The use of subject headings varied in Embase and MEDLINE: An analysis of indexing across six subject areas

Many bibliographic databases describe the content of a publication using a thesaurus. The vocabularies vary and the extent to which the databases apply them may also differ significantly. The aim of this study is to empirically explore the number of subject headings assigned to publications in two databases over time and to determine if publication characteristics are associated with the number of subject headings. Articles and reviews in MEDLINE and Embase from 1990 to 2019 assigned with one of the subject headings from six subject areas are included in this study. Each of the retrieved publications in Embase is matched with a similar publication in MEDLINE. Furthermore, multivariable linear regressions are used to explore the association of the number of subject headings in MEDLINE and Embase with six prespecified publication characteristics. The average number of assigned subject headings in MEDLINE is stable or even slightly decreasing over time. In Embase, the average number of assigned subject headings was stable until about 2000 where the average number increased dramatically during the next 3 years. Furthermore, linear regressions show that the average number of subject headings in MEDLINE and Embase is higher for publications in English, publications with longer abstract, recent publications and if it belongs to specific subject areas. However, reviews are assigned with more subject headings in Embase and fewer in MEDLINE. The implications of the results are discussed.

Challenges of Writing Theses and Dissertations in an EFL Context: Genre and Move Analysis of Abstracts Written by Turkish M.A. and Ph.D. Students

Writing a thesis or dissertation is a challenging procedure as it is one of the requirements of getting a graduate and postgraduate diploma. Writing an abstract like other parts of a thesis or dissertation has its criterion. For this reason, due to globalism, those abstracts written by non-native English speakers may lack some of the features of the abstract genre and move that must be included. This study examines the moves of M.A. and Ph.D. abstracts written by Turkish students between the 2009 and 2019 academic years on foreign language education at Cyprus International University. The data consisted of 50 abstracts chosen randomly from the ELT department. For the analysis, Hyland's five-move model has been used. The study results reveal that 40 abstracts did not follow the five moves that Hyland has put forward. Moreover, it can be stated that the absence of some moves in the abstracts may cause restraint for readers to comprehend these studies in terms of communicative purposes.

Reading a Scientific Paper for Psychology and the Social Sciences: A Critical Guide

Aim

A critical review of a journal article is a comprehensive evaluation of the article content, formal structure and methodological approach. Success in this task requires students to develop analytic and reflexive skills as pre-requisites to identify key research question(s), relevant findings and main conclusions reached. Critical skills are also an important aspect of a student’s academic and future professional life, yet this has been a largely overlooked component of academic training. This paper aims to provide undergraduate students with a simple and straightforward set of guidelines for reading, analysing and interpreting research articles. Content, structure and common mistakes in research papers are addressed, along with the most relevant standards for review.

Conclusion

With this reference guide we hope students will be able to more thoroughly analyse and critically discuss the strengths and weaknesses of a research article.

On being ‘Systematic’ in Literature Reviews in IS

General guidelines for conducting literature reviews often do not address the question of literature searches and dealing with a potentially large number of identified sources. These issues are specifically addressed by so-called systematic literature reviews (SLRs) that propose a strict protocol for the search and appraisal of literature. Moreover, SLRs are claimed to be a ‘standardized method’ for literature reviews that is replicable, transparent, objective, unbiased and rigorous, and thus superior to other approaches for conducting literature reviews. These are significant and consequential claims that – despite increasing adoption of SLRs – remained largely unnoticed in the information systems (IS) literature. The objective of this debate is to draw attention of the IS community to SLR's claims, to question their justification and reveal potential risks of their adoption. This is achieved by first examining the origins of SLR and the prescribed SLR process and then by critically assessing their claims and implications. In this debate, we show that SLRs are applicable and useful for a very specific kind of literature review, a meta study that identifies and summarizes evidence from earlier research. We also demonstrate that the claims that SLRs provide superior quality are not justified. More importantly, we argue that SLR as a general approach to conducting literature reviews is highly questionable, concealing significant perils. The paper cautions that SLR could undermine critical engagement with literature and what it means to be scholarly in academic work.

Are the abstracts of high impact articles more readable? Investigating the evidence from top research institutions in the world

This paper examines the abstracts of the articles of the five most cited institutions in the world to determine their text reading level. Around 260,000 articles were analysed during 2000—2009 and the Flesch reading ease (RE) formula was applied to calculate the difficulty level of the abstracts according to the readability scores. The present study tries to: determine the abstracts reading level; discover the difference in the abstracts reading level among various disciplines; check the changes in the reading level of the abstracts during the examined years; test the correlation between the readability of the abstracts and their scientific impact. The results revealed that the texts of the abstracts are very difficult to read. Although this fact is true for all disciplines, disciplines can be divided into two groups based on their reading level, with some clearly less readable than others. No considerable change was observed in the readability scores of the abstracts over the examined years. Although the results of this research indicate that academics always write their abstracts in a difficult manner, these findings may result from the limitations in the readability formulas. Some researchers argue that these formulas ignore the readers’ prior knowledge, interest and motivation and, based on the findings, it is clear that academics do tolerate such apparently difficult texts (RE score).