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STATE-OF-THE-ART REVIEWS

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STATE-OF-THE-ART REVIEWS

State of the Art reviews are undertaken to create a three-part argument about the current state of knowledge for a specific phenomenon: 

  1. This is where we are now

  2. This is how we got here

  3. This is where we could go next

Not sure this is the right review type to answer your research question(s)?

Click Types of Reviews to help you decide.

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STRENGTHS + WEAKNESSES

State of the Art Reviews

Strengths

  • Provides a historical overview of how thinking about a phenomenon has changed over time

  • Provides a comprehensive time-based overview of a body of knowledge

  • The scope of state of the art reviews can extend beyond peer-reviewed literature

Weaknesses

  • The purpose and foundations of this type of review constrains them from providing a direct answer to specific, narrow research questions

  • They do not offer definitive answers to readers; instead, they are subjective reviews offering one interpretation of how the literature could be interpreted

  • The moment in history when the review is conducted and the specific review team engaging in the synthesis will shape the review

STATE-OF-THE-ART REVIEWS:

Supporting Documents to Download

STATE-OF-THE-ART REVIEWS:
6-STEPS Downloadable How-To Guide

STATE-OF-THE-ART REVIEWS:
Theoretical Foundations
(Journal of Graduate Medical Education Publication)

STATE-OF-THE-ART REVIEWS:
How-To Guide
(Journal of Graduate Medical Education Publication)

AUTHOR SPOTLIGHT

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LARA VARPIO, PhD

Lara Varpio is Professor, Department of Pediatrics Perelman School of Medicine at the University of Pennsylvania Co-Director of Research in Medical Education The Children's Hospital of Philadelphia. Dr. Varpio’s research uses qualitative methodologies and methods, integrated with theories from the Social Sciences and Humanities, to investigate questions relating to how individuals (e.g. clinicians, patients, researchers, etc.) influence the performance of teams and organizations, and to how those teams and organizations impact on the individual. She also supports the broad medical education community by serving on editorial boards for several medical education journals, as an invited editor for many special editions and thematic articles series in journals, and as a host for the KeyLIME podcast.

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JERUSALEM MERKEBU, PhD

Jerusalem Merkebu is an Assistant Professor at Uniformed Services University's (USU) Center for Health Professions Education. She received her PhD from George Mason University in Educational Psychology with a concentration in Human and Organizational Learning and Development. Her research more broadly focuses on exploring and measuring how metacognitive reflection and emotions impact vigilant decision-making processes, clinical reasoning, and well-being.

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ERIN S. BARRY, PhD(c)

Erin S. Barry is an Assistant Professor at Uniformed Services University (USU) and focuses on Leadership Professional Development of learners, faculty, and staff at USU. She received a BE in Biomedical Engineering from Vanderbilt University and earned an MS in Biomedical Engineering from University of Texas at Arlington. She is currently working on her PhD in Health Professions Education focusing on leadership and followership within healthcare teams.

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