health research methodology books pdf free download

français
español
português

View Statistics

Description, other identifiers, collections.

EMRO Publications

Show Statistical Information

4. Regional Office for the Eastern Mediterranean

Research Methods in Psychology - 4th American Edition

(40 reviews)

Carrie Cuttler, Washington State University

Rajiv S. Jhangiani, Kwantlen Polytechnic University

Dana C. Leighton, Texas A&M University, Texarkana

ISBN 13: 9781999198107

Publisher: Kwantlen Polytechnic University

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Beth Mechlin, Associate Professor of Psychology & Neuroscience, Earlham College on 3/19/24

This is an extremely comprehensive text for an undergraduate psychology course about research methods. It does an excellent job covering the basics of a variety of types of research design. It also includes important topics related to research... read more

Comprehensiveness rating: 5 see less

Content Accuracy rating: 5

I did not notice any errors in this text.

Relevance/Longevity rating: 5

The content is very relevant. It will likely need to be updated over time in order to keep research examples relevant. Additionally, APA formatting guidelines may need to be updated when a new publication manual is released. However, these should be easy updates for the authors to make when the time comes.

Clarity rating: 5

This text is very clear and easy to follow. The explanations are easy for college students to understand. The authors use a lot of examples to help illustrate specific concepts. They also incorporate a variety of relevant outside sources (such as videos) to provide additional examples.

Consistency rating: 5

The text is consistent and flows well from one section to the next. At the end of each large section (similar to a chapter) the authors provide key takeaways and exercises.

Modularity rating: 5

This text is very modular. It is easy to pick and choose which sections you want to use in your course when. Each section can stand alone fairly easily.

Organization/Structure/Flow rating: 5

The text is very well organized. Information flows smoothly from one topic to the next.

Interface rating: 5

The interface is great. The text is easy to navigate and the images display well (I only noticed 1 image in which the formatting was a tad off).

Grammatical Errors rating: 5

I did not notice any grammatical errors.

Cultural Relevance rating: 5

The text is culturally relevant.

This is an excellent text for an undergraduate research methods course in the field of Psychology. I have been using the text for my Research Methods and Statistics course for a few years now. This text focuses on research methods, so I do use another text to cover statistical information. I do highly recommend this text for research methods. It is comprehensive, clear, and easy for students to use.

Reviewed by William Johnson, Lecturer, Old Dominion University on 1/12/24

This textbook covers every topic that I teach in my Research Methods course aside from psychology careers (which I would not really expect it to cover). read more

This textbook covers every topic that I teach in my Research Methods course aside from psychology careers (which I would not really expect it to cover).

I have not noticed any inaccurate information (other than directed students to read Malcolm Gladwell). I appreciate that the textbook includes information on research errors that have not been supported by replication efforts, such as embodied cognition.

Many of the basic concepts of research methods are rather timeless, but I appreciate that the text includes newer research as examples while also including "classic" studies that exemplify different methods.

The writing is clear and simple. The keywords are bolded and reveal a definition when clicked, which students often find very helpful. Many of the figures are very helpful in helping students understand various methods (I really like the ones in the single-subject design subchapter).

The book is very consistent in its terminology and writing style, which I see as a positive compared to other open psychology textbooks where each chapter is written by subject matter experts (such as the NOBA intro textbook).

Modularity rating: 4

I teach this textbook almost entirely in order (except for moving chapters 12 & 13 earlier in the semester to aid students in writing Results sections in their final papers). I think that the organization and consistency of the book reduces its modularity, in that earlier chapters are genuinely helpful for later chapters.

Organization/Structure/Flow rating: 4

I preferred the organization of previous editions, which had "Theory in Research" as its own chapter. If I were organizing the textbook, I am not sure that I would have out descriptive or inferential statistics as the final two chapters (I would have likely put Chapter 11: Presenting Your Research as the final chapter). I also would not have put information about replicability and open science in the inferential statistics section.

The text is easy to read and the formatting is attractive. My only minor complaint is that some of the longer subchapters can be a pretty long scroll, but I understand the desire for their only to be one page per subchapter/topic.

I have not noticed any grammatical errors.

Cultural Relevance rating: 3

I do not think the textbook is insensitive, but there is not much thought given to adapting research instruments across cultures. For instance, talking about how different constructs might have different underlying distributions in different cultures would be useful for students. In the survey methods section, a discussion of back translation or emic personality trait measurement/development for example might be a nice addition.

I choose to use this textbook in my methods classes, but I do miss the organization of the previous American editions. Overall, I recommend this textbook to my colleagues.

Reviewed by Brianna Ewert, Psychology Instructor, Salish Kootenai College on 12/30/22

This text includes the majority of content included in our undergraduate Research Methods in Psychology course. The glossary provides concise definitions of key terms. This text includes most of the background knowledge we expect our students to... read more

Comprehensiveness rating: 4 see less

The content I have read is accurate and error-free.

The content is relevant and up-to-date.

The text is clear and concise. I find it pleasantly readable and anticipate undergraduate students will find it readable and understandable as well.

The terminology appears to be consistent throughout the text.

The modular sections stand alone and lend themselves to alignment with the syllabus of a particular course. I anticipate readily selecting relevant modules to assign in my course.

The book is logically organized with clear and section headings and subheadings. Content on a particular topic is easy to locate.

The text is easy to navigate and the format/design are clean and clear. There are not interface issues, distortions or distracting format in the pdf or online versions.

The text is grammatically correct.

Cultural Relevance rating: 4

I have not found culturally insensitive and offensive language or content in the text. For my courses, I would add examples and supplemental materials that are relevant for students at a Tribal College.

This textbook includes supplemental instructor materials, included slides and worksheets. I plan to adopt this text this year in our Research Methods in Psychology course. I expect it to be a benefit to the course and students.

Reviewed by Sara Peters, Associate Professor of Psychology, Newberry College on 11/3/22

This text serves as an excellent resource for introducing survey research methods topics to undergraduate students. It begins with a background of the science of psychology, the scientific method, and research ethics, before moving into the main types of research. This text covers experimental, non-experimental, survey, and quasi-experimental approaches, among others. It extends to factorial and single subject research, and within each topic is a subset (such as observational research, field studies, etc.) depending on the section.

I could find no accuracy issues with the text, and appreciated the discussions of research and cited studies.

There are revised editions of this textbook (this being the 4th), and the examples are up to date and clear. The inclusion of exercises at the end of each chapter offer potential for students to continue working with material in meaningful ways as they move through the book and (and course).

The prose for this text is well aimed at the undergraduate population. This book can easily be utilized for freshman/sophomore level students. It introduces the scientific terminology surrounding research methods and experimental design in a clear way, and the authors provide extensive examples of different studies and applications.

Terminology is consistent throughout the text. Aligns well with other research methods and statistics sources, so the vocabulary is transferrable beyond the text itself.

Navigating this book is a breeze. There are 13 chapters, and each have subsections that can be assigned. Within each chapter subsection, there is a set of learning objectives, and paragraphs are mixed in with tables and figures for students to have different visuals. Different application assignments within each chapter are highlighted with boxes, so students can think more deeply given a set of constructs as they consider different information. The last subsection in each chapter has key summaries and exercises.

The sections and topics in this text are very straightforward. The authors begin with an introduction of psychology as a science, and move into the scientific method, research ethics, and psychological measurement. They then present multiple different research methodologies that are well known and heavily utilized within the social sciences, before concluding with information on how to present your research, and also analyze your data. The text even provides links throughout to other free resources for a reader.

This book can be navigated either online (using a drop-down menu), or as a pdf download, so students can have an electronic copy if needed. All pictures and text display properly on screen, with no distortions. Very easy to use.

There were no grammatical errors, and nothing distracting within the text.

This book includes inclusive material in the discussion of research ethics, as well as when giving examples of the different types of research approaches. While there is always room for improvement in terms of examples, I was satisfied with the breadth of research the authors presented.

This text provides an overview of both research methods, and a nice introduction to statistics for a social science student. It would be a good choice for a survey research methods class, and if looking to change a statistics class into an open resource class, could also serve as a great resource.

Reviewed by Sharlene Fedorowicz, Adjunct Professor, Bridgewater State University on 6/23/21

The comprehensiveness of this book was appropriate for an introductory undergraduate psychology course. Critical topics are covered that are necessary for psychology students to obtain foundational learning concepts for research. Sections within the text and each chapter provide areas for class discussion with students to dive deeper into key concepts for better learning comprehension. The text covered APA format along with examples of research studies to supplement the learning. The text segues appropriately by introducing the science of psychology, followed by scientific method and ethics before getting into the core of scientific research in the field of psychology. Details are provided in quantitative and qualitative research, correlations, surveys, and research design. Overall, the text is fully comprehensive and necessary introductory research concepts.

The text appears to be accurate with no issues related to content.

Relevance/Longevity rating: 4

The text provided relevant research information to support the learning. The content was up-to-date with a variety of different examples related to the different fields of psychology. However, some topics such as in the pseudoscience section were not very relevant and bordered the line of beliefs. Here, more current or relevant solid examples would provide more relevancy in this part of the text. Bringing in more solid or concrete examples that are more current for students may have been more appropriate such as lack of connection between information found on social media versus real science.

The language and flow of the chapters accompanied by the terms, concepts, and examples of applied research allows for clarity of learning content. Terms were introduced at the appropriate time with the support of concepts and current or classic research. The writing style flows nicely and segues easily from concept to concept. The text is easy for students to understand and grasp the details related to psychological research and science.

The text provides consistency in the outline of each chapter. The beginning section chapter starts objectives as an overview to help students unpack the learning content. Key terms are consistently bolded followed by concept or definition and relevant examples. Research examples are pertinent and provide students with an opportunity to understand application of the contents. Practice exercises are provided with in the chapter and at the and in order for students to integrate learning concepts from within the text.

Sections and subsections are clearly organized and divided appropriately for ease-of-use. The topics are easily discernible and follow the flow of ideal learning routines for students. The sections and subsections are consistently outlined for each concept module. The modularity provides consistency allowing for students to focus on content rather than trying to discern how to pull out the information differently from each chapter or section. In addition, each section and subsection allow for flexibility in learning or expanding concepts within the content area.

The organization of the textbook was easy to follow and each major topic was outlined clearly. However, the chapter on presenting research may be more appropriately placed toward the end of the book rather than in the middle of the chapters related to research and research design. In addition, more information could have been provided upfront around APA format so that students could identify the format of citations within the text as practice for students throughout the book.

The interface of the book lends itself to a nice layout with appropriate examples and links to break up the different sections in the chapters. Examples where appropriate and provided engagement opportunities for the students for each learning module. Images and QR codes or easily viewed and used. Key terms are highlighted in relevant figures, graphs, and tables were appropriately placed. Overall, the interface of the text assisted with the organization and flow of learning material.

No grammatical errors were detected in this book.

The text appears to be culturally sensitive and not offensive. A variety of current and classic research examples are relevant. However, more examples of research from women, minorities, and ethnicities would strengthen the culture of this textbook. Instructors may need to supplement some research in this area to provide additional inclusivity.

Overall, I was impressed by the layout of the textbook and the ease of use. The layout provides a set of expectations for students related to the routine of how the book is laid out and how students will be able to unpack the information. Research examples were relevant, although I see areas where I will supplement information. The book provides opportunities for students to dive deeper into the learning and have rich conversations in the classroom. I plan to start using the psychology textbook for my students starting next year.

Reviewed by Anna Behler, Assistant Professo, North Carolina State University on 6/1/21

The text is very thorough and covers all of the necessary topics for an undergraduate psychology research methods course. There is even coverage of qualitative research, case studies, and the replication crisis which I have not seen in some other... read more

There were no issues with the accuracy of the text.

The content is very up to date and relevant for a research methods course. The only updates that will likely be necessary in the coming years are updates to examples and modifications to the section on APA formatting.

The clarity of the writing was good, and the chapters were written in a way that was accessible and easy to follow.

I did not note any issues with consistency.

Each chapter is divided into multiple subsections. This makes the chapters even easier to read, as they are broken down into short and easy to navigate sections. These sections make it easy to assign readings as needed depending on which topics are being covered in class.

Organization/Structure/Flow rating: 3

The organization was one of the few areas of weakness, and I felt that the chapters were ordered somewhat oddly. However, this is something that is easily fixed, as chapters (and even subsections) can be assigned in whatever order is needed.

There were no issues of note with the interface, and the PDF of the text was easy to navigate.

The text was well written and there were no grammatical/writing errors of note.

Overall, the book did not contain any notable instances of bias. However, it would probably be appropriate to offer a more thorough discussion of the WEIRD problem in psychology research.

Reviewed by Seth Surgan, Professor, Worcester State University on 5/24/21

Pitched very well for a 200-level Research Methods course. This text provided students with solid basis for class discussion and the further development of their understanding of fundamental concepts. read more

No issues with accuracy.

Coverage was on target, relevant, and applicable, with good examples from a variety of subfields within Psychology.

Clearly written -- students often struggle with the dry, technical nature of concepts in Research Methods. Part of the reason I chose this text in the first place was how favorably it compared to other options in terms of clarity.

No problems with inconsistent of shifting language. This is extremely important in Research Methods, where there are many closely related terms. Language was consistent and compatible with other textbook options that were available to my students.

Chapters are broken down into sections that are reasonably sized and conceptually appropriate.

The organization of this textbook fit perfectly with the syllabus I've been using (in one form or another) for 15+ years.

This textbook was easy to navigate and available in a variety of formats.

No problems at all.

Examples show an eye toward inclusivity. I did not detect any insensitive or offensive examples or undertones.

I have used this textbook for a 200-level Research Methods course run over a single summer session. This was my first experience using an OER textbook and I don't plan on going back.

Reviewed by Laura Getz, Assistant Professor, University of San Diego on 4/29/21

The topics covered seemed to be at an appropriate level for beginner undergraduate psychology students; the learning objectives for each subsection and the key takeaways and exercises for each chapter are also very helpful in guiding students’ attention to what is most relevant. The glossary is also thorough and a good resource for clear definitions. I would like to see a final chapter on a “big picture” or integrating key ideas of replication, meta-analysis, and open science.

Content Accuracy rating: 4

For the most part, I like the way information is presented. I had a few specific issues with definitions for ordinal variables being quantitative (1st, 2nd, 3rd aren’t really numbers as much as ranked categories), the lack of specificity about different forms of validity (face, content, criterion, and discriminant all just labeled “validity” whereas internal and external validity appear in different sections), and the lack of clear distinction between correlational and quasi-experimental variables (e.g., in some places, country of origin is listed as making a design quasi-experimental, but in other chapters it is defined as correlational).

Some of the specific studies/experiments mentioned do not seem like the best or most relevant for students to learn about the topics, but for the most part, content is up-to-date and can definitely be updated with new studies to illustrate concepts with relative ease.

Besides the few concepts I listed above in “accuracy”, I feel the text was very accessible, provides clear definitions, and many examples to illustrate any potential technical/jargon terms.

I did not notice any issues with inconsistent terms except for terms that do have more than one way of describing the same concept (e.g., 2-sample vs. independent samples t-test)

I assigned the chapters out of order with relative ease, and students did not comment about it being burdensome to navigate.

The order of chapters sometimes did not make sense to me (e.g., Experimental before Non-experimental designs, Quasi-experimental designs separate from other non-experimental designs, waiting until Chapter 11 to talk about writing), but for the most part, the chapter subsections were logical and clear.

Interface rating: 4

I had no issues navigating the online version of the textbook other than taking a while to figure out how to move forward and back within the text itself rather than going back to the table of contents (this might just be a browser issue, but is still worth considering).

No grammatical errors of note.

There was nothing explicitly insensitive or offensive about the text, but there were many places where I felt like more focus on diversity and individual differences could be helpful. For example, ethics and history of psychological testing would definitely be a place to bring in issues of systemic racism and/or sexism and a focus on WEIRD samples (which is mentioned briefly at another point).

I was very satisfied with this free resource overall, and I recommend it for beginning level undergraduate psychology research methods courses.

Reviewed by Laura Stull, Associate Professor, Anderson University on 4/23/21

This book covers essential topics and areas related to conducting introductory psychological research. It covers all critical topics, including the scientific method, research ethics, research designs, and basic descriptive and inferential statistics. It even goes beyond other texts in terms of offering specific guidance in areas like how to conduct research literature searches and psychological measurement development. The only area that appears slightly lacking is detailed guidance in the mechanics of writing in APA style (though excellent basic information is provided in chapter 11).

All content appears accurate. For example, experimental designs discussed, descriptive and inferential statistical guidance, and critical ethical issues are all accurately addressed, See comment on relevance below regarding some outdated information.

Relevance/Longevity rating: 3

Chapter 11 on APA style does not appear to cover the most current version of the APA style guide (7th edition). While much of the information in Chapter 11 is still current, there are specifics that did change from 6th to 7th edition of the APA manual and so, in order to be current, this information would have to be supplemented with external sources.

The book is extremely well organized, written in language and terms that should be easily understood by undergraduate freshmen, and explains all necessary technical jargon.

The text is consistent throughout in terms of terminology and the organizational framework (which aids in the readability of the text).

The text is divided into intuitive and common units based on basic psychological research methodology. It is clear and easy to follow and is divided in a way that would allow omission of some information if necessary (such as "single subject research") or reorganization of information (such as presenting survey research before experimental research) without disruption to the course as a whole.

As stated previously, the book is organized in a clear and logical fashion. Not only are the chapters presented in a logical order (starting with basic and critical information like overviews of the scientific method and research ethics and progressing to more complex topics like statistical analyses).

No issues with interface were noted. Helpful images/charts/web resources (e.g., Youtube videos) are embedded throughout and are even easy to follow in a print version of the text.

No grammatical issues were noted.

No issues with cultural bias are noted. Examples are included that address topics that are culturally sensitive in nature.

I ordered a print version of the text so that I could also view it as students would who prefer a print version. I am extremely impressed with what is offered. It covers all of the key content that I am currently covering with a (non-open source) textbook in an introduction to research methods course. The only concern I have is that APA style is not completely current and would need to be supplemented with a style guide. However, I consider this a minimal issue given all of the many strengths of the book.

Reviewed by Anika Gearhart, Instructor (TT), Leeward Community College on 4/22/21

Includes the majority of elements you expect from a textbook covering research methods. Some topics that could have been covered in a bit more depth were factorial research designs (no coverage of 3 or more independent variables) and external... read more

Nothing found that was inaccurate.

Looks like a few updates could be made to chapter 11 to bring it up to date with APA 7. Otherwise, most examples are current.

Very clear, a great fit for those very new to the topic.

The framework is clear and logical, and the learning objectives are very helpful for orienting the reader immediately to the main goals of each section.

Subsections are well-organized and clear. Titles for sections and subsections are clear.

Though I think the flow of this textbook for the most part is excellent, I would make two changes: move chapter 5 down with the other chapters on experimental research and move chapter 11 to the very end. I feel that this would allow for a more logical presentation of content.

The webpage navigation is easy to use and intuitive, the ebook download works as designed, and the page can be embedded directly into a variety of LMS sites or used with a variety of devices.

I found no grammatical errors in this book.

While there were some examples of studies that included participants from several cultures, the book does not touch on ecological validity, an important external validity issue tied to cultural psychology, and there is no mention of the WEIRD culture issue in psychology, which seems somewhat necessary when orienting new psychology students to research methods today.

I currently use and enjoy this textbook in my research methods class. Overall, it has been a great addition to the course, and I am easily able to supplement any areas that I feel aren't covered with enough breadth.

Reviewed by Amy Foley, Instructor/Field & Clinical Placement Coordinator, University of Indianapolis on 3/11/21

This text provides a comprehensive overview of the research process from ideation to proposal. It covers research designs common to psychology and related fields. read more

This text provides a comprehensive overview of the research process from ideation to proposal. It covers research designs common to psychology and related fields.

Accurate information!

This book is current and lines up well with the music therapy research course I teach as a supplemental text for students to understand research designs.

Clear language for psychology and related fields.

The format of the text is consistent. I appreciate the examples, different colored boxes, questions, and links to external sources such as video clips.

It is easy to navigate this text by chapters and smaller units within each chapter. The only confusion that has come from using this text includes the fact that the larger units have roman numerals and the individual chapters have numbers. I have told students to "read unit six" and they only read the small chapter 6, not the entire unit for example.

Flows well!

I have not experienced any interface issues.

I have not found any grammar errors.

Book appears culturally relevant.

This is a great resource for research methods courses in psychology or related fields. I am glad to have used several chapters of this text within the music therapy research course I teach where students learn about research design and then create their own research proposal.

Reviewed by Veronica Howard, Associate Professor, University of Alaska Anchorage on 1/11/21, updated 1/11/21

VERY impressed by the coverage of single subject designs. I would recommend this content to colleagues. read more

VERY impressed by the coverage of single subject designs. I would recommend this content to colleagues.

Content appears accurate.

By expanding to include more contemporary research perspectives, the authors have created a wonderful dynamic that permits the text to be the foundation for many courses as well as revision and remixing for other authors.

Book easy to read, follow.

Consistency rating: 4

Content overall consistent. Only mild inconsistency in writing style between chapters.

Exceptionally modular. All content neatly divided into units with smaller portions. This would be a great book to use in a course that meets bi-weekly, or adapted into other formats.

Content organized in a clear and logical fashion, and would guide students through a semester-long course on research methods, starting with review content, broad overview of procedures (including limitations), then highlighting less common (though relevant) procedures.

Rich variety of formats for use.

No errors found.

I would appreciate more cultural examples.

Reviewed by Greg Mullin, Associate Professor, Bunker Hill Community College on 12/30/20, updated 1/6/21

I was VERY pleased with the comprehensiveness of the text. I believe it actually has an edge over the publisher-based text that I've been using for years. Each major topic was thoroughly covered with more than enough detail on individual concepts. read more

I did not find any errors within the text. The authors provided an unbiased representation of research methods in psychology.

The content connects to classic, timeless examples in the field, but also mixes in a fair amount of more current, relatable examples. I feel like I'll be able to use this version of the text for many years without its age showing.

The authors present a clear and efficient writing style throughout that is rich with relatable examples. The only area that may be a bit much for undergraduate-level student understanding is the topic of statistics. I personally scale back my discussion of statistics in my Intro to Research Methods course, but for those that prefer a deeper dive, the higher-level elements are there.

I did not notice any shifts with the use of terminology or with the structural framework of the text. The text is very consistent and organized in an easily digestible way.

The authors do a fantastic job breaking complex topics down into manageable chunks both as a whole and within chapters. As I was reading, I could easily see how I could align my current approach of teaching Intro to Research Methods with their modulated presentation of the material.

I effortlessly moved through the text given the structural organization. All topics are presented in a logical fashion that allowed each message to be delivered to the reader with ease.

I read the text through the PDF version and found no issue with the interface. All image and text-based material was presented clearly.

I cannot recall coming across any grammatical errors. The text is very well written.

I did not find the text to be culturally insensitive in any way. The authors use inclusive language and even encourage that style of writing in the chapter on Presenting Your Research. I would have liked to see more cross-cultural research examples and more of an extended effort to include the theme of diversity throughout, but at no point did I find the text to be offensive.

This is a fantastic text and I look forward to adopting it for my Intro to Research Methods course in the Spring. :)

Reviewed by Maureen O'Connell, Adjunct Professor, Bunker Hill Community College on 12/15/20, updated 12/18/20

This text edition has covered all ideas and areas of research methods in psychology. It has provided a glossary of terms, sample APA format, and sample research papers. read more

This text edition has covered all ideas and areas of research methods in psychology. It has provided a glossary of terms, sample APA format, and sample research papers.

The content is unbiased, accurate, and I did not find any errors in the text.

The content is current and up-to-date. I found that the text can be added to should material change, the arrangement of the text/content makes it easily accessible to add material, if necessary.

The text is clear, easy to understand, simplistic writing at times, but I find this text easy for students to comprehend. All text is relevant to the content of behavioral research.

The text and terminology is consistent.

The text is organized well and sectioned appropriately. The information is presented in an easy-to-read format, with sections that can be assigned at various points during the semester and the reader can easily locate this.

The topics in the text are organized in a logical and clear manner. It flows really well.

The text is presented well, including charts, diagrams, and images. There did not appear to be any confusion with this text.

The text contains no grammatical errors.

The text was culturally appropriate and not offensive. Clear examples of potential biases were outlined in this text which I found quite helpful for the reader.

Overall, I found this to be a great edition. Much of the time I spend researching outside material for students has been included in this text. I enjoyed the format, easier to navigate, helpful to students by providing an updated version of discussions and practice assignments, and visually more appealing.

Reviewed by Brittany Jeye, Assistant Professor of Psychology, Worcester State University on 6/26/20

All of the main topics in a Research Methods course are covered in this textbook (e.g., scientific method, ethics, measurement, experimental design, hypothesis testing, APA style, etc.). Some of these topics are not covered as in-depth as in other Research Method textbooks I have used previously, but this actually may be a positive depending on the students and course level (that is, students may only need a solid overview of certain topics without getting overwhelmed with too many details). It also gives the instructor the ability to add content as needed, which helps with flexibility in course design.

I did not note any errors or inaccurate/biasing statements in the text.

For the most part, everything was up to date. There was a good mix of classic research and newer studies presented and/or used as examples, which kept the chapters interesting, topical and relevant. I only noted the section on APA Style in the chapter “Presenting Your Research” which may need some updating to be in line with the new APA 7th edition. However, there should be only minor edits needed (the chapter itself was great overview and introduction to the main points of APA style) and it looks like they should be relatively easy to implement.

The text was very well-written and was presented at an accessible level for undergraduates new to Research Methods. Terms were well-defined with a helpful glossary at the end of the textbook.

The consistent structure of the textbook is huge positive. Each chapter begins with learning objectives and ends with bulleted key takeaways. There are also good exercises and learning activities for students at the end of each chapter. Instructors may need to add their own activities for chapters that do not go into a lot of depth (there are also instructor resources online, which may have more options available).

This is one of the biggest strengths of this textbook, in my opinion. I appreciate how each chapter is broken down into clearly defined subsections. The chapters and the subsections, in particular, are not lengthy, which is great for students’ learning. These subsections could be reorganized and used in a variety of ways to suit the needs of a particular course (or even as standalone subsections).

The topics were presented in a logical manner. As mentioned above, since the textbook is very modular, I feel that you could easily rearrange the chapters to fit your needs (for example, presenting survey design before experimental research or making the presenting your research section a standalone unit).

I downloaded the textbook as an ebook, which was very easy to use/navigate. There were no problems reading any of the text or figures/tables. I also appreciated that you could open the ebook using a variety of apps (Kindle, iBook, etc.) depending on your preference (and this is good for students who have a variety of technical needs).

There were no grammatical errors noted.

The examples were inclusive of races, ethnicity and background and there were not any examples that were culturally insensitive or offensive in any way. In future iterations of the replicability section, it may be beneficial to touch upon the “weird” phenomena in psychology research (that many studies use participants who are western, educated and from industrialized, rich and democratic countries) as a point to engage students in improving psychological practices.

I will definitely consider switching to this textbook in the future for Research Methods.

Reviewed by Alice Frye, Associate Teaching Professor, University of Massachusetts Lowell on 6/22/20

Hits all the necessary marks from ways of knowing to measurement, research designs, and presentation. Comparable in detail and content to other Research Methods texts I have used for teaching. read more

Hits all the necessary marks from ways of knowing to measurement, research designs, and presentation. Comparable in detail and content to other Research Methods texts I have used for teaching.

Correct and to the point. Complex ideas such as internal consistency reliability and discriminant validity are well handled--correct descriptions that are also succinct and articulated simply and with clear examples that are easy for a student reader to grasp.

Seems likely to have good staying power. One area that has changed quickly in the past is the usefulness of various research data bases. So it is possible that portion could become more quickly outdated, but there is no predicting that. The current descriptions are useful.

Very clearly written without being condescending, overly casual or clunky.

Excellent consistency throughout in terms of organization, language usage, level of detail and tone.

Imho this is one of the particular strengths of the text. Chapters are well divided into discrete parts, which seems likely to be a benefit in cohorts of students who are increasingly accustomed to digesting small amounts of information.

Well organized, straightforward structure that is maintained throughout.

No problems with the interface.

The grammar level is another notable strength. Ideas are articulated clearly, and with sophistication, but in a syntactically very straightforward manner.

The text isn't biased or offensive. I wish that to illustrate various points and research designs it had drawn more frequently on research studies that incorporate a specific focus on race and ethnicity.

This is a very good text. As good as any for profit text I have used to teach a research methods course, if not better.

Reviewed by Lauren Mathieu-Frasier, Adjunct Instructor, University of Indianapolis on 1/13/20

As other reviews have mentioned, this textbook provides a comprehensive look at multiple concepts for an introductory course in research methods in psychology. Some of the concepts (i.e., variables, external validity) are briefly described and glossed over that it will take additional information, examples, and reinforcement from instructors in the classroom. Other sections and concepts, like ethics or reporting of research were well-described and thorough.

It appeared that the information was accurate, error-free, and unbiased.

The information is up-to-date. In the section on APA presentation, it looks like the minor adjustments to the APA Publication Manual 7th Edition would need to be included. However, this section gives a good foundation and the instructor can easily implement the changes.

Clarity rating: 4

The text is clearly written written and provides an appropriate context when terminology is used.

There aren't any issues with consistency in the textbook.

The division of smaller sections can be beneficial when reading it and assigning it to classes. The sections are clearly organized based on learning objectives.

The textbook is organized in a logical, clear manner. There may be topics that instructors choose to present in a different manner (non-experimental and survey research prior to experimental). However, this doesn't generally impact the organization and flow of the book.

While reading and utilizing the book, there weren't any navigation issues that could impact the readability of the book. Students could find this textbook easy to use.

Grammatical errors were not noted.

There weren't any issues with cultural sensitivity in the examples of studies used in the textbook.

Reviewed by Tiffany Kindratt, Assistant Professor, University of Texas at Arlington on 1/1/20

The text is comprehensive with an effective glossary of terms at the end. It would be beneficial to include additional examples and exercises for students to better understand concepts covered in Chapter II, Overview of the Scientific Method,... read more

The text is accurate and there are minimal type/grammatical errors throughout. The verbiage is written in an unbiased manner consistently throughout the textbook.

The content is up-to-date, and examples can be easily updated for future versions. As a public health instructor, I would be interested in seeing examples of community-based examples in future versions. The current examples provided are relevant for undergraduate public health students as well as psychology students.

The text is written in a clear manner. The studies used can be easily understood by undergraduate students in other social science fields, such as public health. More examples and exercises using inferential statistics would be helpful for students to better grasp the concepts.

The framework for each chapter and terminology used are consistent. It is helpful that each section within each chapter begins with learning objectives and the chapter ends with key takeaways and exercises.

The text is clearly divided into sections within each chapter. When I first started reviewing this textbook, I thought each section was actually a very short chapter. I would recommend including a listing of all of the objectives covered in each chapter at the beginning to improve the modularity of the text.

Some of the topics do not follow a logical order. For example, it would be more appropriate to discuss ethics before providing the overview of the scientific method. It would be better to discuss statistics used to determine results before describing how to write manuscripts. However, the text is written in a way that that the chapters could be assigned to students in a different order without impacting the students’ comprehension of the concepts.

I did not encounter any interface issues when reviewing this text. All links worked and there were no distortions of the images or charts that may confuse the reader. There are several data tables throughout the text which are left-aligned and there is a large amount of empty white space next it. I would rearrange the text in future versions to make better use of this space.

The text contains minimal grammatical errors.

The examples are culturally relevant. I did not see any examples that may be considered culturally insensitive or offensive in any way.

As an instructor for an undergraduate public health sciences and methods course, I will consider using some of the content in this text to supplement the current textbook in the future.

Reviewed by Mickey White, Assistant Professor, East Tennessee State University on 10/23/19

The table of contents is well-formatted and comprehensive. Easy to navigate and find exactly what is needed, students would be able to quickly find needed subjects. read more

The table of contents is well-formatted and comprehensive. Easy to navigate and find exactly what is needed, students would be able to quickly find needed subjects.

Content appears to be accurate and up-to-date.

This text is useful and relevant, particularly with regard to expressing and reporting descriptive statistics and results. As APA updates, the text will be easy to edit, as the sections are separated.

Easy to read and engaging.

Chapters were laid out in a consistent manner, which allows readers to know what is coming. The subsections contained a brief overview and terminology was consistent throughout. The glossary added additional information.

Sections and subsections are delineated in a usable format.

The key takeaways were useful, including the exercises at the end of each chapter.

Reading the book online is a little difficult to navigate page-by-page, but e-pub and PDF formats are easy to navigate.

No errors noted.

Would be helpful to have a clearer exploration of cultural factors impacting research, including historical bias in assessment and research outside of research ethics.

Reviewed by Robert Michael, Assistant Professor, University of Louisiana at Lafayette on 10/14/19

Successfully spans the gamut of topics expected in a Research Methods textbook. Some topics are covered in-depth, while others are addressed only at a surface level. Instructors may therefore need to carefully arrange class material for topics in... read more

The factual content was error-free, according to my reading. I did spot a few grammatical and typographical errors, but they were infrequent and minor.

Great to see nuanced—although limited—discussion of issues with Null Hypothesis Significance Testing, Reproducibility in Psychological Science, and so forth. I expect that these areas are likely to grow in future editions, perhaps supplementing or even replacing more traditional material.

Extremely easy to read with multiple examples throughout to illustrate the principles being covered. Many of these examples are "classics" that students can easily relate to. Plus, who doesn't like XKCD comics?

The textbook is structured sensibly. At times, certain authors' "voices" seemed apparent in the writing, but I suspect this variability is unlikely to be noticed by or even bothersome to the vast majority of readers.

The topics are easily divisible and seem to follow routine expectations. Instructors might find it beneficial and/or necessary to incorporate some of the statistical thinking and learning into various earlier chapters to facilitate student understanding in-the-moment, rather than trying to leave all the statistics to the end.

Sensible and easy-to-follow structure. As per "Modularity", the Statistical sections may benefit from instructors folding in such learning throughout, rather than only at the end.

Beautifully presented, crisp, easy-to-read and navigate. Caveat: I read this online, in a web-browser, on only one device. I haven't tested across multiple platforms.

High quality writing throughout. Only a few minor slip-ups that could be easily fixed.

Includes limited culturally relevant material where appropriate.

Reviewed by Matthew DeCarlo, Assistant Professor, Radford University on 6/26/19

The authors do a great job of simplifying the concepts of research methods and presenting them in a way that is understandable. There is a tradeoff between brevity and depth here. Faculty who adopt this textbook may need to spend more time in class going in depth into concepts, rather than relying on the textbook for all of the information related to key concepts. The text does not cover qualitative methods in detail.

The textbook provides an accurate picture of research methods. The tone is objective and without bias.

The textbook is highly relevant and up to date. Examples are drawn from modern theories and articles.

The writing is a fantastic mix of objective and authoritative while also being approachable.

The book coheres well together. Each chapter and section are uniform.

This book fits very well within a traditional 16 week semester, covering roughly a chapter per week. One could take out specific chapters and assign them individually if research methods is taught in a different way from a standard research textbook.

Content is very well organized. The table of contents is easy to navigate and each chapter is presented in a clear and consistent manner. The use of a two-tier table of contents is particularly helpful.

Standard pressbooks interface, which is great. Uses all of the standard components of Pressbooks well, though the lack of H5P and interactive content is a drawback.

I did not notice any grammar errors.

Cultural Relevance rating: 2

The book does not deal with cultural competence and humility in the research process. Integration of action research and decolonization perspectives would be helpful.

Reviewed by Christopher Garris, Associate Professor, Metropolitan State University of Denver on 5/24/19

Most content areas in this textbook were covered appropriately extensively. Notably, this textbook included some content that is commonly missing in other textbooks (e.g. presenting your research). There were some areas where more elaboration and more examples were needed. For example, the section covering measurement validities included all the important concepts, but needed more guidance for student comprehension. Also, the beginning chapters on 'common sense' reasoning and pseudoscience seemed a little too brief.

Overall, this textbook appeared to be free from glaring errors. There were a couple of instances of concern, but were not errors, per se. For example, the cut-off for Cronbach's alpha was stated definitively at .80, while this value likely would be debated among researchers.

This textbook was presented in such a way that seemed protect it from becoming obsolete within the next few years. This is important for continued, consistent use of the book. The authors have revised this book, and those revisions are clearly summarized in the text. Importantly, the APA section of the textbook appears to be up-to-date. Also, the use of QR codes throughout the text is a nice touch that students may appreciate.

Connected to comprehensiveness, there are some important content areas that I felt were lacking in elaboration and examples (e.g. testing the validity of measurement; introduction of experimental design), which inhibits clarity. Overall, however, the topics seemed to be presented in a straightforward, accessible manner. The textbook includes links to informative videos and walk-throughs where appropriate, which seem to be potentially beneficial for student comprehension. The textbook includes tools designed to aid learning, namely "Key Takeaways" and "Exercises" sections at the end of most modules, but not all. "Key Takeaways" seemed valuable, as they were a nice bookend to the learning objectives stated at the beginning of each module. "Exercises" did not appear to be as valuable, especially for the less-motivated student. On their face, these seemed to be more designed for instructors to use as class activities/active learning. Lastly, many modules of the textbook were text-heavy and visually unappealing. While this is superficial, the inclusion of additional graphics, example boxes, or figures in these text-heavy modules might be beneficial.

The textbook appeared to be internally consistent with its approach and use of terminology.

The textbook had a tendency to 'throw out' big concepts very briefly in earlier modules (e.g. sampling, experimental/non-experimental design), and then cover them in more detail in later modules. This would have been less problematic if the text would explicitly inform the student that these concepts would be elaborated upon later. Beyond this issue, the textbook seems to lend itself to being divided up and used on module-by-module basis.

The organization of the chapters did not make intuitive sense to me. The fact that correlation followed experimental research, and that descriptive research was the second-to-last module in the sequence was confusing. That said, textbook is written in such a way that an instructor easily assign the modules in the order that works best for their class.

Overall, the interface worked smoothly and there were few technical issues. Where there were issues (e.g. inconsistent spacing between lines and words), they were negligible.

The text seemed to be free from glaring grammatical problems.

Because this is a methodology textbook, it does not lend itself to too much cultural criticism. That said, the book did not rely on overly controversial examples, but also didn't shy away from important cultural topics (e.g. gender stereotypes, vaccines).

Reviewed by Michel Heijnen, Assistant Professor, University of North Carolina Wilmington on 3/27/18

The book covers all areas related to research methods, not only for the field of psychology, but also to other related fields like exercise science. Topics include ethics, developing a research questions, experimental designs, non-experimental... read more

Reviewed content is accurate and seems free of any personal bias.

The topic of research methods in general is not expected to change quickly. It is not expected that this text will become obsolete in the near future. Furthermore, for both the field of psychology as well as other related fields, the examples will continue to have an application to explain certain concepts and will not be outdated soon, even with new research emerging every day.

The text is written so an undergraduate student should be able to understand the concepts. The examples provided in the text greatly contribute to the understanding of the topics and the proposed exercises at the end of each chapter will further apply the knowledge.

The layout and writing style are consistent throughout the text.

Layout of the text is clear, with multiple subsection within each chapter. Each chapter can easily be split into multiple subsection to assign to students. No evidence of self-refers was observed, and individual chapters could be assigned to students without needed to read all preceding chapters. For example, Chapter 4 may not be particularly useful to students outside of psychology, but an instructor can easily reorganize the text and skip this chapter while students can still understand following chapters.

Topics are addressed in a logical manner. Overall, an introduction to research is provided first (including ethics to research), which is followed by different types of research, and concludes with types of analysis.

No images or tables are distorted, making the text easy to read.

No grammatical errors observed in text.

Text is not offensive and does not appear to be culturally insensitive.

I believe that this book is a great resource and, as mentioned previously, can be used for a wider audience than just psychology as the basics of research methods can be applied to various fields, including exercise science.

Reviewed by Chris Koch, Professor of Psychology, George Fox University on 3/27/18

All appropriate areas and topics are covered in the text. In that sense, this book is equivalent to other top texts dealing with research methods in psychology. The appeal of this book is the brevity and clarity. Therefore, some may find that, although the topics are covered, topics may not be covered as thoroughly they might like. Overall, the coverage is solid for an introductory course in research methods.

In terms of presentation, this book could be more comprehensive. Each chapter does start with a set of learning objectives and ends with "takeaways" and a short set of exercises. However, it lacks detailed chapter outlines, summaries, and glossaries. Furthermore, an index does not accompany the text.

I found the book to be accurate with content being fairly presented. There was no underlying bias throughout the book.

This is an introductory text for research methods. The basics of research methods have been consistent for some time. The examples used in the text fit the concepts well. Therefore, it should not be quickly dated. It is organized in such a way that sections could be easily modified with more current examples as needed.

The text is easy to read. It is succinct yet engaging. Examples are clear and terminology is adequately defined.

New terms and concepts are dealt with chapter by chapter. However, those things which go across chapters are consistently presented.

The material for each chapter is presented in subsections with each subsection being tied to a particular learning objective. It is possible to use the book by subsection instead of by chapter. In fact, I did that during class by discussing the majority of one chapter, discussing another chapter, and then covering what I previously skipped,

In general, the book follows a "traditional" organization, matching the organization of many competing books. As mentioned in regard to modularity, I did not follow the organization of the book exactly as it was laid out. This may not necessarily reflect poorly on the book, however, since I have never followed the order of any research methods book. My three exams covered chapter 1 through 4, chapters 5, 6, part of 8, and chapters 7, the remainder of 8, 9, and 10. Once we collected data I covered chapters 11 through 13.

Interface rating: 3

The text and images are clear and distortion free. The text is available in several formats including epub, pdf, mobi, odt, and wxr. Unfortunately, the electronic format is not taken full advantage of. The text could be more interactive. As it is, it is just text and images. Therefore, the interface could be improved.

The book appeared to be well written and edited.

I did not find anything in the book that was culturally insensitive or offensive. However, more examples of cross-cultural research could be included.

I was, honestly, surprised by how much I liked the text. The material was presented in easy to follow format that is consistent with how I think about research methods. That made the text extremely easy to use. Students also thought the book was highly accessible Each chapter was relatively short but informative and easy to read.

Reviewed by Kevin White, Assistant Professor, East Carolina University on 2/1/18

This book covers all relevant topics for an introduction to research methods course in the social sciences, including measurement, sampling, basic research design, and ethics. The chapters were long enough to be somewhat comprehensive, but short enough to be digestible for students in an introductory-level class. Student reviews of the book have so far been very positive. The only section of the text for which more detail may be helpful is 2.3 (Reviewing the Research Literature), in which more specific instructions related to literature searches may be helpful to students.

I did not notice any issues related to accuracy. Content appeared to be accurate, error-free, and unbiased.

One advantage of this book is that it is relevant to other applied fields outside of psychology (e.g., social work, counseling, etc.). Also, the exercises at the end of chapter sections are helpful.

The clarity of the text provides students with succinct definitions for research-related concepts, without unnecessary discipline-specific jargon. One suggestion for future editions would be to make the distinctions between different types of non-experimental research a bit more clear for students in introductory classes (e.g., "Correlational Research" in Section 7.2).

Formatting and terminology was consistent throughout this text.

A nice feature of this book is that instructors can select individual sections within chapters, or even jump between sections within chapters. For example, Section 1.4 may not fit for a class that is less clinically-oriented in nature.

The flow of the text was appropriate, with ethics close to the beginning of the book (and an entire chapter devoted to it), and descriptive/inferential statistics at the end.

I did not notice any problems related to interface. I had no trouble accessing or reading the text, and the images were clear.

The text contained no discernible grammatical errors.

The book does not appear to be culturally insensitive in any discernible way, and explicitly addresses prejudice in research (e.g., Section 5.2). However, I think that continuing to add more examples that relate to specific marginalized groups would help improve the text (and especially exercises).

Overall, this book is very useful for an introductory research methods course in psychology or social work, and I highly recommend.

Reviewed by Elizabeth Do, Instructor, Virginia Commonwealth University on 2/1/18

Although this textbook does provide good information regarding introductory concepts necessary for the understanding of correlational designs, and is presented in a logical order. It does not, however, cover qualitative methodologies, or research... read more

There does not seem to be any errors within the text.

Since this textbook covers a topic that is unlikely to change over the years and it's content is up-to-date, it remains relevant to the field.

The textbook is written at an appropriate level for undergraduate students and is useful in that it does explain important terminology.

There does not seem to be any major inconsistencies within the text.

Overall, the text is very well organized - it is separated into chapters that are divided up into modules and within each module, there are clear learning objectives. It is also helpful that the textbook includes useful exercises for students to practice what they've read about from the text.

The topics covered by this textbook are presented in an order that is logical. The writing is clear and the examples are very useful. However, more information could be provided in some of the chapters and it would be useful to include a table of contents that links to the different chapters within the PDF copy, for reader's ease in navigation when looking for specific terms and/or topics.

Overall, the PDF copy of the textbook made it easy to read; however, there did seem to be a few links that were missing. Additionally, it would be helpful to have some of the graphs printed in color to help with ease of following explanations provided by the text. The inclusion of a table of contents would also be useful for greater ease with navigation.

There does not seem to be any grammatical errors in the textbook. Also, the textbook is written in a clear way, and the information flows nicely.

This textbook focuses primarily on examples from the United States. It does not seem to be culturally insensitive or offensive in anyway and I liked that it included content regarding the avoidance of biased language (chapter 11).

This textbook makes the material very accessible, and it is easy to read/follow examples.

Reviewed by Eric Lindsey, Professor, Penn State University Berks Campus on 2/1/18

The content of the Research Methods in Psychology textbook was very thorough and covered what I would consider to be the important concepts and issues pertaining to research methods. I would judge that the textbook has a comparable coverage of information to other textbooks I have reviewed, including the current textbook I am using. The range of scholarly sources included in the textbook was good, with an appropriate balance between older and classic research examples and newer more cutting edge research information. Overall, the textbook provides substantive coverage of the science of conducting research in the field of psychology, supported by good examples, and thoughtful questions.

The textbook adopts a coherent and student-friendly format, and offers a precise introduction to psychological research methodology that includes consideration of a broad range of qualitative and quantitative methods to help students identify and evaluate the best approach for their research needs. The textbook offers a detailed review of the way that psychological researchers approach their craft. The author guides the reader through all aspects of the research process including formulating objectives, choosing research methods, securing research participants, as well as advice on how to effectively collect, analyze and interpret data and disseminate those findings to others through a variety of presentation and publication venues. The textbook offers relevant supplemental information in textboxes that is highly relevant to the material in the accompanying text and should prove helpful to learners. Likewise the graphics and figures that are included are highly relevant and clearly linked to the material presented in the text. The information covered by the textbook reflects an accurate summary of current techniques and methods used in research in the field of psychology. The presentation of information addresses the pros and cons of different research strategies in an objective and evenhanded way.

The range of scholarly sources included in the textbook was good, with an appropriate balance between older, classic research evidence and newer, cutting edge research. Overall, the textbook provides substantive coverage of the science on most topics in research methods of psychology, supported by good case studies, and thoughtful questions. The book is generally up to date, with adequate coverage of basic data collection methods and statistical techniques. Likewise the review of APA style guidelines is reflects the current manual and I like the way the author summarizes changes from the older version of the APA manual. The organization of the textbook does appear to lend itself to editing and adding new information with updates in the future.

I found the textbook chapters to be well written, in a straightforward yet conversational manner. It gives the reader an impression of being taught by a knowledgeable yet approachable expert. The writing style gives the learner a feeling of being guided through the lessons and supported in a very conversational approach. The experience of reading the textbook is less like being taught and more like a colleague sharing information. Furthermore, the style keeps the reader engaged but doesn't detract from its educational purpose. I also appreciate that the writing is appropriately concise. No explanations are so wordy as to overwhelm or lull the reader to sleep, but at the same time the information is not so vague that the reader can't understand the point at all.

The book’s main aim is to enable students to develop their own skills as researchers, so they can generate and advance common knowledge on a variety of psychological topics. The book achieves this objective by introducing its readers, step-by-step, to psychological research design, while maintaining an excellent balance between substance and attention grabbing examples that is uncommon in other research methods textbooks. Its accessible language and easy-to-follow structure and examples lend themselves to encouraging readers to move away from the mere memorization of facts, formulas and techniques towards a more critical evaluation of their own ideas and work – both inside and outside the classroom. The content of the chapters have a very good flow that help the reader to connect information in a progressive manner as they proceed through the textbook.

Each chapter goes into adequate depth in reviewing both past and current research related to the topic that it covers for an undergraduate textbook on research methods in psychology. The information within each chapter flows well from point-to-point, so that the reader comes away feeling like there is a progression in the information presented. The only limitation that I see is that I felt the author could do a little more to let the reader know how information is connected from chapter to chapter. Rather than just drawing the reader’s attention to things that were mentioned in previous chapters, it would be nice to have brief comments about how issues in one chapter relate to topics covered in previous chapters.

In my opinion the chapters are arranged in easily digestible units that are manageable in 30-40 minute reading sessions. In fact, the author designed the chapters of the textbook in a way to make it easy to chunk information, and start and stop to easily pick up where one leaves off from one reading session to another. I also found the flow of information to be appropriate, with chapters containing just the right amount of detail for use in my introductory course in research methods in psychology.

The book is organized into thirteen chapters. The order of the chapters offers a logical progression from a broad overview of information about the principles and theory behind research in psychology, to more specific issues concerning the techniques and mechanics of conducting research. Each chapter ends with a summary of key takeaways from the chapter and exercises that do more than ask for content regurgitation. I find the organization of the textbook to be effective, and matches my approach to the course very well. I would not make any changes to the overall format with the exception of moving chapter 11 on presenting research to the end of the textbook, after the chapters on statistical analysis and interpretation.

I found the quality of the appearance of the textbook to be very good. The textbook features appropriate text and section/header font sizes that allow for an adequate zooming level to read large or smalls sections of text, that will give readers flexibility to match their personal preference. There are learning objectives at the start of each chapter to help students know what to expect. Key terms are highlighted in a separate color that are easily distinguishable in the body of the page. There are very useful visuals in every chapter, including tables, figures, and graphs. Relevant supplemental information is also highlighted in well formatted text boxes that are color coded to indicate what type of information is included. My only criticism is that the photographs included in the text are of low quality, and there are so few in the textbook that I feel it would have been better to just leave them out.

I found no grammatical errors in my review of the textbook. The textbook is generally well written, and the style of writing is at a level that is appropriate for an undergraduate class.

Although the textbook contains no instances of presenting information that is cultural insensitive or offensive, it does not offer an culturally inclusive review of information pertaining to research methods in psychology. I found no inclusion of examples of research conducting with non European American samples included in the summary of studies. Likewise the authors do place much attention on the issue of cultural sensitivity when conducing research. If there is one major weakness of the textbook I would say it is in this area, but based on my experience it is not an uncommon characteristic of textbooks on research methods in psychology.

Reviewed by zehra peynircioglu, Professor, American University on 2/1/18

Comprehensiveness rating: 3 see less

Short and sweet in most areas. Covers the basic concepts, not very comprehensively but definitely adequately so for a general beginning-level research methods course. For instance, I would liked to have seen a "separate" chapter on correlational research (there is one on single subject research and one on survey research), a discussion of the importance of providing a theoretical rationale for "getting an idea" (most students are fine with finding interesting and feasible project ideas but cannot give a theoretical rationale) before or after Chapter 4 on Theory, or a chapter on neuroscientific methods, which are becoming more and more popular. Nevertheless, it touches on most traditional areas that are in other books.

I did not find any errors or biases

This is one area where there is not much danger of going obsolete any time soon. The examples might need to be updated periodically (my students tend to not like dated materials, however relevant), but that should be easy.

Very clear and accessible prose. Despite the brevity, the concepts are put forth quite clearly. I like the "not much fluff" mentality. There is also adequate explanations of jargon and technical terminology.

I could not find any inconsistencies. The style and exposition frameworks are also quite consistent.

Yes, the modularity is fine. The chapters follow a logical pattern, so there should not be too much of a need for jumping around. And even if jumping around is needed depending on teaching style, the sections are solid in terms of being able to stand alone (or as an accompaniment to lectures).

Yes, the contents is ordered logically and the high modularity helps with any reorganization that an instructor may favor. In my case, for instance, Ch. 1 is fine, but I would skip it because it's mostly a repetition of what most introductory psychology books also say. I would also discuss non-experimental methods before going into experimental design. But such changes are easy to do, and if someone followed the book's own organization, there would also be a logical flow.

As far as I could see, the text is free of significant interface issues, at least in the pdf version

I could not find any errors.

As far as I could see, the book was culturally relevant.

I loved the short and sweet learning objectives, key takeaway sections, and the exercises. They are not overwhelming and can be used in class discussions, too.

Reviewed by George Woodbury, Graduate Student, Miami University, Ohio on 6/20/17

This text covers the typical areas for an undergraduate psychology course in research design. There is no table of contents included with the downloadable version, although there is a table of contents on the website (which excludes sub-sections of chapters). The sections on statistics are not extensive enough to be useful in and of themselves, but they are useful for transitions to a follow-up statistics course. There does not seem to be a glossary of terms, which made it difficult at times for my read through and I assume later for students who decide to print the text. The text is comprehensive without being wordy or tedious.

Relatively minor errors; There does not seem to be explicit cultural or methodological bias in the text.

The content is up-to-date, and examples from the psychology literature are generally within the last 25 years. Barring extensive restructuring in the fundamentals of methodology and design in psychology, any updates will be very easy to implement.

Text will be very clear and easy to read for students fluent in English. There is little jargon/technical terminology used, and the vocabulary that is provided in the text is contemporary

There do not seem to be obvious shifts in the terminology or the framework. The text is internally consistent in that regard.

The text is well divided into chapter and subsections. Each chapter is relatively self-contained, so there are little issues with referring to past material that may have been skipped. The learning objectives at the beginning of the chapter are very useful. Blocks of text are well divided with headings.

As mentioned above, the topics of the text follow the well-established trajectory of undergraduate psychology courses. This makes it very logical and clear.

The lack of a good table of contents made it difficult to navigate the text for my read through. There were links to an outside photo-hosting website (flickr) for some of the stock photos, which contained the photos of the original creators of the photos. This may be distracting or confusing to readers. However, the hyperlinks in general helped with navigation with the PDF.

No more grammatical errors than a standard, edited textbook.

Very few examples explicitly include other races, ethnicities, or backgrounds, however the examples seem to intentionally avoid cultural bias. Overall, the writing seems to be appropriately focused on avoiding culturally insensitive or offensive content.

After having examined several textbooks on research design and methodology related to psychology, this book stands out as superior.

Reviewed by Angela Curl, Assistant Professor, Miami University (Ohio) on 6/20/17

"Research Methods in Psychology" covers most research method topics comprehensively. The author does an excellent job explaining main concepts. The chapter on causation is very detailed and well-written as well as the chapter on research ethics. However, the explanations of data analysis seem to address upper level students rather than beginners. For example, in the “Describing Statistical Relationships” chapter, the author does not give detailed enough explanations for key terms. A reader who is not versed in research terminology, in my opinion, would struggle to understand the process. While most topics are covered, there are some large gaps. For example, this textbook has very little content related to qualitative research methods (five pages).

The content appears to be accurate and unbias.

The majority of the content will not become obsolete within a short time period-- many of the information can be used for the coming years, as the information provided is, overall, general in nature. The notably exceptions are the content on APA Code of Ethics and the APA Publication Manual, which both rely heavily on outdated versions, which limits the usefulness of these sections. In addition, it would be helpful to incorporate research studies that have been published after 2011.

The majority of the text is clear, with content that is easy for undergraduate students to read and understand. The key points included in the chapters are helpful, but some chapters seem to be missing key points (i.e., the key points do not accurately represent the overall chapter).

The text seems to be internally consistent in its terminology and organization.

Each chapter is broken into subsections that can be used alone. For example, section 5.2 covers reliability and validity of measurement. This could be extremely helpful for educators to select specific content for assigned readings.

The topics are presented in a logical matter for the most part. However, the PDF version of the book does not include a table of contents, and none of the formats has a glossary or index. This can make it difficult to quickly navigate to specific topics or terms, especially when explanations do not appear where expected. For example, the definitions of independent and dependent variables is provided under the heading “Correlation Does Not Imply Causation” (p. 22).

The text is consistent but needs more visual representations throughout the book, rather than heavily in some chapters and none at all in other chapters. Similarly, the text within the chapters is not easily readable due to the large sections of text with little to no graphics or breaks.

The interface of the text is adequate. However, the formatting of the PDF is sometimes weak. For example, the textbook has a number of pages with large blank spaces and other pages are taken up with large photos or graphics. The number of pages (and cost of printing) could have been reduced, or more graphics added to maximize utility.

I found no grammatical errors.

Text appears to be culturally sensitive. I appreciated the inclusion of the content about avoiding biased language (chapter 11).

Instructors who adopt this book would likely benefit from either selecting certain chapters/modules and/or integrating multiple texts together to address the shortcomings of this text. Further, the sole focus on psychology limits the use of this textbook for introductory research methods for other disciplines (e.g., social work, sociology).

Reviewed by Pramit Nadpara, Assistant Professor, Virginia Commonwealth University on 4/11/17

The text book provides good information in certain areas, while not comprehensive information in other areas. The text provides practical information, especially the section on survey development was good. Additional information on sampling... read more

There are no errors.

Research method is a common topic and the fundamentals of it will not change over the years. Therefore, the book is relevant and will not become obsolete.

Clarity rating: 3

The text in the book is clear. Certain aspects of the text could have been presented more clearly. For example, the section on main effects and interactions are some concepts that students may have difficulty understanding. Those areas could be explained more clearly with an example.

Consistency rating: 3

Graphs in the book lacks titles and variable names. Also, the format of chapter title page needs to be consistent.

At times there were related topics spread across several chapters. This could be corrected for a better read by the audience..

The book text is very clear, and the flow from one topic to the next was adequate. However, having a outline would help the reader.

The PDF copy of the book was a easy read. There were few links that were missing though.

There were no grammatical errors.

The text is not offensive and examples in it are mostly based on historical US based experiments.

I would start of by saying that I am a supporter of the Open Textbook concept. In this day and age, there are a variety of Research Methods book/text available on the market. While this book covers research methods basics, it cannot be recommended in its current form as an acceptable alternative to the standard text. Modifications to the text as recommended by myself and other reviewers might improve the quality of this book in the future.

Reviewed by Meghan Babcock, Instructor, University of Texas at Arlington on 4/11/17

This text includes all important areas that are featured in other Research Methods textbooks and are presented in a logical order. The text includes great examples and provides the references which can be assigned as supplemental readings. In addition, the chapters end with exercises that can be completed in class or as part of a laboratory assignment. This text would be a great addition to a Research Methods course or an Introductory Statistics course for Psychology majors.

The content is accurate. I did not find any errors and the material is unbiased.

Yes - the content is up to date and would be easy to update if/when necessary.

The text is written at an appropriate level for undergraduate students and explains important terminology. The research studies that the author references are ones that undergraduate psychology majors should be familiar with. The only section that was questionable to me was that on multiple regression in section 8.3 (Complex Correlational Designs). I am unaware of other introductory Research Methods textbooks that cover this analysis, especially without describing simple regression first.

The text is consistent in terms of terminology. The framework is also consistent - the chapters begin with Learning Objectives and ends with Key Takeaways and Exercises.

The text is divisible into smaller reading sections - possibly too many. The sections are brief, and in some instances too brief (e.g., the section on qualitative research). I think that the section headers are helpful for instructors who plan on using this text in conjunction with another text in their course.

The topics were presented in a logical fashion and are similar to other published Research Methods texts. The writing is very clear and great examples are provided. I think that some of the sections are rather brief and more information and examples could be provided.

I did not see any interface issues. All of the links worked properly and the tables and figures were accurate and free of errors. I particularly liked the figures in section 5.2 on reliability of measurement.

There are three comments that I have about the interface, however. First, I was expecting the keywords in blue font to be linked to a glossary, but they were not. I would have appreciated this feature. Second, I read this text as a PDF on an iPad and this version lacking was the Table of Contents (TOC) feature. Although I was able to view the TOC in different versions, I would have appreciated it in the PDF version. Also, it would be nice if the TOC was clickable (i.e., you could click on a section and it automatically directed you to that section). Third, I think the reader of this text would benefit from a glossary at the end of each chapter and/or an index at the end of the text. The "Key Takeaways" sections at the end of each chapter were helpful, but I think that a glossary would be a nice addition as well.

I did not notice any grammatical errors of any kind. The text was easy to read and I think that undergraduate students would agree.

The text was not insensitive or offensive to any races, ethnicities, or backgrounds. I appreciated the section on avoiding biased language when writing manuscripts (e.g., using 'children with learning disabilities' instead of 'special children' or using 'African American' instead of 'minority').

I think that this text would be a nice addition to a Research Methods & Statistics course in psychology. There are some sections that I found particularly helpful: (1) 2.2 and 2.3 - the author gives detailed information about generating research questions and reviewing the literature; (2) 9.2 - this section focuses on constructing survey questionnaires; (3) 11.2 and 11.3 - the author talks about writing a research report and about presenting at conferences. These sections will be great additions to an undergraduate Research Methods course. The brief introduction to APA style was also helpful, but should be supplemented with the most recent APA style manual.

Reviewed by Shannon Layman, Lecturer, University of Texas at Arlington on 4/11/17

The sections in this textbook are overall more brief than in previous Methods texts that I have used. Sometimes this brevity is helpful in terms of getting to the point of the text and moving on. In other cases, some topics could use a bit more... read more

I did not find any incorrect information or gross language issues.

Basic statistical and/or methodological texts tend to stay current and up-to-date because the topics in this field have not changed over the decades. Any updated methodologies would be found in a more advanced methods text.

The text is very clear and the ideas are easy to follow/ presented in a logical manner. The most helpful thing about this textbook is that the author arrives at the point of the topic very quickly. Another helpful point about this textbook is the relevancy of the examples used. The examples appear to be accessible to a wide audience and do not require specialization or previous knowledge of other fields of psychology.

I feel this text is very consistent throughout. The ideas build on each other and no terms are discussed in later chapters without being established in previous chapters.

Each chapter had multiple subsections which would allow for smaller reading sections throughout the course. The amount of content in each section and chapter appeared to be less than what I have encountered in other Methods texts.

The organization of the topics in this textbook follows the same or similar organization that I see in other textbooks. As I mentioned previously, the ideas build very well throughout the text.

I did not find any issues with navigation or distortion of the figures in the text.

There were not any obvious and/or egregious grammatical errors that I encountered in this text.

This topic is not really an issue with a Methods textbook as the topics are more so conceptual as opposed to topical. That being said, I did not see an issue with any examples used.

I have no other comments than what I addressed previously.

Reviewed by Sarah Allred, Associate Professor, Rutgers University, Camden on 2/8/17

Mixed. For some topics, there is more (and more practical) information than in most textbooks. I appreciated the very practical advice to students about how to plot data (in statistics chapters). Similarly, there is practical advice about how... read more

On the other hand, there is far too little information about some subjects. For example, independent and dependent variables are introduced in passing in an early chapter and then referred to only much later in the text. In my experience, students have a surprisingly difficult time grasping this concept. Another important example is sampling; I would have preferred much more information on types of samples and sampling techniques, and the problems that arise from poor sampling. A third example is the introduction to basic experimental design. Variables, measurement, validity, and reliability are all introduced in one chapter.

I did not see an index or glossary.

I found no errors.

The fundamentals of research methods do not change much. Given the current replication crisis in psychology, it might be helpful to have something about replicability.

Mixed. The text itself is spare and clear. The style of the book is to explain a concept in very few words. There are some excellent aspects of this, but on the other hand, there are some concepts that students have a very difficult time undersatnding if they are not embedded in concrete examples. For example, the section on main effects and interactions shows bar graphs of interactions, but this is presented without variable names or axis titles, and separate from any specific experiment.

Sometimes the chapter stucture is laid out on the title page, and other times it is not. Some graphs lack titles and variable names.

The chapters can be stand alone, but sometimes I found conceptually similar pieces spread across several chapters, and conceptually different pieces in the same chapters.

The individual sentences and paragraphs are always very clear. However, I felt that more tables/outlines of major concepts would have been helpful. For example, perhaps a flow chart of different kinds of experimental designs would be useful. (See section on comprehensiveness for more about organization).

The flow from one topic to the next was adequate.

I read the pdf. Perhaps the interface is more pleasant on other devices, but I found the different formats and fonts in image/captions/main text/figure labels distracting. Many if the instances of apparently hyperlinked (blue) text to do not link to anything.

I found no grammatical errors, and prose is standard academic English.

Like most psychology textbooks available in the US, examples are focused on important experiments in US history.

I really wanted to be happy with this text. I am a supporter of the Open Textbook concept, and I wanted to find this book an acceptable alternative to the variety of Research Methods texts I’ve used. Unfortunately, I cannot recommend this book as superior in quality.

Reviewed by Joel Malin, Assistant Professor, Miami University on 8/21/16

This textbook covers all or nearly all of what I believe are important topics to provide an introduction to research methods in psychology. One minor issue is that the pdf version, which I reviewed, does not include an index or a glossary. As such, it may be difficult for readers to zero in on material that they need, and/or to get a full sense of what will be covered and in what order.

I did not notice errors.

The book provides a solid overview of key issues related to introductory research methods, many of which are nearly timeless.

The writing is clear and accessible. It was easy and pleasing to read.

Terms are clearly defined and build upon each other as the book progresses.

I believe the text is organized in such a way that it could be easily divided into smaller sections.

The order in which material is presented seems to be well thought out and sensible.

I did not notice any issues with the interface. I reviewed the pdf version and thought the images were very helpful.

The book is written in a culturally relevant manner.

Reviewed by Abbey Dvorak, Assistant Professor, University of Kansas on 8/21/16

The text includes basic, essential information needed for students in an introductory research methods course. In addition, the text includes three chapters (i.e., research ethics, theory, and APA style) that are typically absent from or inadequately covered in similar texts. However, I did have some areas of concern regarding the coverage of qualitative and mixed methods approaches, and nonparametric tests. Although the author advocates for the research question to guide the choice of approach and design, minimal attention is given to the various qualitative designs (e.g., phenomenology, narrative, participatory action, etc.) beyond grounded theory and case studies, with no mention of the different types of mixed methods designs (e.g., concurrent, explanatory, exploratory) that are prevalent today. In addition, common nonparametric tests (e.g., Wilcoxon, Mann-Whitney, etc.) and parametric tests for categorical data (e.g., chi-square, Fisher’s exact, etc.) are not mentioned.

The text overall is accurate and free of errors. I noticed in the qualitative research sub-section, the author describes qualitative research in general, but does not mention common practices associated with qualitative research, such as transcribing interviews, coding data (e.g., different approaches to coding, different types of codes), and data analysis procedures. The information that is included appears accurate.

The text appears up-to-date and includes basic research information and classic examples that rarely change, which may allow the text to be used for many years. However, the author may want to add information about mixed methods research, a growing research approach, in order for the text to stay relevant across time.

The text includes clear, accessible, straightforward language with minimal jargon. When the author introduces a new term, the term is immediately defined and described. The author also provides interesting examples to clarify and expand understanding of terms and concepts throughout the text.

The text is internally consistent and uses similar language and vocabulary throughout. The author uses real-life examples across chapters in order to provide depth and insight into the information. In addition, the vocabulary, concepts, and organization are consistent with other research methods textbooks.

The modules are short, concise, and manageable for students; the material within each module is logically focused and related to each other. I may move the modules and the sub-topics within them into a slightly different order for my class, and add the information mentioned above, but overall, this is very good.

The author presents topics and structures chapters in a logical and organized manner. The epub and online version do not include page numbers in the text, but the pdf does; this may be confusing when referencing the text or answering student questions. The book ends somewhat abruptly after the chapter on inferential statistics; the text may benefit from a concluding chapter to bring everything together, perhaps with a culminating example that walks the reader through creating the research question, choosing a research approach/design, etc., all the way to writing the research report.

I used and compared the pdf, epub, and online versions of the text. The epub and online versions include a clickable table of contents, but the pdf does not. The table format is inconsistent across the three versions; in the epub version (viewed through ibooks), the table data does not always line up correctly, making it difficult to interpret quickly. In the pdf and online versions, the table format looks different, but the data are lined up. No index made it difficult to quickly find areas of interest in the text; however, I could use the Find/Search functions in all three versions to search and find needed items.

As I read through this text, I did not detect any glaring grammatical errors. Overall, I think the text is written quite well in a style that is accessible to students.

The author uses inclusive, person-first language, and the text does not seem to be offensive or insensitive. As I read, I did notice that topics such as diversity and cultural competency are absent.

I enjoyed reading this text and am very excited to have a free research methods text for my students that I may supplement as needed. I wish there was a test question bank and/or flashcards for my students to help them study, but perhaps that could be added in the future. Overall, this is a great resource!

Reviewed by Karen Pikula, Psychology Instructor PhD, Central Lakes College on 1/7/16

The text covers all the areas and ideas of the subject of research methods in psychology for the learner that is just entering the field. The authors cover all of the content of an introductory research methods textbook and use exemplary examples that make those concepts relevent to a beginning researcher. As the authors state, the material is presented in such a manner as to encourage learners to not only be effective consumers of current research but also engage as critical thinkers in the many diverse situations one encounters in everyday life.

The content is accurate, error free, and unbiased. It explains both quantiative and qualitative methods in an unbiased manner. It is a bit slim on qualitative. It would be nice to have a bit more information on, for example, creating interview questions, coding, and qualitative data anaylisis.

The text is up to date, having just been revised. This revision was authored by Rajiv Jhangiani (Capilano University, North Vancouver) and includes the addition of a table of contents and cover page that the original text did not have, changes to Chapter 3 (Research Ethics) to include a contemporary example of an ethical breach and to reflect Canadian ethical guidelines and privacy laws, additional information regarding online data collection in Chapter 9 (Survey Research). Jhangiani has correcte of errors in the text and formulae, as well as changing spelling from US to Canadian conventions. The text is also now available in a inexpensive hard copy which students can purchase online or college bookstores can stock. This makes the text current and updates should be minimal.

The text is very easy to read and also very interesting as the authors supplement content with amazing real life examples.

The text is internally consistent in terms of terminology and framework.

This text is easily and readily divisible into smaller reading sections that can be assigned at different points within a course. I am going to use this text in conjunction with the OER OpenStax Psychology text for my Honors Psychology course. I currently use the OER Openstax Psychology textbook for my Positive Psychology course as well as my General Psychology course,

The topics in the text are presented in logical and clear fashion. The way they are presented allows the text to be used in conjuction with other textbooks as a secondary resource.

The text is free of significant interface issues. It is written in a manner that follows the natural process of doing research.

The text contained no noted grammatical errors.

The text is not culturally insensitive or offensive and actually has been revised to accomodate Canadian ethical guidelines as well as those of the APA.

I have to say that I am excited to have found this revised edition. My students will be so happy that there is also a reasonable priced hard coopy for them to purchase. They love the OpenStax Psychology text with the hard copy available from our bookstore. I do wish there were PowerPoints available for the text as well as a test bank. That is always a bonus!

Reviewed by Alyssa Gibbons, Instructor, Colorado State University on 1/7/16

This text covers everything I would consider essential for a first course in research methods, including some areas that are not consistently found in introductory texts (e.g., qualitative research, criticisms of null hypothesis significance testing). The chapters on ethics (Ch. 3) and theory (Ch. 4) are more comprehensive than most I have seen at this level, but not to the extent of information overload; rather, they anticipate and address many questions that undergraduates often have about these issues.

There is no index or table of contents provided in the PDF, and the table of contents on the website is very broad, but the material is well organized and it would not be hard for an instructor to create such a table. Chapter 2.1 is intended to be an introduction to several key terms and ideas (e.g., variable, correlation) that could serve as a sort of glossary.

I found the text to be highly accurate throughout; terms are defined precisely and correctly.

Where there are controversies or differences of opinion in the field, the author presents both sides of the argument in a respectful and unbiased manner. He explicitly discourages students from dismissing any one approach as inherently flawed, discussing not only the advantages and disadvantages of all methods (including nonexperimental ones) but also ways researchers address the disadvantages.

In several places, the textbook explicitly addresses the history and development of various methods (e.g., qualitative research, null hypothesis significance testing) and the ways in which researchers' views have changed. This allows the author to present current thinking and debate in these areas yet still expose students to older ideas they are likely to encounter as they read the research literature. I think this approach sets students up well to encounter future methodological advances; as a field, we refine our methods over time. I think the author could easily integrate new developments in future editions, or instructors could introduce such developments as supplementary material without creating confusion by contradicting the test.

The examples are generally drawn from classic psychological studies that have held up well over time; I think they will appeal to students for some time to come and not appear dated.

The only area in which I did not feel the content was entirely up to date was in the area of psychological measurement; Chapter 5.2 is based on the traditional view and not the more comprehensive modern or holistic view as presented in the 1999 AERA/APA Standards for Educational and Psychological Measurement. However, a comprehensive treatment of measurement validity is probably not necessary for most undergraduates at this stage, and they will certainly encounter the older framework in the research literature.

The textbook does an excellent job of presenting concepts in simple, accessible language without introducing error by oversimplification. The author consistently anticipates common points of confusion, clarifies terms, and even suggests ways for students to remember key distinctions. Terms are clearly and concretely defined when they are introduced. In contrast to many texts I have used, the terms that are highlighted in the text are actually the terms I would want my students to remember and study; the author refrains from using psychological jargon that is not central to the concepts he is discussing.

I noticed no major inconsistencies or gaps.

The division of sections within each chapter is useful; although I liked the overall organization of the text, there were points at which I would likely assign sections in a slightly different order and I felt I could do this easily without loss of continuity. The one place I would have liked more modularity was in the discussion of inferential statistics: t-tests, ANOVA, and Pearson's r are all covered within Chapter 13.2. On the one hand, this enables students to see the relationships and similarities among these tests, but on the other, this is a lot for students to take in at once.

I found the overall organization of the book to be quite logical, mirroring the sequence of steps a researcher would use to develop a research question, design a study, etc. As discussed above, the modularity of the book makes it easy to reorder sections to suit the structure of a particular class (for example, I might have students read the section on APA writing earlier in the semester as they begin drafting their own research proposals). I like the inclusion of ethics very early on in the text, establishing the importance of this topic for all research design choices.

One organizational feature I particularly appreciated was the consistent integration of conceptual and practical ideas; for example, in the discussion of psychological measurement, reliability and validity are discussed alongside the importance of giving clear instructions and making sure participants cannot be identified by their writing implements. This gives students an accurate and honest picture of the research process - some of the choices we make are driven by scientific ideals and some are driven by practical lessons learned. Students often have questions related to these mundane aspects of conducting research and it is helpful to have them so clearly addressed.

Although I didn't encounter any problems per se with the interface, I do think it could be made more user-friendly. For example, references to figures and tables are highlighted in blue, appearing to be hyperlinks, but they were not. Having such links, as well as a linked, easily-navigable and detailed table of contents, would also be helpful (and useful to students who use assistive technology).

I noticed no grammatical errors.

Where necessary, the author uses inclusive language and there is nothing that seems clearly offensive. The examples generally reflect American psychology research, but the focus is on the methods used and not the participants or cultural context. The text could be more intentionally or proactively inclusive, but it is not insensitive or exclusive.

I am generally hard to please when it comes to textbooks, but I found very little to quibble with in this one. It is a very well-written and accessible introduction to research methods that meets students where they are, addressing their common questions, misconceptions, and concerns. Although it's not flashy, the figures, graphics, and extra resources provided are clear, helpful, and relevant.

Reviewed by Moin Syed, Assistant Professor, University of Minnesota on 6/10/15

The text is thorough in terms of covering introductory concepts that are central to experimental and correlational/association designs. I find the general exclusion of qualitative and mixed methods designs hard to defend (despite some researchers’ distaste for the methods). While these approaches were less commonly used in the recent past, they are prevalent in the early years of psychology and are ascending once again. It strikes me as odd to just ignore two whole families of methods that are used within the practice of psychology—definitely not a sustainable approach.

I do very much appreciate the emphasis on those who will both practice and consume psychology, given the wide variety of undergraduate career paths.

One glaring omission is a Table of Contents within the PDF. It would be nice to make this a linked PDF, so that clicking on the entry in a TOC (or cross-references) would jump the reader to the relevant section.

I did not see an errors. The chapter on theory is not as clear as it could be. The section “what is theory” is not very clear, and these are difficulte concepts (difference between theory, hypothesis, etc.). A bit more time spent here could have been good. Also, the discussion of functional, mechanistic, and typological theories leaves out the fourth of Pepper’s metaphors: contextualism. I’m not sure that was intentional and accidental, but it is noticeable!

This is a research methods text focused on experimental and association designs. The basics of these designs do not change a whole lot over time, so there is little likelihood that the main content will become obsolete anytime soon. Some of the examples used are a bit dated, but then again most of them are considered “classics” in the field, which I think are important to retain (and there is at least one “new classic” included in the ethics section, namely the fraudulent research linking autism to the MMR vaccine).

The text is extremely clear and accessible. In fact, it may even be *too* simple for undergraduate use. Then again, students often struggle with methods, so simplicity is good, and the simplicity can also make the book marketable to high school courses (although I doubt many high schools have methods courses).

Yes, quite consistent throughout. Carrying through the same examples into different chapters is a major strength of the text.

I don’ anticipate any problems here.

The book flows well, with brief sections. I do wonder if maybe the sections are too brief? Perhaps too many check-ins? The “key take-aways” usually come after only a few pages. As mentioned above, the book is written at a very basic level, so this brevity is consistent with that approach. It is not a problem, per se, but those considering adopting the text should be aware of this aspect.

No problems here.

I did not detect any grammatical errors. The text flows very well.

The book is fairly typical of American research methods books in that it only focuses on the U.S. context and draws its examples from “mainstream” psychology (e.g., little inclusion of ethnic minority or cross-cultural psychology). However, the text is certainly not insensitive or offensive in any way.

Nice book, thanks for writing it!

Reviewed by Rajiv Jhangiani, Instructor, Capilano University on 10/9/13

The text is well organized and written, integrates excellent pedagogical features, and covers all of the traditional areas of the topic admirably. The final two chapters provide a good bridge between the research methods course and the follow-up course on behavioural statistics. The text integrates real psychological measures, harnesses students' existing knowledge from introductory psychology, includes well-chosen examples from real life and research, and even includes a very practical chapter on the use of APA style for writing and referencing. On the other hand, it does not include a table of contents or an index, both of which are highly desirable. The one chapter that requires significant revision is Chapter 3 (Research Ethics), which is based on the US codes of ethics (e.g., Federal policy & APA code) and does not include any mention of the Canadian Tri-Council Policy Statement.

The very few errors I found include the following: 1. The text should read "The fact that his F score…" instead of "The fact that his t score…" on page 364 2. Some formulae are missing the line that separates the numerator from the denominator. See pages 306, 311, 315, and 361 3. Table 12.3 on page 310 lists the variance as 288 when it is 28.8

The text is up-to-date and will not soon lose relevance. The only things I would add are a brief discussion of the contemporary case of Diederik Stapel's research fraud in the chapter on Research Ethics, as well as some research concerning the external validity of web-based studies (e.g., Gosling et al.'s 2004 article in American Psychologist).

Overall, the style of writing makes this text highly accessible. The writing flows well, is well organized, and includes excellent, detailed, and clear examples and explanations for concepts. The examples often build on concepts or theories students would have covered in their introductory psychology course. Some constructive criticism: 1. When discussing z scores on page 311 it might have been helpful to point out that the mean and SD for a set of calculated z scores are 0 and 1 respectively. Good students will come to this realization themselves, but it is not a bad thing to point it out nonetheless. 2. The introduction of the concept of multiple regression might be difficult for some students to grasp. 3. The only place where I felt short of an explanation was in the use of a research example to demonstrate the use of a line graph on page 318. In this case the explanation in question does not pertain to the line graph itself but the result of the study used, which is so fascinating that students will wish for the researchers' explanation for it.

The text is internally consistent.

The text is organized very well into chapters, modules within each chapter, and learning objectives within each module. Each module also includes useful exercises that help consolidate learning.

As mentioned earlier, the style of writing makes this text highly accessible. The writing flows well, is well organized, and includes excellent, detailed, and clear examples and explanations for concepts. The examples often build on concepts or theories students would have covered in their introductory psychology course. Only rarely did I feel that the author could have assisted the student by demonstrating the set-by-step calculation of a statistic (e.g., on page 322 for the calculation of Pearson's r)

The images, graphs, and charts are clear. The only serious issues that hamper navigation are the lack of a table of contents and an index. Many of the graphs will need to be printed in colour (or otherwise modified) for the students to follow the explanations provided in the text.

The text is written rather well and is free from grammatical errors. Of course, spellings are in the US convention.

The text is not culturally insensitive or offensive. Of course, it is not a Canadian edition and so many of the examples (all of which are easy to comprehend) come from a US context.

I have covered most of these issues in my earlier comments. The only things left to mention are that the author should have clearly distinguished between mundane and psychological realism, and that, in my opinion, the threats to internal validity could have been grouped together and might have been closer to an exhaustive list. This review originated in the BC Open Textbook Collection and is licensed under CC BY-ND.

Chapter 1: The Science of Psychology
Chapter 2: Overview of the Scientific Method
Chapter 3: Research Ethics
Chapter 4: Psychological Measurement
Chapter 5: Experimental Research
Chapter 6: Non-experimental Research
Chapter 7: Survey Research
Chapter 8: Quasi-Experimental Research
Chapter 9: Factorial Designs
Chapter 10: Single-Subject Research
Chapter 11: Presenting Your Research
Chapter 12: Descriptive Statistics
Chapter 13: Inferential Statistics

Ancillary Material

Kwantlen Polytechnic University

About the Book

This fourth edition (published in 2019) was co-authored by Rajiv S. Jhangiani (Kwantlen Polytechnic University), Carrie Cuttler (Washington State University), and Dana C. Leighton (Texas A&M University—Texarkana) and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Revisions throughout the current edition include changing the chapter and section numbering system to better accommodate adaptions that remove or reorder chapters; continued reversion from the Canadian edition; general grammatical edits; replacement of “he/she” to “they” and “his/her” to “their”; removal or update of dead links; embedded videos that were not embedded; moved key takeaways and exercises from the end of each chapter section to the end of each chapter; a new cover design.

About the Contributors

Dr. Carrie Cuttler received her Ph.D. in Psychology from the University of British Columbia. She has been teaching research methods and statistics for over a decade. She is currently an Assistant Professor in the Department of Psychology at Washington State University, where she primarily studies the acute and chronic effects of cannabis on cognition, mental health, and physical health. Dr. Cuttler was also an OER Research Fellow with the Center for Open Education and she conducts research on open educational resources. She has over 50 publications including the following two published books: A Student Guide for SPSS (1st and 2nd edition) and Research Methods in Psychology: Student Lab Guide. Finally, she edited another OER entitled Essentials of Abnormal Psychology. In her spare time, she likes to travel, hike, bike, run, and watch movies with her husband and son. You can find her online at @carriecuttler or carriecuttler.com.

Dr. Rajiv Jhangiani is the Associate Vice Provost, Open Education at Kwantlen Polytechnic University in British Columbia. He is an internationally known advocate for open education whose research and practice focuses on open educational resources, student-centered pedagogies, and the scholarship of teaching and learning. Rajiv is a co-founder of the Open Pedagogy Notebook, an Ambassador for the Center for Open Science, and serves on the BC Open Education Advisory Committee. He formerly served as an Open Education Advisor and Senior Open Education Research & Advocacy Fellow with BCcampus, an OER Research Fellow with the Open Education Group, a Faculty Workshop Facilitator with the Open Textbook Network, and a Faculty Fellow with the BC Open Textbook Project. A co-author of three open textbooks in Psychology, his most recent book is Open: The Philosophy and Practices that are Revolutionizing Education and Science (2017). You can find him online at @thatpsychprof or thatpsychprof.com.

Dr. Dana C. Leighton is Assistant Professor of Psychology in the College of Arts, Science, and Education at Texas A&M University—Texarkana. He earned his Ph.D. from the University of Arkansas, and has 15 years experience teaching across the psychology curriculum at community colleges, liberal arts colleges, and research universities. Dr. Leighton’s social psychology research lab studies intergroup relations, and routinely includes undergraduate students as researchers. He is also Chair of the university’s Institutional Review Board. Recently he has been researching and writing about the use of open science research practices by undergraduate researchers to increase diversity, justice, and sustainability in psychological science. He has published on his teaching methods in eBooks from the Society for the Teaching of Psychology, presented his methods at regional and national conferences, and received grants to develop new teaching methods. His teaching interests are in undergraduate research, writing skills, and online student engagement. For more about Dr. Leighton see http://www.danaleighton.net and http://danaleighton.edublogs.org

Contribute to this Page

Systematic Review
Open access
Published: 25 October 2024

Prognostic factors for resected invasive mucinous lung adenocarcinoma: a systematic review and meta-analysis

Fangfang Shen 1 na1 ,
Xinyu Wu 2 na1 ,
Jiang Geng 1 ,
Wei Guo 1 &
Jianchun Duan 1 , 2

BMC Cancer volume 24 , Article number: 1317 ( 2024 ) Cite this article

Metrics details

Surgery is the optimal choice for early invasive mucinous lung adenocarcinoma (IMA). A systematic review and meta-analysis were conducted to explore the prognostic factors for resected IMA.

We systematically reviewed the prognostic role of clinicopathological and genomic factors in resected IMA patients. Eligible studies on the treatment of IMA following the systematic search of PubMed, Embase and the Cochrane Library from January 2015 to January 2024 were identified. Outcomes of interest were overall survival (OS) and disease-free survival/recurrence-free survival (DFS/RFS). The hazard ratio (HR) and 95% confidence interval (CI) were used as impact indicators for systematic review and meta-analysis.

Sixteen studies involving 3,484 patients with IMA were included. The results of the combined analysis showed that male and smoking were associated with a worse prognosis. Furthermore, advanced clinical stage, poor differentiation grade, presence of visceral pleural invasion (VPI) and spread through air spaces (STAS), and presence of KRAS mutations were also associated with worse prognosis.

Conclusions

Gender, smoking, clinical stage, tumor size, differentiation grading, VPI, STAS and KRAS mutation affect DFS/RFS and OS of IMA patients after surgery. Identifying these factors may aid physicians in developing more individualized treatment plans for resectable IMA patients.

Peer Review reports

Invasive mucinous adenocarcinoma of the lung (IMA) is a subtype of invasive adenocarcinoma, previously known as mucinous bronchoalveolar carcinoma (BAC). In 2011, the International Association for the Study of Lung Cancer (IASLC), American Thoracic Society (ATS), and European Respiratory Society (ERS) updated a classification of lung adenocarcinomas [ 1 ], where the term BAC was replaced and the term IMA was formally defined. Subsequently, the 2015 World Health Organization (WHO) Classification of Lung Tumors directly adopted the term “invasive mucinous adenocarcinoma”, which has since been widely accepted and used in clinical practice and research. The incidence of IMA is low, accounting for 3-10% invasive adenocarcinoma [ 2 ]. The histology of IMA is unique in primary lung cancer, characterized by columnar or goblet cells with the nuclei located at the base and abundant intracytoplasmic mucin [ 3 ]. Genetically, the most frequent alterations in IMA are Kirsten rat sarcoma viral oncogene homologue ( KRAS ) mutations, which account for 48.9 to 76% IMA patients [ 4 , 5 , 6 ].

Accurate staging of IMA could be achieved through computed tomography (CT) [ 7 ]. There are many studies on the prognosis and imaging findings of IMA, many of which involve surgical resection of IMA. Results varies when it comes to the postoperative prognosis of both IMA and non-mucinous adenocarcinoma (NMA) patients [ 8 , 9 , 10 ]. Based on CT findings, several studies [ 11 , 12 , 13 ] have classified IMA into different subtypes. Despite the lack of a unanimous standard, most studies have categorized IMA into two subtypes based on CT findings: (1) solitary type, characterized by a solitary nodule or mass visible in the image; and (2) pulmonary type, presenting as consolidation with or without air bronchogram, occupying a substantial area of the lung lobe. The CT findings of this tumor type closely resemble those of pneumonia [ 11 ].

Visceral pleural invasion (VPI) and spread through air spaces (STAS) are well-known to be poor prognostic factors in lung adenocarcinoma [ 14 , 15 , 16 , 17 , 18 ]. A previous study indicated that patients with Stage I lung adenocarcinoma with VPI might derive benefit from adjuvant chemotherapy [ 16 ]. Additionally, it has been reported that VPI in resected Stage I lung adenocarcinoma is a significant predictor of recurrence risks, such as pleural seeding and bilateral lung metastasis [ 17 ]. Furthermore, a study from Korea proposed that the presence of STAS serves as an independent poor prognostic factor in stage IA NMA [ 18 ].

Surgical resection is a critical intervention for the management of early-stage resectable IMA. Understanding the factors that influence the postoperative prognosis in IMA patients could enable us to adjust treatment strategies and improve long-term survival by comprehensively applying various adjuvant treatment methods such as radiotherapy and chemotherapy [ 19 ]. Therefore, we conducted a systematic review of studies on postoperative IMA since 2015 to evaluate the impact of clinicopathological characteristics on postoperative outcomes, including overall survival (OS) and disease-free survival/recurrence-free survival (DFS/RFS). Our aim was to identify high-risk populations with unfavorable outcomes, thus providing valuable insights for personalized treatment strategies in postoperative IMA patients.

The systematic review protocol has been registered in the International prospective register of systematic reviews (PROSPERO): Database registration number CRD42023428370. This systematic review and meta-analysis adhered to the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist (Supplementary Table S1 ) [ 20 ].

Literature search

Two authors conducted a systematic literature search from January 2015 to January 2024. Given that IMA was officially recognized as a distinct subtype of lung adenocarcinoma by the WHO in 2015, publications prior to that year were excluded from the study. PubMed (Medline), Cochrane Library and Embase were searched for articles related to prognosis in patients with IMA after surgery using Advanced Search. Cited references of identified publications were manually searched for further potentially relevant articles. The search strategies and keywords for the all databases are shown in Supplementary Table S2 .

Selection criteria

The inclusion criteria for eligible studies were as follows: (1) retrospective studies examining the survival prognosis of patients with resectable IMA following surgery, utilizing the 2015 WHO classification for lung cancer subtypes; and (2) trials reporting postoperative outcomes, including DFS/RFSand OS, for various subgroup patients stratified based on clinicopathological characteristics. Studies not adhering to the inclusion criteria were excluded, in special, case reports, replicated studies from the same institution, and studies in which hazard ratio(HR) and 95% confidence intervals (95% CI) could not be found from any form of outcome were excluded.

Literature quality assessment and data extraction

Two independent reviewers (FS and WG) conducted a thorough screening of titles and abstracts, followed by the evaluation of full texts for all relevant articles that met the inclusion criteria. Specifically designed forms were utilized by the two researchers to extract relevant data from eligible studies. Any discrepancies were resolved through discussion with a third author (JD). The quality assessment of the included studies was performed using the Newcastle-Ottawa Scale.

The following data were extracted from the paper: (1) first author’s name, publication year, country, follow-up duration, sample size; (2) effects of gender, smoking, age, clinical stage, surgery type, VPI, STAS, radiological feature, tumor size, histology differentiation, KRAS mutation, and Epidermal growth factor receptor ( EGFR ) mutation on DFS/RFS and OS and the corresponding HR and 95% CI were extracted.

Ethical approval

and patient consent were not required as the analysis was based on previously published studies and data available in the referenced original articles.

Statistical processing

Statistical analyses were conducted using R (version 4.0.3) and R Studio (version 1.3.1). Pooled HRs and their corresponding 95% CIs were computed to evaluate the prognostic significance of different indicators in patients with IMA after surgery.

Heterogeneity between studies was assessed by Cochrane Q test and I 2 . I 2 < 25% was defined as low heterogeneity, 25–50% as moderate heterogeneity, and > 50% as high heterogeneity. In the presence of heterogeneity, a random-effects model was employed; otherwise, a fixed-effects model was applied [ 21 , 22 , 23 ]. To assess the sensitivity of results with heterogeneity close to 50% and a p -value slightly larger than 0.05, both the fixed-effect model and the random-effect model were employed.

Additionally, the presence of publication bias was evaluated for factors with seven or more articles using a funnel plot. For factors comprising three or more articles, Egger’s linear regression method was utilized to test for publication bias, considering a p -value above 0.05 as indicative of no significant publication bias.

Basic characteristics and literature quality assessment

According to the literature inclusion and exclusion criteria, a total of 16 studies [ 10 , 13 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 ] were included in this meta-analysis, and the literature screening process is shown in Fig. 1 . A total of 3,484 patients with IMA were involved. The publications were mainly from 2015 to 2024, covering four countries including China, Japan, South Korea and the United States. Table 1 provides a comprehensive overview of the major characteristics of the included studies. All the studies included in the analysis achieved a favorable quality assessment, meeting the criteria of the Newcastle-Ottawa Scale with a score of 6 or above. A detailed assessment of the quality of the included studies, based on the Newcastle-Ottawa Scale, is presented in Supplementary Table S3 .

Impactors: (1) Gender; (2) Smoking; (3) Age; (4) Clinical stage; (5) Surgery type; (6) VPI; (7) STAS; (8) Radiological feature; (9) Tumor size; (10) Differentiation grading; 11. KRAS mutations; 12. EGFR mutations. NOS, Newcastle-Ottawa Scale.

Prognostic analysis

A total of nine studies ( n = 1,100) investigated the impact of gender on postoperative DFS/RFS in patients with IMA. The HR cut-off values for the included studies ranged from 0.62 to 3.01, with a median of 1.61. The pooled HR analysis revealed a significant association, with a pooled HR of 1.51 (95% CI, 1.17–1.93; P < 0.01). Similarly, analysis of ten studies ( n = 2,810) revealed that male patients with postoperative IMA had worse OS outcomes (pooled HR = 1.63, 95% CI 1.38–1.91, P < 0.01).

These findings suggest that male patients with postoperative IMA have a poorer prognosis in terms of both DFS/RFS and OS (Fig. 2 ).

Meta-analysis and forest plot of effects of gender on postoperative DFS/RFS and OS

Smoking status

Eight studies ( n = 995) reported data on the effect of patient smoking status on postoperative DFS/RFS, and the HR cut-offs of the included studies ranged from 1.18 to 3.18 (median 1.54). The pooled HR was 1.51 (95% CI, 1.16–1.97; P < 0.01). Seven studies ( n = 872) reported postoperative OS data in smoking patients with a pooled HR of 1.60 (95% CI, 1.16–2.19; P < 0.01). The above results indicated that smoking was associated with poorer DFS/RFS and OS (Fig. 3 ).

Meta-analysis and forest plot of effects of smoking status on postoperative DFS/RFS and OS

Five studies were included in the pooled analysis assessing the relationship between age and postoperative DFS/RFS in patients (Supplementary Table S4 ). Wang et al. and Yoon et al. ( n = 438) compared patients older than 60 years with those equal to or younger than 60 years (Supplementary Figure S1 ), revealing a pooled HR of 1.04 (95% CI, 1.01–1.07; p = 0.02). Two studies ( n = 136) compared patients above and below 65 years old (Supplementary Figure S2 ), with a pooled HR of 1.41 (95% CI, 0.29–6.89; p = 0.67), indicating no significant association.

Regarding postoperative OS, seven studies were included, of which five studies ( n = 2,330) compared patients older or younger than 60 years (Supplementary Figure S3 ), resulting in a HR of 1.75 (95% CI, 1.39–2.21; P < 0.01).

These findings suggest that age significantly influences the prognosis of IMA patients. Specifically, patients older than 60 years tend to have a worse outcome in terms of both DFS/RFS and OS.

Pathological staging

Five studies were included in the pooled analysis examining the relationship between tumor staging and postoperative DFS/RFS in patients (Supplementary Table S5 ). One study ( n = 274) compared Stage II and Stage III with Stage I, resulting in HR of 3.72 (95% CI, 2.27–6.09) and 8.60 (95% CI, 5.38–13.72), respectively. Two studies ( n = 112) compared Stage III with Stage I + II (Supplementary Figure S4 ), yielding a pooled HR of 6.13 (95% CI, 2.67–14.08). Another study ( n = 72) compared stages above Stage I with Stage I, reporting an HR of 4.72 (95% CI, 2.16–10.80).

In terms of OS, two studies ( n = 347) compared Stage II and Stage III with Stage I (Supplementary Figure S5 ), showing a pooled HR of 4.16 (95% CI, 2.39–7.23; P < 0.01). Two studies ( n = 353) compared Stage III with Stage I (Supplementary Figure S6 ), resulting in a pooled HR of 2.97 (95% CI, 0.26–33.71; P = 0.38). One study ( n = 72) compared stages above Stage I with Stage I, revealing an HR of 6.04 (95% CI, 2.23-19.00).

Overall, these findings suggest that more advanced tumor staging is associated with worse outcomes in terms of both DFS/RFS and OS.

Tumor differentiation

Studies on the relationship between tumor differentiation and postoperative DFS/RFS and OS of patients are summarized in Supplementary Table S6 . Most studies indicating that patients with higher tumor differentiation grade (G1 versus higher grade) may have worse DFS/RFS and OS.

Five studies, comprising a total of 723 patients, investigated the impact of VPI on DFS/RFS in patients with IMA. The included studies utilized different cutoff values for HR, ranging from 1.04 to 3.01, with a median value of 1.90. There was no significant heterogeneity observed among the studies (I 2 = 0%; P = 0.59), allowing for the utilization of a fixed-effect model to combine the data. The pooled HR was 1.76 (95% CI, 1.28–2.42; P < 0.01), indicating that VPI is associated with an increased risk of poorer DFS/RFS outcomes in patients with IMA.

Similarly, five studies involving a total of 2,177 patients reported the effect of VPI on postoperative OS in individuals with IMA. The cutoff values for HR ranged from 1.19 to 7.37, with a median of 1.21. Although some heterogeneity was observed among the studies (I 2 = 42%; P = 0.14), a fixed-effect model was still used to combine the data. The pooled HR was 1.53 (95% CI, 1.18–1.97; P < 0.01), suggesting that VPI is associated with an increased risk of poorer OS outcomes in patients with IMA.

The above results suggest that VPI is associated with poorer DFS/RFS and OS in patients with IMA (Fig. 4 ).

Meta-analysis and forest plot of VPI on postoperative DFS/RFS and OS

Four studies ( n = 317; Presence vs. Absence) reported data on the impact of STAS on postoperative DFS/RFS, with the cut-off values of HR for the included studies ranging from 1.47 to 5.28 (median 1.88). The results of heterogeneity test (I 2 = 0%; P = 0.59), so the fixed-effect model was used to combine the data, and the pooled HR was 1.91 (95% CI, 1.09–3.33; P = 0.02). Three studies ( n = 266; Presence vs. Absence) reported the impact of STAS on postoperative OS, with the cut-off value of HR for the included studies ranging from 1.60 to 2.50 (median 2.09). The results of heterogeneity test (I 2 = 0%; P = 0.87), so the fixed-effect model was used to combine the data, and the pooled HR was 2.08 (95% CI, 0.99–4.37; P = 0.05). The above results indicated that the presence of STAS and IMA patients was associated with poor DFS/RFS and OS (Fig. 5 ).

Meta-analysis and forest plot of STAS on postoperative DFS/RFS and OS

Type of surgery

Two studies ( n = 426) investigated the relationship between surgical type and postoperative DFS/RFS (Supplementary Table S7 ). The combined HR of sub-lobar resection and lobar resection was 1.35 (95% CI, 0.83–2.17; P = 0.22) (Supplementary Figure S7 ). Only one study discussed the association between surgery type and OS (HR 0.91[0.50–1.67]). The results showed that there was no significant correlation between the type of surgery and postoperative DFS/RFS and OS.

CT features

Five studies investigated the association between CT features and postoperative disease-free survival (DFS)/recurrence-free survival (RFS) (Supplementary Table S8 ). Patients with the pneumonic type exhibited significantly worse postoperative DFS/RFS (HR 5.12 [3.35, 7.84]) compared to those with other CT appearances. Based on the pooled analysis of five other studies, it was noted that patients with pneumonic CT features manifested a non-significant trend towards poorer postoperative OS (HR 2.96 [0.95, 9.18]) compared to patients with other CT phenotypes.

KRAS and EGFR gene mutations

Two studies ( n = 65) investigated the relationship between KRAS mutation and DFS/RFS (Supplementary Table S9 ). The combined HR of KRAS mutant and wild-type patients was 3.21 (95% CI, 1.33–7.74; P < 0.01) (Supplementary Figure S8 ), indicating that DFS/RFS of patients with KRAS mutation was significantly worse than that of patients with wild-type KRAS . Only one study ( n = 47) investigated the relationship between KRAS mutation and postoperative OS, and the HR of KRAS mutant versus wild type patients was 2.05 (95% CI, 0.68–5.7).

Two studies ( n = 50) investigated the relationship between EGFR mutations and DFS/RFS (Supplementary Table S9 ). The combined HR of patients with and without EGFR mutations was 0.52 (95% CI, 0.09–2.91; P = 0.46) (Supplementary Figure S9 ). The HR of patients with EGFR mutations compared with wild-type patients on OS was 0.94 (95% CI, 0.33–2.73). The results showed that EGFR mutation had no significant effect on DFS/RFS and OS.

Heterogeneity, sensitivity analysis and publication bias

As mentioned above, in the presence of substantial heterogeneity among the included studies(indicated by an I 2 >50%), a random-effects model was adopted for the data analysis; otherwise, a fixed-effects model was applied [ 21 , 22 , 23 ]. Specifically, for the meta-analysis results of smoking and VPI on OS, the heterogeneity was close to 50% with the p value slightly greater than 0.05. Therefore, we used both fixed effect model and random effect model for analysis, and the results remained consistent in both models. (Supplementary Figure S10 - 11 ).

Both Begg’s funnel plot and Egger’s test were used to estimate publication bias in the meta-analysis. We performed funnel plots for outcomes including sex, DFS/RFS with or without smoking, and OS, and the results were all symmetric (Supplementary Figure S12 - 15 ). Publication bias was not detected using the Egger’s test subsequently (Supplementary Table S10 ), as all P values were > 0.05.

In this systemic review and meta-analysis, we summarized a series of factors in patients undergoing surgery for resectable IMA. The results showed that gender, smoking, clinical stage, tumor size, differentiation grading, VPI, STAS and KRAS mutation were closely related to the prognosis of IMA patients after surgery. Nodule and Lepidic types of IMA had better DFS/RFS and OS, while pneumonic type of IMA had the worst prognosis. Though surgery is the optimal treatment for early IMAs, different surgery types (lobectomy versus sub-lobular resection) have no significant effect on the prognosis of patients.

As mentioned above, the DFS/RFS and OS of male patients were worse than those of female patients. It should be noted that the DFS/RFS and OS of smoking patients were worse than those of non-smoking patients. Studies have shown that the proportion of adult male smokers in developed and developing countries is 30.1 and 32%, respectively, and the proportion of adult female smokers is 17.2% and 3.1% [ 19 ]. Since there is a certain correlation between smoking and gender, whether gender or smoking history are independent risk factors still needs further study.

The majority of studies reported age as a predictor on prognosis although the stratification varies among different studies. An overall trending is that the elders seem to have a poorer outcome, and this effect is strongly more significant on OS than that on DFS/RFS. The OS of patients older than 60 years is significantly worse than those younger than 60 years old. This result seems much reasonable as ageing is often associated with higher frequency of comorbidities and more susceptible to other diseases, which could increase all-cause mortality.

We analyzed the association between staging with postoperative outcomes (Supplementary Table S5 ). Five studies analyzed DFS/RFS, and the pooled results showed that the higher the stage, the higher the risk of postoperative recurrence. Another 5 studies investigated the postoperative OS, of which 2 studies suggested that stage had no significant effect on OS, and the other 3 studies showed that the risk of postoperative death in patients with late stage was significantly higher than that in patients with late stage. Tumor size is related to staging, which is one of the most important prognostic indicators of lung cancer [ 38 , 39 , 40 ]. Among the enrolled studies, tumor size was divided into 22 mm, 30 mm, 50 mm and 70 mm, respectively. It should be noted that tumor size is a critical determinant of the T stage within the TNM classification system, which directly influences pathological staging. Further stratification of T stage based on tumor size consistently supports the finding that higher pathological stages are associated with poorer prognosis. These results suggest that, whether analyzed as an independent factor or as part of the staging system, larger tumor burden is strongly correlated with adverse clinical outcomes.

The relationship between tumor differentiation and the prognosis has been reported [ 41 , 42 , 43 ] in a variety of tumors. In a study of 5,018 hospital cases and 712 population cases of non-small cell lung cancer (NSCLC), the prognosis of undifferentiated and poorly differentiated patients was significantly worse than that of well-differentiated [ 44 , 45 ]. We collected three studies on tumor differentiation and DFS/RFS, and the results all pointed out that IMA patients with well differentiation had longer DFS/RFS after surgery. Another 5 studies investigated the relationship between tumor differentiation and OS, and all concluded that patients with good differentiation had longer OS.

In the research of NSCLC prognosis, VPI was an underrated poor prognostic factor [ 46 ]. K Shimizu’s report [ 47 ] found that VPI patients had poor survival regardless of lymph node metastasis status. The results of S. Tanju [ 48 ] pointed out that the presence of VPI was associated with poor prognosis, independently of lymph node metastasis, histological subtype, and tumor size. In our study, we performed a meta-analysis on the effect of VPI on the prognosis of IMA patients, and the results showed that VPI status was significantly associated with the prognosis of patients with IMA. Compared with patients without IMA invasion, patients with VPI had worse DFS/RFS and OS.

STAS is defined as the spread of microcapillary clusters, solid nests or single cells in the air space beyond the main tumor margin, and plays an important role in prognosis and treatment decision-making in lung adenocarcinoma [ 49 , 50 ]. The incidence of STAS in patients with IMA (66-71%) is higher than that in patients with non-mucinous ADC (approximately 23.4-30%) [ 31 , 36 , 51 ]. The pooled analysis showed that patients without STAS had significantly better DFS/RFS than those with STAS. In the subsequent analysis of STAS on OS, patients without STAS also had significantly better OS.

IMA is characterized by frequent KRAS mutations, accounting for 48.9 to 76% of IMA patients [ 4 , 5 , 6 ]. The combined results of two studies focusing on KRAS mutations and DFS/RFS showed that KRAS mutation was associated with poor prognosis. One study of OS also showed that KRAS mutation was associated with poor prognosis (5-year OS 56.9% vs. 85.2%, mutant vs. wild type). Therefore, KRAS mutation is a potential prognostic biomarker. However, it is of note that the analytical population included in this study is relatively small due to the limited amount of data from present studies, which could impair the reliability of the conclusion. Future prospective large cohorts are needed to provide a profound genomic landscape and better illustrate the underlying molecular mechanism of IMA.

More aggressive adjuvant therapies, such as chemotherapy or radiation, may be particularly beneficial for patients with multiple poor prognostic factors, such as advanced stage (Stage II-III or T3-T4), poor differentiation, or the presence of VPI and STAS. Additionally, male patients with a smoking history may benefit from enhanced follow-up and monitoring for recurrence, as gender and smoking has been linked to poorer survival outcomes. The use of molecular profiling to guide the incorporation of targeted therapies could be an important strategy in personalizing treatment for these high-risk individuals.

Another recent meta-analysis conducted by Zhao et al. also focus on the prognostic factors for IMAs [ 52 ]. Their study encompasses data from the inception of research up to June 2023, pinpointing 12 risk factors (such as smoking history, lymph node metastasis, STAS, tumor size, among others) and 1 protective factor (the spiculated margin sign), aligning to some extent with the discoveries of our own research. However, our investigation delves more specifically into the subset of resectable IMAs, concentrating on prognostic factors that are directly associated with outcomes following resection. By emphasizing perioperative and postoperative prognostic factors for IMAs, our research endeavors to contribute insights that could inform modifications in adjuvant therapeutic approaches for patients with this condition.

This meta-analysis has several limitations that should be acknowledged. Firstly, due to the low incidence of IMA, there is limited availability of information from randomized clinical trials. As a result, the inclusion of retrospective trials and relatively small sample sizes may introduce bias into the results. It is important to note that only one study was conducted in America [ 34 ], which was an analysis of the SEER database. The potential bias associated with this single study cannot be ignored, and the regional differences may impact the reliability and validity of the pooled results. Secondly, the lack of a consensus strategy for subgroup analysis among the trials creates difficulties in direct comparison and pooled analysis, particularly in terms of age stratification and tumor sizes. Additionally, limited data focusing on gene mutations and prognosis contribute to heterogeneity and reduce the validity of the findings. Future studies should provide more comprehensive data on the effects of genetic mutations on prognosis of IMA. Thirdly, adjuvant therapy plays a crucial role in extending the lifespan of postoperative IMA patients. Considering the potential benefits of adjuvant therapies on OS, especially in patients with more advanced stages or multiple risk factors, it is important to consider the impact of adjuvant therapy on the results. Real-world prospective studies are needed to further validate the findings of this meta-analysis.

In conclusion, this systematic review and meta-analysis summarizes the associations of clinicopathological and genomic characteristics and outcomes in patients with resected IMA. Gender, smoking, staging, tumor size, differentiation grading, VPI, STAS and KRAS mutation were important prognostic factors in patients with IMA after surgery. This can help clinicians better evaluate the prognosis of patients, so as to establish a more individualized treatment plan for patients with IMA.

Data availability

Full data sets are available upon reasonable request. The corresponding authors can be contacted at [email protected] or [email protected].

Abbreviations

American Thoracic Society

Bronchioloalveolar carcinoma

Confidence interval

Computed tomography

Disease-free survival

Epidermal growth factor receptor

European Respiratory Society

Hazard ratio

International Association for the Study of Lung Cancer

Invasive mucinous adenocarcinoma

Kirsten rat sarcoma viral oncogene homologue

Non-mucinous adenocarcinoma

Newcastle-Ottawa Scale

Non-small cell lung cancer

Overall survival

Preferred Reporting Items for Systematic Reviews and Meta-Analyses

International prospective register of systematic reviews

Recurrence-free survival

Surveillance, Epidemiology, and End Results

Spread through air spaces

Visceral pleural invasion

World Health Organization

Travis WD, Brambilla E, Noguchi M, Nicholson AG, Geisinger KR, Yatabe Y, Beer DG, Powell CA, Riely GJ, Van Schil PE, et al. International association for the study of lung cancer/American thoracic society/european respiratory society international multidisciplinary classification of lung adenocarcinoma. J Thorac Oncol. 2011;6(2):244–85.

Article PubMed PubMed Central Google Scholar

Nicholson AG, Tsao MS, Beasley MB, Borczuk AC, Brambilla E, Cooper WA, Dacic S, Jain D, Kerr KM, Lantuejoul S et al. The 2021 WHO classification of lung tumors: impact of advances since 2015. (1556–1380 (Electronic)).

Shim HS, Kenudson M, Zheng Z, Liebers M, Cha YJ, Hoang Ho Q, Onozato M, Phi Le L, Heist RS, Iafrate AJ. Unique genetic and survival characteristics of invasive mucinous adenocarcinoma of the lung. J Thorac Oncol. 2015;10(8):1156–62.

Article PubMed Google Scholar

Ichinokawa H, Ishii G, Nagai K, Kawase A, Yoshida J, Nishimura M, Hishida T, Ogasawara N, Tsuchihara K, Ochiai A. Distinct clinicopathologic characteristics of lung mucinous adenocarcinoma with KRAS mutation. Hum Pathol. 2013;44(12):2636–42.

Article CAS PubMed Google Scholar

Chang JC, Offin M, Falcon C, Brown D, Houck-Loomis BR, Meng F, Rudneva VA, Won HH, Amir S, Montecalvo J, et al. Comprehensive molecular and clinicopathologic analysis of 200 pulmonary invasive mucinous adenocarcinomas identifies distinct characteristics of molecular subtypes. Clin Cancer Res. 2021;27(14):4066–76.

Article CAS PubMed PubMed Central Google Scholar

Cha YJ, Kim HR, Lee HJ, Cho BC, Shim HS. Clinical course of stage IV invasive mucinous adenocarcinoma of the lung. Lung Cancer. 2016;102:82–8.

Gardiner N, Jogai S, Wallis A. The revised lung adenocarcinoma classification-an imaging guide. J Thorac Dis. 2014;6(Suppl 5):S537–546.

PubMed PubMed Central Google Scholar

Casali C, Rossi G, Marchioni A, Sartori G, Maselli F, Longo L, Tallarico E, Morandi U. A single institution-based retrospective study of surgically treated bronchioloalveolar adenocarcinoma of the lung: clinicopathologic analysis, molecular features, and possible pitfalls in routine practice. J Thorac Oncol. 2010;5(6):830–6.

Lee HY, Cha MJ, Lee KS, Lee HY, Kwon OJ, Choi JY, Kim HK, Choi YS, Kim J, Shim YM. Prognosis in resected invasive mucinous adenocarcinomas of the lung: related factors and comparison with resected nonmucinous adenocarcinomas. J Thorac Oncol. 2016;11(7):1064–73.

Matsui T, Sakakura N, Koyama S, Nakanishi K, Sasaki E, Kato S, Hosoda W, Murakami Y, Kuroda H, Yatabe Y. Comparison of surgical outcomes between invasive mucinous and non-mucinous lung adenocarcinoma. Ann Thorac Surg. 2021;112(4):1118–26.

Watanabe H, Saito H, Yokose T, Sakuma Y, Murakami S, Kondo T, Oshita F, Ito H, Nakayama H, Yamada K, et al. Relation between thin-section computed tomography and clinical findings of mucinous adenocarcinoma. Ann Thorac Surg. 2015;99(3):975–81.

Shimizu K, Okita R, Saisho S, Maeda A, Nojima Y, Nakata M. Clinicopathological and immunohistochemical features of lung invasive mucinous adenocarcinoma based on computed tomography findings. Onco Targets Ther. 2017;10:153–63.

Ueda D, Ito M, Tsutani Y, Giménez-Capitán A, Román-Lladó R, Pérez-Rosado A, Aguado C, Kushitani K, Miyata Y, Arihiro K, et al. Comprehensive analysis of the clinicopathological features, targetable profile, and prognosis of mucinous adenocarcinoma of the lung. J Cancer Res Clin Oncol. 2021;147(12):3709–18.

Yildirim S, Alan O, Yuksel Yasar Z, Kaya T, Akdag G, Kinikoglu O, Gecmen GG, Yasar A, Isik D, Surmeli H et al. Prognostic impact and clinical features of spread through air spaces in operated lung cancer: real-world analysis. Medicina (Kaunas). 2024;60(8).

Shimomura M, Miyagawa-Hayashino A, Omatsu I, Asai Y, Ishihara S, Okada S, Konishi E, Teramukai S, Inoue M. Spread through air spaces is a powerful prognostic predictor in patients with completely resected pathological stage I lung adenocarcinoma. Lung Cancer. 2022;174:165–71.

Wu LL, Jiang WM, Qian JY, Tian JY, Li ZX, Li K, Ma GW, Xie D, Chen C. High-risk characteristics of pathological stage I lung adenocarcinoma after resection: patients for whom adjuvant chemotherapy should be performed. Heliyon. 2023;9(12):e23207.

Jiwangga D, Cho S, Kim K, Jheon S. Recurrence pattern of pathologic stage I lung adenocarcinoma with visceral pleural invasion. Ann Thorac Surg. 2017;103(4):1126–31.

Han YB, Kim H, Mino-Kenudson M, Cho S, Kwon HJ, Lee KR, Kwon S, Lee J, Kim K, Jheon S, et al. Tumor spread through air spaces (STAS): prognostic significance of grading in non-small cell lung cancer. Mod Pathol. 2021;34(3):549–61.

Schneider BJ, Daly ME, Kennedy EB, Antonoff MB, Broderick S, Feldman J, Jolly S, Meyers B, Rocco G, Rusthoven C, et al. Stereotactic body radiotherapy for early-stage non-small-cell lung cancer: American Society of Clinical Oncology Endorsement of the American Society for Radiation Oncology evidence-based guideline. J Clin Oncol. 2018;36(7):710–9.

Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, Shamseer L, Tetzlaff JM, Akl EA, Brennan SE, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. 2021;372:n71.

Higgins JP, Thompson SG. Quantifying heterogeneity in a meta-analysis. Stat Med. 2002;21(11):1539–58.

Higgins JP, Thompson SG, Deeks JJ, Altman DG. Measuring inconsistency in meta-analyses. BMJ. 2003;327(7414):557–60.

Higgins JP, Altman DG, Gøtzsche PC, Jüni P, Moher D, Oxman AD, Savovic J, Schulz KF, Weeks L, Sterne JA. The Cochrane collaboration’s tool for assessing risk of bias in randomised trials. BMJ. 2011;343:d5928.

Luo J, Wang R, Han B, Zhang J, Zhao H, Fang W, Luo Q, Yang J, Yang Y, Zhu L, et al. Analysis of the clinicopathologic characteristics and prognostic of stage I invasive mucinous adenocarcinoma. J Cancer Res Clin Oncol. 2016;142(8):1837–45.

Lin G, Li H, Kuang J, Tang K, Guo Y, Han A, Xie C. Acinar-predominant pattern correlates with poorer prognosis in invasive mucinous adenocarcinoma of the lung. Am J Clin Pathol. 2018;149(5):373–8.

Nie K, Nie W, Zhang YX, Yu H. Comparing clinicopathological features and prognosis of primary pulmonary invasive mucinous adenocarcinoma based on computed tomography findings. Cancer Imaging. 2019;19(1):47.

Oki T, Aokage K, Ueda T, Sugano M, Tane K, Miyoshi T, Kojima M, Fujii S, Kuwata T, Ochiai A, et al. Proportion of goblet cell is associated with malignant potential in invasive mucinous adenocarcinoma of the lung. Pathol Int. 2019;69(9):526–35.

Lee MA, Kang J, Lee HY, Kim W, Shon I, Hwang NY, Kim HK, Choi YS, Kim J, Zo JI, et al. Spread through air spaces (STAS) in invasive mucinous adenocarcinoma of the lung: incidence, prognostic impact, and prediction based on clinicoradiologic factors. Thorac Cancer. 2020;11(11):3145–54.

Wang T, Yang Y, Liu X, Deng J, Wu J, Hou L, Wu C, She Y, Sun X, Xie D, et al. Primary invasive mucinous adenocarcinoma of the lung: prognostic value of CT imaging features combined with clinical factors. Korean J Radiol. 2021;22(4):652–62.

Gow CH, Hsieh MS, Liu YN, Lee YH, Shih JY. Clinicopathological features and survival outcomes of primary pulmonary invasive mucinous adenocarcinoma. Cancers (Basel). 2021;13(16).

Yoon HJ, Kang J, Lee HY, Lee MA, Hwang NY, Kim HK, Kim J. Recurrence dynamics after curative surgery in patients with invasive mucinous adenocarcinoma of the lung. Insights Imaging. 2022;13(1):64.

Cai L, Wang J, Yan J, Zeng J, Zhu L, Liang J, Pan C, Huang X, Jin J, Xu Y, et al. Genomic profiling and prognostic value analysis of genetic alterations in Chinese resected lung cancer with invasive mucinous adenocarcinoma. Front Oncol. 2020;10:603671.

Zhang G, Wang X, Jia J, Zuo Z, Wang L, Gao S, Xue L, Xue Q. Development and validation of a nomogram for predicting survival in patients with surgically resected lung invasive mucinous adenocarcinoma. Transl Lung Cancer Res. 2021;10(12):4445–58.

Wang J, Wei P, Liu J, Su P, Xing A, Jing H, Hao J. Anaplastic lymphoma kinase fusion protein expression is associated with a favorable prognosis in resected invasive mucinous lung adenocarcinoma: a retrospective study from two Chinese tertiary hospitals. J Cancer Res Ther. 2022;18(2):445–51.

Woo W, Yang YH, Cha YJ, Moon DH, Shim HS, Cho A, Kim BJ, Kim HE, Park BJ, Lee JG, et al. Prognosis of resected invasive mucinous adenocarcinoma compared with the IASLC histologic grading system for invasive nonmucinous adenocarcinoma: surgical database study in the TKIs era in Korea. Thorac Cancer. 2022;13(23):3310–21.

Xu X, Shen W, Wang D, Li N, Huang Z, Sheng J, Rucker AJ, Mao W, Xu H, Cheng G. Clinical features and prognosis of resectable pulmonary primary invasive mucinous adenocarcinoma. Transl Lung Cancer Res. 2022;11(3):420–31.

Sun W, Zhang P, Ye B, Situ MY, Wang W, Yu Y. Systemic immune-inflammation index predicts survival in patients with resected lung invasive mucinous adenocarcinoma. Transl Oncol. 2024;40:101865.

Chinwong D, Mookmanee N, Chongpornchai J, Chinwong S. A comparison of gender differences in smoking behaviors, intention to quit, and nicotine dependence among Thai University students. J Addict. 2018;2018:8081670.

Travis WD, Asamura H, Bankier AA, Beasley MB, Detterbeck F, Flieder DB, Goo JM, MacMahon H, Naidich D, Nicholson AG, et al. The IASLC lung cancer staging project: proposals for coding T categories for subsolid nodules and assessment of tumor size in part-solid tumors in the forthcoming eighth edition of the TNM classification of lung cancer. J Thorac Oncol. 2016;11(8):1204–23.

Katsurada M, Nagano T, Tachihara M, Kiriu T, Furukawa K, Koyama K, Otoshi T, Sekiya R, Hazama D, Tamura D, et al. Baseline tumor size as a predictive and prognostic factor of immune checkpoint inhibitor therapy for non-small cell lung cancer. Anticancer Res. 2019;39(2):815–25.

Gavrilov S, Zhudenkov K, Helmlinger G, Dunyak J, Peskov K, Aksenov S. Longitudinal tumor size and neutrophil-to-lymphocyte ratio are prognostic biomarkers for overall survival in patients with advanced non-small cell lung cancer treated with durvalumab. CPT Pharmacometrics Syst Pharmacol. 2021;10(1):67–74.

Feng F, Liu J, Wang F, Zheng G, Wang Q, Liu S, Xu G, Guo M, Lian X, Zhang H. Prognostic value of differentiation status in gastric cancer. BMC Cancer. 2018;18(1):865.

Richie RC, Swanson JO. Breast cancer: a review of the literature. J Insur Med. 2003;35(2):85–101.

PubMed Google Scholar

Badger SA, Brant JL, Jones C, McClements J, Loughrey MB, Taylor MA, Diamond T, McKie LD. The role of surgery for pancreatic cancer: a 12-year review of patient outcome. Ulster Med J. 2010;79(2):70–5.

CAS PubMed PubMed Central Google Scholar

Sun Z, Aubry MC, Deschamps C, Marks RS, Okuno SH, Williams BA, Sugimura H, Pankratz VS, Yang P. Histologic grade is an independent prognostic factor for survival in non-small cell lung cancer: an analysis of 5018 hospital- and 712 population-based cases. J Thorac Cardiovasc Surg. 2006;131(5):1014–20.

Manac’h D, Riquet M, Medioni J, Le Pimpec-Barthes F, Dujon A, Danel C. Visceral pleura invasion by non-small cell lung cancer: an underrated bad prognostic factor. Ann Thorac Surg. 2001;71(4):1088–93.

Shimizu K, Yoshida J, Nagai K, Nishimura M, Ishii G, Morishita Y, Nishiwaki Y. Visceral pleural invasion is an invasive and aggressive indicator of non-small cell lung cancer. J Thorac Cardiovasc Surg. 2005;130(1):160–5.

Tanju S, Erus S, Selçukbiricik F, İliaz S, Kapdağlı M, Bulutay P, Sevinç TE, Mandel NM, Dilege Ş. Level of pleural invasion effects on prognosis in lung cancer. Tumori. 2019;105(2):155–60.

Kadota K, Nitadori JI, Sima CS, Ujiie H, Rizk NP, Jones DR, Adusumilli PS, Travis WD. Tumor spread through air spaces is an important pattern of invasion and impacts the frequency and location of recurrences after limited resection for small stage I lung adenocarcinomas. J Thorac Oncol. 2015;10(5):806–14.

Toki MI, Harrington K, Syrigos KN. The role of spread through air spaces (STAS) in lung adenocarcinoma prognosis and therapeutic decision making. Lung Cancer. 2020;146:127–33.

Shiono S, Yanagawa N. Spread through air spaces is a predictive factor of recurrence and a prognostic factor in stage I lung adenocarcinoma. Interact Cardiovasc Thorac Surg. 2016;23(4):567–72.

Zhao T, Yi J, Luo D, Liu J, Fan X, Wu Q, Wang W. Prognostic factors for invasive mucinous adenocarcinoma of the lung: systematic review and meta-analysis. World J Surg Oncol. 2024;22(1):41.

Download references

Acknowledgements

Not applicable.

The study was supported by grants from The Science and Education Cultivation Fund of the National Cancer and Regional Medical Center of Shanxi Provincial Cancer Hospital (grant number: TD2023002); Wu Jieping Medical Foundation Clinical Research Funding (grant number: 320.6750.2020-19-5); Health Commission of Shanxi Province Research Funding (grant number: 2023001); Key Research Program of Department of Science and Technology of Heilongjiang Province (grant number: 2022ZXJ03C0).

Author information

Fangfang Shen, Xinyu Wu and Jiang Geng contributed equally to this work.

Authors and Affiliations

Department of Respiratory Medicine, Shanxi Cancer Institute, Shanxi Cancer Hospital, Cancer Hospital of Chinese Academy of Medical Sciences Shanxi Hospital, Shanxi Medical University Affiliated Hospital, Taiyuan, 030000, China

Fangfang Shen, Jiang Geng, Wei Guo & Jianchun Duan

CAMS Key Laboratory of Translational Research on Lung Cancer，State Key Laboratory of Molecular Oncology, Department of Medical Oncology, National Cancer Center/National Clinical Research Center for Cancer /CancerHospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, 100021, China

Xinyu Wu & Jianchun Duan

You can also search for this author in PubMed Google Scholar

Contributions

F.S. conceptualized the study, curated the data, and prepared the original draft. X.W. conducted the investigation, curated the data, prepared the original draft and revise the manuscript. J.G. performed formal analysis and contributed to the original draft preparation. W.G. curated the data, supervised the work, and contributed to the review and editing of the manuscript. J.D. conceptualized the study, administered the project, developed the methodology, supervised the work, and contributed to the review and editing of the manuscript. All authors read and approved the final manuscript.

Corresponding authors

Correspondence to Wei Guo or Jianchun Duan .

Ethics declarations

Ethics approval and consent to participate, consent for publication, competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary Material 1

Supplementary material 2, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

Shen, F., Wu, X., Geng, J. et al. Prognostic factors for resected invasive mucinous lung adenocarcinoma: a systematic review and meta-analysis. BMC Cancer 24 , 1317 (2024). https://doi.org/10.1186/s12885-024-13068-x

Download citation

Received : 27 June 2024

Accepted : 16 October 2024

Published : 25 October 2024

DOI : https://doi.org/10.1186/s12885-024-13068-x

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Lung cancer
Meta-analysis

ISSN: 1471-2407

Submission enquiries: [email protected]
General enquiries: [email protected]

VIDEO

Download Best Books of Research Methodology in English & Hindi Medium for Free
Research Methodology Notes
Social and preventive pharmacy 8th sem important questions। B Pharm। Short & Long questions। Part-2।
114.Basic Course in Biomedical Research # Introduction to Health Research #bcbr #nmc #promotion
BSc 3rd Year Research Methodology || PRA & RRA || 5 Marks

COMMENTS

(Pdf) Handbook of Research Methodology
Download full-text PDF Download full-text PDF. ... Citations (136) Abstract. Research methodology is taught as a supporting subject in several ways in many academic disciplines such as health ...
PDF HEALTH RESEARCH METHODOLOGY
Health research methodology: A guide for training in research methods INTRODUCTION This is a revised version of an earlier manual on Health Research Methodology and deals with the basic concepts and principles of scientific research methods with particular attention to research in the health field. The research process is the cornerstone for ...
RC Goyal
Research Methodology for Health Professionals Including Proposal, Thesis and Article Writing RC Goyal MD FIAPSM FIPHA Professor and Director Community Medicine Department of Community Medicine ... Displaying RC Goyal - Research Methodology for Health Professionals.pdf. Page 1 of 305
Health research methodology : a guide for training in research methods
World Health Organization. Regional Office for the Western Pacific. (‎2001)‎. Health research methodology : a guide for training in research methods. 2nd ed..
Introduction to Health Research Methods: A Practical Guide
Introduction to Health Research Methods: A Practical Guide by Jacobsen. Publication date 2017-01-01 Publisher Jones & Bartlett ... Pdf_module_version 0.0.23 Ppi 360 Rcs_key 26737 ... Better World Books. DOWNLOAD OPTIONS No suitable files to display here.
Introduction to Health Research Methods: A Practical Guide
Designed to empower new investigators to conduct their own original research projects, the third edition of Introduction to Health Research Methods: A Practical Guide leads the reader step-by-step guide in performing quantitative and qualitative research in medicine, public health, and other clinical and population health fields. Organized in five sections, the text covers the entire research ...
A practical guide for health researchers
Overview. This comprehensive guide to health research reaches out to a wide spectrum of people: students who wish to learn the basic principles of health research and how to conduct it, field researchers, and those involved in teaching and training of health research methodologies. It seeks to develop practical skills, starting with defining ...
Public health research methods : Free Download, Borrow, and Streaming
Item Size. 1.8G. xlii, 785 pages : 27 cm. Includes bibliographical references and indexes. Introduction to public health research methods / Greg Guest -- Designing research / Heidi Reynolds and Greg Guest -- Research ethics and working with institutional review boards / Amy Corneli and David Borasky -- Community engagement in public health ...
A practical guide for health researchers
Abstract. This comprehensive guide to health research reaches out to a wide spectrum of people: students who wish to learn the basic principles of health research and how to conduct it, field researchers, and those involved in teaching and training of health research methodologies. It seeks to develop practical skills, starting with defining ...
PDF 1 Qualitative Methodology and Health Research
1973; Helman 2000). More recently, the methods of social research have become an accepted part of health research in areas such as public health, primary care, health promotion and nursing. Although disciplines such as sociology, social anthropology and history have their own methodological traditions, what they
Principles of Research Methodology
Download book PDF. Download book EPUB. Principles of Research Methodology ... Designed for medical students, physicians, basic scientists involved in translational research, and other health professionals, this indispensable reference also addresses the unique challenges and demands of clinical research and offers clear guidance in becoming a ...
(PDF) A Practical Guide for Health Researchers
Download full-text PDF Read ... The research process is not simply about the methodology of research design. ... Beginners in health research have to consult different sources if they want to get ...
PDF Research Methods Handbook
Content analysis is a research method for studying documents - broadly construed - and including formats such as texts, interview transcripts, images, audio or video (Bryman, 2011). In an educational context, Content Analysis can be used to systematically examine patterns in communication and discourse.
Social Science Research: Principles, Methods and Practices
This book is designed to introduce doctoral and postgraduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioural research, and can serve as a standalone text or as a supplement to research readings in any ...
Introduction to health research methods : a practical guide
Introduction to health research methods : a practical guide ... Pdf_module_version 0.0.23 Ppi 360 Rcs_key 24143 Republisher_date 20230805102718 Republisher_operator [email protected] ... Better World Books. DOWNLOAD OPTIONS No suitable files to display here.
PDF QUALITATIVE RESEARCH METHODS
ssessing quality in the QRC. The Postscript describes the core attributes of quality in our qual-itative research approach: the importance of coherence, the iterative processes of inductive and deductiv. reasoning, and reflexivity. The Postscript complements the quality assessment criteria which we includ.
Research Methods in Psychology
Table of Contents. Chapter 1: The Science of Psychology. Chapter 2: Overview of the Scientific Method. Chapter 3: Research Ethics. Chapter 4: Psychological Measurement. Chapter 5: Experimental Research. Chapter 6: Non-experimental Research. Chapter 7: Survey Research. Chapter 8: Quasi-Experimental Research.
PDF Basic
training and research in the field of public health. Since the book was published in 1993, more than 50 000 copies have been printed, and it has been translated into more than 25 languages. A list of these languages and contact addresses of local publishers is available on request from WHO Press, World Health Organization, 1211 Geneva 27 ...
C.R. Kothari-Research Methodology_ Methods and Techniques-New Age
C.R. Kothari-Research Methodology_ Methods and ... ques-New Age Publications (Academic) (2009).pdf
Introduction to research methods : a practical guide for anyone
Dawson, Catherine. Practical guide to research methods Autocrop_version ..14_books-20220331-.2 Bookplateleaf 0002 Boxid IA40591515 ... Pdf_module_version 0.0.18 Ppi 360 Rcs_key 24143 Republisher_date ... DOWNLOAD OPTIONS No suitable files to display here.
Prognostic factors for resected invasive mucinous lung adenocarcinoma
Background Surgery is the optimal choice for early invasive mucinous lung adenocarcinoma (IMA). A systematic review and meta-analysis were conducted to explore the prognostic factors for resected IMA. Methods We systematically reviewed the prognostic role of clinicopathological and genomic factors in resected IMA patients. Eligible studies on the treatment of IMA following the systematic ...

Related Links