1. Literature Review HS 440: Lusine Nahapetyan Literature Review HS 440: Lusine Nahapetyan

2. Objectives for today NIH Assignment Sign-up for article critique presentations Literature Review Plagiarism and correctly citing literature

3. NIH Assignment NIH – Human Subjects Assignment Here is the Link. Also in Moodle http://phrp.nihtraining.com/users/lo gin.php?l=3http://phrp.nihtraining.com/users/lo gin.php?l=3 Register and complete the ethics course, bring the completion certificate

4. What is a Literature Review ? Is a written summary of articles, books, and other documents that describes the past and current state of knowledge about a topic Creswell, 2002

5. Why Do a Literature Review? It provides a historical structure for a given area Allows researchers to place their project in the context within the larger body of knowledge Helps you avoid making the same mistakes of others Can be used to justify the significance/importance of your topic

6. General Specific

7. General Specific Define Drug & Alcohol Abuse Rates of Drug and Alcohol Abuse for General Population (National) Rates of Drug and Alcohol Abuse for Adolescents (National) Rates of Drug and Alcohol Abuse for Adolescents (State) Specific Rate of Crystal Meth Abuse for Adolescents in Tangipahpoa Parish

8. Selecting Valid Sources of Information Refereed Journal ◦ Only published articles that have been reviewed and accepted by an independent panel of reviewers. ◦ Also called “peer reviewed”

9. Selecting Valid Sources of Information Primary Source Information ◦ Are articles written by the primary author/researcher ◦ Original data-based articles/studies ◦ Has not been “ changed” by second source http://www.buzzfeed.com/carolynkylstra/ more-like-mean-boys http://www.buzzfeed.com/carolynkylstra/ more-like-mean-boys What Grown-Ups Are Missing About Boys http://op- talk.blogs.nytimes.com/2014/12/03/what- grown-ups-are-missing-about-boys/?_r=1 http://op- talk.blogs.nytimes.com/2014/12/03/what- grown-ups-are-missing-about-boys/?_r=1

10. Gender differences in trajectories of relational aggression perpetration and victimization from middle to high school Abstract Relational aggression refers to harming others through damaging or manipulating peer relationships. In a cohort of students surveyed annually from middle to high school, this study identified groups of adolescents who followed distinct trajectories of perpetration and of victimization of relational aggression, compared the proportion of boys and girls in each trajectory, and examined the overlap between perpetration and victimization trajectories. The sample consisted of 620 randomly selected sixth graders. Students completed yearly surveys from Grade 6–12. We used group-based trajectory modeling to identify the trajectories. Adolescents followed three developmental trajectories of perpetration and three similar trajectories of victimization: Low (lowest aggression), Moderate, and High Declining (high in middle school, with a steep decline in high school). All trajectories declined from Grade 6–12. The largest groups were the Low perpetration (55%) and Low victimization (48%). Relational aggression trajectories differed by gender: more boys reported perpetration, and more girls reported victimization. For perpetration, slightly more boys than girls were classified in the two trajectories of higher aggression. For victimization, significantly fewer girls than boys were classified in the Low trajectory, and significantly more girls than boys were classified in the Moderate trajectory. There was substantial overlap of the perpetration and victimization trajectories. These findings highlight the importance of implementing programs to reduce relational aggression for boys and for girls.

11. Original Data-based article example Abstract Background: Illicit methamphetamine use continues to be a public health concern in the United States. The goal of the current study was to use a relatively inexpensive methodology to examine the prevalence and demographic correlates of nonmedical methamphetamine use in the United States. Methods: The sample was obtained through an internet survey of noninstitutionalized adults (n = 4,297) aged 18 to 49 in the United States in 2005. Propensity weighting methods using information from the U.S. Census and the 2003 National Survey on Drug Use and Health (NSDUH) were used to estimate national-level prevalence rates. Results: The overall prevalence of current nonmedical methamphetamine use was estimated to be 0.27%. Lifetime use was estimated to be 8.6%. Current use rates for men (0.32%) and women (0.23%) did not differ, although men had a higher 3-year prevalence rate (3.1%) than women (1.1%). Within the age subgroup with the highest overall methamphetamine use (18 to 25 year olds), nonstudents had substantially higher methamphetamine use (0.85% current; 2.4% past year) than students (0.23% current; 0.79% past year). Methamphetamine use was not constrained to those with publicly funded health care insurance. Conclusion: Through the use of an internet panel weighted to reflect U.S. population norms, the estimated lifetime prevalence of methamphetamine use among 18 to 49 year olds was 8.6%. These findings give rates of use comparable to those reported in the 2005 NSDUH. Internet surveys are a relatively inexpensive way to provide complimentary data to telephone or in-person interviews.

12. Examples of Primary Source Information Journal of American Public Health American Journal of Health Education American Journal of Health Studies Journal of American Medical Association (JAMA) British Medical Journal (BMJ) The Lancet

13. Selecting Valid Sources of Information- Secondary Sources Government Reports ◦ Health educators will often use reports generated by government agencies such as the Centers for Disease Control and Prevention. ◦ http://www.cdc.gov/H ealthyYouth/yrbs/ http://www.cdc.gov/H ealthyYouth/yrbs/ http://www.cdc.gov/mmwr/

14. Selecting Valid Sources of Information Secondary Source Information ◦ Summarize primary sources of information ◦ Examples include: Encyclopedias, Review Articles Meta-Analyses

15. Where Should I Begin? Analyzing Literature 1.Scan the articles to get an overview of each one 2.Group articles by categories 3.Organize yourself before reading the articles 4.Read titles first. Then read abstracts. If interested, get the full article. 5.Read the end of the Introduction. This is where you will find the Purpose of the study 6.Read Methods carefully (sample, study design, measures) 7.Read Conclusions. Go back to Results while reading Conclusions. 8.Use a consistent format for collecting information from your articles

16. What Do I Look for in a Research Articles? Type of Research ◦ Quantitative or qualitative? ◦ Is study experimental or nonexperimental? Type of Sample ◦ Participants assigned at random to treatment conditions? ◦ Note characteristics of the subjects of participants Type of Instrument Used ◦ Survey ◦ Interviews ◦ Focus Groups ◦ Biologic Measurements

17. What Do I Look for in a Research Articles? Variables ◦ What are the major variables ◦ How were the major variables were measured? Results ◦ What did the researchers learn or discover ◦ Did they answer their research questions Recommendations/Practical Application ◦ How can the results be used or applied

18. Suggested Format for Collecting Info. Author Date Title Bibliography Info (Journal, Vol. #, pg #s) Purpose of the Study & Research Questions Population/Sample Instrumentation Methodology Results/Conclusions Critique

19. Synthesizing Information: Getting Ready to Write Your Review Consider how to reassemble your notes ◦ It is unacceptable to present a series of annotations of research studies. ◦ You are creating a new piece of literature – so you should consider how the pieces relate to one another while preparing a topic outline Create a topic outline that traces your “argument” ◦ Like a road map

20. Plagiarism Using another writer’s words without proper citation; Using another writer’s ideas without proper citation Citing a source but reproducing the exact words of a printed source without quotation marks

21. Borrowing the structure of another author’s phrases or sentences without crediting the author from whom it came Borrowing all or part of another student’s paper or using someone else’s outline to write your own paper; and Using a paper-writing service or having a friend write the paper for you

22. How to Correctly cite APA citations