State of the Art reviews are undertaken to create a three-part argument about the current state of knowledge for a specific phenomenon:
This is where we are now
This is how we got here
This is where we could go next
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STRENGTHS + WEAKNESSES
State of the Art Reviews
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
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
Supporting Documents to Download
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.
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.
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.