment as well as trauma-informed pain management in routine care.

Citation: Karimov-Zwienenberg M, Symphor W, Peraud W, Décamps G (2024) Childhood trauma, PTSD/CPTSD and chronic pain: A systematic review. PLoS ONE 19(8): e0309332. https://doi.org/10.1371/journal.pone.0309332

Editor: Inga Schalinski, Universitat der Bundeswehr München: Universitat der Bundeswehr Munchen, GERMANY

Received: March 21, 2024; Accepted: August 9, 2024; Published: August 30, 2024

Copyright: © 2024 Karimov-Zwienenberg et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All relevant data are within the manuscript.

Funding: The author(s) received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Introduction

Over the past two decades, the comorbidity between chronic pain (i.e., persistent pain >3 months) and post-traumatic stress disorder (PTSD) has been well established [ 1 – 3 ]. PTSD is a psychiatric diagnosis based on the presence of a set of specific symptoms (e.g., flashbacks, hypervigilance, avoidance) that might occur after experiencing or witnessing a life-threatening event such as a disaster or assault. A recent meta-analysis including 21 studies reported higher PTSD prevalence up to 57% in individuals with chronic pain compared to 2–9% in the general population [ 4 ]. In the context of pain management, this alarming comorbidity represents many challenges as it has been associated with higher levels of pain severity [ 5 ], pain disability [ 6 ], and opioid use [ 7 ]. Furthermore, individuals with chronic pain and comorbid PTSD typically report increased levels of PTSD severity, emotional distress and psychiatric comorbidity than controls [ 8 – 10 ].

Several conceptual frameworks have been proposed, such as shared vulnerability and mutual maintenance models suggesting the interplay of neurobiological, emotional and cognitive factors involved in comorbidity [ 2 , 11 , 12 ]. Despite different hypotheses of causality and interaction, the particular nature of the relationship between chronic pain and PTSD remains uncertain. Depending on the studied population or condition, pain could both contribute to and maintain PTSD. Similarly, PTSD has been considered an important risk factor in the development of chronic pain when compared to controls [ 13 ].

Studies agree however that a history of adverse childhood events may be associated with both PTSD and chronic pain in adulthood [ 14 – 16 ]. Childhood adversity typically includes experiences of abuse, neglect as well as exposure to household dysfunction, parental psychopathology and early parental loss [ 17 ]. There is cumulative systematic and meta-analytical evidence demonstrating increased risk of chronic pain and pain-related disability in individuals reporting single or cumulative exposure to adverse childhood events, in particular maltreatment (e.g., childhood abuse, neglect) [ 15 , 18 , 19 ]. Although psychological distress has been identified as a key aspect to this phenomenon, few studies examined the role of PTSD in this context, indicating a gap in clinical and translational pain research, particularly in regard to trauma-informed pain management [ 20 ] as well as psychological treatment for comorbid trauma and chronic pain [ 21 ].

Additionally, it has been well established that survivors of childhood adversity may develop more complex and multifaceted reactions that extend beyond those observed in PTSD. These reactions have been commonly categorized as complex trauma or complex PTSD (CPTSD) [ 22 , 23 ]. CPTSD describes the widespread and long-lasting consequences following exposure to ongoing and often inescapable interpersonal traumatic stress that occurs within the context of a significant relationship (e.g., childhood abuse, intimate personal violence) [ 22 , 24 ]. Disparate adaptations to interpersonal trauma were initially conceptualized as an associated feature of PTSD by Disorders of Extreme Stress Not Otherwise Specified (DESNOS) [ 25 ]. However, due to the lack of sufficient evidence to support its inclusion as a unique diagnostic entity, DESNOS was eventually dropped from the fifth version of the Diagnostic and Statistical Manual (DSM) [ 26 ]. More recently, the World Health Organization published the 11 th version of the International Classification of Diseases (ICD-11) [ 27 ] introducing CPTSD for the first time into diagnostic nomenclature. Alongside the crucial presence of PTSD symptoms, the current model shares many similarities with DESNOS, including affect dysregulation, negative self-concept and interpersonal difficulties which are typically referred to as disturbances in self-organization (i.e., DSO symptoms) [ 28 , 29 ]. Additionally, consistent with recent data [ 30 , 31 ] and earlier conceptual research [ 29 , 32 ], current ICD-11 guidelines expanded trauma exposure definition for PTSD and CPTSD by taking into account different types of interpersonal trauma, including childhood neglect and emotional abuse, in addition to DSM criterion A events. In the context of chronic pain, there is some preliminary evidence suggesting worsened pain outcomes in survivors of childhood abuse with CPTSD as opposed to PTSD symptoms alone [ 33 ]. As PTSD and CPTSD are currently considered related disorders, it seems of timely interest to address how these relate to pain chronicity in order to promote effective treatment options and pain management for individuals with comorbid PTSD/CPTSD and chronic pain.

Despite the growing body of research on the trauma-chronic pain relationship, evidence in relation to PTSD/CPTSD following childhood exposure to traumatic or adverse events remains scarce. The aim of this study is to conduct a systematic review exploring existing data on the described links, while taking into account authors’ recommendations for future research and clinical practice. For the purpose of this review, in line with previous conceptual research and current ICD-11 PTSD/CPTSD guidelines, the term childhood trauma is used to address the exposure of traumatic or adverse events before the age of 18 years.

Specifically, this review seeks to describe in individuals with chronic pain:

• Childhood trauma
• Posttraumatic stress symptomatology, including PTSD and CPTSD symptoms.
• Relationship between childhood trauma and posttraumatic stress symptomatology, including PTSD and CPTSD.
• Relationship between trauma factors and chronic pain symptoms
• Scientific research
• Clinical practice

Search strategy

Before conducting this systematic review, a search in the Prospero database showed that, to our knowledge, no literature review is currently in progress on this subject ( https://www.crd.york.ac.uk/PROSPERO/ accessed on July 2023).

To conduct the present systematic review, we followed the guidelines described by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) [ 34 ]. A search was performed from 1st of August 2023 using the following databases: Pubmed (Medline); PsychInfo (EBSCO host ), Psychology & Behavioral Sciences Collection (EBSCO host ), and Web of Science (Web of Knowledge). Search strategy terms are presented in Table 1 .

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https://doi.org/10.1371/journal.pone.0309332.t001

Inclusion and exclusion criteria

As per guidance, PICOTS framework [ 35 ] was used to structure the review process by defining selection criteria as follows: [ 1 ] Population, [ 2 ] Intervention, [ 3 ] Comparison, [ 4 ] Outcome, [ 5 ] Time and [ 6 ] Setting. Predefined inclusion and exclusion criteria are presented in Table 2 .

https://doi.org/10.1371/journal.pone.0309332.t002

Study selection and data extraction

Studies were selected independently by two authors (MKZ and WS) by screening titles and abstracts in systematic review. The selected studies were then subject to full text screening by applying the selection criteria. Reasons were documented during the process. In case of disagreement, discrepancies were adjudicated by a third author (WP) until a consensus was reached among the three authors. Once study eligibility was confirmed, data was extracted between September 2023 and December 2023 by one author (MKZ) which was then verified by a second author (WS). The following items were identified for data collection: authors, year, country, study design, study sample, chronic pain condition, chronic pain symptomatology, childhood trauma exposure, PTSD/CPTSD, interaction data between trauma factors and chronic pain symptomatology, and finally, author’s recommendations for scientific research and clinical practice.

Critical appraisal of study quality

The methodological quality of each included study was independently assessed by two researchers (MKZ and WS) using the corresponding design-specific critical appraisal checklist tools provided by the Joanna Briggs Institute (JBI) [ 36 ]. The following JBI critical appraisal checklist tools were used for this review: case control studies, analytical cross-sectional studies, quasi-experimental, as well as cohort studies. Each component was rated as “Yes”, “No”, “Unclear, or “Not Applicable”. If needed, discrepancies were discussed between reviewers or by consulting a third author (WP) until consensus was reached. Based on previous systematic reviews [ 37 , 38 ], studies with a JBI score higher than 70% were considered as high quality, those with scores between 50% and 70% as moderate quality, and those with a score less than 50% as low quality.

Study design and participants characteristics

The initial search returned 297 records, of which 36 were retained for full-text analysis. Finally, 13 articles [ 39 – 50 ] were included in this systematic review without disagreement (i.e., inter-judge agreement = 100%). Fig 1 presents a flow-diagram of the research article selection process.

https://doi.org/10.1371/journal.pone.0309332.g001

The 13 studies included in this review were published between 2005 and 2023 and conducted in Europe (Italy, n = 1; Belgium, n = 1; Spain, n = 2; Germany, n = 1), Turkey n = 1; Israel ( n = 3), and the US ( n = 4). Four were case-control studies, 7 cross-sectional studies, 1 quasi-experimental study and 1 cohort study. There was some variety in sample sizes across the studies, ranging from 70 to 295 participants, recruited both from clinical ( n = 9) and community settings ( n = 4). All study populations compromised exclusively ( n = 7) or predominantly female participants (>64%). Finally, Fibromyalgia (FM) was found to be the most studied pain condition ( n = 9), followed by unspecified chronic pain ( n = 3), and Interstitial cystitis/bladder pain syndrome (IC/BPS) ( n = 1). In terms of missing data, it was found that the majority of the included studies did not address all outcomes of interest to this review. Unreported information on outcomes was identified as “Not Reported” (N/R). Study findings are listed in Tables 3 and 4 .

https://doi.org/10.1371/journal.pone.0309332.t003

https://doi.org/10.1371/journal.pone.0309332.t004

Quality of the included studies

The results of the quality assessment are summarized in Table 5 . Quality appraisal using the JBI checklist tools indicated overall moderate to high quality studies. Nine studies scored above 70% [ 39 , 40 , 42 – 44 , 46 – 49 ], three studies scored between 50% and 70% [ 41 , 45 , 51 ], and the remaining one study [ 50 ] scored 13%. The main limitations of the single low-quality study were lack of objective and valid methods of assessment regarding chronic pain outcomes.

https://doi.org/10.1371/journal.pone.0309332.t005

Study objective 1: Descriptive data of trauma factors in individuals with chronic pain

A. childhood trauma..

All but one study [ 47 ] included in this review reported childhood trauma in terms of maltreatment, demonstrating higher prevalence [ 39 , 41 , 42 ] and severity [ 45 , 48 ] for emotional abuse and neglect compared to other forms of childhood maltreatment in individuals reporting chronic pain. In addition, a cohort study [ 48 ] demonstrated significative interrelations between all types of abuse and neglect, except for sexual abuse and neglect in a clinical sample of FM patients. Ciccone et al. [ 40 ] found no differences in childhood physical or sexual abuse between women reporting FM and healthy controls.

When compared with other medical conditions, studies found higher childhood maltreatment rates and severity in individuals with chronic pain, in particular with regards to neglect [ 39 , 41 , 45 ], sexual abuse [ 39 , 41 ], and emotional abuse [ 41 , 45 ].

Only two studies assessed childhood trauma exposure based on PTSD qualifying stressors following DSM criteria [ 42 , 47 ]. For example, Gardoki-Souto et al. [ 42 ] found that most prevalent traumatic events were reported during childhood compared to adulthood. Physical, sexual, and emotional abuse were identified as most commonly reported traumatic events during childhood. McKernan et al. [ 47 ] demonstrated differences in gender, with higher rates of childhood neglect observed in women, while men seemed to report more general disaster/trauma [ 47 ].

Finally, Hart-Johnson & Green [ 43 ] identified confounding effects of race and sex showing higher physical abuse under the age of 14 in male participants with chronic pain as opposed to women reporting chronic pain, with highest rates of abuse reported in black male participants and lowest in white female participants. Sexual penetration during childhood was found to be most prevalent among black female participants when compared with male or white female participants.

b. Posttraumatic stress symptomatology: PTSD/CPTSD.

In this review, the majority of the included studies described PTSD prevalence exclusively for predominantly female FM study samples with rates ranging from 10.7% to 37% [ 39 – 41 , 44 , 45 , 48 , 51 ]. One study [ 42 ] reported PTSD prevalence up to 71% following exposure to cumulative trauma as categorized by age. Results showed that most prevalent traumatic events occurred during childhood but continued into adulthood in the form of both different and recurrent types of events favoring a process of continuous re-traumatization. The lifelong impact of childhood trauma was further emphasized by high levels of current perceived distress in relation to past experiences of early life adversity.

When compared to controls, multiple studies showed higher PTSD prevalence and severity in individuals with chronic pain versus other medical conditions, including rheumatoid arthritis (RA) [ 45 ], functional disorders and achalasia [ 41 ], as well as healthy individuals [ 40 ]. Only one study [ 40 ] investigated PTSD symptom clusters, and found significatively higher rates for Intrusion and Arousal clusters, but not Avoidance when comparing a community sample of women with FM to healthy controls. Groups did not differ in childhood exposure to physical and/or sexual abuse.

Two studies included CPTSD measures in addition to PTSD [ 49 , 50 ] providing evidence for CPTSD and chronic pain comorbidity following childhood sexual abuse. For example, Peles et al. [ 49 ] demonstrated CPTSD prevalence rates between 19.1% and 60% in female survivors of childhood sexual abuse receiving methadone maintenance treatment versus those without a history of opioid addiction. Chronic pain comorbidity rates differed between CPTSD versus non CPTSD patients (100% vs 50%) without a history of addiction. Tsur [ 50 ] investigated PTSD/CPTSD in association with trauma-related pain symptoms and found higher levels of CPTSD symptoms (i.e., PTSD + DSO) linked to higher rates of pain flashbacks (23.1%), which is considered a posttraumatic stress response centralizing around pain, compared to women reporting non-pain flashbacks (36.3%) and no flashback symptoms (40.6%). In both studies, chronic pain was a self-reported outcome based on the presence of persistent pain lasting for more than six months. None of the included studies in this review reported on CPTSD in clinically diagnosed chronic pain patients or those receiving care for pain management.

Study objective 2: Interaction data between trauma factors and pain symptoms in individuals with chronic pain

A. childhood trauma, ptsd/cptsd in individuals with chronic pain..

Except for two studies [ 49 , 50 ], all included studies assessed childhood trauma in relation to PTSD as opposed to CPTSD. Several studies found that more severe childhood trauma, in particular maltreatment, was associated with PTSD in individuals with chronic pain [ 42 , 48 ] when compared to those without PTSD and healthy controls [ 46 ]. For example, in a community sample, higher rates of childhood trauma exposure, including sexual abuse, were found in participants with IC/BPS and comorbid PTSD as opposed to those without PTSD, represented by medium to large effect sizes. No differences were found regarding adult trauma exposure, including physical and sexual abuse, between these groups [ 47 ]. As for evidence on CPTSD outcomes, Tsur [ 50 ] associated higher childhood sexual abuse severity with increased experiences of pain flashbacks as well as CPTSD symptoms compared to controls (i.e., non-pain flashbacks, no flashbacks).

b. Trauma factors and pain symptoms in individuals with chronic pain.

Four studies included in this review explicitly investigated the association between childhood trauma, PTSD/CPTSD, and pain symptoms in individuals with chronic pain [ 41 , 47 , 49 , 50 ]. For example, Coppens et al. [ 41 ] assessed childhood maltreatment in relation to perceived pain experiences and found an indirect effect of childhood abuse and neglect on both quantitative and qualitative pain reports through PTSD severity, representing medium effect sizes. No relationship between childhood maltreatment severity and pain reports was revealed, nor a moderator effect of PTSD, suggesting a mediation effect. Other studies included in this review found direct effects of childhood trauma, in particular neglect and emotional abuse, on pain outcomes, including pain-related health impact and disability [ 39 , 42 ].

McKernan et al. [ 47 ] investigated the role of criterion A trauma on the relationship between chronic pain phenotypes and PTSD. In a convenience sample of participants with IC/BPS and comorbid PTSD, higher rates of current pain and clinically relevant central sensitization (CS) were observed in individuals as opposed to those without PTSD, represented by medium to large effect sizes. When comparing IC/BPS subgroups based on CS levels, all patients with PTSD corresponded to criteria of the widespread IC/BPS phenotype, associated with higher rates of polysymptomatic complaints, psychosocial distress and pain levels. While IC/BPS participants with CS reported higher rates of childhood trauma as well as lifetime physical and sexual abuse, PTSD was shown to be uniquely related over and above trauma exposure to widespread pain phenotype of IC/BPS.

Another study, using quasi-experimental design assessed analgesic responses in FM patients with and without PTSD based on stress-induced changes in pain and intolerance thresholds during a Social Stress Test task [ 46 ]. Results revealed lower basal pressure pain and intolerance thresholds during recovery when compared to healthy controls, indicating hyper sensitivity at basal function in FM patients, regardless the presence of PTSD. In response to acute stress, however, FM patients showed differences in hypo reactivity during the task, such as a lack of hyperalgesic response in FM with PTSD during and after exposure as opposed to a delay of a hyperalgesic response in FM patients without PTSD. Higher childhood trauma severity was found in FM patients with PTSD than those without PTSD. Groups did not vary in pain intensity or chronicity levels of FM symptoms.

Regarding CPTSD, two studies investigated associations with chronic pain comorbidity in female survivors of childhood sexual abuse. For example, a cross-sectional study conducted in a clinical sample, demonstrated positive correlations between chronic pain symptoms (e.g., pain severity, number of painful body regions), sexual abuse-related PTSD and CPTSD severity in adulthood. Age of onset of first experience of sexual abuse was negatively associated with pain duration [ 49 ]. Another study provided evidence for understanding the link between childhood sexual abuse, CPTSD and chronic pain by highlighting the role of somatic pain-related manifestations of PTSD/CPTSD, in particular pain flashbacks. Further, results identified peritraumatic pain during childhood sexual abuse as a risk factor for chronic pain in adulthood [ 50 ]. Overall, both studies including CPTSD measurement highlighted high prevalence of chronic pain in survivors of childhood sexual abuse associated with higher psychiatric comorbidity, namely CPTSD.

Finally, two studies demonstrated transcultural validity for associations between childhood trauma, PTSD and chronic pain symptoms drawing from evidence obtained in clinical settings across Europe, North America, and the Middle-East [ 44 , 45 ]. A study conducted in a community sample elucidated differences in chronic pain experiences in relation to abuse history based on sex differences [ 43 ]. Particularly, molestation was associated with higher affective pain, but only in men with chronic pain when compared with female participants. Similarly, childhood molestation predicted pain-related PTSD only in men, when controlling for race, sex and education. Female survivors of childhood sexual abuse were equally likely to have pain-related PTSD as women without a history of abuse.

Study objective 3: Author’s recommendations for future research and clinical practice

A. scientific research..

In the study of etiology and pathophysiology of chronic pain, comorbid mental disorders and psychological distress should be considered [ 44 ]. Additional research is also needed identifying mediating or moderating factors on the childhood trauma–HPA axis dysregulation relationship in chronic pain, using psychophysiological measures [ 48 , 51 ]. Suggested characteristics of childhood trauma typically include developmental timing and subtypes, while calling for empirical attention to childhood neglect [ 45 ], as well as subsequent experiences of violence or abuse, and ongoing interpersonal relations later in life [ 48 ]. Concurrently, more attention should be addressed to pain-specific posttraumatic stress symptoms (e.g., pain flashbacks, avoidance of trauma-related pain sensations), as well as somatic manifestations of CPTSD in relation to chronic pain [ 50 ]. Future research should assess trauma focused-interventions in FM in order to further clarify trauma-based etiology of FM in comparison to other functional somatic syndromes, medically unexplained symptoms, somatic symptoms, and related psychopathology [ 42 ]. Some findings included in this review also warrant further investigation on whether some psychological states of detachment (e.g., dissociation) might explain hypo reactivity in FM patients as a coping strategy. When addressing trauma in the context of chronic pain, differences in patients based on the presence of PTSD should be considered in future research by using a differential profile approach [ 46 ]. Finally, in the study of abuse and trauma in relation to chronic pain, more research should include men [ 43 ].

b. Clinical practice.

The majority of the included studies recommend systematic screening for trauma factors such as childhood trauma and PTSD/CPTSD [ 41 , 42 ], regardless of race, age or gender [ 43 ]. Specific training might be needed to reduce identified barriers (e.g., lack of time, discomfort with subject, or lack of familiarity with the role of abuse) to appropriate and effective screening methods [ 43 ]. Screening procedures should also include detection for potential comorbid mental disorders in relation to abuse, such as somatoform dissociation disorder and alexithymia, using appropriate tools [ 44 , 51 ]. Trauma-focused therapies may include Eye Movement Desensitization and Reprocessing (EMDR) [ 42 ], as well as intervention techniques based on Eccleston’s model of tripartite system of threat protection in order to support FM patients with and without PTSD to engage in more adaptive stress responses [ 46 ]. As PTSD appears to be associated with the “widespread” pain phenotype, multimodal treatment should be considered for these patients [ 47 ]. Trauma-informed care is recommended in a more general way, emphasizing patient-care provider trust and rapport, reducing anxiety and increasing patient control and safety during appointments and medical examination procedures [ 47 ]. Finally, clinicians treating survivors of abuse should specifically inquire about chronic pain complaints, in order to facilitate tailored adequate approaches in comprehensive treatment [ 49 ].

Despite the growing evidence on the trauma-pain relationship, literature examining the association between childhood trauma and PTSD in relation to pain outcomes remains limited. This review further adds on existing systematic data by including evidence on CPTSD in individuals with chronic pain. In total, 13 studies were included in this systematic review. Study highlights have been summarized into the following sections in order to guide future research as well as recommended evidence-based clinical practice and policy in routine pain management.

Childhood trauma: Neglect and emotional abuse in individuals with chronic pain

Different aspects of childhood trauma have been previously identified as risk factors for chronic pain conditions, such as nature of trauma [ 15 , 52 ], and cumulative experiences of maltreatment to [ 19 , 53 , 54 ]. In addition to existing systematic and metanalytical data, studies included in this review particularly emphasize the long-term consequences of emotional abuse and neglect as opposed to physical and sexual abuse. Consistent with DSM A-criterion type of traumatic events, other reviews typically focused on the impact of abuse specific childhood trauma (e.g., physical abuse, sexual abuse) [ 10 , 52 , 55 , 56 ]. There is some research, however, indicating an independent relationship between PTSD symptoms and chronic pain outcomes following the presence of criterion A trauma history [ 57 ]. Moreover, present findings provide evidence for the expanded definition of trauma exposure by current PTSD/CPTSD ICD-11 guidelines, in particular with respect to the inclusion of childhood neglect and emotional abuse, in addition to DSM A criterion events. Despite suggested relevance to chronic pain etiology and PTSD/CPTSD comorbidity, research clarifying the differential impact of neglect and emotional abuse alongside events of childhood physical and sexual abuse remains minimal and warrants further investigation whether and to what extent these forms of trauma are associated with unique healthcare needs in chronic pain management.

The long-term impact of childhood trauma: Evidence for differential patterns in PTSD/CPTSD and pain modulation processes

In total, only four studies included in this review explicitly investigated relationships between childhood trauma, PTSD/CPTSD and pain outcomes in individuals with chronic pain. The present findings are in accordance with other research demonstrating the negative impact of PTSD on pain outcomes when linked to childhood maltreatment compared to lower levels of pain typically experienced by individuals who have been diagnosed with PTSD alone [ 54 , 58 ]. The long-term impact of cumulative childhood trauma was further recognized by an indirect dose-response relationship associated with increased risk of re-traumatization, higher levels of PTSD and perceived distress when compared to adulthood trauma. Similar to results of a recent systematic review [ 1 ], certain chronic pain phenotypes (e.g., “widespread pain”) were identified as risk factors for described links.

This review also included evidence on biomarkers involved in pain modulation processes (e.g., cortisol secretion, pressure pain thresholds). In addition to existing systematic data [ 59 ], study findings support inhibitory capacity of adaptive allodynic responses in chronic pain patients with a history of childhood trauma by adding information to the role of PTSD. In this connection, differential neurophysiological patterns in chronic pain patients with PTSD compared to those without PTSD were associated with two main psychological/behavioral responses, namely hyperarousal and dissociation [ 46 , 48 ]. This hypothesis is in line with previous studies, suggesting a unique paradoxical pain profile in individuals with chronic pain and PTSD, characterized by both pain-related hypo- and hyperresponsivity when compared to controls [ 8 , 60 ]. Other research has emphasized the role of childhood versus adulthood trauma exposure in advancing current understanding of differential PTSD-related conditions (e.g., dissociation, depression) and physical health symptoms, including pain [ 61 ].

It is important to note, however, that results associating childhood trauma, PTSD, and pain are typically obtained in the absence of any CPTSD assessment. Only one study included in this review examined differential role of CPTSD symptoms in relation to childhood trauma, while identifying pain-related somatic manifestations (e.g., pain flashbacks) both as maintaining and worsening factors of chronic pain outcomes. These results are consistent with some preliminary research demonstrating associations between CPTSD symptoms (i.e., DSO symptoms) and higher rates of somatization [ 62 ] as well as abusive pain personification in individuals with childhood trauma compared to those with PTSD [ 33 ]. Despite important implications for empirical and clinical efforts as argued by a recent review [ 63 ], our understanding of trauma-related bodily experiences remains an underdeveloped realm of translational pain research. In particular, findings in this review corroborate the current lack of validated and standardized assessment for pain-related trauma factors (e.g., peri and posttraumatic pain) which was identified as a major barrier to more robust methodological evidence. The need for future research adopting a differential analytical approach (e.g., cluster analysis), has also been issued to verify theorized relationships in order to extend current conceptual models of comorbidity and pain phenotypes by considering the unique features of CPTSD alongside PTSD symptoms.

Trauma–pain comorbidity: Intersectional disparities

Although transcultural validity of trauma factors in chronic pain outcomes was consistently reported in this review [ 44 , 45 ], the majority of the included study samples represented predominantly Caucasian and female individuals suffering from FM. Only one study provided some insight into intersectional disparities regarding childhood abuse in adults with chronic pain [ 43 ]. Findings corroborate the lack of available evidence identified by a recent review [ 64 ], emphasizing the critical need for more inclusive research to ensure that underrepresented groups receive equitable benefit from chronic pain research in terms of health and social policy. The same applies to trauma factors that remain oftentimes under-recognized, under-treated, or inadequately treated among marginalized groups [ 65 ]. More research is needed to explore the interplay of social factors (e.g., socioeconomic status, gender, race) and health disparities, while building on evidence for a more precise understanding of trauma-pain comorbidity and management within social context.

Trauma focused treatment versus trauma-informed care

Considering the widespread prevalence of childhood trauma and both its long-term and complex impact on posttraumatic symptoms and pain related outcomes later in life, recommendations for clinical practice included in this review address the need for systematic screening of trauma factors in individuals seeking care for chronic pain. Consequently, psychotherapeutic strategies should target PTSD/CPTSD to relief illness burden, helping individuals with chronic pain to engage in more adaptive stress responses and promote general functioning [ 41 , 42 , 46 ]. Despite extensive literature on psychological treatment for PTSD, there is currently no “gold standard” for CPTSD screening or intervention methods. Furthermore, numerous limitations have been associated with first-line, evidence-based treatments for PTSD, including early dropout and worsening of symptoms in survivors of interpersonal trauma [ 66 – 68 ]. In this regard, Trauma Center Trauma Sensitive Yoga (TCTSY) [ 69 ]’, an evidence-based protocol for complex trauma or treatment-resistant PTSD, appears to be a particularly promising therapeutic strategy, drawing specific focus to interoception (i.e., awareness of bodily sensations) and empowerment processes. While there is cumulative qualitative and quantitative evidence demonstrating protocol efficacity compared to conventional psychotherapy modalities [ 70 – 72 ], the use of TCTSY in individuals with chronic pain has not yet been investigated. In addition to trauma specialized treatment, and in line with a recent topical review [ 73 ], the present findings further support the importance of a systems approach to trauma care in pain management and rehabilitation services. Future research is needed to investigate comprehensive models of trauma-informed care based on principals such as safety, collaboration and choice within routine practice as a means to improve patient adherence, pain outcomes and prevent re-traumatization.

Methodological considerations

This systematic review was conducted following recommended guidelines for search strategy as well as quality assessment allowing for a more rigorous process regarding methodological appraisal. Some limitations, however, should be taken into consideration in analyzing key findings. The search was not limited to study design, year of publication or methodological quality. Further, inclusion criteria for chronic pain and trauma factors were generally defined such as to provide a broad overview of the current state of art, limiting therefore conclusive or generalizing evidence regarding subtypes of trauma in relation to specific pain syndromes or phenotypes. Despite the inclusive approach to this review, only a short list of mostly moderate to high quality evidence, was identified, highlighting the preliminary nature of research in this area. Overall, the selected studies used appropriate and validated measurement for childhood trauma, PTSD/CPTSD and chronic pain which included a variety of self-reported as well as physician-based assessment. However, the heterogeneity of tools included in this review, in particular for PTSD/CPTSD, warrants vigilance to generalization of findings. Further, the majority of selected studies used the Childhood Trauma Questionnaire [CTQ; 74 ] as primary measurement for childhood trauma. While this is a validated and widely utilized instrument in the study of childhood trauma history, it provides assessment limited only to childhood maltreatment (i.e., abuse and neglect). Only two studies in this review assessed childhood trauma exposure based on PTSD qualifying stressors following DSM diagnostic criteria. This review recognizes the instability around diagnostic consensus of PTSD/CPTSD proposed by distinct classification models over the past two decades. For example, based on earlier diagnostic and clinical literature [ 22 , 25 ], somatization was typically considered a core feature of DSM DESNOS, but does not appear in the current WHO ICD-11 model of CPTSD. Finally, to the best of our knowledge, there is currently no randomized controlled, longitudinal or case study evidence investigating intervention modalities for PTSD/CPTSD and chronic pain comorbidity in individuals with a history of childhood trauma.

The findings of this systematic review highlight the importance of taking into account childhood trauma, in particular neglect and emotional abuse, in the study of PTSD/CPTSD and chronic pain comorbidity in adults. The long-term impact of childhood trauma was further emphasized by an indirect dose-response relationship associated with increased risk of re-traumatization, higher levels of PTSD and perceived distress later in life when compared to adulthood trauma. This review also included evidence on specific neurophysiological patterns in chronic pain patients with PTSD suggesting differential pain modulation processes following trauma, in particular childhood maltreatment. Only a few selected studies reported on CPTSD and chronic pain comorbidity, providing preliminary evidence on the role of trauma-related physical pain (e.g., pain flashbacks). The need for future research adopting a differential approach has been issued in order to extend current models of comorbidity in relation to pain phenotypes, while also accounting for intersectional disparities. Considering the widespread prevalence of childhood trauma and its long-term and complex impact on both PTSD/CPTSD and pain chronicity later in life, recommendations for clinical practice draw attention to the need for PTSD/CPTSD specialized treatment as well as trauma-informed pain management in routine care.

Supporting information

S1 file. prisma checklist 2020..

https://doi.org/10.1371/journal.pone.0309332.s001

S2 File. List of identified studies in the literature search.

https://doi.org/10.1371/journal.pone.0309332.s002

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The 100 Best Books of the 21st Century: A Printable List

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The New York Times Book Review I've I want THE 100 BEST BOOKS OF THE 21ST CENTURY read to it read it 1 My Brilliant Friend, by Elena Ferrante 26 26 Atonement, by lan McEwan 2 The Warmth of Other Suns, by Isabel Wilkerson 27 Americanah, by Chimamanda Ngozi Adichie 3 Wolf Hall, by Hilary Mantel 28 Cloud Atlas, by David Mitchell 4 The Known World, by Edward P. Jones 29 The Last Samurai, by Helen DeWitt 5 The Corrections, by Jonathan Franzen 30 Sing, Unburied, Sing, by Jesmyn Ward 6 2666, by Roberto Bolaño 31 White Teeth, by Zadie Smith 7 The Underground Railroad, by Colson Whitehead 32 The Line of Beauty, by Alan Hollinghurst 8 Austerlitz, by W.G. Sebald 33 Salvage the Bones, by Jesmyn Ward 9 Never Let Me Go, by Kazuo Ishiguro 34 Citizen, by Claudia Rankine 10 Gilead, by Marilynne Robinson 35 Fun Home, by Alison Bechdel 11 The Brief Wondrous Life of Oscar Wao, by Junot Díaz 36 Between the World and Me, by Ta-Nehisi Coates 12 The Year of Magical Thinking, by Joan Didion 37 The Years, by Annie Ernaux 13 The Road, by Cormac McCarthy 38 The Savage Detectives, by Roberto Bolaño 14 Outline, by Rachel Cusk 39 A Visit From the Goon Squad, by Jennifer Egan 15 Pachinko, by Min Jin Lee 40 H Is for Hawk, by Helen Macdonald 16 The Amazing Adventures of Kavalier & Clay, by Michael Chabon 41 Small Things Like These, by Claire Keegan 17 The Sellout, by Paul Beatty 42 A Brief History of Seven Killings, by Marlon James 18 Lincoln in the Bardo, by George Saunders 43 Postwar, by Tony Judt 19 Say Nothing, by Patrick Radden Keefe 44 The Fifth Season, by N.K. Jemisin 20 Erasure, by Percival Everrett 45 The Argonauts, by Maggie Nelson 21 Evicted, by Matthew Desmond 46 The Goldfinch, by Donna Tartt 22 22 Behind the Beautiful Forevers, by Katherine Boo 47 A Mercy, by Toni Morrison 23 Hateship, Friendship, Courtship, Loveship, Marriage, by Alice Munro 48 Persepolis, by Marjane Satrapi 24 The Overstory, by Richard Powers 49 The Vegetarian, by Han Kang 25 25 Random Family, by Adrian Nicole LeBlanc 50 Trust, by Hernan Diaz I've I want read to it read it

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Speaker 1: What are the potential outcomes when you submit a journal article? Stick around and find out today on this episode of Navigating Academia. Music What's up everybody? My name is Dr. J. Phoenix Singh. I want to welcome you to Navigating Academia, your leading source for career guidance on how to be able to progress in academia. As always, I appreciate the love, so please do like and share this video with your colleagues and your students. Subscribe to our channel, hit that bell, and comment below. You can follow us at the social media accounts below. So, today we're going to be talking about the potential outcomes when you decide to take the plunge and submit your article to a peer-reviewed academic journal. This can be a very daunting process, especially if it's your first go-around, even if you're very experienced. These articles that you've been working on, usually you don't work on them for a month. You could be working on these things for years. And this is your baby, and I completely understand that. And to give your baby to somebody else, and for them to be like, eh, that's okay, and just give your baby back, doesn't feel very good. Especially if it's something where the peer-review process can take time. It can take six months, it can even take a year for bigger journals. And because of this, it's something where you can get real frustrated submitting something, waiting for what seems like forever to get feedback from the peer reviewers. And then they say, we're just not into it, and you don't even get a chance to respond. But at the end of the day, what we're going to be talking about today is the two-step process of what can the outcomes be when you submit that journal article. Now the reason I say it's a two-step process is because when you initially submit your article, it's going to go to the editor of the journal. And they're going to look at it and basically do a pretty rapid screen of it to say this either has a general fit for the journal or not. And they're going to be taking a look at things like, you know, is the article even in our field? Is it an area that has maybe sufficient interest for their readership? Because they're going to know the demographics of the people who are reading their stuff. Is it written and organized in a way that meets the instructions for authors for that journal? And we're going to make another video on that in terms of making sure that before you submit, you can maximize the likelihood that your piece will, if not only get through that screen, end up getting published. So be sure to check out that video as well. I'll post a link down in the description below. Now after the editor has had a chance to be able to take a look at it, they're going to give it to an associate editor for the journal. That associate editor is going to assign peer reviewers, usually folks on that journal's editorial board, or if the people there either don't have the time, don't have the expertise that's very unique to your piece, they're going to send it out for review for other people who are considered experts in whatever field you happen to be in. And then that peer review process starts. The peer reviewer is going to get the piece, they're going to be expected to read it in detail, provide you with comprehensive comments that you're going to need to respond to afterwards. And the idea is that it's really going to sharpen your piece and it's really kind of a quality control mechanism for the journal, making sure that the stuff that actually ends up getting published, not only is really high quality and hence makes the journal look good, but these publishers of these journals, they're for-profit businesses most of the time. And this is how they make money. They make money by selling your articles or by having this journal as part of a package where they're selling different institutions or facilities, for example, a prison or could be anything from Tufts University where I did my undergrad work, their library and these things. And in some cases, even individuals buy subscriptions to these kind of package deals. So it's really important that the piece that they end up publishing be of high quality to make that journal look good, to make that publisher money. And also the hope obviously is that that piece is going to get cited and the impact factor of that journal is going to significantly increase. So the peer reviewers do their thing. They end up submitting their recommendations for either acceptance or rejection to the associate editor who sends it up to the editor. And the editor ends up making that final call as to whether or not to accept the piece or not. But they really rely on the associate editor here to kind of make that decision, but they're the end gatekeepers of everything. So usually the associate editor is the first one who's going to take a look at those peer reviewer comments. And either they or the editor is going to assign one of five different outcomes. And so those are the things that we're going to be briefly going through today. Number one is accept. And we're talking here about accept without revision. This is not only the chupacabra of journal review outcomes, it's something where you should be really puzzled if you get this. No article has no revisions that would make it better. There is no such thing as a perfect submission. If the peer reviewers come back and say, this is the greatest thing since sliced bread, don't change a word, don't change anything, just publish it straight up. Again, alarm bells should be going out because it really suggests that the peer reviewers didn't do their job. Which could be a really critical thing to say, but it's true. It's something where you really need to make sure that the peer review process is improving your writing, improving your piece. It's one of the reasons why the peer review process exists, remember, is to be able to sharpen that piece up. And to make it of even higher quality. So if it's just accepted straight up, that's a really bad sign. And you should really consider whether you want that piece in that journal. But of course we will be talking about in another video the times where it is versus the majority of times where it's not appropriate to be able to pull a journal article out. And I'll link that also in the description below, that video. So it's really important to take this into consideration, guys. And the second outcome is related, but it's basically accept with minor revision. And this is, if you have got accept with minor revision, kudos to you. Really, I bow down because this is a very rare outcome. And especially for higher impact journals, it very rarely happens. I'm talking about a real minority percentage. Maximum 5-10% of articles, we're going to get this treatment. And really what it suggests is that the piece is in great shape, it needs some minor polishing. But the peer reviewers are recommending to the associate editor and editor, this is a piece you want. Let them do some polishing in terms of let the authors do their thing. But then you need to accept this piece. Because it's going to make a big contribution, it's going to make the journal look good. And it is worthwhile to be able to be part of the literature. And you should be very humbled and almost honored to be able to get this decision. It's a big deal. And I really congratulate you if this has happened or happens to you in the future. So that's outcome number two. Outcome number three is to accept with major revision. And this is really par for the course. Either accept with major revision or outcome four that we'll talk about in a moment, which is revise and resubmit. But accept with major revision is a really great sign as well. Again, focus on the accept part and not on the major revision part. Very rarely do peer reviewers, even if they give minor revisions in terms of their comments, very rarely do they give the recommendation of accept with minor revision. It's almost something where they want you as the author to accept that the piece is good. But it ain't that good to be able to do accept with minor revision. They're really trying to give you as the author the message that we love the piece. It's got a lot of potential. Make these changes and then you're good to go. Very rarely are you going to have to go through a second peer review process if you get accept with major revision, let alone accept with minor revision. That basically doesn't happen. In most cases, the associate editor is going to look at it, give it the yay or nay, and then send it up to the editor for the final approval. So that's accept with major revision. Outcome number four is revise and resubmit. This is pretty common, I would say. It's unfortunate if you end up getting this because it usually means that the piece is essentially rejected, but the journal's open to publishing it if you make a lot of changes and then they're going to put you through another peer review, usually. And it could be with the same peer reviewers. Usually peer reviewers are even asked during their submission process for their comments, would you be opening to re-reviewing the piece? And they can choose yes or no. But revise and resubmit basically means that, again, they're open to it, but the piece isn't there yet for them to seriously consider accepting it. This is a really common thing for people to end up making this decision. They don't want to say reject because maybe the piece, you know, there's a realm of possibility you could make it good, but right now they're not going to give the green light, they're not going to give the thumbs up on it. So that's revise and resubmit. If you get it, don't feel too upset, alright? It happens to everybody, it's certainly happened to me many times. And you can decide then, do you want to resubmit to that journal, or do you want to go to another journal? You can even be straightforward, especially if you know the associate editor, whether, you know, professionally or personally. You can just let them know, you know, do you think this is a piece that's worthwhile if I, you know, really take care of all these comments the peer reviewers gave and resubmit it to you? Do you think it has a fighting chance, or, you know, just be straight with me, do you think it's something where I explore a different outlet? Just ask, especially if it's a really high impact journal, maybe worth revising and resubmitting if they say, yeah, it's actually not a bad piece, I would give it serious consideration if you resubmitted it and it went through another peer review process. So that's outcome number four. Finally, outcome number five, it's an unfortunate outcome, it's certainly happened to me on some papers, it's just straight up rejection. It's not revise and resubmit, certainly neither of the except options. It's just straight up reject. You know, the peer reviewers look at it and for whatever reason, they're like, this just is not adequate. Remember the associate editor and the editor, they're probably not going to be experts in your niche, but the editorial board members who are, or the folks who they end up referring out to, if no associate editor, sorry, if no editorial board member is perfect for your piece, they may have a lot better sense whether or not you're really making a contribution or it's something where they've peer reviewed stuff of yours in the past. And this is what's called a salami, meaning that it's basically, you know, you take in a data set that you have and you've been mining that data set, publishing all kinds of stuff from it. And they're like, I've already reviewed stuff from this data set, you know, this is such a minor set of analyses, doesn't contribute a lot. And to be honest with you, the researcher should have just put this into the main article that they published on that data set. Because otherwise it's something where, you know, you go to five journals, find five pieces on the same data set by the same authors. It doesn't really give you a good reputation as a researcher and you should know that going in. All right, y'all. Thank you so much for watching this episode. I want to hear from you in the comments below. Are you nervous about submitting your articles because of the possibility of rejection? And what strategies are you using, or maybe that you've used in the past to be able to overcome this? Remember that we're all a community here in academia. Let's share our stories. Let's talk about what's helped us. And let's really pay it forward because all of us in academia have had folks who've helped us in the past as well. Don't forget to like and share this video with your colleagues and students. Subscribe and follow us on social media. If you're interested in one-on-one career mentoring in academia, please do set up a consultation call with me via the website below. And let's see how I can help you get to the top of your field. I'm signing off, everybody. Have a great day. And remember to get out there, take chances, and be your best self. Thank you so much for stopping by, everyone. It's a pleasure to have you here as always. If you enjoyed this video and you'd like to see more in this series on navigating academia, please click on one of these links over here to be able to view more original content. I hope to see you there.

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The interview: Kamala Harris’ inaugural sit-down was most notable for seeming ... ordinary

Accompanied by her running mate, Minnesota Gov. Tim Walz, Vice President Kamala Harris told CNN her “values have not changed” even as she is “seeking consensus.” Harris also spoke about her stances on issues such as fracking and the southern border.

Democratic presidential nominee Vice President Kamala Harris waves at a campaign rally Thursday, Aug. 29, 2024, in Savannah, Ga. (AP Photo/Stephen B. Morton)

Democratic presidential nominee Vice President Kamala Harris and running mate Minnesota Gov. Tim Walz appear at the Fiserv Forum during a campaign rally in Milwaukee, Tuesday, Aug. 20, 2024. (AP Photo/Jacquelyn Martin)

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After avoiding a probing interview by a journalist for the first month of her sudden presidential campaign, Vice President Kamala Harris’ first one Thursday was notable mostly in how routine it seemed.

CNN’s Dana Bash, sitting down with Harris and running mate Tim Walz in a Georgia restaurant, asked her about some issues where she had changed positions, the historical nature of her candidacy, what she would do in her first day as president and whether she’d invite a Republican to be a Cabinet member (yes, she said).

What Bash didn’t ask — and the Democratic nominee didn’t volunteer — is why it took so long to submit to an interview and whether she will do more again as a candidate.

Harris drew criticism for not doing an interview until now

With no clips from interviews or extended news conferences as a candidate to pick apart, Republican Donald Trump and his campaign had made Harris’ failure to take on journalists an issue in itself. She had promised to rectify that by the end of August, and made it in just under the wire.

In the interview, taped earlier Thursday at Kim’s Cafe in Savannah, Georgia, Bash occasionally had pressed Harris when the vice president failed to answer a question directly. She asked four times, for example, about what led Harris to change her position on fracking — a controversial way to extract natural gas from the landscape — from her brief presidential candidacy in 2020.

“How should voters be looking at some of the changes in policy?” Bash asked, wondering whether experience led Harris down another path. “Should they be completely confident that what you’re saying now is going to be the policy moving forward?”

Bash asked Harris twice whether she would do something different, like withhold some military aid to Israel, to help reach a peace deal in the Mideast. Harris stressed the importance of a deal, but offered no new specifics on achieving it.

When Bash sought a response to Trump suggesting that Harris had only recently been emphasizing her Black roots, the vice president swiftly brushed it aside. “Next question,” she said.

CNN political analyst David Axelrod suggested that Harris, by not doing interviews previously, had raised the stakes on what is usually a typical test that presidential candidates face. But after the Bash session aired, Axelrod said that she “did what she needed to do.”

“What she needed to do was be the same person she has been on stage the past month,” said Axelrod, onetime aide to Obama when he was in the White House. He predicted the interview would ultimately make little difference in the campaign.

Tim Walz was included in the interview, too

In seeking a personal connection with viewers, Bash asked Walz for his feelings about his son’s emotional response to this Democratic convention speech, and a memorable photo that depicted Harris’ niece from behind, watching her aunt deliver her address to Democrats.

By including Walz in the interview, Harris joined a tradition followed by Donald Trump and Mike Pence, Barack Obama and Joe Biden, and Biden and Harris themselves. But that decision stood out because of her lack of solo interviews and the compressed nature of her campaign.

Republicans complained she would use Walz as a crutch, someone who could smooth over his boss’ rough moments and simply take up time that could have been used for questions directed at Harris.

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“This is one more Harris campaign insult to American voters,” the Wall Street Journal said in an editorial Thursday.

Ultimately, Bash directed only four questions to Walz — one a followup — and the vice presidential candidate didn’t interject or add to Harris’ responses.

This was the second high profile moment for Bash already this campaign. The “Inside Politics” anchor moderated June’s debate between Trump and President Biden, an event where the journalists were overshadowed by the poor performance by Biden that eventually led to him abandoning his re-election bid .

David Bauder writes about media for the AP. Follow him at http://twitter.com/dbauder .

• Research article
• Open access
• Published: 26 August 2024

The consumption of ultra-processed foods was associated with adiposity, but not with metabolic indicators in a prospective cohort study of Chilean preschool children

• Camila Zancheta 1 , 2 ,
• Natalia Rebolledo 2 ,
• Lindsey Smith Taillie 3 ,
• Marcela Reyes 2 &
• Camila Corvalán 2  

BMC Medicine volume  22 , Article number:  340 ( 2024 ) Cite this article

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Increasing consumption of ultra-processed foods (UPF) has been identified as a risk factor for obesity and various diseases, primarily in adults. Nonetheless, research in children is limited, especially regarding longitudinal studies with metabolic outcomes. We aimed to evaluate the longitudinal association between consumption of UPF, adiposity, and metabolic indicators in Chilean preschool children.

We conducted a prospective analysis of 962 children enrolled in the Food and Environment Chilean Cohort (FECHIC). Dietary data were collected in 2016 at age 4 years with 24-h recalls. All reported foods and beverages were classified according to the NOVA food classification, and the usual consumption of UPF in calories and grams was estimated using the Multiple Source Method. Adiposity ( z -score of body mass index [BMI z -score], waist circumference [WC], and fat mass [in kg and percentage]) and metabolic indicators (fasting glucose, insulin, HOMA-IR, triglycerides, total cholesterol, and cholesterol fractions) were measured in 2018, at the age of 6 years. Linear regression models ((0) crude, (1) adjusted for covariables, and (2) adjusted for covariables plus total caloric intake) were used to evaluate the association between UPF and outcomes. All models included inverse probability weights to account for the loss to the follow-up.

At 4 years, usual consumption of UPF represented 48% of the total calories and 39% of the total food and beverages grams. In models adjusted for covariables plus caloric intake, we found a positive association between UPF and BMI z -score (for 100 kcal and 100 g, respectively: b  = 0.24 [95%CI 0.16–0.33]; b  = 0.21 [95%CI 0.10–0.31]), WC in cm ( b  = 0.89 [95%CI 0.41–1.37]; b  = 0.86 [95%CI 0.32–1.40]), log-fat mass in kg b  = 0.06 [95%CI 0.03–0.09]; b  = 0.04 [95%CI 0.01–0.07]), and log-percentage fat mass ( b  = 0.03 [95%CI 0.01–0.04]; b  = 0.02 [95%CI 0.003–0.04]), but no association with metabolic indicators.

Conclusions

In this sample of Chilean preschoolers, we observed that higher consumption of UPF was associated with adiposity indicators 2 years later, but not with metabolic outcomes. Longer follow-up might help clarify the natural history of UPF consumption and metabolic risks in children.

Peer Review reports

Childhood obesity has become an escalating health concern worldwide. According to the 2019 projections by the World Obesity Federation, it is anticipated that by 2025, approximately 206 million children and adolescents aged 5–19 years will be affected by obesity, mainly due to increasing rates in emerging countries [ 1 ]. In Latin America, 7% of children under 5 years of age and 20–25% of children and adolescents up to 19 years are estimated to living with overweight or obesity [ 2 ]. In Chile, data from a survey including students in the public education system in 2019 revealed that 26.5 and 24.9% of preschool children (kinder) presented overweight and obesity, respectively [ 3 ]. Childhood obesity tends to persist over time and is associated with metabolic disturbances, which increasingly manifest at younger ages [ 4 ]. Several determinants are associated with childhood obesity, with changes in eating patterns being described as one of the main ones.

During the last decades, the food system has changed in different countries, and traditional diets have been increasingly replaced by ultra-processed foods (UPF) [ 5 ]. UPF are industrial formulations made mainly of substances extracted or derived from foods (e.g., sugar and fats), with little or no whole food in their composition and which typically contain added additives such as flavorings, colorings, and other additives used to modify the sensory attributes of the final product [ 6 ]. Children and adolescents have been described as the primary consumers of UPF in national surveys from Australia [ 7 ], Canada [ 8 ], the USA [ 9 ], Mexico [ 10 ], and Chile [ 11 ]. In developed countries such as the UK and the USA, UPF represents more than 60% of the calories consumed in children’s and adolescents’ diets [ 12 , 13 ]. In some Latin American countries such as Chile and Mexico, it is more than one-third of the total calories consumed by children 1–19 years old [ 10 , 11 ]. Non-representative studies in Brazil and Chile have reported that more than 40% of the total caloric intake comes from UPF in preschoolers at 4 years old [ 14 , 15 ].

Nationally representative data from food purchases and consumption from different countries showed that high amounts of UPF in diets are related to higher amounts of sugar and sodium, high energy density, and lower quantities of protein, micronutrients, and fiber [ 5 , 16 , 17 , 18 , 19 , 20 ]. In adults, systematic reviews and meta-analyses indicated a direct association between UPF consumption and overweight, obesity, metabolic syndrome, diabetes, and all-cause mortality [ 21 , 22 , 23 , 24 ]. However, evidence regarding health impacts in children is still scarce and inconsistent [ 25 ]. A recent systematic review of the effects of UPF, as defined by NOVA, on obesity and cardiometabolic comorbidities in children and adolescents showed that higher consumption of UPF was associated with greater adiposity in most studies. In the case of metabolic indicators, studies available are only a few and mostly from Brazil. Moreover, results have shown conflicting results [ 25 ]. For instance, prospective studies with children aged between 3 and 6 years found a direct relationship between the consumption of UPF and total cholesterol [ 26 , 27 ], LDL cholesterol [ 26 ], and triglycerides [ 27 ], but not with the glycemic profile [ 14 ].

Given the extent of the public health burden related to poor nutrition in children and the exponential increase in the consumption of UPF, a better understanding of the effects of UPF on indicators of metabolic risk in children is crucial. To our knowledge, no previous study on this topic has been conducted in Chile, so we aimed to prospectively evaluate the association between the consumption of ultra-processed foods, adiposity, and metabolic indicators in a sample of low-to-middle-income Chilean preschool children after 2 years of follow-up.

Study design and subjects

We used data from the Food and Environment Chilean Cohort (FECHIC), a cohort of 962 Chilean low-to-middle-income preschoolers from Southeast Santiago, Chile, started in 2016. Mothers were recruited in public schools to participate in the study with their 4- to 6-year-old children. Details on the recruitment and inclusion criteria are available elsewhere [ 28 ]. Briefly, the inclusion criteria were mothers as the primary caregivers for food purchases and childcare, absence of mental illness in the mother and child, and of other diseases with an impact on food consumption and child development, besides children of non-twin gestation, born at term and with normal birth weight. The present study included children with dietary data at baseline (year 2016, average age: 4.9 years) and anthropometric, body composition, or metabolic indicators measured after 2 years (year 2018, average age: 6.1 years).

Dietary intake

At baseline, trained dietitians collected 24-h dietary recalls (24HR) following the United States Department of Agriculture (USDA) Automated Multiple-Pass method [ 29 ]. They used a photographic atlas to help estimate portion sizes accurately [ 30 ], and recorded data on portion size, type of preparation, type of food, and product brand and flavor in the case of packaged foods, as well as the source of the food and eating location. This information was entered into SER-24, a software developed by the Center for Research in Food Environment and Prevention of Obesity and Non-Communicable Diseases (CIAPEC), INTA, that includes over 6000 foods and beverages and 1400 standard recipes of traditional Chilean dishes and estimates nutrient intake using the Food Composition Table of the USDA [ 28 , 31 ]. The mother was the primary respondent and reported 1 day of their child’s food consumption in a face-to-face interview. Children were present during the interview and complemented the information for the eating occasions when the respondent was absent (e.g., school time). In the case of receiving meals from the School Feeding Program, these preparations were also recorded to link them to the recipes and nutrient contents of the food providers. A second dietary recall was collected within 30 days in a random subsample of 20.1% of participants.

Food consumption according to the NOVA food classification system

Briefly, the NOVA classification considers the extent and purpose of industrial processing and classifies all foods and beverages into four groups: group 1—natural or minimally processed foods (MPF); group 2—processed culinary ingredients (PCI); group 3—processed foods (PF); and group 4—ultra-processed foods (UPF). Examples of UPF include industrialized sodas, toddler milk, confectionaries, chocolates, ice cream, hamburgers, reconstituted meat products, pizzas and other frozen dishes, instant soups, and packaged bakery products, among others [ 6 ]. We identified UPF based on food descriptions, food categories and type of food, whether packaged or unpackaged, brand, and flavor, when available. Simple preparations included in the software SER-24 (e.g., cooked rice) were classified based on their main component. Other homemade recipes were disaggregated into their components, and each of them was individually classified. Food classification was carried out by a postgraduate dietitian at CIAPEC and reviewed by a second dietitian. Disagreements (0.4%) were discussed and resolved by consensus. To verify the interrater agreement, a third dietitian independently classified a random subset of 5% of SER-24 records ( n  = 306). We found an agreement of 97.4% and a kappa coefficient of 0.95, indicating almost perfect agreement between the raters. More details about the methodology applied were published elsewhere [ 32 ].

We calculated the consumption of UPF in calories and in grams for each participant. Most published studies used the caloric share of UPF; however, presenting UPF grams allowed us to consider the consumption of low or non-calorie UPF, such as artificially sweetened beverages commonly consumed by Chilean children at this age [ 33 ].

Exclusion of outliers in dietary data

We identified outliers using two techniques: comparing the total calories consumed and the energy requirements of each participant and considering the extremes in the distribution of UPF (both in calories and grams).

We estimated the energy requirements with the Dietary Reference Intake (DRI) equation according to age and sex [ 34 ], using sedentary and very active levels of physical activity to calculate the lower and the higher cutoff points, respectively [ 35 ]. We used the subsample with two dietary recalls to calculate the standard deviation (SD) for the ratio (in %) between reported energy intake (rEI) and predicted energy requirement (pER), using the formula provided by Huang [ 36 ]. The formula considers the pooled coefficient of variation (CV) of the rEI (CVrEI = 32.6%, calculated for our sample [ 37 ]), the number of days of dietary assessment ( d  = 2), the CV of the pER (CVpER = 12.1%, calculated with the mean and SD for the total energy of 3- to 18-year-old boys and girls described in the DRI [ 34 ]), and the coefficient of variation in the measured total energy expenditure (CVmTEE = 8.2%, obtained from literature [ 36 , 37 ]). The value of SD for our sample was 27.3%, and we defined implausible diets as those in which reported energy was from <  − 3 or + 3 SD away from predicted energy requirements (i.e., < 18.1% or > 181.9% of the pER).

Additionally, diets under the 1st and above the 99th percentile of UPF consumption in calories and grams were excluded (UPF consumption < 42 kcal or > 1478.5 kcal and < 27 g or > 1554.5 g).

Of the 1154 records collected at the beginning of the study, 15 were considered implausible, and 30 were considered extreme UPF consumption. Then, the estimates of usual consumption included 743 children with a unique and 183 with two measures of 24HR.

Usual consumption of UPF

We estimated the usual consumption of UPF using the Multiple Source Method (MSM). This method assumes that the 24HR is not biased for the usual consumption and models the probability of consumption—with logistic regression—and the amount consumed in a day of consumption—with linear regression—allowing the incorporation of covariates and is based on the premise that habitual consumption is equal to the probability of consumption times the usual amount consumed. Usual consumption can be estimated for dietary components that have frequent or daily consumption (e.g., nutrients), but also for those that have episodic consumption (e.g., food categories), as long as at least two measurements for a part of participants are available [ 38 ]. A minimum of 50 individuals with at least two 24HR is required to apply statistical methods to account for within- and between-person variation and estimate the usual consumption for food groups consumed almost every day [ 39 ].

The MSM was applied using free access online software developed by the Department of Epidemiology of the German Institute of Human Nutrition Potsdam-Rehbrücke, available at https://nugo.dife.de/msm/ . Covariables included for the estimates were sex, age, baseline body mass index (BMI) z -score for sex and age, and maternal variables (age, BMI, work outside the home, and education level).

All outcomes were measured after approximately 2 years of follow-up when the children were, on average, 6.1 years old.

Anthropometric indicators

We used data collected by trained dietitians following standard procedures. Height was measured using a portable stadiometer (Seca 217, to the nearest 0.1 cm), and weight was measured using a digital electronic scale (Seca 803 or 813, precision of 0.1 kg). Weight and height were taken in duplicate, and we used their average to calculate BMI. We compared the BMI of each child with the World Health Organization (WHO) growth references specific for age and sex [ 40 ] to obtain their z -score value (BMI z -score). Waist circumference (WC) was measured with a metal tape (Lufkin W 606 PM, USA, precision 0.1 cm) and taken in duplicate. A third measurement was required if the difference between both measurements was greater than 0.5 cm. We calculated the average WC for each child in cm.

Body composition

Body composition was estimated using the bioelectrical impedance (BIA) method using Tanita BC-418 (Tanita Corp.) and following the manufacturer’s recommendations. The child’s age, sex, and height were entered manually. Children stood barefoot on the appliance while holding the handles for approximately 30 s. We used predicted values of fat mass (kg) and percentage of fat mass calculated by the device using impedance, weight, height, and age with standard calibrated equations based on data from dual-energy X-ray absorptiometry [ 41 ].

Metabolic indicators

A nursing team collected the blood samples from the children after 8 to 12 h of fasting. We used the serum triglycerides, total cholesterol, high-density cholesterol (HDL-c), and low-density cholesterol (LDL-c) levels as lipid profile variables. For the glycemic profile, we used fasting glucose, insulin, and the HOMA-IR (acronym in English for homeostatic model to assess insulin resistance). Triglycerides, total cholesterol, and HDL-c were measured using enzymatic colorimetric assays. LDL-c was calculated using the Friedewald formula [ 42 ]. All lipid profile markers were expressed in mg/dl. Glycemia was measured by the enzymatic colorimetric method and expressed in mg/dL, and insulin by electrochemiluminescent immunoassay and expressed in μU/ml. HOMA-IR was calculated as insulin (μU/ml) × glucose (mmol/l) /22.5. All metabolic outcomes were considered continuous variables in the analysis.

Covariables in the association models

Directed acyclic graphs (DAGs) were used to represent the structures of the causal networks that link exposure (consumption of UPF) and the outcomes of interest (adiposity and metabolic profile) and support the identification of confounding variables in the associations studied [ 43 ]. Given that we have two primary groups of outcomes (adiposity and metabolic indicators), we constructed two separate DAGs using the online application DAGitty (Fig. 1 ) [ 44 ].

Conceptual framework for the relationship between UPF consumption at 4 years and adiposity ( A ) and metabolic indicators ( B ) at 6 years. Notes: UPF – ultra-processed foods, SES – socioeconomic status, BMI – body mass index, (i) – initial values at 4 years, (p) – other values during the study period, (f) – final values at 6 years

Considering the DAGs, to estimate the total effect of the consumption of ultra-processed foods at 4 years on adiposity and metabolic responses at 6 years of age, the minimally sufficient adjustment set of variables included socioeconomic status (SES), maternal BMI and age, sex, age, and children’s television time (displayed in white in Fig. 1 ).

To approximate SES, we considered in the models mother’s educational level, categorized as “low” (less than high school), “medium” (at least high school), or “high” (more than high school), and whether they worked outside the home (“yes” or “no”), considering that in Chile the unemployment rate is higher in poor than in non-poor [ 45 ] and women with higher educational levels more often work outside the home [ 46 ]. We also included other maternal variables such as maternal age (self-reported) and BMI (calculated using maternal weight and height measurements collected by trained dietitians).

Among the variables for the children, we considered sex (male or female), age (in months), and television time. To estimate the total hours children spent watching television on weekdays, we summed the time spent watching TV before and after school and in the evening based on information provided by the mothers.

Full completeness was obtained for all covariates except maternal BMI, for which data for 4.2% of the total sample were missing. All covariables included in the models were measured at baseline.

Statistical analysis

Descriptive analyses were presented using mean and SD for quantitative variables and absolute and relative frequency for qualitative variables.

All participants whose dietary reports did not fulfill the above exclusion criteria and who provided data for at least one or more health outcomes were included in the association models. The proportion of loss to follow-up was 23.7% for anthropometric indicators, 33.5% for body composition, and 39.9% for metabolic indicators. We compared the characteristics of participants included and lost in the analysis by presenting the percentual difference between them and applying a T -test for quantitative and chi-square for qualitative variables, and differential loss related to maternal educational level was identified. Given the loss to follow-up and to address the potential selection bias, we incorporated the stabilized inverse probability of censuring weights (SW) in all models. This method creates a pseudo-population with characteristics comparable to the initial population to simulate random censuring of covariates of interest [ 47 ]. We calculated different SW for anthropometric, body composition, and metabolic indicators since the number of participants in each analysis differed. The calculation of SW uses as a numerator the probability of censuring (i.e., proportion of participants lost in the follow-up) and as a denominator the probability of censuring based on the covariables included in the model [ 47 , 48 ]. The probability of censorship was obtained with logistic regression with loss of follow-up as the response variable (yes or no), and the covariates included were sex, age, and initial BMI z -score of the child, and maternal age, BMI, work outside the home, and educational level of the mother. Using SW results in the same estimate as unstabilized inverse probability weights, but typically in narrower 95% confidence intervals and increased statistical efficiency [ 47 , 48 ]. SW were included in all regression analysis using the option pweight.

We used linear regression models to investigate the associations between the consumption of UPF at 4 years (in 100 cal and grams), adiposity, and metabolic indicators at 6 years. We reported regression coefficients and 95% confidence intervals (95% CI) for crude and adjusted models.

The model 1 was adjusted for covariables presented in the DAG: socioeconomic status (represented by maternal education and work outside the home), maternal BMI and age, and sex, age, and television time of children. The model 2 was adjusted for the same covariables plus caloric intake. The coefficient is then interpreted as the effect of substituting 1 unit of UPF with 1 unit of non-UPF, maintaining a constant caloric intake [ 49 , 50 ].

Given the low prevalence of missing data in the covariates (less than 5% and in only one variable), we assumed that missing data were completely at random and performed regressions with complete case analysis [ 51 ]. The goodness-of-fit of the models was evaluated via graphical analysis of the residuals and inflation factors of variance. The distribution of residues was not random for insulin, HOMA-IR, triglycerides, fat mass, and fat mass percentage, so the final models included the log-transformed version of these variables. As sensibility analysis, we considered models without SW and models with quartiles of UPF as the exposure variable. All analyses were conducted using Stata v18.0 (College Station, TX).

The baseline characteristics of all FECHIC children and sub-samples with anthropometric, body composition, and metabolic indicators are presented in Table 1 . The characteristics of the children included in each evaluation were similar to those of the reference cohort. At the start of the FECHIC cohort study, the children had an average age of 4.9 ± 0.5 years old, were comparable by sex (51.9% girls), and had a mean BMI z -score of 1. The mothers were 31.4 ± 6.7 years old, and most had a medium education level (55.1%). Children lost in the follow-up presented differences primarily related to their mothers’ educational level; more children from mothers of low education level were lost for anthropometric indicators ( p  = 0.003) and body composition ( p  < 0.001), and more children from mothers of high education level were lost for metabolic outcomes ( p  < 0.001).

Estimated usual consumption of UPF

Table 2 shows the estimated usual consumption of each NOVA food group at baseline (4 years of age). Children consumed approximately 48% of their diet by calories from UPF and 39% of their diet by grams from UPF. Among the NOVA groups, UPF contributed the highest percentage of children’s calories, while MPF contributed the highest percentage of grams to children’s diet (57.0%).

Adiposity and metabolic outcomes

A description of the outcomes included in the study is available in Table 3 . After 2 years of follow-up, the mean BMI z -score was 1.1 ± 1.3, and the mean fat mass percentage was 24.2 ± 5.3%. The mean fasting blood glucose was 81.8 mg/dL.

Associations between consumption of UPF and adiposity and metabolic indicators

Tables 4 and 5 present the associations between the usual consumption of UPF at 4 years and adiposity and metabolic indicators at 6 years, considering the three types of models (crude, adjusted for covariables, adjusted for covariables plus total caloric intake). We did not find an association between UPF and adiposity in crude and covariable adjustment models. However, when UPF was adjusted for covariables plus total caloric intake, we observed a positive association of small magnitude with BMI z -score (respectively for 100 kcal and 100 g of UPF: b  = 0.24 [95% CI 0.16–0.33]; b  = 0.21 [95% CI 0.10–0.31]), WC ( b  = 0.89 [95% CI 0.41–1.37]; b  = 0.86 [95% CI 0.32–1.40]), log-fat mass ( b  = 0.06 [95% CI 0.03–0.09]; b  = 0.04 [95% CI 0.01–0.07]), and log-percentage fat mass ( b  = 0.03 [95% CI 0.01–0.04]; b  = 0.02 [95% CI 0.003–0.04]). For metabolic outcomes, the coefficients of UPF and their 95% CI for both 100 cal and 100 g were close to null values for all models.

Sensitivity analysis

The results obtained in models without SW (Additional file 1 : Tables S1 and S2) and in models with the consumption of UPF in quartiles (Additional file 1 : Tables S3 and S4) were consistent with those obtained in main analysis.

In this study, we found a high consumption of UPF in terms of calories and grams in a sample of low- and middle-income preschoolers from Santiago, Chile. We also found a positive association between the consumption of UPF at the age of 4 years and several markers of adiposity measured at 6 years old. However, we did not find an association between UPF consumption and metabolic indicators after 2 years of follow-up.

We remark that we found associations only in models that included a total caloric intake adjustment. In nutritional epidemiology, an energy adjustment is used to study the consumption of nutrients or foods in terms of total energy. The underlying reason is that interventions at the individual or population level usually aim to modify the consumption of certain nutrients or foods, with changes in the composition of the diet, but not in the overall amount of food consumed. The energy adjustment also controls for the confounding effect resulting from the association between total energy intake with physical activity, differences in body size, and metabolic efficiency [ 49 , 50 ]. On this basis, we consider the estimates that include the energy adjustment as the more reliable in our study. Analysis that takes into account the total calories by using the caloric share of UPF is the most prevalent in studies focused on investigating UPF and health outcomes [ 52 ]. The fact our results showed associations between UPF and adiposity markers only when adjusting for total calories provides further support to suggest that the relative contribution of UPF in the diet is more important than their absolute amount, and the health effects observed are a consequence of a displacement of traditional dietary patterns [ 53 ].

In the present study, we found that almost half of the calories of preschool children were derived from UPF, in line with the findings of previous studies with similar populations [ 14 , 15 ]. We also found that consumption of UPF during preschool years was positively associated with increases in BMI z -score and WC after 2 years of follow-up. Similarly, a study with 307 children of low socioeconomic status from Brazil found that the consumption of UPF in 4 year-old children predicted a higher increase in WC at 8 years old [ 14 ]. On the other hand, our findings do not align with the results of a previous study conducted on 7-year-old children from Portugal. In Portuguese children, there was no association between UPF and BMI z -score and WC z -score after 3 years of follow-up [ 54 ]. One potential explanation for the discrepancy in results is the difference in the amount of UPF consumed between both populations. Chilean children consumed more UPF than did Portuguese children. The percentage of grams and calories from UPF in the diet of Chilean children was 39 and 48%, while in Portuguese children, UPF represented 25 and 31% of the total grams and calories consumed, respectively. Another potential explanation is the age difference of the participants between studies. Our study followed children from 4 to 6 years, when they were starting the adipose rebound [ 55 ], while the study from Portugal followed children between 7 and 10 years old. Age and duration of follow-up could be a relevant factor. For example, a prior study from the Avon Longitudinal Study of Parents and Children that assessed longitudinal associations between UPF and adiposity trajectories from 7 to 24 years old showed that differences in BMI and fat mass by UPF consumption become more accentuated starting adolescence, another critical period for development [ 56 ].

Regarding metabolic indicators, we did not find an association with any included indicator. A recent review assessing the effect of UPF on metabolic syndrome components in children and adolescents based on nine cohort studies found mixed results. Some longitudinal studies have reported a positive association between UPF and blood lipids, but not with blood glucose; it is important to highlight that only a few prospective studies on metabolic outcomes in children are available in the literature to date [ 57 ]. Our results suggest that adiposity indicators could be altered before we observe metabolic marker alterations. However, metabolic alterations associated with adiposity during childhood are an increasingly common problem. A study with more than 26,000 children with obesity (average: 12.6 ± 2.9 years) from European countries found metabolic alterations in more than half of the participants, the most prevalent being high blood pressure (34%), dyslipidemias (32%), and less common alterations in glucose metabolism (3.3%) [ 58 ]. Similar results were also described in Mexico [ 59 ]. The results of these studies could indicate that alterations in blood pressure and lipid metabolism occur early in children with obesity. It is proposed that, with respect to glucose parameters, alterations may occur in the late stage of the development of metabolic alterations [ 60 , 61 ]. There is also evidence of the role of diet in metabolic risk from an early age. In a population-based cohort analyzing diet trajectories from ages 2–3 to 11–12 years, individuals who consistently adhered to an “unhealthy” diet trajectory showed compromised cardiovascular function and poorer metabolic health when compared to children consistently following a “healthy” diet, again suggesting that adolescence would be a critical period for observing the emergence of metabolic traits [ 62 ].

Various UPF characteristics have been examined to explain their detrimental impact on health. The most explored explanation revolves around the inadequate nutritional profile of UPF, characterized by a higher density of added sugars and saturated fats, and a lower density of vitamins and minerals compared to non-ultra-processed foods [ 16 ]. However, the nutritional imbalance in UPF seems incapable of fully explaining the observed effects. Findings from different studies have shown that the association between consumption of UPF and health outcomes persists even after adjusting for the nutritional profile of the diet [ 63 , 64 ]. UPF manufacturing often involves processed and refined ingredients that lack the natural food matrix, leading to reduced satiety and heightened glycemic response [ 65 ]. Additionally, UPF tend to have a higher energy density due to their ingredients and low water content, making them easy to consume rapidly in terms of volume and calories, facilitating excessive intake [ 66 , 67 ]. Furthermore, UPF typically exhibit a lower protein density, and it has been hypothesized that this lower protein content could lead individuals to overconsume other foods and, consequently, excess energy [ 68 ]. Another hypothesis considered to explain these associations beyond the nutritional profile is that the widespread consumption of UPF may result in increased intake of substances that are rare or absent in nature, such as food additives [ 69 ].

The consumption of UPF by children is a matter of concern. We know that children are the main consumers of these products in several countries, with the percentage of consumption higher than that observed in adults [ 70 ]. In fact, media marketing that encourages increased consumption of UPF targets children, given their high vulnerability. Additionally, eating habits built during childhood tend to persist throughout life [ 71 ]; therefore, becoming accustomed to consuming high levels of sugars, sodium, and fats is worrisome. Moreover, children have a lower body size; thus, they have a higher risk of exposure to critical levels of substances found in UPF. Thus, several countries, mostly in the Latin-American region, have adopted food-based guidelines with messages advising against the consumption of UPF [ 72 , 73 , 74 , 75 ]. In Brazil, dietary guidelines for children under 2 years of age explicitly recommend offering MPF and avoiding UPF [ 76 ]. Additionally, in Brazil, the legislation of the school feeding program prohibits the provision of UPF for children under 3 years of age and mandates that at least 75% of resources be allocated to the acquisition of MPF [ 77 ]. While not explicitly incorporating the concept of UPF into its regulations, Chile has one of the most comprehensive frameworks to protect children from packaged foods and beverages high in nutrients of concern, such as sugar, salt, and saturated fats (mostly UPF). The Chilean Food-Labeling and Advertising Law implemented in 2016 (after our dietary data collection) mandates the inclusion of warning labels “high in” on the front of the package, restricts the marketing of regulated foods to children under 14 years of age, and prohibits selling or offering of these foods in schools [ 78 ]. These measures should be reinforced and globally promoted to create environments in which children have restricted or no access to UPF given the risks associated with their consumption.

Our study has several strengths, including its longitudinal design, detailed dietary information that includes specific brand names of packaged foods, objective measurements of adiposity and metabolic profiles, and the estimation of usual consumption of UPF employing statistical methods to account for within-person variability in food consumption. However, some limitations should also be considered for interpreting our results. In observational studies, there is an inherent measurement error in the dietary data, which refers to the difference between the reported dietary intake and the true usual dietary intake. However, we attempted to select only plausible reports by excluding diets very far from the estimated considered children’s sex and age, and we also excluded diets with extreme values of UPF (< p1 and > p99). We also gathered dietary information using the standardized 24-h dietary recall technique, deemed the method with the least misreporting in children [ 79 ], and included children in the interviews which could reduce errors due to lack of awareness of parents regarding children’s dietary consumption. Additionally, we applied a statistical method to estimate the usual consumption of UPF; however, our estimate could not represent the usual consumption over the entire follow-up period. Still, dietary recalls can be subjected to social desirability bias, which may lead to the underestimation of UPF and bias in the associations toward the null. The proportion of loss on the follow-up was significant, especially for metabolic indicators, and we found differential losses related to mothers’ education. However, maternal education was not associated with outcomes, except glycemia (data not shown), so the estimates should not be importantly modified with the observed differential loss to follow-up; besides, we applied inverse probability of censoring weights to adjust all analyses to make more correct inferences considering the characteristics of our initial sample. Although we controlled for potential confounders, we cannot rule out unmeasured or residual confounding as this was an observational study. Finally, the findings might lack broad generalizability because our sample consisted of preschoolers attending public schools in Santiago’s low- to middle-income region.

We observed that a higher consumption of UPF was associated with adiposity indicators in this sample of Chilean preschoolers. Our results suggest the need for a longer exposure time for metabolic effects to emerge, so strategies to prevent the consumption of UPF aimed at schoolchildren could still improve these trajectories. Therefore, policies promoting food environments that facilitate the consumption of minimally processed foods and make it difficult for children to access UPF should be encouraged.

Availability of data and materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

24-H Diet Recall

Body mass index

Center of Research in Food Environment and Prevention of Obesity and Non-Communicable Diseases

Coefficient of variation

Directed acyclic graph

Dietary Reference Intake

Food and Environment Chilean Cohort

High-density cholesterol

Homeostatic Model to Assess Insulin Resistance

Institute of Nutrition and Food Technology

Low-density cholesterol

Minimally processed foods

Multiple Source Method

Predicted energy requirement

Processed culinary ingredients

Processed foods

Reported energy intake

Socioeconomic status

Stabilized inverse probability of censuring weights

• Ultra-processed food

United States Department of Agriculture

Waist circumference

World Health Organization

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Acknowledgements

We thank the participants of the Food and Environment Chilean Cohort. We also thank the research teams at CIAPEC (Center of Research in Food Environment and Prevention of Obesity and Non-Communicable Diseases) at INTA (Institute of Nutrition and Food Technology), University of Chile, and at the Global Food Research Program, University of North Carolina at Chapel Hill.

This work was supported by Bloomberg Philanthropies, and the ANID/Fondo Nacional de Desarrollo Científico y Tecnológico-FONDECYT Regular (#1201633 and #1181370). CZ is supported by the National Agency for Research and Development (ANID)/Scholarship Program/Doctorado Becas Chile #21200883. NR is supported by the ANID/Fondo Nacional de Desarrollo Científico y Tecnológico-FONDECYT Postdoctorado (#3230125). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

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Camila Zancheta

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Camila Zancheta, Natalia Rebolledo, Marcela Reyes & Camila Corvalán

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Conceptualization: CZ and CC. Methodology: CZ and CC. Investigation: CZ. Funding acquisition: LST, MR and CC. Supervision: CC. Writing—original draft: CZ. Writing—review and editing: CZ, NR, LST, MR, and CC. All authors read and approved the final manuscript.

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The original study was approved by the ethics committee of the Institute of Nutrition and Food Technology (INTA), University of Chile (Nº 7–2016, Nº 19–2017). All mothers signed an informed consent form on behalf of their children. The ethics committee of the Faculty of Medicine, University of Chile, also approved the current analyses (Nº 159–2021).

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12916_2024_3556_moesm1_esm.docx.

Additional file 1: Tables S1-S4. Table S1 – Associations between the consumption of UPF at 4 y, anthropometric indicators, and body composition at 6 y without considering SW. Table S2 – Associations between the consumption of UPF at 4 y and metabolic indicators at 6 y without considering SW. Table S3 – Associations between quartiles of consumption of UPF at 4 y, anthropometric indicators and body composition at 6 y. Table S4 – Associations between quartiles of consumption of UPF at 4 y and metabolic indicators at 6 y

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Zancheta, C., Rebolledo, N., Smith Taillie, L. et al. The consumption of ultra-processed foods was associated with adiposity, but not with metabolic indicators in a prospective cohort study of Chilean preschool children. BMC Med 22 , 340 (2024). https://doi.org/10.1186/s12916-024-03556-z

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