use of abstract in research

Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

• an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether to read the full paper;
• an abstract prepares readers to follow the detailed information, analyses, and arguments in your full paper;
• and, later, an abstract helps readers remember key points from your paper.

It’s also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your published paper. So what you include in your abstract and in your title are crucial for helping other researchers find your paper or article.

If you are writing an abstract for a course paper, your professor may give you specific guidelines for what to include and how to organize your abstract. Similarly, academic journals often have specific requirements for abstracts. So in addition to following the advice on this page, you should be sure to look for and follow any guidelines from the course or journal you’re writing for.

The Contents of an Abstract

Abstracts contain most of the following kinds of information in brief form. The body of your paper will, of course, develop and explain these ideas much more fully. As you will see in the samples below, the proportion of your abstract that you devote to each kind of information—and the sequence of that information—will vary, depending on the nature and genre of the paper that you are summarizing in your abstract. And in some cases, some of this information is implied, rather than stated explicitly. The Publication Manual of the American Psychological Association , which is widely used in the social sciences, gives specific guidelines for what to include in the abstract for different kinds of papers—for empirical studies, literature reviews or meta-analyses, theoretical papers, methodological papers, and case studies.

Here are the typical kinds of information found in most abstracts:

• the context or background information for your research; the general topic under study; the specific topic of your research
• the central questions or statement of the problem your research addresses
• what’s already known about this question, what previous research has done or shown
• the main reason(s) , the exigency, the rationale , the goals for your research—Why is it important to address these questions? Are you, for example, examining a new topic? Why is that topic worth examining? Are you filling a gap in previous research? Applying new methods to take a fresh look at existing ideas or data? Resolving a dispute within the literature in your field? . . .
• your research and/or analytical methods
• your main findings , results , or arguments
• the significance or implications of your findings or arguments.

Your abstract should be intelligible on its own, without a reader’s having to read your entire paper. And in an abstract, you usually do not cite references—most of your abstract will describe what you have studied in your research and what you have found and what you argue in your paper. In the body of your paper, you will cite the specific literature that informs your research.

When to Write Your Abstract

Although you might be tempted to write your abstract first because it will appear as the very first part of your paper, it’s a good idea to wait to write your abstract until after you’ve drafted your full paper, so that you know what you’re summarizing.

What follows are some sample abstracts in published papers or articles, all written by faculty at UW-Madison who come from a variety of disciplines. We have annotated these samples to help you see the work that these authors are doing within their abstracts.

Choosing Verb Tenses within Your Abstract

The social science sample (Sample 1) below uses the present tense to describe general facts and interpretations that have been and are currently true, including the prevailing explanation for the social phenomenon under study. That abstract also uses the present tense to describe the methods, the findings, the arguments, and the implications of the findings from their new research study. The authors use the past tense to describe previous research.

The humanities sample (Sample 2) below uses the past tense to describe completed events in the past (the texts created in the pulp fiction industry in the 1970s and 80s) and uses the present tense to describe what is happening in those texts, to explain the significance or meaning of those texts, and to describe the arguments presented in the article.

The science samples (Samples 3 and 4) below use the past tense to describe what previous research studies have done and the research the authors have conducted, the methods they have followed, and what they have found. In their rationale or justification for their research (what remains to be done), they use the present tense. They also use the present tense to introduce their study (in Sample 3, “Here we report . . .”) and to explain the significance of their study (In Sample 3, This reprogramming . . . “provides a scalable cell source for. . .”).

Sample Abstract 1

From the social sciences.

Reporting new findings about the reasons for increasing economic homogamy among spouses

Gonalons-Pons, Pilar, and Christine R. Schwartz. “Trends in Economic Homogamy: Changes in Assortative Mating or the Division of Labor in Marriage?” Demography , vol. 54, no. 3, 2017, pp. 985-1005.

Sample Abstract 2

From the humanities.

Analyzing underground pulp fiction publications in Tanzania, this article makes an argument about the cultural significance of those publications

Emily Callaci. “Street Textuality: Socialism, Masculinity, and Urban Belonging in Tanzania’s Pulp Fiction Publishing Industry, 1975-1985.” Comparative Studies in Society and History , vol. 59, no. 1, 2017, pp. 183-210.

Sample Abstract/Summary 3

From the sciences.

Reporting a new method for reprogramming adult mouse fibroblasts into induced cardiac progenitor cells

Lalit, Pratik A., Max R. Salick, Daryl O. Nelson, Jayne M. Squirrell, Christina M. Shafer, Neel G. Patel, Imaan Saeed, Eric G. Schmuck, Yogananda S. Markandeya, Rachel Wong, Martin R. Lea, Kevin W. Eliceiri, Timothy A. Hacker, Wendy C. Crone, Michael Kyba, Daniel J. Garry, Ron Stewart, James A. Thomson, Karen M. Downs, Gary E. Lyons, and Timothy J. Kamp. “Lineage Reprogramming of Fibroblasts into Proliferative Induced Cardiac Progenitor Cells by Defined Factors.” Cell Stem Cell , vol. 18, 2016, pp. 354-367.

Sample Abstract 4, a Structured Abstract

Reporting results about the effectiveness of antibiotic therapy in managing acute bacterial sinusitis, from a rigorously controlled study

Note: This journal requires authors to organize their abstract into four specific sections, with strict word limits. Because the headings for this structured abstract are self-explanatory, we have chosen not to add annotations to this sample abstract.

Wald, Ellen R., David Nash, and Jens Eickhoff. “Effectiveness of Amoxicillin/Clavulanate Potassium in the Treatment of Acute Bacterial Sinusitis in Children.” Pediatrics , vol. 124, no. 1, 2009, pp. 9-15.

“OBJECTIVE: The role of antibiotic therapy in managing acute bacterial sinusitis (ABS) in children is controversial. The purpose of this study was to determine the effectiveness of high-dose amoxicillin/potassium clavulanate in the treatment of children diagnosed with ABS.

METHODS : This was a randomized, double-blind, placebo-controlled study. Children 1 to 10 years of age with a clinical presentation compatible with ABS were eligible for participation. Patients were stratified according to age (<6 or ≥6 years) and clinical severity and randomly assigned to receive either amoxicillin (90 mg/kg) with potassium clavulanate (6.4 mg/kg) or placebo. A symptom survey was performed on days 0, 1, 2, 3, 5, 7, 10, 20, and 30. Patients were examined on day 14. Children’s conditions were rated as cured, improved, or failed according to scoring rules.

RESULTS: Two thousand one hundred thirty-five children with respiratory complaints were screened for enrollment; 139 (6.5%) had ABS. Fifty-eight patients were enrolled, and 56 were randomly assigned. The mean age was 6630 months. Fifty (89%) patients presented with persistent symptoms, and 6 (11%) presented with nonpersistent symptoms. In 24 (43%) children, the illness was classified as mild, whereas in the remaining 32 (57%) children it was severe. Of the 28 children who received the antibiotic, 14 (50%) were cured, 4 (14%) were improved, 4(14%) experienced treatment failure, and 6 (21%) withdrew. Of the 28children who received placebo, 4 (14%) were cured, 5 (18%) improved, and 19 (68%) experienced treatment failure. Children receiving the antibiotic were more likely to be cured (50% vs 14%) and less likely to have treatment failure (14% vs 68%) than children receiving the placebo.

CONCLUSIONS : ABS is a common complication of viral upper respiratory infections. Amoxicillin/potassium clavulanate results in significantly more cures and fewer failures than placebo, according to parental report of time to resolution.” (9)

Some Excellent Advice about Writing Abstracts for Basic Science Research Papers, by Professor Adriano Aguzzi from the Institute of Neuropathology at the University of Zurich:

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What this handout is about

This handout provides definitions and examples of the two main types of abstracts: descriptive and informative. It also provides guidelines for constructing an abstract and general tips for you to keep in mind when drafting. Finally, it includes a few examples of abstracts broken down into their component parts.

What is an abstract?

An abstract is a self-contained, short, and powerful statement that describes a larger work. Components vary according to discipline. An abstract of a social science or scientific work may contain the scope, purpose, results, and contents of the work. An abstract of a humanities work may contain the thesis, background, and conclusion of the larger work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains key words found in the larger work, the abstract is an original document rather than an excerpted passage.

Why write an abstract?

You may write an abstract for various reasons. The two most important are selection and indexing. Abstracts allow readers who may be interested in a longer work to quickly decide whether it is worth their time to read it. Also, many online databases use abstracts to index larger works. Therefore, abstracts should contain keywords and phrases that allow for easy searching.

Say you are beginning a research project on how Brazilian newspapers helped Brazil’s ultra-liberal president Luiz Ignácio da Silva wrest power from the traditional, conservative power base. A good first place to start your research is to search Dissertation Abstracts International for all dissertations that deal with the interaction between newspapers and politics. “Newspapers and politics” returned 569 hits. A more selective search of “newspapers and Brazil” returned 22 hits. That is still a fair number of dissertations. Titles can sometimes help winnow the field, but many titles are not very descriptive. For example, one dissertation is titled “Rhetoric and Riot in Rio de Janeiro.” It is unclear from the title what this dissertation has to do with newspapers in Brazil. One option would be to download or order the entire dissertation on the chance that it might speak specifically to the topic. A better option is to read the abstract. In this case, the abstract reveals the main focus of the dissertation:

This dissertation examines the role of newspaper editors in the political turmoil and strife that characterized late First Empire Rio de Janeiro (1827-1831). Newspaper editors and their journals helped change the political culture of late First Empire Rio de Janeiro by involving the people in the discussion of state. This change in political culture is apparent in Emperor Pedro I’s gradual loss of control over the mechanisms of power. As the newspapers became more numerous and powerful, the Emperor lost his legitimacy in the eyes of the people. To explore the role of the newspapers in the political events of the late First Empire, this dissertation analyzes all available newspapers published in Rio de Janeiro from 1827 to 1831. Newspapers and their editors were leading forces in the effort to remove power from the hands of the ruling elite and place it under the control of the people. In the process, newspapers helped change how politics operated in the constitutional monarchy of Brazil.

From this abstract you now know that although the dissertation has nothing to do with modern Brazilian politics, it does cover the role of newspapers in changing traditional mechanisms of power. After reading the abstract, you can make an informed judgment about whether the dissertation would be worthwhile to read.

Besides selection, the other main purpose of the abstract is for indexing. Most article databases in the online catalog of the library enable you to search abstracts. This allows for quick retrieval by users and limits the extraneous items recalled by a “full-text” search. However, for an abstract to be useful in an online retrieval system, it must incorporate the key terms that a potential researcher would use to search. For example, if you search Dissertation Abstracts International using the keywords “France” “revolution” and “politics,” the search engine would search through all the abstracts in the database that included those three words. Without an abstract, the search engine would be forced to search titles, which, as we have seen, may not be fruitful, or else search the full text. It’s likely that a lot more than 60 dissertations have been written with those three words somewhere in the body of the entire work. By incorporating keywords into the abstract, the author emphasizes the central topics of the work and gives prospective readers enough information to make an informed judgment about the applicability of the work.

When do people write abstracts?

• when submitting articles to journals, especially online journals
• when applying for research grants
• when writing a book proposal
• when completing the Ph.D. dissertation or M.A. thesis
• when writing a proposal for a conference paper
• when writing a proposal for a book chapter

Most often, the author of the entire work (or prospective work) writes the abstract. However, there are professional abstracting services that hire writers to draft abstracts of other people’s work. In a work with multiple authors, the first author usually writes the abstract. Undergraduates are sometimes asked to draft abstracts of books/articles for classmates who have not read the larger work.

Types of abstracts

There are two types of abstracts: descriptive and informative. They have different aims, so as a consequence they have different components and styles. There is also a third type called critical, but it is rarely used. If you want to find out more about writing a critique or a review of a work, see the UNC Writing Center handout on writing a literature review . If you are unsure which type of abstract you should write, ask your instructor (if the abstract is for a class) or read other abstracts in your field or in the journal where you are submitting your article.

Descriptive abstracts

A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract describes the work being abstracted. Some people consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short—100 words or less.

Informative abstracts

The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the writer presents and explains all the main arguments and the important results and evidence in the complete article/paper/book. An informative abstract includes the information that can be found in a descriptive abstract (purpose, methods, scope) but also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is rarely more than 10% of the length of the entire work. In the case of a longer work, it may be much less.

Here are examples of a descriptive and an informative abstract of this handout on abstracts . Descriptive abstract:

The two most common abstract types—descriptive and informative—are described and examples of each are provided.

Informative abstract:

Abstracts present the essential elements of a longer work in a short and powerful statement. The purpose of an abstract is to provide prospective readers the opportunity to judge the relevance of the longer work to their projects. Abstracts also include the key terms found in the longer work and the purpose and methods of the research. Authors abstract various longer works, including book proposals, dissertations, and online journal articles. There are two main types of abstracts: descriptive and informative. A descriptive abstract briefly describes the longer work, while an informative abstract presents all the main arguments and important results. This handout provides examples of various types of abstracts and instructions on how to construct one.

Which type should I use?

Your best bet in this case is to ask your instructor or refer to the instructions provided by the publisher. You can also make a guess based on the length allowed; i.e., 100-120 words = descriptive; 250+ words = informative.

How do I write an abstract?

The format of your abstract will depend on the work being abstracted. An abstract of a scientific research paper will contain elements not found in an abstract of a literature article, and vice versa. However, all abstracts share several mandatory components, and there are also some optional parts that you can decide to include or not. When preparing to draft your abstract, keep the following key process elements in mind:

• Reason for writing: What is the importance of the research? Why would a reader be interested in the larger work?
• Problem: What problem does this work attempt to solve? What is the scope of the project? What is the main argument/thesis/claim?
• Methodology: An abstract of a scientific work may include specific models or approaches used in the larger study. Other abstracts may describe the types of evidence used in the research.
• Results: Again, an abstract of a scientific work may include specific data that indicates the results of the project. Other abstracts may discuss the findings in a more general way.
• Implications: What changes should be implemented as a result of the findings of the work? How does this work add to the body of knowledge on the topic?

(This list of elements is adapted with permission from Philip Koopman, “How to Write an Abstract.” )

All abstracts include:

• A full citation of the source, preceding the abstract.
• The most important information first.
• The same type and style of language found in the original, including technical language.
• Key words and phrases that quickly identify the content and focus of the work.
• Clear, concise, and powerful language.

Abstracts may include:

• The thesis of the work, usually in the first sentence.
• Background information that places the work in the larger body of literature.
• The same chronological structure as the original work.

How not to write an abstract:

• Do not refer extensively to other works.
• Do not add information not contained in the original work.
• Do not define terms.

If you are abstracting your own writing

When abstracting your own work, it may be difficult to condense a piece of writing that you have agonized over for weeks (or months, or even years) into a 250-word statement. There are some tricks that you could use to make it easier, however.

Reverse outlining:

This technique is commonly used when you are having trouble organizing your own writing. The process involves writing down the main idea of each paragraph on a separate piece of paper– see our short video . For the purposes of writing an abstract, try grouping the main ideas of each section of the paper into a single sentence. Practice grouping ideas using webbing or color coding .

For a scientific paper, you may have sections titled Purpose, Methods, Results, and Discussion. Each one of these sections will be longer than one paragraph, but each is grouped around a central idea. Use reverse outlining to discover the central idea in each section and then distill these ideas into one statement.

Cut and paste:

To create a first draft of an abstract of your own work, you can read through the entire paper and cut and paste sentences that capture key passages. This technique is useful for social science research with findings that cannot be encapsulated by neat numbers or concrete results. A well-written humanities draft will have a clear and direct thesis statement and informative topic sentences for paragraphs or sections. Isolate these sentences in a separate document and work on revising them into a unified paragraph.

If you are abstracting someone else’s writing

When abstracting something you have not written, you cannot summarize key ideas just by cutting and pasting. Instead, you must determine what a prospective reader would want to know about the work. There are a few techniques that will help you in this process:

Identify key terms:

Search through the entire document for key terms that identify the purpose, scope, and methods of the work. Pay close attention to the Introduction (or Purpose) and the Conclusion (or Discussion). These sections should contain all the main ideas and key terms in the paper. When writing the abstract, be sure to incorporate the key terms.

Highlight key phrases and sentences:

Instead of cutting and pasting the actual words, try highlighting sentences or phrases that appear to be central to the work. Then, in a separate document, rewrite the sentences and phrases in your own words.

Don’t look back:

After reading the entire work, put it aside and write a paragraph about the work without referring to it. In the first draft, you may not remember all the key terms or the results, but you will remember what the main point of the work was. Remember not to include any information you did not get from the work being abstracted.

Revise, revise, revise

No matter what type of abstract you are writing, or whether you are abstracting your own work or someone else’s, the most important step in writing an abstract is to revise early and often. When revising, delete all extraneous words and incorporate meaningful and powerful words. The idea is to be as clear and complete as possible in the shortest possible amount of space. The Word Count feature of Microsoft Word can help you keep track of how long your abstract is and help you hit your target length.

Example 1: Humanities abstract

Kenneth Tait Andrews, “‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984” Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998

This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Now let’s break down this abstract into its component parts to see how the author has distilled his entire dissertation into a ~200 word abstract.

What the dissertation does This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so.

How the dissertation does it The time period studied in this dissertation includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies.

What materials are used Data have been collected from archives, interviews, newspapers, and published reports.

Conclusion This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to movement demands and the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Keywords social movements Civil Rights Movement Mississippi voting rights desegregation

Example 2: Science Abstract

Luis Lehner, “Gravitational radiation from black hole spacetimes” Ph.D. University of Pittsburgh, 1998 DAI-B 59/06, p. 2797, Dec 1998

The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search for and analysis of detected signals. The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm. This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

This science abstract covers much of the same ground as the humanities one, but it asks slightly different questions.

Why do this study The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search and analysis of the detected signals.

What the study does The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm.

Results This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

Keywords gravitational radiation (GR) spacetimes black holes

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Belcher, Wendy Laura. 2009. Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. Thousand Oaks, CA: Sage Press.

Koopman, Philip. 1997. “How to Write an Abstract.” Carnegie Mellon University. October 1997. http://users.ece.cmu.edu/~koopman/essays/abstract.html .

Lancaster, F.W. 2003. Indexing And Abstracting in Theory and Practice , 3rd ed. London: Facet Publishing.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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An abstract summarizes, usually in one paragraph of 300 words or less, the major aspects of the entire paper in a prescribed sequence that includes: 1) the overall purpose of the study and the research problem(s) you investigated; 2) the basic design of the study; 3) major findings or trends found as a result of your analysis; and, 4) a brief summary of your interpretations and conclusions.

Writing an Abstract. The Writing Center. Clarion University, 2009; Writing an Abstract for Your Research Paper. The Writing Center, University of Wisconsin, Madison; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-first Century . Oxford, UK: Chandos Publishing, 2010;

Importance of a Good Abstract

Sometimes your professor will ask you to include an abstract, or general summary of your work, with your research paper. The abstract allows you to elaborate upon each major aspect of the paper and helps readers decide whether they want to read the rest of the paper. Therefore, enough key information [e.g., summary results, observations, trends, etc.] must be included to make the abstract useful to someone who may want to examine your work.

How do you know when you have enough information in your abstract? A simple rule-of-thumb is to imagine that you are another researcher doing a similar study. Then ask yourself: if your abstract was the only part of the paper you could access, would you be happy with the amount of information presented there? Does it tell the whole story about your study? If the answer is "no" then the abstract likely needs to be revised.

Farkas, David K. “A Scheme for Understanding and Writing Summaries.” Technical Communication 67 (August 2020): 45-60;  How to Write a Research Abstract. Office of Undergraduate Research. University of Kentucky; Staiger, David L. “What Today’s Students Need to Know about Writing Abstracts.” International Journal of Business Communication January 3 (1966): 29-33; Swales, John M. and Christine B. Feak. Abstracts and the Writing of Abstracts . Ann Arbor, MI: University of Michigan Press, 2009.

Structure and Writing Style

I.  Types of Abstracts

To begin, you need to determine which type of abstract you should include with your paper. There are four general types.

Critical Abstract A critical abstract provides, in addition to describing main findings and information, a judgment or comment about the study’s validity, reliability, or completeness. The researcher evaluates the paper and often compares it with other works on the same subject. Critical abstracts are generally 400-500 words in length due to the additional interpretive commentary. These types of abstracts are used infrequently.

Descriptive Abstract A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract only describes the work being summarized. Some researchers consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short, 100 words or less. Informative Abstract The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the researcher presents and explains all the main arguments and the important results and evidence in the paper. An informative abstract includes the information that can be found in a descriptive abstract [purpose, methods, scope] but it also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is usually no more than 300 words in length.

Highlight Abstract A highlight abstract is specifically written to attract the reader’s attention to the study. No pretense is made of there being either a balanced or complete picture of the paper and, in fact, incomplete and leading remarks may be used to spark the reader’s interest. In that a highlight abstract cannot stand independent of its associated article, it is not a true abstract and, therefore, rarely used in academic writing.

II.  Writing Style

Use the active voice when possible , but note that much of your abstract may require passive sentence constructions. Regardless, write your abstract using concise, but complete, sentences. Get to the point quickly and always use the past tense because you are reporting on a study that has been completed.

Abstracts should be formatted as a single paragraph in a block format and with no paragraph indentations. In most cases, the abstract page immediately follows the title page. Do not number the page. Rules set forth in writing manual vary but, in general, you should center the word "Abstract" at the top of the page with double spacing between the heading and the abstract. The final sentences of an abstract concisely summarize your study’s conclusions, implications, or applications to practice and, if appropriate, can be followed by a statement about the need for additional research revealed from the findings.

Composing Your Abstract

Although it is the first section of your paper, the abstract should be written last since it will summarize the contents of your entire paper. A good strategy to begin composing your abstract is to take whole sentences or key phrases from each section of the paper and put them in a sequence that summarizes the contents. Then revise or add connecting phrases or words to make the narrative flow clearly and smoothly. Note that statistical findings should be reported parenthetically [i.e., written in parentheses].

Before handing in your final paper, check to make sure that the information in the abstract completely agrees with what you have written in the paper. Think of the abstract as a sequential set of complete sentences describing the most crucial information using the fewest necessary words. The abstract SHOULD NOT contain:

• A catchy introductory phrase, provocative quote, or other device to grab the reader's attention,
• Lengthy background or contextual information,
• Redundant phrases, unnecessary adverbs and adjectives, and repetitive information;
• Acronyms or abbreviations,
• References to other literature [say something like, "current research shows that..." or "studies have indicated..."],
• Using ellipticals [i.e., ending with "..."] or incomplete sentences,
• Jargon or terms that may be confusing to the reader,
• Citations to other works, and
• Any sort of image, illustration, figure, or table, or references to them.

Abstract. Writing Center. University of Kansas; Abstract. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Abstracts. The Writing Center. University of North Carolina; Borko, Harold and Seymour Chatman. "Criteria for Acceptable Abstracts: A Survey of Abstracters' Instructions." American Documentation 14 (April 1963): 149-160; Abstracts. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Hartley, James and Lucy Betts. "Common Weaknesses in Traditional Abstracts in the Social Sciences." Journal of the American Society for Information Science and Technology 60 (October 2009): 2010-2018; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-first Century. Oxford, UK: Chandos Publishing, 2010; Procter, Margaret. The Abstract. University College Writing Centre. University of Toronto; Riordan, Laura. “Mastering the Art of Abstracts.” The Journal of the American Osteopathic Association 115 (January 2015 ): 41-47; Writing Report Abstracts. The Writing Lab and The OWL. Purdue University; Writing Abstracts. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-First Century . Oxford, UK: 2010; Writing an Abstract for Your Research Paper. The Writing Center, University of Wisconsin, Madison.

Writing Tip

Never Cite Just the Abstract!

Citing to just a journal article's abstract does not confirm for the reader that you have conducted a thorough or reliable review of the literature. If the full-text is not available, go to the USC Libraries main page and enter the title of the article [NOT the title of the journal]. If the Libraries have a subscription to the journal, the article should appear with a link to the full-text or to the journal publisher page where you can get the article. If the article does not appear, try searching Google Scholar using the link on the USC Libraries main page. If you still can't find the article after doing this, contact a librarian or you can request it from our free i nterlibrary loan and document delivery service .

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• How to Write an Abstract

Expedite peer review, increase search-ability, and set the tone for your study

The abstract is your chance to let your readers know what they can expect from your article. Learn how to write a clear, and concise abstract that will keep your audience reading.

How your abstract impacts editorial evaluation and future readership

After the title , the abstract is the second-most-read part of your article. A good abstract can help to expedite peer review and, if your article is accepted for publication, it’s an important tool for readers to find and evaluate your work. Editors use your abstract when they first assess your article. Prospective reviewers see it when they decide whether to accept an invitation to review. Once published, the abstract gets indexed in PubMed and Google Scholar , as well as library systems and other popular databases. Like the title, your abstract influences keyword search results. Readers will use it to decide whether to read the rest of your article. Other researchers will use it to evaluate your work for inclusion in systematic reviews and meta-analysis. It should be a concise standalone piece that accurately represents your research. 

What to include in an abstract

The main challenge you’ll face when writing your abstract is keeping it concise AND fitting in all the information you need. Depending on your subject area the journal may require a structured abstract following specific headings. A structured abstract helps your readers understand your study more easily. If your journal doesn’t require a structured abstract it’s still a good idea to follow a similar format, just present the abstract as one paragraph without headings. 

Background or Introduction – What is currently known? Start with a brief, 2 or 3 sentence, introduction to the research area. 

Objectives or Aims – What is the study and why did you do it? Clearly state the research question you’re trying to answer.

Methods – What did you do? Explain what you did and how you did it. Include important information about your methods, but avoid the low-level specifics. Some disciplines have specific requirements for abstract methods. 

• CONSORT for randomized trials.
• STROBE for observational studies
• PRISMA for systematic reviews and meta-analyses

Results – What did you find? Briefly give the key findings of your study. Include key numeric data (including confidence intervals or p values), where possible.

Conclusions – What did you conclude? Tell the reader why your findings matter, and what this could mean for the ‘bigger picture’ of this area of research. 

Writing tips

The main challenge you may find when writing your abstract is keeping it concise AND convering all the information you need to.

• Keep it concise and to the point. Most journals have a maximum word count, so check guidelines before you write the abstract to save time editing it later.
• Write for your audience. Are they specialists in your specific field? Are they cross-disciplinary? Are they non-specialists? If you’re writing for a general audience, or your research could be of interest to the public keep your language as straightforward as possible. If you’re writing in English, do remember that not all of your readers will necessarily be native English speakers.
• Focus on key results, conclusions and take home messages.
• Write your paper first, then create the abstract as a summary.
• Check the journal requirements before you write your abstract, eg. required subheadings.
• Include keywords or phrases to help readers search for your work in indexing databases like PubMed or Google Scholar.
• Double and triple check your abstract for spelling and grammar errors. These kind of errors can give potential reviewers the impression that your research isn’t sound, and can make it easier to find reviewers who accept the invitation to review your manuscript. Your abstract should be a taste of what is to come in the rest of your article.

Don’t

• Sensationalize your research.
• Speculate about where this research might lead in the future.
• Use abbreviations or acronyms (unless absolutely necessary or unless they’re widely known, eg. DNA).
• Repeat yourself unnecessarily, eg. “Methods: We used X technique. Results: Using X technique, we found…”
• Contradict anything in the rest of your manuscript.
• Include content that isn’t also covered in the main manuscript.
• Include citations or references.

Tip: How to edit your work

Editing is challenging, especially if you are acting as both a writer and an editor. Read our guidelines for advice on how to refine your work, including useful tips for setting your intentions, re-review, and consultation with colleagues.

• How to Write a Great Title
• How to Write Your Methods
• How to Report Statistics
• How to Write Discussions and Conclusions
• How to Edit Your Work

The contents of the Peer Review Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

The contents of the Writing Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

There’s a lot to consider when deciding where to submit your work. Learn how to choose a journal that will help your study reach its audience, while reflecting your values as a researcher…

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Home » Research Paper Abstract – Writing Guide and Examples

Research Paper Abstract – Writing Guide and Examples

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Research Paper Abstract

Research Paper Abstract is a brief summary of a research pape r that describes the study’s purpose, methods, findings, and conclusions . It is often the first section of the paper that readers encounter, and its purpose is to provide a concise and accurate overview of the paper’s content. The typical length of an abstract is usually around 150-250 words, and it should be written in a concise and clear manner.

Research Paper Abstract Structure

The structure of a research paper abstract usually includes the following elements:

• Background or Introduction: Briefly describe the problem or research question that the study addresses.
• Methods : Explain the methodology used to conduct the study, including the participants, materials, and procedures.
• Results : Summarize the main findings of the study, including statistical analyses and key outcomes.
• Conclusions : Discuss the implications of the study’s findings and their significance for the field, as well as any limitations or future directions for research.
• Keywords : List a few keywords that describe the main topics or themes of the research.

How to Write Research Paper Abstract

Here are the steps to follow when writing a research paper abstract:

• Start by reading your paper: Before you write an abstract, you should have a complete understanding of your paper. Read through the paper carefully, making sure you understand the purpose, methods, results, and conclusions.
• Identify the key components : Identify the key components of your paper, such as the research question, methods used, results obtained, and conclusion reached.
• Write a draft: Write a draft of your abstract, using concise and clear language. Make sure to include all the important information, but keep it short and to the point. A good rule of thumb is to keep your abstract between 150-250 words.
• Use clear and concise language : Use clear and concise language to explain the purpose of your study, the methods used, the results obtained, and the conclusions drawn.
• Emphasize your findings: Emphasize your findings in the abstract, highlighting the key results and the significance of your study.
• Revise and edit: Once you have a draft, revise and edit it to ensure that it is clear, concise, and free from errors.
• Check the formatting: Finally, check the formatting of your abstract to make sure it meets the requirements of the journal or conference where you plan to submit it.

Research Paper Abstract Examples

Research Paper Abstract Examples could be following:

Title : “The Effectiveness of Cognitive-Behavioral Therapy for Treating Anxiety Disorders: A Meta-Analysis”

Abstract : This meta-analysis examines the effectiveness of cognitive-behavioral therapy (CBT) in treating anxiety disorders. Through the analysis of 20 randomized controlled trials, we found that CBT is a highly effective treatment for anxiety disorders, with large effect sizes across a range of anxiety disorders, including generalized anxiety disorder, panic disorder, and social anxiety disorder. Our findings support the use of CBT as a first-line treatment for anxiety disorders and highlight the importance of further research to identify the mechanisms underlying its effectiveness.

Title : “Exploring the Role of Parental Involvement in Children’s Education: A Qualitative Study”

Abstract : This qualitative study explores the role of parental involvement in children’s education. Through in-depth interviews with 20 parents of children in elementary school, we found that parental involvement takes many forms, including volunteering in the classroom, helping with homework, and communicating with teachers. We also found that parental involvement is influenced by a range of factors, including parent and child characteristics, school culture, and socio-economic status. Our findings suggest that schools and educators should prioritize building strong partnerships with parents to support children’s academic success.

Title : “The Impact of Exercise on Cognitive Function in Older Adults: A Systematic Review and Meta-Analysis”

Abstract : This paper presents a systematic review and meta-analysis of the existing literature on the impact of exercise on cognitive function in older adults. Through the analysis of 25 randomized controlled trials, we found that exercise is associated with significant improvements in cognitive function, particularly in the domains of executive function and attention. Our findings highlight the potential of exercise as a non-pharmacological intervention to support cognitive health in older adults.

When to Write Research Paper Abstract

The abstract of a research paper should typically be written after you have completed the main body of the paper. This is because the abstract is intended to provide a brief summary of the key points and findings of the research, and you can’t do that until you have completed the research and written about it in detail.

Once you have completed your research paper, you can begin writing your abstract. It is important to remember that the abstract should be a concise summary of your research paper, and should be written in a way that is easy to understand for readers who may not have expertise in your specific area of research.

Purpose of Research Paper Abstract

The purpose of a research paper abstract is to provide a concise summary of the key points and findings of a research paper. It is typically a brief paragraph or two that appears at the beginning of the paper, before the introduction, and is intended to give readers a quick overview of the paper’s content.

The abstract should include a brief statement of the research problem, the methods used to investigate the problem, the key results and findings, and the main conclusions and implications of the research. It should be written in a clear and concise manner, avoiding jargon and technical language, and should be understandable to a broad audience.

The abstract serves as a way to quickly and easily communicate the main points of a research paper to potential readers, such as academics, researchers, and students, who may be looking for information on a particular topic. It can also help researchers determine whether a paper is relevant to their own research interests and whether they should read the full paper.

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• How to Write an Abstract | Steps & Examples

How to Write an Abstract | Steps & Examples

Published on 1 March 2019 by Shona McCombes . Revised on 10 October 2022 by Eoghan Ryan.

An abstract is a short summary of a longer work (such as a dissertation or research paper ). The abstract concisely reports the aims and outcomes of your research, so that readers know exactly what your paper is about.

Although the structure may vary slightly depending on your discipline, your abstract should describe the purpose of your work, the methods you’ve used, and the conclusions you’ve drawn.

One common way to structure your abstract is to use the IMRaD structure. This stands for:

• Introduction

Abstracts are usually around 100–300 words, but there’s often a strict word limit, so make sure to check the relevant requirements.

In a dissertation or thesis , include the abstract on a separate page, after the title page and acknowledgements but before the table of contents .

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Table of contents

Abstract example, when to write an abstract, step 1: introduction, step 2: methods, step 3: results, step 4: discussion, tips for writing an abstract, frequently asked questions about abstracts.

Hover over the different parts of the abstract to see how it is constructed.

This paper examines the role of silent movies as a mode of shared experience in the UK during the early twentieth century. At this time, high immigration rates resulted in a significant percentage of non-English-speaking citizens. These immigrants faced numerous economic and social obstacles, including exclusion from public entertainment and modes of discourse (newspapers, theater, radio).

Incorporating evidence from reviews, personal correspondence, and diaries, this study demonstrates that silent films were an affordable and inclusive source of entertainment. It argues for the accessible economic and representational nature of early cinema. These concerns are particularly evident in the low price of admission and in the democratic nature of the actors’ exaggerated gestures, which allowed the plots and action to be easily grasped by a diverse audience despite language barriers.

Keywords: silent movies, immigration, public discourse, entertainment, early cinema, language barriers.

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You will almost always have to include an abstract when:

• Completing a thesis or dissertation
• Submitting a research paper to an academic journal
• Writing a book proposal
• Applying for research grants

It’s easiest to write your abstract last, because it’s a summary of the work you’ve already done. Your abstract should:

• Be a self-contained text, not an excerpt from your paper
• Be fully understandable on its own
• Reflect the structure of your larger work

Start by clearly defining the purpose of your research. What practical or theoretical problem does the research respond to, or what research question did you aim to answer?

You can include some brief context on the social or academic relevance of your topic, but don’t go into detailed background information. If your abstract uses specialised terms that would be unfamiliar to the average academic reader or that have various different meanings, give a concise definition.

After identifying the problem, state the objective of your research. Use verbs like “investigate,” “test,” “analyse,” or “evaluate” to describe exactly what you set out to do.

This part of the abstract can be written in the present or past simple tense  but should never refer to the future, as the research is already complete.

• This study will investigate the relationship between coffee consumption and productivity.
• This study investigates the relationship between coffee consumption and productivity.

Next, indicate the research methods that you used to answer your question. This part should be a straightforward description of what you did in one or two sentences. It is usually written in the past simple tense, as it refers to completed actions.

• Structured interviews will be conducted with 25 participants.
• Structured interviews were conducted with 25 participants.

Don’t evaluate validity or obstacles here — the goal is not to give an account of the methodology’s strengths and weaknesses, but to give the reader a quick insight into the overall approach and procedures you used.

Next, summarise the main research results . This part of the abstract can be in the present or past simple tense.

• Our analysis has shown a strong correlation between coffee consumption and productivity.
• Our analysis shows a strong correlation between coffee consumption and productivity.
• Our analysis showed a strong correlation between coffee consumption and productivity.

Depending on how long and complex your research is, you may not be able to include all results here. Try to highlight only the most important findings that will allow the reader to understand your conclusions.

Finally, you should discuss the main conclusions of your research : what is your answer to the problem or question? The reader should finish with a clear understanding of the central point that your research has proved or argued. Conclusions are usually written in the present simple tense.

• We concluded that coffee consumption increases productivity.
• We conclude that coffee consumption increases productivity.

If there are important limitations to your research (for example, related to your sample size or methods), you should mention them briefly in the abstract. This allows the reader to accurately assess the credibility and generalisability of your research.

If your aim was to solve a practical problem, your discussion might include recommendations for implementation. If relevant, you can briefly make suggestions for further research.

If your paper will be published, you might have to add a list of keywords at the end of the abstract. These keywords should reference the most important elements of the research to help potential readers find your paper during their own literature searches.

Be aware that some publication manuals, such as APA Style , have specific formatting requirements for these keywords.

It can be a real challenge to condense your whole work into just a couple of hundred words, but the abstract will be the first (and sometimes only) part that people read, so it’s important to get it right. These strategies can help you get started.

Read other abstracts

The best way to learn the conventions of writing an abstract in your discipline is to read other people’s. You probably already read lots of journal article abstracts while conducting your literature review —try using them as a framework for structure and style.

You can also find lots of dissertation abstract examples in thesis and dissertation databases .

Reverse outline

Not all abstracts will contain precisely the same elements. For longer works, you can write your abstract through a process of reverse outlining.

For each chapter or section, list keywords and draft one to two sentences that summarise the central point or argument. This will give you a framework of your abstract’s structure. Next, revise the sentences to make connections and show how the argument develops.

Write clearly and concisely

A good abstract is short but impactful, so make sure every word counts. Each sentence should clearly communicate one main point.

To keep your abstract or summary short and clear:

• Avoid passive sentences: Passive constructions are often unnecessarily long. You can easily make them shorter and clearer by using the active voice.
• Avoid long sentences: Substitute longer expressions for concise expressions or single words (e.g., “In order to” for “To”).
• Avoid obscure jargon: The abstract should be understandable to readers who are not familiar with your topic.
• Avoid repetition and filler words: Replace nouns with pronouns when possible and eliminate unnecessary words.
• Avoid detailed descriptions: An abstract is not expected to provide detailed definitions, background information, or discussions of other scholars’ work. Instead, include this information in the body of your thesis or paper.

If you’re struggling to edit down to the required length, you can get help from expert editors with Scribbr’s professional proofreading services .

Check your formatting

If you are writing a thesis or dissertation or submitting to a journal, there are often specific formatting requirements for the abstract—make sure to check the guidelines and format your work correctly. For APA research papers you can follow the APA abstract format .

Checklist: Abstract

The word count is within the required length, or a maximum of one page.

The abstract appears after the title page and acknowledgements and before the table of contents .

I have clearly stated my research problem and objectives.

I have briefly described my methodology .

I have summarized the most important results .

I have stated my main conclusions .

I have mentioned any important limitations and recommendations.

The abstract can be understood by someone without prior knowledge of the topic.

You've written a great abstract! Use the other checklists to continue improving your thesis or dissertation.

An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarises the contents of your paper.

An abstract for a thesis or dissertation is usually around 150–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

The abstract is the very last thing you write. You should only write it after your research is complete, so that you can accurately summarize the entirety of your thesis or paper.

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

The abstract appears on its own page, after the title page and acknowledgements but before the table of contents .

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How to Write an Abstract (With Examples)

Sarah Oakley

Table of Contents

What is an abstract in a paper, how long should an abstract be, 5 steps for writing an abstract, examples of an abstract, how prowritingaid can help you write an abstract.

If you are writing a scientific research paper or a book proposal, you need to know how to write an abstract, which summarizes the contents of the paper or book.

When researchers are looking for peer-reviewed papers to use in their studies, the first place they will check is the abstract to see if it applies to their work. Therefore, your abstract is one of the most important parts of your entire paper.

In this article, we’ll explain what an abstract is, what it should include, and how to write one.

An abstract is a concise summary of the details within a report. Some abstracts give more details than others, but the main things you’ll be talking about are why you conducted the research, what you did, and what the results show.

When a reader is deciding whether to read your paper completely, they will first look at the abstract. You need to be concise in your abstract and give the reader the most important information so they can determine if they want to read the whole paper.

Remember that an abstract is the last thing you’ll want to write for the research paper because it directly references parts of the report. If you haven’t written the report, you won’t know what to include in your abstract.

If you are writing a paper for a journal or an assignment, the publication or academic institution might have specific formatting rules for how long your abstract should be. However, if they don’t, most abstracts are between 150 and 300 words long.

A short word count means your writing has to be precise and without filler words or phrases. Once you’ve written a first draft, you can always use an editing tool, such as ProWritingAid, to identify areas where you can reduce words and increase readability.

If your abstract is over the word limit, and you’ve edited it but still can’t figure out how to reduce it further, your abstract might include some things that aren’t needed. Here’s a list of three elements you can remove from your abstract:

Discussion : You don’t need to go into detail about the findings of your research because your reader will find your discussion within the paper.

Definition of terms : Your readers are interested the field you are writing about, so they are likely to understand the terms you are using. If not, they can always look them up. Your readers do not expect you to give a definition of terms in your abstract.

References and citations : You can mention there have been studies that support or have inspired your research, but you do not need to give details as the reader will find them in your bibliography.

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If you’ve never written an abstract before, and you’re wondering how to write an abstract, we’ve got some steps for you to follow. It’s best to start with planning your abstract, so we’ve outlined the details you need to include in your plan before you write.

Remember to consider your audience when you’re planning and writing your abstract. They are likely to skim read your abstract, so you want to be sure your abstract delivers all the information they’re expecting to see at key points.

1. What Should an Abstract Include?

Abstracts have a lot of information to cover in a short number of words, so it’s important to know what to include. There are three elements that need to be present in your abstract:

Your context is the background for where your research sits within your field of study. You should briefly mention any previous scientific papers or experiments that have led to your hypothesis and how research develops in those studies.

Your hypothesis is your prediction of what your study will show. As you are writing your abstract after you have conducted your research, you should still include your hypothesis in your abstract because it shows the motivation for your paper.

Throughout your abstract, you also need to include keywords and phrases that will help researchers to find your article in the databases they’re searching. Make sure the keywords are specific to your field of study and the subject you’re reporting on, otherwise your article might not reach the relevant audience.

2. Can You Use First Person in an Abstract?

You might think that first person is too informal for a research paper, but it’s not. Historically, writers of academic reports avoided writing in first person to uphold the formality standards of the time. However, first person is more accepted in research papers in modern times.

If you’re still unsure whether to write in first person for your abstract, refer to any style guide rules imposed by the journal you’re writing for or your teachers if you are writing an assignment.

3. Abstract Structure

Some scientific journals have strict rules on how to structure an abstract, so it’s best to check those first. If you don’t have any style rules to follow, try using the IMRaD structure, which stands for Introduction, Methodology, Results, and Discussion.

Following the IMRaD structure, start with an introduction. The amount of background information you should include depends on your specific research area. Adding a broad overview gives you less room to include other details. Remember to include your hypothesis in this section.

The next part of your abstract should cover your methodology. Try to include the following details if they apply to your study:

What type of research was conducted?

How were the test subjects sampled?

What were the sample sizes?

What was done to each group?

How long was the experiment?

How was data recorded and interpreted?

Following the methodology, include a sentence or two about the results, which is where your reader will determine if your research supports or contradicts their own investigations.

The results are also where most people will want to find out what your outcomes were, even if they are just mildly interested in your research area. You should be specific about all the details but as concise as possible.

The last few sentences are your conclusion. It needs to explain how your findings affect the context and whether your hypothesis was correct. Include the primary take-home message, additional findings of importance, and perspective. Also explain whether there is scope for further research into the subject of your report.

Your conclusion should be honest and give the reader the ultimate message that your research shows. Readers trust the conclusion, so make sure you’re not fabricating the results of your research. Some readers won’t read your entire paper, but this section will tell them if it’s worth them referencing it in their own study.

4. How to Start an Abstract

The first line of your abstract should give your reader the context of your report by providing background information. You can use this sentence to imply the motivation for your research.

You don’t need to use a hook phrase or device in your first sentence to grab the reader’s attention. Your reader will look to establish relevance quickly, so readability and clarity are more important than trying to persuade the reader to read on.

5. How to Format an Abstract

Most abstracts use the same formatting rules, which help the reader identify the abstract so they know where to look for it.

Here’s a list of formatting guidelines for writing an abstract:

Stick to one paragraph

Use block formatting with no indentation at the beginning

Put your abstract straight after the title and acknowledgements pages

Use present or past tense, not future tense

There are two primary types of abstract you could write for your paper—descriptive and informative.

An informative abstract is the most common, and they follow the structure mentioned previously. They are longer than descriptive abstracts because they cover more details.

Descriptive abstracts differ from informative abstracts, as they don’t include as much discussion or detail. The word count for a descriptive abstract is between 50 and 150 words.

Here is an example of an informative abstract:

A growing trend exists for authors to employ a more informal writing style that uses “we” in academic writing to acknowledge one’s stance and engagement. However, few studies have compared the ways in which the first-person pronoun “we” is used in the abstracts and conclusions of empirical papers. To address this lacuna in the literature, this study conducted a systematic corpus analysis of the use of “we” in the abstracts and conclusions of 400 articles collected from eight leading electrical and electronic (EE) engineering journals. The abstracts and conclusions were extracted to form two subcorpora, and an integrated framework was applied to analyze and seek to explain how we-clusters and we-collocations were employed. Results revealed whether authors’ use of first-person pronouns partially depends on a journal policy. The trend of using “we” showed that a yearly increase occurred in the frequency of “we” in EE journal papers, as well as the existence of three “we-use” types in the article conclusions and abstracts: exclusive, inclusive, and ambiguous. Other possible “we-use” alternatives such as “I” and other personal pronouns were used very rarely—if at all—in either section. These findings also suggest that the present tense was used more in article abstracts, but the present perfect tense was the most preferred tense in article conclusions. Both research and pedagogical implications are proffered and critically discussed.

Wang, S., Tseng, W.-T., & Johanson, R. (2021). To We or Not to We: Corpus-Based Research on First-Person Pronoun Use in Abstracts and Conclusions. SAGE Open, 11(2).

Here is an example of a descriptive abstract:

From the 1850s to the present, considerable criminological attention has focused on the development of theoretically-significant systems for classifying crime. This article reviews and attempts to evaluate a number of these efforts, and we conclude that further work on this basic task is needed. The latter part of the article explicates a conceptual foundation for a crime pattern classification system, and offers a preliminary taxonomy of crime.

Farr, K. A., & Gibbons, D. C. (1990). Observations on the Development of Crime Categories. International Journal of Offender Therapy and Comparative Criminology, 34(3), 223–237.

If you want to ensure your abstract is grammatically correct and easy to read, you can use ProWritingAid to edit it. The software integrates with Microsoft Word, Google Docs, and most web browsers, so you can make the most of it wherever you’re writing your paper.

Before you edit with ProWritingAid, make sure the suggestions you are seeing are relevant for your document by changing the document type to “Abstract” within the Academic writing style section.

You can use the Readability report to check your abstract for places to improve the clarity of your writing. Some suggestions might show you where to remove words, which is great if you’re over your word count.

We hope the five steps and examples we’ve provided help you write a great abstract for your research paper.

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How to write an abstract that will be accepted

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• Peer review
• Mary Higgins , fellow in maternal fetal medicine 1 ,
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• Keelin O’Donoghue , consultant obstetrician and gynaecologist, and senior lecturer 3 ,
• Noirin Russell , consultant obstetrician and gynaecologist 3
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Researchers do not always appreciate the importance of producing a good abstract or understand the best way of writing one. Mary Higgins and colleagues share some of the lessons they have learnt as both researchers and reviewers of abstracts

Effective abstracts reflect the time, work, and importance of the scientific research performed in the course of a study. A last minute approach and poor writing may not reflect the good quality of a study.

Between the four of us we have written over 150 published papers, as well as having reviewed numerous abstracts for national and international meetings. Nevertheless, we have all had abstracts rejected, and this experience has emphasised a number of teaching points that could help maximise the impact of abstracts and success on the world, or other, stage.

An abstract is the first glimpse an audience has of a study, and it is the ticket to having research accepted for presentation to a wider audience. For a study to receive the respect it deserves, the abstract should be as well written as possible. In practice, this means taking time to write the abstract, keeping it simple, reading the submission guidelines, checking the text, and showing the abstract to colleagues.

It is important to take the necessary time to write the abstract. Several months or years have been spent on this groundbreaking research, so take the time to show this. Five minutes before the call for abstracts closes is not the time to start putting it together.

Keep it simple, and think about the message that needs to be communicated. Some abstracts churn out lots of unrelated results and then have a conclusion that does not relate to the results, and this is just confusing. Plan what points need to be made, and then think about them a little more.

Read the submission guidelines and keep to the instructions provided in the call for abstracts. Don’t submit an unstructured abstract if the guidance has asked for a structured one. Comply with the word or letter count, and do not go over this.

An abstract comprises five parts of equal importance: the title, introduction and aims, methods, results, and conclusion. Allow enough time to write each part well.

The title should go straight to the point of the study. Make the study sound interesting so that it catches people’s attention. The introduction should include a brief background to the research and describe its aims. For every aim presented there needs to be a corresponding result in the results section. There is no need to go into detail in terms of the background to the study, as those who are reviewing the abstract will have some knowledge of the subject. The methods section can be kept simple—it is acceptable to write “retrospective case-control study” or “randomised controlled trial.”

The results section should be concrete and related to the aims. It is distracting and irritating to read results that have no apparent relation to the professed aims of the study. If something is important, highlight it or put it in italics to make it stand out. Include the number of participants, and ensure recognition is given if 10 000 charts have been reviewed. Equally, a percentage without a baseline number is not meaningful.

In the conclusion, state succinctly what can be drawn from the results, but don’t oversell this. Words like “possibly” and “may” can be useful in this part of the abstract but show that some thought has been put into what the results may mean. This is what divides the good from the not so good. Many people are capable of doing research, but the logical formation of a hypothesis and the argument of its proof are what make a real researcher.

Once you have written the abstract, check the spelling and grammar. Poor spelling or grammar can give the impression that the research is also poor. Show the abstract to the supervisor or principal investigator of the study, as this person’s name will go on the abstract as well. Then show the abstract to someone who knows nothing about the particular area of research but who knows something about the subject. Someone detached from the study might point out the one thing that needs to be said but that has been forgotten.

Then let it go; abstracts are not life and death scenarios. Sometimes an abstract will not be accepted no matter how wonderful it is. Perhaps there is a theme to the meeting, into which the research does not fit. Reviewers may also be looking for particular things. For one conference, we limited the number of case reports so that only about 10% were accepted. It may be that your research is in a popular or topical area and not all abstracts in that area can be chosen. On occasions, politics play a part, and individual researchers have little control over that.

Finally, remember that sometimes even the best reviewer may not appreciate the subtleties of your research and another audience may be more appreciative.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and have no relevant interests to declare.

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What Exactly is an Abstract, and How Do I Write One?

An abstract is a short summary of your completed research. It is intended to describe your work without going into great detail. Abstracts should be self-contained and concise, explaining your work as briefly and clearly as possible. Different disciplines call for slightly different approaches to abstracts, as will be illustrated by the examples below, so it would be wise to study some abstracts from your own field before you begin to write one.

General Considerations

Probably the most important function of an abstract is to help a reader decide if he or she is interested in reading your entire publication. For instance, imagine that you’re an undergraduate student sitting in the library late on a Friday night. You’re tired, bored, and sick of looking up articles about the history of celery. The last thing you want to do is reading an entire article only to discover it contributes nothing to your argument. A good abstract can solve this problem by indicating to the reader if the work is likely to be meaningful to his or her particular research project. Additionally, abstracts are used to help libraries catalogue publications based on the keywords that appear in them.

An effective abstract will contain several key features:

• Motivation/problem statement: Why is your research/argument important? What practical, scientific, theoretical or artistic gap is your project filling?
• Methods/procedure/approach: What did you actually do to get your results? (e.g. analyzed 3 novels, completed a series of 5 oil paintings, interviewed 17 students)
• Results/findings/product: As a result of completing the above procedure, what did you learn/invent/create?
• Conclusion/implications: What are the larger implications of your findings, especially for the problem/gap identified previously? Why is this research valuable?

In Practice

Let’s take a look at some sample abstracts, and see where these components show up. To give you an idea of how the author meets these “requirements” of abstract writing, the various features have been color-coded to correspond with the numbers listed above. The general format of an abstract is largely predictable, with some discipline-based differences. One type of abstract not discussed here is the “Descriptive Abstract,” which only summarizes and explains existing research, rather than informing the reader of a new perspective. As you can imagine, such an abstract would omit certain components of our four-colored model.

SAMPLE ABSTRACTS

ABSTRACT #1: History / Social Science

"Their War": The Perspective of the South Vietnamese Military in Their Own Words Author: Julie Pham

Despite the vast research by Americans on the Vietnam War, little is known about the perspective of South Vietnamese military, officially called the Republic of Vietnam Armed Forces (RVNAF). The overall image that emerges from the literature is negative: lazy, corrupt, unpatriotic, apathetic soldiers with poor fighting spirits. This study recovers some of the South Vietnamese military perspective for an American audience through qualititative interviews with 40 RVNAF veterans now living in San José, Sacramento, and Seattle, home to three of the top five largest Vietnamese American communities in the nation. An analysis of these interviews yields the veterans' own explanations that complicate and sometimes even challenge three widely held assumptions about the South Vietnamese military: 1) the RVNAF was rife with corruption at the top ranks, hurting the morale of the lower ranks; 2) racial relations between the South Vietnamese military and the Americans were tense and hostile; and 3) the RVNAF was apathetic in defending South Vietnam from communism. The stories add nuance to our understanding of who the South Vietnamese were in the Vietnam War. This study is part of a growing body of research on non-American perspectives of the war. In using a largely untapped source of Vietnamese history—oral histories with Vietnamese immigrants—this project will contribute to future research on similar topics.

That was a fairly basic abstract that allows us to examine its individual parts more thoroughly.

Motivation/problem statement: The author identifies that previous research has been done about the Vietnam War, but that it has failed to address the specific topic of South Vietnam’s military. This is good because it shows how the author’s research fits into the bigger picture. It isn’t a bad thing to be critical of other research, but be respectful from an academic standpoint (i.e. “Previous researchers are stupid and don’t know what they’re talking about” sounds kind of unprofessional).

Methods/procedure/approach: The author does a good job of explaining how she performed her research, without giving unnecessary detail. Noting that she conducted qualitative interviews with 40 subjects is significant, but she wisely does not explicitly state the kinds of questions asked during the interview, which would be excessive.

Results/findings/product: The results make good use of numbering to clearly indicate what was ascertained from the research—particularly useful, as people often just scan abstracts for the results of an experiment.

Conclusion/implications: Since this paper is historical in nature, its findings may be hard to extrapolate to modern-day phenomena, but the author identifies the importance of her work as part of a growing body of research, which merits further investigation. This strategy functions to encourage future research on the topic.

ABSTRACT #2: Natural Science “A Lysimeter Study of Grass Cover and Water Table Depth Effects on Pesticide Residues in Drainage Water” Authors: A. Liaghat, S.O. Prasher

A study was undertaken to investigate the effect of soil and grass cover, when integrated with water table management (subsurface drainage and controlled drainage), in reducing herbicide residues in agricultural drainage water. Twelve PVC lysimeters, 1 m long and 450 mm diameter, were packed with a sandy soil and used to study the following four treatments: subsurface drainage, controlled drainage, grass (sod) cover, and bare soil. Contaminated water containing atrazine, metolachlor, and metribuzin residues was applied to the lysimeters and samples of drain effluent were collected. Significant reductions in pesticide concentrations were found in all treatments. In the first year, herbicide levels were reduced significantly (1% level), from an average of 250 mg/L to less than 10 mg/L . In the second year, polluted water of 50 mg/L, which is considered more realistic and reasonable in natural drainage waters, was applied to the lysimeters and herbicide residues in the drainage waters were reduced to less than 1 mg/L. The subsurface drainage lysimeters covered with grass proved to be the most effective treatment system.

Motivation/problem statement: Once again, we see that the problem—more like subject of study —is stated first in the abstract. This is normal for abstracts, in that you want to include the most important information first. The results may seem like the most important part of the abstract, but without mentioning the subject, the results won’t make much sense to readers. Notice that the abstract makes no references to other research, which is fine. It is not obligatory to cite other publications in an abstract, and in fact, doing so might distract your reader from YOUR experiment. Either way, it is likely that other sources will surface in your paper’s discussion/conclusion.

Methods/procedure/approach: Notice that the authors include pertinent numbers and figures in describing their methods. An extended description of the methods would probably include a long list of numerical values and conditions for each experimental trial, so it is important to include only the most important values in your abstract—ones that might make your study unique. Additionally, we see that a methodological description appears in two different parts of the abstract. This is fine. It may work better to explain your experiment by more closely connecting each method to its result. One last point: the author doesn’t take time to define—or give any background information about—“atrazine,” “metalachlor,” “lysimeter,” or “metribuzin.” This may be because other ecologists know what these are, but even if that’s not the case, you shouldn’t take time to define terms in your abstract.

Results/findings/product: Similar to the methods component of the abstract, you want to condense your findings to include only the major result of the experiment. Again, this study focused on two major trials, so both trials and both major results are listed. A particularly important word to consider when sharing results in an abstract is “significant.” In statistics, “significant” means roughly that your results were not due to chance. In your paper, your results may be hundreds of words long, and involve dozens of tables and graphs, but ultimately, your reader only wants to know: “What was the main result, and was that result significant?” So, try to answer both these questions in the abstract.

Conclusion/implications: This abstract’s conclusion sounds more like a result: “…lysimeters covered with grass were found to be the most effective treatment system.” This may seem incomplete, since it does not explain how this system could/should/would be applied to other situations, but that’s okay. There is plenty of space for addressing those issues in the body of the paper.

ABSTRACT #3: Philosophy / Literature [Note: Many papers don’t precisely follow the previous format, since they do not involve an experiment and its methods. Nonetheless, they typically rely on a similar structure.]

“Participatory Legitimation: A Reply to Arash Abizadeh” Author: Eric Schmidt, Louisiana State University, 2011

Arash Abizadeh’s argument against unilateral border control relies on his unbounded demos thesis, which is supported negatively by arguing that the ‘bounded demos thesis’ is incoherent. The incoherency arises for two reasons: (1) Democratic principles cannot be brought to bear on matters (border control) logically prior to the constitution of a group, and (2), the civic definition of citizens and non-citizens creates an ‘externality problem’ because the act of definition is an exercise of coercive power over all persons. The bounded demos thesis is rejected because the “will of the people” fails to legitimate democratic political order because there can be no pre-political political will of the people. However, I argue that “the will of the people” can be made manifest under a robust understanding of participatory legitimation, which exists concurrently with the political state, and thus defines both its borders and citizens as bounded , rescuing the bounded demos thesis and compromising the rest of Abizadeh’s article.

This paper may not make any sense to someone not studying philosophy, or not having read the text being critiqued. However, we can still see where the author separates the different components of the abstract, even if we don’t understand the terminology used.

Motivation/problem statement: The problem is not really a problem, but rather another person’s belief on a subject matter. For that reason, the author takes time to carefully explain the exact theory that he will be arguing against.

Methods/procedure/approach: [Note that there is no traditional “Methods” component of this abstract.] Reviews like this are purely critical and don’t necessarily involve performing experiments as in the other abstracts we have seen. Still, a paper like this may incorporate ideas from other sources, much like our traditional definition of experimental research.

Results/findings/product: In a paper like this, the “findings” tend to resemble what you have concluded about something, which will largely be based on your own opinion, supported by various examples. For that reason, the finding of this paper is: “The ‘will of the people,’ actually corresponds to a ‘bounded demos thesis.’” Even though we aren’t sure what the terms mean, we can plainly see that the finding (argument) is in support of “bounded,” rather than “unbounded.”

Conclusion/implications: If our finding is that “bounded” is correct, then what should we conclude? [In this case, the conclusion is simply that the initial author, A.A., is wrong.] Some critical papers attempt to broaden the conclusion to show something outside the scope of the paper. For example, if A.A. believes his “unbounded demos thesis” to be correct (when he is actually mistaken), what does this say about him? About his philosophy? About society as a whole? Maybe people who agree with him are more likely to vote Democrat, more likely to approve of certain immigration policies, more likely to own Labrador retrievers as pets, etc.

Applying These Skills

Now that you know the general layout of an abstract, here are some tips to keep in mind as you write your own:

1. The abstract stands alone

• An abstract shouldn’t be considered “part” of a paper—it should be able to stand independently and still tell the reader something significant.

2. Keep it short

• A general rule of abstract length is 200-300 words, or about 1/10th of the entire paper.

3. Don’t add new information

• If something doesn’t appear in your actual paper, then don’t put it in the abstract.

4. Be consistent with voice, tone, and style

• Try to write the abstract in the same style as your paper (i.e. If you’re not using contractions in your paper, the do not use them in your abstract).

5. Be concise

• Try to shorten your sentences as often as possible. If you can say something clearly in five words rather than ten, then do it.

6. Break up its components

• If allowed, subdivide the components of your abstract with bolded headings for “Background,” “Methods,” etc.

7. The abstract should be part of your writing process

• Consider writing your abstract after you finish your entire paper.
• There’s nothing wrong with copying and pasting important sentences and phrases from your paper … provided that they’re your own words.
• Write multiple drafts, and keep revising. An abstract is very important to your publication (or assignment) and should be treated as such.

"Abstracts." The Writing Center. The University of North Carolina, n.d. Web. 1 Jun 2011. http://www.unc.edu/depts/wcweb/handouts/abstracts.html "Abstracts." The Writing Center. Rensselaer Polytechnic Institute, n.d. Web. 1 Jun 2011. http://www.rpi.edu/web/writingcenter/abstracts.html

Last updated August 2013

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How to Write an Abstract?

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• First Online: 24 October 2021

Cite this chapter

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• Samiran Nundy 4 ,
• Atul Kakar 5 &
• Zulfiqar A. Bhutta 6  

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An abstract is a crisp, short, powerful, and self-contained summary of a research manuscript used to help the reader swiftly determine the paper’s purpose. Although the abstract is the first paragraph of the manuscript it should be written last when all the other sections have been addressed.

Research is formalized curiosity. It is poking and prying with a purpose. — Zora Neale Hurston, American Author, Anthropologist and Filmmaker (1891–1960)

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Writing the Abstract

Abstract and Keywords

Additional Commentaries

1 what is an abstract.

An abstract is usually a standalone document that informs the reader about the details of the manuscript to follow. It is like a trailer to a movie, if the trailer is good, it stimulates the audience to watch the movie. The abstract should be written from scratch and not ‘cut –and-pasted’ [ 1 ].

2 What is the History of the Abstract?

An abstract, in the form of a single paragraph, was first published in the Canadian Medical Association Journal in 1960 with the idea that the readers may not have enough time to go through the whole paper, and the first abstract with a defined structure was published in 1991 [ 2 ]. The idea sold and now most original articles and reviews are required to have a structured abstract. The abstract attracts the reader to read the full manuscript [ 3 ].

3 What are the Qualities of a Good Abstract?

The quality of information in an abstract can be summarized by four ‘C’s. It should be:

C: Condensed

C: Critical

4 What are the Types of Abstract?

Before writing the abstract, you need to check with the journal website about which type of abstract it requires, with its length and style in the ‘Instructions to Authors’ section.

The abstract types can be divided into:

Descriptive: Usually written for psychology, social science, and humanities papers. It is about 50–100 words long. No conclusions can be drawn from this abstract as it describes the major points in the paper.

Informative: The majority of abstracts for science-related manuscripts are informative and are surrogates for the research done. They are single paragraphs that provide the reader an overview of the research paper and are about 100–150 words in length. Conclusions can be drawn from the abstracts and in the recommendations written in the last line.

Critical: This type of abstract is lengthy and about 400–500 words. In this, the authors’ own research is discussed for reliability, judgement, and validation. A comparison is also made with similar studies done earlier.

Highlighting: This is rarely used in scientific writing. The style of the abstract is to attract more readers. It is not a balanced or complete overview of the article with which it is published.

Structured: A structured abstract contains information under subheadings like background, aims, material and methods, results, conclusion, and recommendations (Fig. 15.1 ). Most leading journals now carry these.

Example of a structured abstract (with permission editor CMRP)

5 What is the Purpose of an Abstract?

An abstract is written to educate the reader about the study that follows and provide an overview of the science behind it. If written well it also attracts more readers to the article. It also helps the article getting indexed. The fate of a paper both before and after publication often depends upon its abstract. Most readers decide if a paper is worth reading on the basis of the abstract. Additionally, the selection of papers in systematic reviews is often dependent upon the abstract.

6 What are the Steps of Writing an Abstract?

An abstract should be written last after all the other sections of an article have been addressed. A poor abstract may turn off the reader and they may cause indexing errors as well. The abstract should state the purpose of the study, the methodology used, and summarize the results and important conclusions. It is usually written in the IMRAD format and is called a structured abstract [ 4 , 5 ].

I: The introduction in the opening line should state the problem you are addressing.

M: Methodology—what method was chosen to finish the experiment?

R: Results—state the important findings of your study.

D: Discussion—discuss why your study is important.

Mention the following information:

Important results with the statistical information ( p values, confidence intervals, standard/mean deviation).

Arrange all information in a chronological order.

Do not repeat any information.

The last line should state the recommendations from your study.

The abstract should be written in the past tense.

7 What are the Things to Be Avoided While Writing an Abstract?

Cut and paste information from the main text

Hold back important information

Use abbreviations

Tables or Figures

Generalized statements

Arguments about the study

8 What are Key Words?

These are important words that are repeated throughout the manuscript and which help in the indexing of a paper. Depending upon the journal 3–10 key words may be required which are indexed with the help of MESH (Medical Subject Heading).

9 How is an Abstract Written for a Conference Different from a Journal Paper?

The basic concept for writing abstracts is the same. However, in a conference abstract occasionally a table or figure is allowed. A word limit is important in both of them. Many of the abstracts which are presented in conferences are never published in fact one study found that only 27% of the abstracts presented in conferences were published in the next five years [ 6 ].

Table 15.1 gives a template for writing an abstract.

10 What are the Important Recommendations of the International Committees of Medical Journal of Editors?

The recommendations are [ 7 ]:

An abstract is required for original articles, metanalysis, and systematic reviews.

A structured abstract is preferred.

The abstract should mention the purpose of the scientific study, how the procedure was carried out, the analysis used, and principal conclusion.

Clinical trials should be reported according to the CONSORT guidelines.

The trials should also mention the funding and the trial number.

The abstract should be accurate as many readers have access only to the abstract.

11 Conclusions

An Abstract should be written last after all the other sections of the manuscript have been completed and with due care and attention to the details.

It should be structured and written in the IMRAD format.

For many readers, the abstract attracts them to go through the complete content of the article.

The abstract is usually followed by key words that help to index the paper.

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Preparing a manuscript for submission to a medical journal. Available on http://www.icmje.org/recommendations/browse/manuscript-preparation/preparing-for-submission.html . Accessed 10 May 2020.

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Department of Surgical Gastroenterology and Liver Transplantation, Sir Ganga Ram Hospital, New Delhi, India

Samiran Nundy

Department of Internal Medicine, Sir Ganga Ram Hospital, New Delhi, India

Institute for Global Health and Development, The Aga Khan University, South Central Asia, East Africa and United Kingdom, Karachi, Pakistan

Zulfiqar A. Bhutta

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Nundy, S., Kakar, A., Bhutta, Z.A. (2022). How to Write an Abstract?. In: How to Practice Academic Medicine and Publish from Developing Countries?. Springer, Singapore. https://doi.org/10.1007/978-981-16-5248-6_15

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Role of an Abstract in Research Paper With Examples

Why does one write an abstract? What is so intriguing about writing an abstract in research paper after writing a full length research paper? How do research paper abstracts or summaries help a researcher during research publishing? These are the most common and frequently pondered upon questions that early career researchers search answers for over the internet!

Table of Contents

What does Abstract mean in Research?

In Research, abstract is “a well-developed single paragraph which is approximately 250 words in length”. Furthermore, it is single-spaced single spaced. Abstract outlines all the parts of the paper briefly. Although the abstract is placed in the beginning of the research paper immediately after research title , the abstract is the last thing a researcher writes.

Why Is an Abstract Necessary in Research Paper?

Abstract is a concise academic text that –

• Helps the potential reader get the relevance of your research study for their own research
• Communicates your key findings for those who have time constraints in reading your paper
• And helps rank the article on search engines based on the keywords on academic databases.

Purpose of Writing an Abstract in Research

Abstracts are required for –

• Submission of articles to journals
• Application for research grants
• Completion and submission of thesis
• Submission of proposals for conference papers.

Aspects Included in an Abstract

The format of your abstract depends on the field of research, in which you are working. However, all abstracts broadly cover the following sections:

Reason for Writing

One can start with the importance of conducting their research study. Furthermore, you could start with a broader research question and address why would the reader be interested in that particular research question.

Research Problem

You could mention what problem the research study chooses to address. Moreover, you could elaborate about the scope of the project, the main argument, brief about thesis objective or what the study claims.

• Methodology

Furthermore, you could mention a line or two about what approach and specific models the research study uses in the scientific work. Some research studies may discuss the evidences in throughout the paper, so instead of writing about methodologies you could mention the types of evidence used in the research.

The scientific research aims to get the specific data that indicates the results of the project. Therefore, you could mention the results and discuss the findings in a broader and general way.

Finally, you could discuss how the research work contributes to the scientific society and adds knowledge on the topic. Also, you could specify if your findings or inferences could help future research and researchers.

Types of Abstracts

Based on the abstract content —, 1. descriptive.

This abstract in research paper is usually short (50-100 words). These abstracts have common sections, such as –

• Focus of research
• Overview of the study.

This type of research does not include detailed presentation of results and only mention results through a phrase without contributing numerical or statistical data . Descriptive abstracts guide readers on the nature of contents of the article.

2. Informative

This abstract gives the essence of what the report is about and it is usually about 200 words. These abstracts have common sections, such as –

• Aim or purpose

This abstract provides an accurate data on the contents of the work, especially on the results section.

Based on the writing format —

1. structured.

This type of abstract has a paragraph for each section: Introduction, Materials and Methods, Results, and Conclusion. Also, structured abstracts are often required for informative abstracts.

2. Semi-structured

A semi-structured abstract is written in only one paragraph, wherein each sentence corresponds to a section. Furthermore, all the sections mentioned in the structured abstract are present in the semi-structured abstract.

3. Non-structured

In a non-structured abstract there are no divisions between each section. The sentences are included in a single paragraph. This type of presentation is ideal for descriptive abstracts.

Examples of Abstracts

Abstract example 1: clinical research.

Neutralization of Omicron BA.1, BA.2, and BA.3 SARS-CoV-2 by 3 doses of BNT162b2 vaccine

Abstract: The newly emerged Omicron SARS-CoV-2 has several distinct sublineages including BA.1, BA.2, and BA.3. BA.1 accounts for the initial surge and is being replaced by BA.2, whereas BA.3 is at a low prevalence at this time. Here we report the neutralization of BNT162b2-vaccinated sera (collected 1 month after dose 3) against the three Omicron sublineages. To facilitate the neutralization testing, we have engineered the complete BA.1, BA.2, or BA.3 spike into an mNeonGreen USA-WA1/2020 SARS-CoV-2. All BNT162b2-vaccinated sera neutralize USA-WA1/2020, BA.1-, BA.2-, and BA.3-spike SARS-CoV-2s with titers of >20; the neutralization geometric mean titers (GMTs) against the four viruses are 1211, 336, 300, and 190, respectively. Thus, the BA.1-, BA.2-, and BA.3-spike SARS-CoV-2s are 3.6-, 4.0-, and 6.4-fold less efficiently neutralized than the USA-WA1/2020, respectively. Our data have implications in vaccine strategy and understanding the biology of Omicron sublineages.

Type of Abstract: Informative and non-structured

Abstract Example 2: Material Science and Chemistry

Breaking the nanoparticle’s dispersible limit via rotatable surface ligands

Abstract: Achieving versatile dispersion of nanoparticles in a broad range of solvents (e.g., water, oil, and biofluids) without repeatedly recourse to chemical modifications are desirable in optoelectronic devices, self-assembly, sensing, and biomedical fields. However, such a target is limited by the strategies used to decorate nanoparticle’s surface properties, leading to a narrow range of solvents for existing nanoparticles. Here we report a concept to break the nanoparticle’s dispersible limit via electrochemically anchoring surface ligands capable of sensing the surrounding liquid medium and rotating to adapt to it, immediately forming stable dispersions in a wide range of solvents (polar and nonpolar, biofluids, etc.). Moreover, the smart nanoparticles can be continuously electrodeposited in the electrolyte, overcoming the electrode surface-confined low throughput limitation of conventional electrodeposition methods. The anomalous dispersive property of the smart Ag nanoparticles enables them to resist bacteria secreted species-induced aggregation and the structural similarity of the surface ligands to that of the bacterial membrane assists them to enter the bacteria, leading to high antibacterial activity. The simple but massive fabrication process and the enhanced dispersion properties offer great application opportunities to the smart nanoparticles in diverse fields.

Type of Abstract: Descriptive and non-structured

Abstract Example 3: Clinical Toxicology

Evaluation of dexmedetomidine therapy for sedation in patients with toxicological events at an academic medical center

Introduction: Although clinical use of dexmedetomidine (DEX), an alpha2-adrenergic receptor agonist, has increased, its role in patients admitted to intensive care units secondary to toxicological sequelae has not been well established.

Objectives: The primary objective of this study was to describe clinical and adverse effects observed in poisoned patients receiving DEX for sedation.

Methods: This was an observational case series with retrospective chart review of poisoned patients who received DEX for sedation at an academic medical center. The primary endpoint was incidence of adverse effects of DEX therapy including bradycardia, hypotension, seizures, and arrhythmias. For comparison, vital signs were collected hourly for the 5 h preceding the DEX therapy and every hour during DEX therapy until the therapy ended. Additional endpoints included therapy duration; time within target Richmond Agitation Sedation Score (RASS); and concomitant sedation, analgesia, and vasopressor requirements.

Results: Twenty-two patients were included. Median initial and median DEX infusion rates were similar to the commonly used rates for sedation. Median heart rate was lower during the therapy (82 vs. 93 beats/minute, p < 0.05). Median systolic blood pressure before and during therapy was similar (111 vs. 109 mmHg, p = 0.745). Five patients experienced an adverse effect per study definitions during therapy. No additional adverse effects were noted. Median time within target RASS and duration of therapy was 6.5 and 44.5 h, respectively. Seventeen patients (77%) had concomitant use of other sedation and/or analgesia with four (23%) of these patients requiring additional agents after DEX initiation. Seven patients (32%) had concomitant vasopressor support with four (57%) of these patients requiring vasopressor support after DEX initiation.

Conclusion: Common adverse effects of DEX were noted in this study. The requirement for vasopressor support during therapy warrants further investigation into the safety of DEX in poisoned patients. Larger, comparative studies need to be performed before the use of DEX can be routinely recommended in poisoned patients.

Keywords: Adverse effects; Alpha2-adrenergic receptor agonist; Overdose; Safety.

Type of Abstract: Informative and structured .

How was your experience  writing an abstract? What type of abstracts have you written? Do write to us or leave a comment below.

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Writing an abstract - a six point checklist (with samples)

Posted in: abstract , dissertations

The abstract is a vital part of any research paper. It is the shop front for your work, and the first stop for your reader. It should provide a clear and succinct summary of your study, and encourage your readers to read more. An effective abstract, therefore should answer the following questions:

• Why did you do this study or project?
• What did you do and how?
• What did you find?
• What do your findings mean?

So here's our run down of the key elements of a well-written abstract.

• Size - A succinct and well written abstract should be between approximately 100- 250 words.
• Background - An effective abstract usually includes some scene-setting information which might include what is already known about the subject, related to the paper in question (a few short sentences).
• Purpose  - The abstract should also set out the purpose of your research, in other words, what is not known about the subject and hence what the study intended to examine (or what the paper seeks to present).
• Methods - The methods section should contain enough information to enable the reader to understand what was done, and how. It should include brief details of the research design, sample size, duration of study, and so on.
• Results - The results section is the most important part of the abstract. This is because readers who skim an abstract do so to learn about the findings of the study. The results section should therefore contain as much detail about the findings as the journal word count permits.
• Conclusion - This section should contain the most important take-home message of the study, expressed in a few precisely worded sentences. Usually, the finding highlighted here relates to the primary outcomes of the study. However, other important or unexpected findings should also be mentioned. It is also customary, but not essential, to express an opinion about the theoretical or practical implications of the findings, or the importance of their findings for the field. Thus, the conclusions may contain three elements:
• The primary take-home message.
• Any additional findings of importance.
• Implications for future studies.

Example Abstract 2: Engineering Development and validation of a three-dimensional finite element model of the pelvic bone.

Abstract from: Dalstra, M., Huiskes, R. and Van Erning, L., 1995. Development and validation of a three-dimensional finite element model of the pelvic bone. Journal of biomechanical engineering, 117(3), pp.272-278.

And finally...  A word on abstract types and styles

Abstract types can differ according to subject discipline. You need to determine therefore which type of abstract you should include with your paper. Here are two of the most common types with examples.

Informative Abstract

The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the researcher presents and explains all the main arguments and the important results and evidence in the paper. An informative abstract includes the information that can be found in a descriptive abstract [purpose, methods, scope] but it also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is usually no more than 300 words in length.

Descriptive Abstract A descriptive abstract indicates the type of information found in the work. It makes no judgements about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract only describes the work being summarised. Some researchers consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short, 100 words or less.

Adapted from Andrade C. How to write a good abstract for a scientific paper or conference presentation. Indian J Psychiatry. 2011 Apr;53(2):172-5. doi: 10.4103/0019-5545.82558. PMID: 21772657; PMCID: PMC3136027 .

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Article contents

Alain badiou’s new constructivism and universalism.

• Antonio Calcagno Antonio Calcagno Department of Philosophy, King's University College
• https://doi.org/10.1093/acrefore/9780190228613.013.587
• Published online: 26 September 2018

French philosopher Alain Badiou (b. 1937) is one of the more important European thinkers to emerge after May 1968. His work may be read as a response to the structuralism, post-structuralism, existentialism, and postmodern thought characteristic of post-World War II French theory. Through the use of set theory, he argues that our understanding of reality is largely determined by major, world shifting events in politics, mathematics/science, aesthetics/poetry, and love. A Maoist, he maintains that true changes in human reality require decisive interventions that create a new sense of temporality, subjectivity, and order. Events radically change the order of an existing world and create new worlds. For example, the Russian or French revolutions brought an end to absolutist monarchies and the rule that were specific to them. A new order and form of political power were introduced by the ascendant regimes. The sense of who and what human beings living under such regimes were changed from that of subject to citizen. The idea of subjects being absolutely ruled and determined by divine monarchs only responsible to God and themselves would no longer be possible as a legitimate form of political rule. The contents and relations constitutive of a world come to be structured by the event, though the worlds regimented by an event are never identical to the event itself. The event always lies outside, though it conditions, the sets of relations and contents that express it. His work is often read in conjunction with and in opposition to the philosopher Jacques Rancière. Both thinkers form part of what is seen as the new constructivism and universalism.

• communication and critical studies
• subjectivity
• temporality

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• Introduction
• Conclusions
• Article Information

BMI indicates body mass index (calculated as weight in kilograms divided by height in meters squared).

The data points represent means. Error bars represent the SEs.

The data points indicate estimated marginal means for weekly loss of control eating, overeating, and binge eating, and the shaded areas represent the 95% CIs. Scores range from 0 (not at all) to 10 (very much), with higher scores indicating greater intensity of each behavior per week.

Trial Protocol

eTable 1. Descriptive Statistics and Reliabilities of Primary and Secondary Outcomes

eTable 2. Baseline Differences in Demographic Characteristics

eTable 3. Weekly Trends in Eating Disorder–Related Behaviors

eTable 4. Sensitivity Analyses for Primary and Secondary Outcomes

eTable 5. Moderator Analyses of Participant Characteristics on the Primary Outcome

eTable 6. Temporal Trajectories in Ecological Momentary Assessment Data

eTable 7. Negative Effects Attributed to the Web-Based Intervention

eTable 8. Dropout Over Time in the Control and Intervention Group

Data Sharing Statement

• Digital Interventions to Close the Treatment Gap for Binge Eating JAMA Network Open Invited Commentary May 16, 2024 Andrea K. Graham, PhD

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Pruessner L , Timm C , Barnow S , Rubel JA , Lalk C , Hartmann S. Effectiveness of a Web-Based Cognitive Behavioral Self-Help Intervention for Binge Eating Disorder : A Randomized Clinical Trial . JAMA Netw Open. 2024;7(5):e2411127. doi:10.1001/jamanetworkopen.2024.11127

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Effectiveness of a Web-Based Cognitive Behavioral Self-Help Intervention for Binge Eating Disorder : A Randomized Clinical Trial

• 1 Department of Psychology, Heidelberg University, Heidelberg, Germany
• 2 Department of Psychology, University of Osnabrück, Osnabrück, Germany
• Invited Commentary Digital Interventions to Close the Treatment Gap for Binge Eating Andrea K. Graham, PhD JAMA Network Open

Question   Does a web-based cognitive behavioral self-help intervention improve outcomes in patients with binge eating disorder (BED)?

Findings   In this randomized clinical trial involving 154 patients with BED, access to a web-based cognitive behavioral self-help intervention was superior to a waiting-list condition. The intervention significantly reduced the number of objective binge eating episodes compared with the control group.

Meaning   These findings highlight the value of web-based cognitive behavioral self-help interventions as a promising solution to support individuals with BED and address the substantial treatment gap in this population.

Importance   Binge eating disorder (BED) is one of the most frequent eating pathologies and imposes substantial emotional and physical distress, yet insufficient health care resources limit access to specialized treatment. Web-based self-help interventions emerge as a promising solution, offering more accessible care.

Objective   To examine the effectiveness of a web-based cognitive behavioral self-help intervention for individuals with BED.

Design, Setting, and Participants   This 2-arm, parallel-group randomized clinical trial conducted from January 15, 2021, to August 3, 2022, in Germany and other German-speaking countries enrolled patients aged 18 to 65 years who met the diagnostic criteria for BED (according to the Diagnostic and Statistical Manual of Mental Disorders [Fifth Edition]). Data analysis occurred between January 27 and September 4, 2023, following our statistical analysis plan.

Interventions   Participants were randomized to a web-based self-help intervention or a waiting-list control condition.

Main Outcomes and Measures   The primary outcome was a change in objective binge eating episodes from baseline to after treatment. Secondary outcomes included global eating pathology, clinical impairment, work capacity, well-being, comorbid psychopathology, self-esteem, and emotion regulation.

Results   A total of 1602 patients were screened, of whom 154 (mean [SD] age, 35.93 [10.59] years; 148 female [96.10%]) fulfilled the criteria for BED and were randomized (77 each to the intervention and control groups). The web-based intervention led to significant improvements in binge eating episodes (Cohen d , −0.79 [95% CI, −1.17 to −0.42]; P  < .001), global eating psychopathology (Cohen d , −0.71 [95% CI, −1.07 to −0.35]; P  < .001), weekly binge eating (Cohen d , −0.49 [95% CI, −0.74 to −0.24]; P  < .001), clinical impairment (Cohen d , −0.75 [95% CI, −1.13 to −0.37]; P  < .001), well-being (Cohen d , 0.38 [95% CI, 0.01 to 0.75]; P  = .047), depression (Cohen d , −0.49 [95% CI, −0.86 to −0.12]; P  = .01), anxiety (Cohen d , −0.37 [95% CI, −0.67 to −0.07]; P  = .02), self-esteem (Cohen d , 0.36 [95% CI, 0.13 to 0.59]; P  = .003), and emotion regulation (difficulties: Cohen d , −0.36 [95% CI, −0.65 to −0.07]; P  = .01 and repertoire: Cohen d , 0.52 [95% CI, 0.19 to 0.84]; P  = .003).

Conclusion and Relevance   In this randomized clinical trial of a web-based self-help intervention for patients with BED, the findings confirmed its effectiveness in reducing binge eating episodes and improving various mental health outcomes, highlighting a scalable solution to bridge the treatment gap for this condition.

Trial Registration   ClinicalTrials.gov Identifier: NCT04876183

Binge eating disorder (BED) is one of the most prevalent eating disorders, impacting 1.0% to 2.8% of the population over their lifetimes. 1 - 3 Defined by recurrent episodes of uncontrolled overeating, BED contributes to obesity, hypertension, and type 2 diabetes 4 - 7 and undermines quality of life, occupational performance, and social relationships. 4 , 8 , 9 Without intervention, BED progresses to a chronic condition 10 and may lead to premature death. 8 , 9 , 11

While cognitive behavioral therapy (CBT) has demonstrated its effectiveness as an evidence-based BED intervention, 12 , 13 treatment rates for this disorder are reduced compared with other psychiatric conditions, including anorexia nervosa and bulimia nervosa. 14 - 16 Various barriers prevent individuals from seeking face-to-face psychotherapy, including limited access, clinician unawareness, sociocultural stigma, and treatment costs. 17 As a result, there is a substantial treatment gap for BED.

The rapid evolution of technology provides new avenues for delivering interventions that can address this gap and make evidence-based BED treatments more accessible. 18 - 21 Web-based cognitive behavioral interventions have gained prominence due to their advantages in terms of availability, cost-effectiveness, ease of implementation, and reduced social stigma, thereby circumventing the barriers of conventional BED treatments. 18 , 22 - 24

Although preliminary studies indicate that digital interventions hold promise for addressing BED, there remains a critical need for rigorous scientific investigations under naturalistic conditions. 19 , 25 - 28 This randomized clinical trial aims to fill this gap by examining the effectiveness of a web-based cognitive behavioral self-help intervention for BED compared with a waiting-list control group in an ecologically valid setting. To amplify translational potential and broaden generalizability, we analyzed alterations in key eating disorder symptoms, clinical impairment, well-being, comorbid psychopathology, self-esteem, and emotion regulation.

Given the limited understanding of the outcomes of web-based BED treatments compared with interventions targeting subclinical eating psychopathology 24 , 29 or other mental disorders, 30 - 32 this study evaluated patients with full-threshold BED to enhance clinical applicability. Furthermore, few studies have investigated how these interventions impact participants’ everyday lives. 33 Therefore, our study used ecological momentary assessment (EMA) and weekly symptom monitoring to capture real-time changes in binge eating and its underlying mechanisms.

This randomized clinical trial was conducted from January 15, 2021, to August 3, 2022, to examine the effectiveness of a web-based cognitive behavioral self-help intervention for BED. 34 Participants were randomly assigned to an intervention group with direct access to the web-based treatment or a waiting-list control group. Assessments were completed at baseline (study entrance) and at 6 weeks (midtreatment) and 12 weeks (posttreatment) following baseline. This study followed the Consolidated Standards of Reporting Trials ( CONSORT ) reporting guideline. All participants provided written informed consent, and the study was approved by the institutional review board at Heidelberg University. Upon completing all assessments, participants received a reimbursement of €30 (US $32.40). Data were stored anonymously following European Union regulations.

Nationwide recruitment of participants took place in Germany with additional provisions for the participation of German-speaking individuals from other European countries. Recruitment channels encompassed eating disorder treatment centers, a waiting list of individuals expressing interest in the web-based program, social media platforms, mailing lists, and self-help forums.

Participants completed a digital registration process to undergo eligibility screening, provide informed consent, and schedule a clinical interview, including the Eating Disorder Examination Interview 35 and the Diagnostic Interview for Psychological Disorders. 36 All diagnostic interviews were conducted by trained researchers; supervision was overseen by licensed clinical psychologists (L.P. and C.T.). Interrater reliability was determined during the initial interviews conducted by each interviewer to ensure the accuracy of the diagnostic decisions and consistent implementation of the interviews from the outset of the data collection. This assessment demonstrated significant agreement (with Cohen κ = 0.90 for 19 interviews).

Inclusion criteria encompassed (1) being aged 18 to 65 years, (2) owning a smartphone with internet access, (3) C1-level (advanced) proficiency in German, and (4) a diagnosis of BED based on the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition). 37 Exclusion criteria entailed (1) a body mass index below 18.5 (calculated as weight in kilograms divided by height in meters squared), (2) current psychotherapy or pharmacotherapy for eating disorders, (3) anorexia nervosa or bulimia nervosa, (4) bipolar disorder or psychotic disorders, (5) acute substance dependence, (6) current severe depressive episodes, and (7) acute suicidality. These exclusion criteria were chosen due to their potential to act as contraindications for web-based self-help interventions. 38 Other comorbidities were not excluded to mirror standard clinical practice.

After the baseline assessment, a 1:1 randomization ratio was executed by an independent researcher unaffiliated with the project using an automated and anonymized process. 39 To uphold allocation concealment, the participants’ identities and group assignments were unknown by the study personnel, including the individual who initiated the randomization. 40 An automated notification informed participants of their randomization results. Moreover, measures used to maintain blinding of the data analysis and clinical interviews, ensuring an unbiased approach throughout the study, are documented in the study protocol ( Supplement 1 ). 34

Participants in the intervention group received access to the 12-week web-based intervention (Selfapy). 34 , 41 - 43 This program is rooted in CBT and uses evidence-based exercises to elucidate risk factors and mechanisms of BED based on a diathesis-stress model. 34 , 41 Central to the program is a core curriculum of 6 mandatory modules focused on self-monitoring of binge eating, psychoeducation, and emotion regulation, complemented by 6 elective specialization areas tailored to participants’ preferences. Each module incorporated a blend of texts, videos, audio, and interactive exercises. 34 , 41 To ensure a personalized and engaging learning experience while maintaining consistent participant progression, the intervention used a sequential module-access strategy, with modules becoming accessible after completing the preceding ones. Email reminders were sent to participants who delayed starting the program to foster initial and sustained engagement, and an integrated messaging feature was provided to facilitate inquiries about the intervention content.

Participants assigned to the control group did not receive access to the web-based intervention during the study. They were notified that they would gain access after a 12-week waiting period. To mimic naturalistic conditions in which individuals seeking help for BED might explore various treatment options, all participants, regardless of group assignment, could seek other types of pharmaceutical and psychological treatments. This design choice also facilitated the ethical consideration of not withholding effective treatment. Importantly, we closely monitored the initiation of other health care services in both groups throughout the study 44 to assess their impact on the intervention’s effectiveness.

The primary outcome was a reduction in objective binge eating episodes from baseline to after treatment (using the Eating Disorder Examination Questionnaire). 45 Secondary outcome measures were global eating psychopathology (using the Eating Disorder Examination Questionnaire); weekly loss of control eating, overeating, and binge eating (using the Weekly Binges Questionnaire) 46 ; clinical impairment (using the Clinical Impairment Assessment Questionnaire scale) 47 ; well-being (using the World Health Organization Well-Being Index-5 questionnaire) 48 ; and work capacity (using the Institute for Medical Technology Assessment Productivity Cost Questionnaire). 49 Exploratory outcomes were depressive symptoms (using the Patient Health Questionnaire-9), 50 anxiety symptoms (using the Generalized Anxiety Disorder Scale-7), 51 self-esteem (using the Rosenberg Self-Esteem Scale), 52 and emotion regulation (using the Difficulties in Emotion Regulation Scale 53 and the Heidelberg Form for Emotion Regulation Strategies 54 ). Detailed descriptions of all scales and psychometric properties are provided in the study protocol ( Supplement 1 ) and eTable 1 in Supplement 2 .

Additional measures included an EMA protocol 55 on participants’ mobile devices for 5 days at baseline and after treatment. Furthermore, the study assessed measures of online intervention attitudes (using the Attitudes Toward Psychological Online Interventions scale), 56 treatment expectations (using the Patients’ Questionnaire on Therapy Expectation and Evaluation scale), 57 adverse effects (using the Negative Effects Questionnaire), 58 and health care service utilization (using the Client Sociodemographic and Service Receipt Inventory). 44

Data analysis occurred between January 27 and September 4, 2023, following our statistical analysis plan. Multilevel models with random intercepts, the fixed effects of time and treatment, and the interaction effect of time and treatment were conducted to examine whether there was a more substantial change in the intervention group compared with the control group in primary and secondary outcomes. These models were selected due to their capacity to address the hierarchical data structure, with observations nested within participants, and their flexibility in accommodating missing data. 59 We assessed the size of the main and interaction effects by estimating Cohen d based on Feingold’s recommendations. 60 To evaluate the clinical significance of our findings, a minimal clinically important difference (MCID) score was computed (MCID = SD b [√(1  − r )]), in which b indicates baseline and r represents the retest reliability of the primary outcome. This method aligns with other trials in the eating disorders field, 61 , 62 ensuring that the MCID reflects a change larger than the measurement error alone. Power analyses 63 based on an intraclass correlation of 0.40, a power of 0.80, and an α level of .05 indicated a required sample of at least 152 participants or more. Statistical analyses were performed using R, version 4.3.1 (R Project for Statistical Computing). A 2-sided P  < .05 was considered statistically significant.

As sensitivity analyses, we performed the last observation carried forward approach and the multiple imputations by chained equations technique to deal with missing data. 64 False discovery rate-adjusted P values were calculated using the Bonferroni-Holm correction. 65 Additionally, we explored the impact of potential moderators, such as treatment expectations, 57 online intervention attitudes, adherence, and health care service utilization. 44 Last, we assessed the percentage of individuals in the intervention group who encountered adverse effects. 58

Participant enrollment and study flow are depicted in the CONSORT flow diagram ( Figure 1 ). Of 1602 patients initially screened, 154 participants (mean [SD] age, 35.93 [10.59] years; 148 female [96.10%], 5 male [3.25%], and 1 nonbinary [0.65%]) fulfilled the criteria for BED and were ultimately randomized. Among the total participants, 77 were randomized to the web-based self-help intervention group and 77 to the waiting-list control condition. Table 1 depicts the baseline characteristics, which were comparable across groups (eTable 2 in Supplement 2 ).

Participants in the intervention group revealed a greater reduction in binge eating episodes compared with the control group. The estimated interaction effect between treatment and time, assessing differential changes from baseline to after treatment across the two groups, was −7.91 (95% CI, −11.68 to −4.15), with a Cohen d of −0.79 (95% CI, −1.17 to −0.42; P  < .001). Figure 2 illustrates the trajectory of the primary outcome in both groups. In the intervention group, the mean (SD) of binge eating episodes decreased from 14.79 (9.60) at baseline to 6.07 (6.71), marking a significant reduction (coefficient, −9.02 [95% CI, −11.31 to −6.72] and Cohen d , −1.00 [95% CI, −1.30 to −0.70]; P  < .001) that surpassed the clinically meaningful threshold (MCID ≥ 3.97 episodes; reliability = 0.84). 62 As expected, the mean (SD) number of binge eating episodes in the control group decreased from 15.01 (10.30) to 14.33 (17.58), indicating no significant change (coefficient, −1.21 [95% CI, −4.34 to 1.93] and Cohen d , −0.09 [95% CI, −0.33 to 0.15]; P  = .44).

Table 2 details the treatment effects across all outcomes. The intervention group exhibited significantly reduced global eating psychopathology compared with the control group (Cohen d , −0.71 [95% CI, −1.07 to −0.35]; P  < .001). Figure 3 further illustrates that the intervention group experienced significantly greater decreases in weekly loss of control eating (Cohen d , −0.56 [95% CI, −0.81 to −0.31]; P  < .001), weekly overeating (Cohen d , −0.44 [95% CI, −0.69 to −0.18]; P  < .001), and weekly binge eating (Cohen d , −0.49 [95% CI, −0.74 to −0.24]; P  < .001) than the control group (eTable 3 in Supplement 2 ).

Clinical impairment also revealed a notable decrease in the intervention group (Cohen d , −0.75 [95% CI, −1.13 to −0.37]; P  < .001) . Additionally, the intervention group experienced a significantly greater improvement in well-being compared with the control group (Cohen d , 0.38 [95% CI, 0.01-0.75]; P  = .047). However, there were no meaningful between-group differences regarding changes in work capacity (Cohen d , 0.05 [95% CI, −0.33 to 0.43]; P  = .80).

The intervention group revealed significantly more substantial decreases in depression (Cohen d , −0.49 [95% CI, −0.86 to −0.12]; P  = .01) and anxiety (Cohen d , −0.37 [95% CI, −0.67 to −0.07]; P  = .02) compared with the control group. Furthermore, improvements in self-esteem (Cohen d , 0.36 [95% CI, 0.13 to 0.59]; P  = .003) and emotion regulation abilities (difficulties: Cohen d , −0.36 [95% CI, −0.65 to −0.07]; P  = .01 and repertoire: Cohen d , 0.52 [95% CI, 0.19 to 0.84]; P  = .003) were found in the intervention group compared with the control group.

Sensitivity analyses for all primary and secondary confirmatory outcomes are summarized in eTable 4 in Supplement 2 , reaffirming the results obtained in our primary statistical models. These analyses consistently revealed significant reductions in binge eating episodes, improvements in eating psychopathology, and diminished clinical impairment. However, the impact on well-being did not consistently appear across different sensitivity analyses, indicating less robust effects on this metric. Modeling changes using a continuous time variable replicated the main findings for all outcomes.

Moderators, including baseline symptom severity, treatment expectations, online intervention attitudes, health care service utilization, and demographics, did not impact treatment effects. At baseline, 23 participants (14.94%) received in-person psychotherapy, aligning with typical treatment rates for BED. 66 Participants across both groups showed low current psychotropic medication use (10 participants [6.49%]). Throughout the study, an additional 13 participants (8.44%) in both groups sought in-person psychotherapy, and 2 (1.30%) initiated new psychotropic medication. Treatment-seeking intentions indicated that 26 participants (16.88%) were currently on a waiting list for in-person psychotherapy and aimed to use the web-based intervention to bridge this waiting time. None of these health care service–related variables differed between groups or acted as moderators (eTable 5 in Supplement 2 ).

Additional analyses of EMA data are reported in eTable 6 in Supplement 2 . These indicated that the intervention effects could also be demonstrated momentarily in participants’ everyday lives, revealed by reductions in binge eating, overeating, shape concerns, and weight concerns in the intervention group compared with the control group.

Findings among participants in the intervention group who provided complete data on the web-based program's adverse effects are detailed in eTable 7 in Supplement 2 . While these were overall minimal, the resurgence of distressing memories was recorded as a more frequent adverse effect in 20 of 64 patients (31.25%) at midtreatment and in 8 of 59 patients (13.56%) at posttreatment. These analyses provide a comparative perspective, indicating that negative effects were lower than those reported for face-to-face psychotherapy. 67

The dropout rate was 17.53%, with no significant difference between the intervention and control groups ( χ 2  = 1.62; P  = .20) (eTable 8 in Supplement 2 ), indicating comparable retention across study arms. The number of modules completed in the intervention was used as an indicator of treatment dose. Most participants in the intervention group (71 [92.22%]) began the intervention. The participants completed a mean (SD) of 7.65 (4.07) modules, including the 6 core modules and 2 optional secialization areas. Notably, a greater treatment dose, evidenced by completing more modules, was associated with more substantial reductions in eating psychopathology (β, −0.38 [95% CI, −0.63 to −0.12]; P  < .001). Additionally, a significant proportion of the control group (61 [79.22%]) enrolled in the program after the study had concluded, highlighting the continued need for the intervention.

Binge eating disorder is a frequent and debilitating disorder with considerable societal and personal burdens. 1 , 7 , 9 However, traditional treatments have faced constraints, such as limited access, stigma, and high cost, 17 , 18 underscoring the need to explore alternative intervention delivery methods. The findings of this randomized clinical trial present new possibilities for addressing this substantial public health challenge by building on the widespread adoption of digital technologies. 18 , 24 , 29

Notably, we found supportive evidence for the effectiveness of a 12-week, web-based cognitive behavioral self-help program for BED. The intervention group outperformed the control group in reducing binge eating episodes and several key outcomes, including global eating psychopathology and clinical impairment. The observed effect sizes mirrored or exceeded those reported in trials investigating other digital interventions for eating disorders 19 , 25 - 28 and in-person guided and unguided self-help interventions for BED. 68 - 70 Furthermore, the effect sizes were consistent with or even surpassed established findings from studies exploring the impact of conventional, in-person CBT interventions, 12 , 13 underlining the clinical relevance of the results. Moreover, by not limiting our inclusion criteria to individuals with comorbid obesity, 69 - 71 our research offers evidence for the broad applicability of web-based interventions in enhancing eating disorder–related outcomes across the BED spectrum.

In addition to the significant reductions in eating psychopathology, the intervention extended its benefits to diverse aspects of participants’ quality of life. Receiving access to the program was linked to improvements in well-being, depressive symptoms, anxiety, self-esteem, and emotion regulation. This expansion beyond eating psychopathology was further substantiated by weekly symptom monitoring and real-time data that were collected in everyday contexts, which revealed that participants in the intervention group experienced tangible improvements in day-to-day symptoms and quality of life.

Together, these findings showcase the potential of digital interventions to enhance participants’ everyday experiences by addressing core eating-related symptomatology and the emotional and psychological mechanisms frequently linked with BED. 72 , 73 To reflect naturalistic conditions, we permitted participants from both study groups to seek additional professional assistance, which may account for the minor improvements in global eating psychopathology and depressive symptoms observed within the control group. Notably, our analysis confirmed that the engagement in psychotherapy or pharmacotherapy following randomization was equally low across both groups and did not moderate the web-based intervention’s outcomes. The positive effects of the intervention further persisted when considering participants’ attitudes toward online interventions, treatment expectations, and demographic characteristics as moderators. Additionally, the effectiveness of self-guided web-based interventions depends on participant motivation, highlighting the importance of monitoring dropout and retention rates. 22 , 71 Our results indicate low dropout levels, underlining our findings’ robustness

Regarding the study’s limitations, it is crucial to acknowledge that our sample’s socioeconomic and demographic composition may reflect disparities in help-seeking behavior and digital literacy among socioeconomic groups. Our study highlights the necessity for targeted strategies to engage male and older populations, who are often underrepresented, in studies of web-based interventions for BED. 19 , 28 Moreover, while self-report measures are indispensable for assessing subjective experiences and complex behaviors, these methods are vulnerable to social desirability. 55 To increase the accuracy of self-reported information, our study complemented traditional questionnaires with real-time EMA and weekly reports. Future research may benefit from additional methodologies to minimize these biases, including double-blind designs and integrating objective measures where feasible. Additionally, the temporal scope of our study, focusing on postintervention changes, calls for future research to extend the assessment period, ideally incorporating a 12-month follow-up to capture the program’s long-term effects. Finally, while our findings posit the effectiveness of the web-based intervention compared with a waiting-list control condition, it is imperative that subsequent investigations include comparisons with alternative control conditions, including face-to-face CBT, 74 , 75 and evaluate the practical implementation of these interventions in health care settings.

This randomized clinical trial demonstrated that offering access to a web-based intervention significantly enhanced the daily lives of participants with BED. The provision of accessible and effective treatment options holds promise for improving the everyday experiences of patients with BED, as well as for diminishing its adverse health effects. Providing these programs to those in need of treatment can contribute to alleviating the burden that BED places on patients, their families, and society.

Accepted for Publication: March 7, 2024.

Published: May 16, 2024. doi:10.1001/jamanetworkopen.2024.11127

Open Access: This is an open access article distributed under the terms of the CC-BY-NC-ND License . © 2024 Pruessner L et al. JAMA Network Open .

Corresponding Author: Luise Pruessner, MS, Department of Psychology, Heidelberg University, Hauptstr 47-51, 69117 Heidelberg, Germany ( [email protected] ).

Author Contributions: Ms Pruessner and Mr Hartmann had full access to all of the data in the study and take responsibility for the integrity of the data and the accuracy of the data analysis.

Concept and design: All authors.

Acquisition, analysis, or interpretation of data: Pruessner, Timm, Hartmann.

Drafting of the manuscript: Pruessner.

Critical review of the manuscript for important intellectual content: All authors.

Statistical analysis: Pruessner, Hartmann.

Obtained funding: Pruessner, Timm, Barnow.

Administrative, technical, or material support: Pruessner, Timm.

Supervision: Pruessner, Barnow, Rubel.

Conflict of Interest Disclosures: None reported.

Funding/Support: This study was supported by the European Regional Development Fund awarded to Selfapy. An independent evaluation of the web-based intervention for eating disorders was commissioned by Selfapy to the Department of Psychology at Heidelberg University (to the team of Dr Timm, Prof Barnow, Ms Pruessner, and Mr Hartmann) to ensure adherence to the highest scientific standards. The publication costs were funded by the German Research Foundation (Deutsche Forschungsgemeinschaft) and Heidelberg University.

Role of the Funder/Sponsor: The funder had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

Data Sharing Statement: See Supplement 3 .

Additional Contributions: We express our appreciation to the following individuals for their significant contributions to participant recruitment and data collection, integral to their thesis work: Maria Brinkhof, BS; Katrin Fischer, MS; Leonie Hans, BS; Tanja Hauser, MS; Nina Helwig, MS; Luisa Jung, BS; Theresa Kloss, BS; Lena Komorowski, MS; Laura Kristalis, MS; Jana Reich, BS; Elena Rettweiler, BS; Marlene Sayer, MS; and Leoni Weintz, MS (all affiliated with Heidelberg University at the time of the study). No additional compensation was provided for their contributions beyond their customary remuneration.

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• Volume 3, Issue 1
• Regular use of fish oil supplements and course of cardiovascular diseases: prospective cohort study
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• Ge Chen 1 ,
• Zhengmin (Min) Qian 2 ,
• Junguo Zhang 1 ,
• Shiyu Zhang 1 ,
• http://orcid.org/0000-0002-7003-6565 Zilong Zhang 1 ,
• Michael G Vaughn 3 ,
• Hannah E Aaron 2 ,
• Chuangshi Wang 4 ,
• Gregory YH Lip 5 , 6 and
• http://orcid.org/0000-0002-3643-9408 Hualiang Lin 1
• 1 Department of Epidemiology , Sun Yat-Sen University , Guangzhou , China
• 2 Department of Epidemiology and Biostatistics, College for Public Health and Social Justice , Saint Louis University , Saint Louis , Missouri , USA
• 3 School of Social Work, College for Public Health and Social Justice , Saint Louis University , Saint Louis , Missouri , USA
• 4 Medical Research and Biometrics Centre , Fuwai Hospital, National Centre for Cardiovascular Diseases, Peking Union Medical College , Beijing , China
• 5 Liverpool Centre for Cardiovascular Science , University of Liverpool and Liverpool Heart and Chest Hospital , Liverpool , UK
• 6 Department of Clinical Medicine , Aalborg University , Aalborg , Denmark
• Correspondence to Dr Hualiang Lin, Department of Epidemiology, Sun Yat-Sen University, Guangzhou, Guangdong 510080, China; linhualiang{at}mail.sysu.edu.cn

Objective To examine the effects of fish oil supplements on the clinical course of cardiovascular disease, from a healthy state to atrial fibrillation, major adverse cardiovascular events, and subsequently death.

Design Prospective cohort study.

Setting UK Biobank study, 1 January 2006 to 31 December 2010, with follow-up to 31 March 2021 (median follow-up 11.9 years).

Participants 415 737 participants, aged 40-69 years, enrolled in the UK Biobank study.

Main outcome measures Incident cases of atrial fibrillation, major adverse cardiovascular events, and death, identified by linkage to hospital inpatient records and death registries. Role of fish oil supplements in different progressive stages of cardiovascular diseases, from healthy status (primary stage), to atrial fibrillation (secondary stage), major adverse cardiovascular events (tertiary stage), and death (end stage).

Results Among 415 737 participants free of cardiovascular diseases, 18 367 patients with incident atrial fibrillation, 22 636 with major adverse cardiovascular events, and 22 140 deaths during follow-up were identified. Regular use of fish oil supplements had different roles in the transitions from healthy status to atrial fibrillation, to major adverse cardiovascular events, and then to death. For people without cardiovascular disease, hazard ratios were 1.13 (95% confidence interval 1.10 to 1.17) for the transition from healthy status to atrial fibrillation and 1.05 (1.00 to 1.11) from healthy status to stroke. For participants with a diagnosis of a known cardiovascular disease, regular use of fish oil supplements was beneficial for transitions from atrial fibrillation to major adverse cardiovascular events (hazard ratio 0.92, 0.87 to 0.98), atrial fibrillation to myocardial infarction (0.85, 0.76 to 0.96), and heart failure to death (0.91, 0.84 to 0.99).

Conclusions Regular use of fish oil supplements might be a risk factor for atrial fibrillation and stroke among the general population but could be beneficial for progression of cardiovascular disease from atrial fibrillation to major adverse cardiovascular events, and from atrial fibrillation to death. Further studies are needed to determine the precise mechanisms for the development and prognosis of cardiovascular disease events with regular use of fish oil supplements.

• Health policy
• Nutritional sciences
• Public health

Data availability statement

Data are available upon reasonable request. UK Biobank is an open access resource. Bona fide researchers can apply to use the UK Biobank dataset by registering and applying at http://ukbiobank.ac.uk/register-apply/ .

This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made. See:  https://creativecommons.org/licenses/by/4.0/ .

https://doi.org/10.1136/bmjmed-2022-000451

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WHAT IS ALREADY KNOWN ON THIS TOPIC

Findings of the effects of omega 3 fatty acids or fish oil on the risk of cardiovascular disease are controversial

Most previous studies focused on one health outcome and did not characterise specific cardiovascular disease outcomes (eg, atrial fibrillation, myocardial infarction, stroke, heart failure, and major adverse cardiovascular events)

Whether fish oil could differentially affect the dynamic course of cardiovascular diseases, from atrial fibrillation to major adverse cardiovascular events, to other specific cardiovascular disease outcomes, or even to death, is unclear

WHAT THIS STUDY ADDS

In people with no known cardiovascular disease, regular use of fish oil supplements was associated with an increased relative risk of atrial fibrillation and stroke

In people with known cardiovascular disease, the beneficial effects of fish oil supplements were seen on transitions from atrial fibrillation to major adverse cardiovascular events, atrial fibrillation to myocardial infarction, and heart failure to death

HOW THIS STUDY MIGHT AFFECT RESEARCH, PRACTICE, OR POLICY

Regular use of fish oil supplements might have different roles in the progression of cardiovascular disease

Further studies are needed to determine the precise mechanisms for the development and prognosis of cardiovascular disease events with regular use of fish oil supplements

Introduction

Cardiovascular disease is the leading cause of death worldwide, accounting for about one sixth of overall mortality in the UK. 1 2 Fish oil, a rich source of omega 3 fatty acids, containing eicosapentaenoic acid and docosahexaenoic acid, has been recommended as a dietary measure to prevent cardiovascular disease. 3 The UK National Institute for Health and Care Excellence recommends that people with or at high risk of cardiovascular disease consume at least one portion of oily fish a week, and the use of fish oil supplements has become popular in the UK and other western countries in recent years. 4 5

Although some epidemiological and clinical studies have assessed the effect of omega 3 fatty acids or fish oil on cardiovascular disease and its risk factors, the findings are controversial. The Agency for Healthcare Research and Quality systematically reviewed 37 observational studies and 61 randomised controlled trials, and found evidence indicating the beneficial effects of higher consumption of fish oil supplements on ischaemic stroke, whereas no beneficial effect was found for atrial fibrillation, major adverse cardiovascular events, myocardial infarction, total stroke, or all cause death. 6 In contrast, the Reduction of Cardiovascular Events with Icosapent Ethyl-Intervention Trial (REDUCE-IT) reported a decreased risk of major adverse cardiovascular events with icosapent ethyl in patients with raised levels of triglycerides, regardless of the use of statins. 7 Most of these findings, however, tended to assess the role of fish oil at a certain stage of cardiovascular disease. For example, some studies restricted the study population to people with a specific cardiovascular disease or at a high risk of cardiovascular disease, 8 9 whereas others evaluated databases of generally healthy populations. 10 All of these factors might preclude direct comparison of the effects of omega 3 fatty acids on atrial fibrillation events or on further deterioration of cardiovascular disease. Few studies have fully characterised specific cardiovascular disease outcomes or accounted for differential effects based on the complex disease characteristics of participants. Hence, in this study, we hypothesised that fish oil supplements might have harmful, beneficial, or no effect on different cardiovascular disease events in patients with varying health conditions.

Most previous studies on the association between fish oil and cardiovascular diseases generally focused on one health outcome. Also, no study highlighted the dynamic progressive course of cardiovascular diseases, from healthy status (primary stage), to atrial fibrillation (secondary stage), major adverse cardiovascular events (tertiary stage), and death (end stage). Clarifying this complex pathway in relation to the detailed progression of cardiovascular diseases would provide substantial insights into the prevention or treatment of future disease at critical stages. Whether fish oil could differentially affect the dynamic course of cardiovascular disease (ie, from atrial fibrillation to major adverse cardiovascular events, to other specific cardiovascular disease outcomes, or even to death) is unclear.

To deal with this evidence gap, we conducted a longitudinal cohort study to estimate the associations between fish oil supplements and specific clinical cardiovascular disease outcomes, including atrial fibrillation, major adverse cardiovascular events, and all cause death in people with no known cardiovascular disease or at high risk of cardiovascular disease for the purpose of primary prevention. We also assessed the modifying effects of fish oil supplements on the disease process, from atrial fibrillation to other outcomes, in people with known cardiovascular disease for the purpose of secondary prevention.

The UK Biobank is a community based cohort study with more than half a million UK inhabitants aged 40-69 years at recruitment. 11–13 Participants were invited to participate in this study if they were registered with the NHS and lived within 35 km of one of 22 Biobank assessment centres. Between 1 March 2006 and 31 July 2010, a baseline survey was conducted, based on a touch screen questionnaire and face-to-face interviews, to collect detailed personal, socioeconomic, and lifestyle characteristics, and information on diseases. 11–13

We excluded patients who had a diagnosis of atrial fibrillation (n=8326), heart failure (n=2748), myocardial infarction (n=11 949), stroke (n=7943), or cancer (n=48 624) at baseline; who withdrew from the study during follow-up (n=1299); or who had incomplete or outlier data for the main information (n=11 748). Because we focused only on a specific sequence of progression of cardiovascular disease (ie, from healthy status to atrial fibrillation, to major adverse cardiovascular events, and then to death), we excluded 1983 participants with other transition patterns. The remaining 415 737 participants were included in this analysis ( figure 1 ).

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Flowchart of selection of participants in study. The count of diagnosed diseases does not equate to the total number of individuals, because each person could have multiple diagnoses

Determining use of fish oil supplements

Information on regular use of fish oil supplements was collected from a self-reported touchscreen questionnaire during the baseline survey. 14 15 Each participant was asked whether they regularly used any fish oil supplement. Trained staff conducted a verbal interview with participants, asking if they were currently receiving treatments or taking any medicines, including omega 3 or fish oil supplements. Based on this information, we classified participants as regular users of fish oil supplements and non-users.

Follow-up and outcomes

Participants were followed up from the time of recruitment to death, loss to follow-up, or the end date of follow-up (31 March 2021), whichever came first. Incident cases of interest, including atrial fibrillation, heart failure, stroke, and myocardial infarction, were identified by linkage to death registries, primary care records, and hospital inpatient records. 11 Information on deaths was obtained from death registries of the NHS Information Centre, for participants in England and Wales, and from the NHS Central Register Scotland, for participants in Scotland. 11 Outcomes were defined by a three character ICD-10 (international classification of diseases, 10th revision) code. In this study, atrial fibrillation was defined by ICD-10 code I48, and major adverse cardiovascular events was determined by a combination of heart failure (I50, I11.0, I13.0, and I13.2), stroke (I60-I64), and myocardial infarction (I21, I22, I23, I24.1, and I25.2) codes.

We collected baseline data on age (<65 years and ≥65 years), sex (men and women), ethnic group (white and non-white), Townsend deprivation index (with a higher score indicating higher levels of deprivation), smoking status (never, previous, and current smokers), and alcohol consumption (never, previous, and current drinkers). Data for sex were taken from information in UK Biobank rather than from patient reported gender. Baseline dietary data were obtained from a dietary questionnaire completed by the patient or by an interviewer. The questionnaire was established for each nation (ie, England, Scotland, and Wales) to assess an individual's usual food intake (oily fish, non-oily fish, vegetables, fruit, and red meat). Diabetes mellitus was defined by ICD-10 codes E10-E14, self-reported physician's diagnosis, self-reported use of antidiabetic drugs, or haemoglobin A1c level ≥6.5% at baseline. Hypertension was defined by ICD-10 code I10 or I15, self-reported physician's diagnosis, self-reported use of antihypertensive drugs, or measured systolic and diastolic blood pressure ≥130/85 mm Hg at baseline. Information on other comorbidities (obesity (ICD-10 code E66), chronic obstructive pulmonary disease (J44), and chronic renal failure (N18)) was extracted from the first occurrence (UKB category ID 1712). Information on the use of drugs, including antihypertensive drugs, antidiabetic drug, and statins, was extracted from treatment and drug use records. Biochemistry markers were measured immediately at the central laboratory from serum samples collected at baseline. Binge drinking was defined as consumption of ≥6 standard drinks/day for women or ≥8 standard drinks/day for men. Detailed information on alcohol consumption and binge drinking in the UK Biobank was reported previously. 16

Statistical analysis

Characteristics of participants are summarised as number (percentages) for categorical variables and mean (standard deviation (SD)) for continuous variables. Comparisons between regular users of fish oil supplements and non-users were made with the χ 2 test or Student's t test.

We used a multi-state regression model to assess the role of regular use of fish oil supplements in the temporal disease progression from healthy status to atrial fibrillation, to major adverse cardiovascular events, and subsequently to death. The multi-state model is an extension of competing risks survival analysis. 17–19 The model allows simultaneous estimation of the role of risk factors in transitions from a healthy state to atrial fibrillation (transition A), healthy state to major adverse cardiovascular events (transition B), healthy state to death (transition C), atrial fibrillation to major adverse cardiovascular events (transition D), atrial fibrillation to death (transition E), and major adverse cardiovascular events to death (transition F) (transition pattern I, figure 2 ). The focus on these six transitions rather than on all possible health state transitions was preplanned and evidence based. If participants entered different states on the same date, we used the date of the theoretically previous state as the entry date of the latter state minus 0.5 days.

Numbers of participants in transition pattern I, from baseline to atrial fibrillation, major adverse cardiovascular events, and death

We further examined the effects of regular use of fish oil supplements on other pathways. For example, we divided major adverse cardiovascular events into three individual diseases (heart failure, stroke, and myocardial infarction), resulting in three independent pathways (transition patterns II, III, and IV, online supplemental figures S1–S3 ). All models were adjusted for age, sex, ethnic group, Townsend deprivation index, consumption of oily fish, consumption of non-oily fish, smoking status, alcohol consumption, obesity, hypertension, diabetes mellitus, chronic obstructive pulmonary disease, chronic renal failure, and use of statins, antidiabetic drugs, and antihypertensive drugs.

Supplemental material

We conducted several sensitivity analyses for the multi-state analyses of transition pattern A: additionally adjusting for setting (urban and rural), body mass index (underweight, normal, overweight, and obese), and physical activity (low, moderate, and high) in the model; adjusting for binge drinking rather than alcohol consumption; additionally adjusting for other variables of dietary intake (consumption of vegetables, fruit, and red meat); calculating participants' entry date into the previous state with different time intervals (0.5 years, one year, and two years); excluding participants who entered different states on the same date; excluding events occurring in the first two years of follow-up; restricting the follow-up date to 31 March 2020 to evaluate the influence of the covid-19 pandemic; and the use of the inverse probability weighted method to deal with biases between the regular users and non-users of fish oil supplements. Also, we conducted grouped analyses for sex, age group, ethnic group, smoking status, consumption of oily fish, consumption of non-oily fish, hypertension, and drug use, to examine effect modification. The interactions were tested with the likelihood ratio test. All analyses were carried out with R software (version 4.0.3), and the multi-model analysis was performed with the mstate package. A two tailed P value <0.05 was considered significant.

Patient and public involvement

Patients and/or the public were not involved in the design, or conduct, or reporting, or dissemination plans of this research. Participants were involved in developing the ethics and governance framework for UK Biobank and have been engaged in the progress of UK Biobank through follow-up questionnaires and additional assessment visits. UK Biobank keeps participants informed of all research output through the study website ( https://www.ukbiobank.ac.uk/explore-your-participation ), participant events, and newsletters.

A total of 415 737 participants (mean age 55.9 (SD 8.1) years; 55% women), aged 40-69 years, were analysed, and 31.4% (n=1 30 365) of participants reported regular use of fish oil supplements at baseline ( figure 1 ). Table 1 shows the characteristics of regular users (n=130 365) and non-users (n=285 372) of fish oil supplements. In the group of regular users of fish oil supplements, we found higher proportions of elderly people (22.6% v 13.9%), white people (95.1% v 94.2%), and women (57.6% v 53.9%), and higher consumption of alcohol (93.1% v 92.0%), oily fish (22.1% v 15.4%), and non-oily fish (18.0% v 15.4%) than non-users. The Townsend deprivation index (mean −1.5 (SD 3.0) v −1.3 (3.0)) and the proportion of current smokers (8.1% v 11.4%) were lower in regular users of fish oil supplements. Online supplemental table S1 provides more details on patient characteristics and online supplemental table S2 compares the basic characteristics of included and excluded people.

• View inline

Baseline characteristics of study participants grouped by use of fish oil supplements

Over a median follow-up time of of 11.9 years, 18 367 participants had atrial fibrillation (transition A) and 17 826 participants had major adverse cardiovascular events (transition B); 14 902 participants died without having atrial fibrillation or major adverse cardiovascular events (transition C). Among patients with incident atrial fibrillation, 4810 developed major adverse cardiovascular events (transition D) and 1653 died (transition E). Among patients with incident major adverse cardiovascular events, 5585 died during follow-up (transition F, figure 2 ). In separate analyses for individual diseases (transition patterns II, III, and IV, online supplemental figures S1–S3 ), in patients with atrial fibrillation, 3085 developed heart failure, 1180 had a stroke, and 1415 had a myocardial infarction. During follow-up, 2436, 2088, and 2098 deaths occurred in patients with heart failure, stroke, and myocardial infarction, respectively.

Multi-state regression results

Table 2 shows the different roles of regular use of fish oil supplements in transitions from healthy status to atrial fibrillation, to major adverse cardiovascular events, and then to death. For individuals in the primary stage (healthy status), we found that the use of fish oil supplements had a harmful effect on the transition from health to atrial fibrillation, with an adjusted hazard ratio of 1.13 (95% CI 1.10 to 1.17, transition A). The hazard ratio for transition B (from health to major adverse cardiovascular events) was 1.00 (95% CI 0.97 to 1.04) and for transition C (from health to death) was 0.98 (0.95 to 1.02).

Hazard ratios (95% confidence intervals) for each transition, for different transition patterns for progressive cardiovascular disease by regular use of fish oil supplements

For individuals in the secondary stage (atrial fibrillation) at the beginning of the study, regular use of fish oil supplements decreased the risk of major adverse cardiovascular events (transition D, hazard ratio 0.92, 95% CI 0.87 to 0.98), and had a borderline protective effect on the transition from atrial fibrillation to death (transition E, 0.91, 0.82 to 1.01). For transition F, from major adverse cardiovascular events to death, after adjusting for covariates, the hazard ratio was 0.99 (0.94 to 1.06, transition pattern I, table 2 ).

We divided major adverse cardiovascular events into three individual diseases (ie, heart failure, stroke, and myocardial infarction) and found that regular use of fish oil supplements was marginally associated with an increased risk of stroke in people with a healthy cardiovascular state (hazard ratio 1.05, 95% CI 1.00 to 1.11), whereas a protective effect was found in transitions from healthy cardiovascular states to heart failure (0.92, 0.86 to 0.98). For patients with atrial fibrillation, we found that the beneficial effects of regular use of fish oil supplements were for transitions from atrial fibrillation to myocardial infarction (0.85, 0.76 to 0.96), and from atrial fibrillation to death (0.88, 0.81 to 0.95) for transition pattern IV. For patients with heart failure, we found a protective effect of regular use of fish oil supplements on the risk of mortality (0.91, 0.84 to 0.99) (transition patterns II, III, and IV, table 2 ).

Stratified and sensitivity analyses

We found that age, sex, smoking, consumption of non-oily fish, prevalent hypertension, and use of statins and antihypertensive drugs modified the associations between regular use of fish oil supplements and the transition from healthy states to atrial fibrillation ( online supplemental figure S4 ). We found that the association between regular use of fish oil supplements and risk of transition from healthy states to major adverse cardiovascular events was greater in women (hazard ratio 1.06, 95% CI 1.00 to 1.11, P value for interaction=0.005) and non-smoking participants (1.06, 1.06 to 1.11, P value for interaction=0.001) ( online supplemental figure S4 ). The protective effect of regular use of fish oil supplements on the transition from healthy states to death was greater in men (hazard ratio 0.93, 95% CI 0.89 to 0.98, P value for interaction=0.003) and older participants (0.91, 0.86 to o 0.96, P value for interaction=0.002) ( online supplemental figures S5 and S6 ). The results were not substantially changed in the sensitivity analyses ( online supplemental table S3 ).

Principal findings

Our study characterised the regular use of fish oil supplements on the progressive course of cardiovascular disease, from a healthy state (primary stage), to atrial fibrillation (secondary stage), major adverse cardiovascular events (tertiary stage), and death (end stage). In this prospective analysis of more than 400 000 UK adults, we found that regular use of fish oil supplements could have a differential role in the progression of cardiovascular disease. For people with a healthy cardiovascular profile, regular use of fish oil supplements, a choice of primary prevention, was associated with an increased risk of atrial fibrillation. For participants with a diagnosis of atrial fibrillation, however, regular use of fish oil supplements, as secondary prevention, had a protective effect or no effect on transitions from atrial fibrillation to major adverse cardiovascular events, atrial fibrillation to death, and major adverse cardiovascular events to death. When we divided major adverse cardiovascular events into three individual diseases (ie, heart failure, stroke, and myocardial infarction), we found associations that could suggest a mildly harmful effect between regular use of fish oil supplements and transitions from a healthy cardiovascular state to stroke, whereas potential beneficial associations were found between regular use of fish oil supplements and transitions from atrial fibrillation to myocardial infarction, atrial fibrillation to death, and heart failure to death.

Comparison with other studies

Primary prevention.

The cardiovascular benefits of regular use of fish oil supplements have been examined in numerous studies but the results are controversial. Extending previous reports, our study estimated the associations between regular use of fish oil supplements and specific clinical cardiovascular disease outcomes in people with no known cardiovascular disease. Our findings are in agreement with the results of several previous randomised controlled trials and meta-analyses. The Long-Term Outcomes Study to Assess Statin Residual Risk with Epanova in High Cardiovascular Risk Patients with Hypertriglyceridaemia (STRENGTH) reported that consumption of 4 g/day of marine omega 3 fatty acids was associated with a 69% higher risk of new onset atrial fibrillation in people at high risk of cardiovascular disease. 20 A meta-analysis of seven randomised controlled trials showed that users of marine omega 3 fatty acids supplements had a higher risk of atrial fibrillation events, with a hazard ratio of 1.25 (95% CI 1.07 to 1.46, P=0.013). 21 The Vitamin D and Omega-3 Trial (VITAL Rhythm study), a large trial of omega 3 fatty acids for the primary prevention of cardiovascular disease in adults aged ≥50 years, however, found no effects on incident atrial fibrillation, major adverse cardiovascular events, or cardiovascular disease mortality among those treated with 840 mg/day of marine omega 3 fatty acids compared with placebo. 10 22

One possible explanation for the inconsistent results in these studies is that adverse effects might be related to dose and composition. Higher doses of omega 3 fatty acids used in previous studies might have had an important role in causing an adverse effect on atrial fibrillation. 21 One study found that high concentrations of fish oil altered cell membrane properties and inhibited Na-K-ATPase pump activity, whereas a low concentration of fish oil minimised peroxidation potential and optimised activity. 23 In another study, individuals with atrial fibrillation or flutter had higher percentages of total polyunsaturated fatty acids, and n-3 and n-6 polyunsaturated fatty acids, on red blood cell membranes than healthy controls. 24

In terms of composition of omega 3 fatty acids, a recent meta-analysis showed that eicosapentaenoic acid alone can be more effective at reducing the risk of cardiovascular disease than the combined effect of eicosapentaenoic acid and docosahexaenoic acid. 25 Similar outcomes were reported in the INSPIRE study, which showed that higher levels of docosahexaenoic acid reduced the cardiovascular benefits of eicosapentaenoic acid when given as a combination. 26 Another possible explanation is that age, sex, ethnic group, smoking status, dietary patterns, and use of statins and antidiabetic drugs by participants might modify the effects of regular use of fish oil supplements on cardiovascular disease events. Despite these differences in risk estimates, our findings do not support the use of fish oil or omega 3 fatty acid supplements for the primary prevention of incident atrial fibrillation or other specific clinical cardiovascular disease events in generally healthy individuals. Caution might be warranted when fish oil supplements are used for primary prevention because of the uncertain cardiovascular benefits.

Secondary prevention

Our large scale cohort study assessed the role of regular use of fish oil supplements on the disease process, from atrial fibrillation to more serious cardiovascular disease stages, to death, in people with known cardiovascular disease. Contrary to the observations for primary prevention, we found associations that could suggest beneficial effects between regular use of fish oil supplements and most cardiovascular disease transitions. No associations were found between regular use of fish oil supplements and transitions from atrial fibrillation to death, or from major adverse cardiovascular events to death.

Consistent with our hypothesis, the Gruppo Italiano per lo Studio della Sopravvivenza nell'Infarto Miocardico (GISSI) Prevenzione study reported an association between administration of low dose prescriptions of n-3 polyunsaturated fatty acids and reduced cardiovascular events in patients with recent myocardial infarction. 27 A meta-analysis of 16 randomised controlled trials also reported a tendency towards a greater beneficial effect for secondary prevention in patients with cardiovascular disease. 28 Why patients with previous atrial fibrillation benefit is unclear. These findings indicate that triglyceride independent effects of omega 3 fatty acids might in part be responsible for the benefits in cardiovascular disease seen in previous trials. 29–31 No proven biological mechanism for this explanation exists, however, and the dose and formulation of omega 3 fatty acids used in clinical practice are not known.

For the disease process, from cardiovascular disease to death, our findings are consistent with the results of secondary prevention trials of omega 3 fatty acids, which have mostly shown a weak or neutral preventive effect in all cause mortality with oil fish supplements. The GISSI heart failure trial (GISSI-HF), conducted in 6975 patients with chronic heart failure, reported that supplemental omega 3 fatty acids reduced the risk of all cause mortality by 9% (hazard ratio 0.91, 95% CI 0.833 to 0.998, P=0.041). 32 Zelniker et al showed that omega 3 fatty acids were inversely associated with a lower incidence of sudden cardiac death in patients with non-ST segment elevation acute coronary syndrome. 33 A meta-analysis found that use of omega 3 supplements of ≤1 capsule/day was not associated with all cause mortality, but among participants with a risk of cardiovascular disease, taking a higher dose was associated with a reduction in cardiac death and sudden death. 28 Individuals who might benefit the most from fish oil or omega 3 fatty acid supplements are possibly more vulnerable individuals, such as those with previous cardiovascular diseases and those who can no longer live in the community. How fish oil supplements stop further deterioration of cardiovascular disease is unclear, but the theory that supplemental omega 3 fatty acids might protect the coronary artery is biologically plausible, suggesting that omega 3 fatty acids have anti-inflammatory and anti-hypertriglyceridaemia effects, contributing to a reduction in thrombosis and improvement in endothelial function. 34–41 Nevertheless, the effects of omega 3 fatty acids vary according to an individual's previous use of statins, which might partly explain the different effects of fish oil supplements in people with and without cardiovascular disease.

Many studies of omega 3 fatty acids, including large scale clinical trials and meta-analyses, have not produced entirely consistent results. 21 25 42 Our study mainly explored the varied potential effects of regular use of fish oil supplements on progression of cardiovascular disease, offering an initial overview of this ongoing discussion. Our findings suggest caution in the use of fish oil supplements for primary prevention because of the uncertain cardiovascular benefits and adverse effects. Further studies are needed to determine whether potential confounders modify the effects of oil fish supplements and the precise mechanisms related to the development and prognosis of cardiovascular disease events.

Strengths and limitations of this study

The strengths of our study were the large sample size, long follow-up period, which allowed us to analyse clinically diagnosed incident diseases, and complete data on health outcomes. Another strength was our analytical strategy. The multi-state model gives less biased estimates than the conventional Cox model, and distinguished the effect of regular use of fish oil supplements on each transition in the course of cardiovascular disease.

Our study had some limitations. Firstly, as an observational study, no causal relations can be drawn from our findings. Secondly, although we adjusted for multiple covariates, residual confounding could still exist. Thirdly, information on dose and formulation of the fish oil supplements was not available in this study, so we could not evaluate potential dose dependent effects or differentiate between the effects of different fish oil formulations. Fourthly, the use of hospital inpatient data for determining atrial fibrillation events could have excluded some events triggered by acute episodes, such as surgery, trauma, and similar conditions, resulting in underestimation of the true risk because undiagnosed atrial fibrillation is a common occurrence. 43 Fifthly, most of the participants in this study were from the white ethnic group and whether the findings can be generalised to other ethnic groups is not known. Finally, our study did not consider behavioural changes in populations with different cardiovascular profiles because of limited information, and variations in outcomes for different cardiovascular states merits further exploration.

Conclusions

This large scale prospective study of a UK cohort suggested that regular use of fish oil supplements might have differential roles in the course of cardiovascular diseases. Regular use of fish oil supplements might be a risk factor for atrial fibrillation and stroke among the general population but could be beneficial for disease progression, from atrial fibrillation to major adverse cardiovascular events, and from atrial fibrillation to death. Further studies are needed to determine whether potential confounders modify the effects of oil fish supplements and the precise mechanisms for the development and prognosis of cardiovascular disease events.

Ethics statements

Patient consent for publication.

Consent obtained directly from patients.

Ethics approval

The UK Biobank study obtained ethical approval from the North West Multicentre Research ethics committee, Information Advisory Group, and the Community Health Index Advisory Group (REC reference for UK Biobank 11/NW/0382). Participants gave informed consent to participate in the study before taking part.

Acknowledgments

This study was conducted with UK Biobank Resource (application No: 69550). We appreciate all participants and professionals contributing to UK Biobank.

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Supplementary materials

Supplementary data.

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• Data supplement 1
• Data supplement 2

GYL and HL are joint senior authors.

Contributors HL supervised the whole project and designed the work. GC and HL directly accessed and verified the underlying data reported in the manuscript. GC contributed to data interpretation and writing of the report. ZQ, SZ, JZ, ZZ, MGV, HEA, CW, and GYHL contributed to the discussion and data interpretation, and revised the manuscript. All authors had full access to all of the data in the study and had final responsibility for the decision to submit for publication. The corresponding author attests that all listed authors meet authorship criteria and that no others meeting the criteria have been omitted. HL is the guarantor. Transparency: The lead author (guarantor) affirms that the manuscript is an honest, accurate, and transparent account of the study being reported; that no important aspects of the study have been omitted; and that any discrepancies from the study as planned (and, if relevant, registered) have been explained.

Funding This work was supported by the Bill and Melinda Gates Foundation (grant No INV-016826). Under the grant conditions of the foundation, a creative commons attribution 4.0 generic license has already been assigned to the author accepted manuscript version that might arise from this submission. The funder had no role in considering the study design or in the collection, analysis, interpretation of data, writing of the report, or decision to submit the article for publication.

Competing interests All authors have completed the ICMJE uniform disclosure form at www.icmje.org/disclosure-of-interest/ and declare: support from Bill and Melinda Gates Foundation for the submitted work; no financial relationships with any organisations that might have an interest in the submitted work in the previous three years; no other relationships or activities that could appear to have influenced the submitted work.

Provenance and peer review Not commissioned; externally peer reviewed.

Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.

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Quantification supports amyloid-PET visual assessment of challenging cases: results from the AMYPAD-DPMS study

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• ORCID record for Lyduine E. Collij
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Several studies have demonstrated the high agreement between routine clinical visual assessment and quantification, suggesting that quantification approaches could support the assessment of less experienced readers and/or in challenging cases. However, all studies to date have implemented a retrospective case collection and challenging cases were generally underrepresented.

Methods In this prospective study, we included all participants ( N =741) from the AMYPAD Diagnostic and Patient Management Study (DPMS) with available baseline amyloid-PET quantification. Quantification was done with the PET-only AmyPype pipeline, providing global Centiloid (CL) and regional z-scores. Visual assessment was performed by local readers for the entire cohort. From the total cohort, we selected a subsample of 85 cases 1) for which the amyloid status based on the local reader’s visual assessment and CL classification (cut-off=21) was discordant and/or 2) that were assessed with a low confidence (i.e. ≤3 on a 5-point scale) by the local reader. In addition, concordant negative ( N =8) and positive ( N =8) scans across tracers were selected. In this sample, ( N =101 cases: ([ 18 F]flutemetamol, N =48; [ 18 F]florbetaben, N =53) the visual assessments and corresponding confidence by 5 certified independent central readers were captured before and after disclosure of the quantification results.

Results For the AMYPAD-DPMS whole cohort, the overall assessment of local readers highly agreed with CL status (κ=0.85, 92.3% agreement). This was consistently observed within disease stages (SCD+: κ=0.82/92.3%; MCI: κ=0.80/89.8%; dementia: κ=0.87/94.6%). Across all central reader assessments in the challenging subsample, global CL and regional z-scores quantification were considered supportive of visual read in 70.3% and 49.3% of assessments, respectively. After disclosure of quantitative results, we observed an improvement in concordance between the 5 readers (κ baseline =0.65/65.3%; κ post-disclosure =0.74/73.3%) and a significant increase in reader confidence ( M baseline =4.0 vs. M post-disclosure =4.34, W =101056, p <0.001).

Conclusion In this prospective study enriched for challenging amyloid-PET cases, we demonstrate the value of quantification to support visual assessment. After disclosure, both inter-reader agreement and confidence showed a significant improvement. These results are important considering the arrival of anti-amyloid therapies, which utilized the Centiloid metric for trial inclusion and target-engagement. Moreover, quantification could support determining Aβ status with high certainty, an important factor for treatment initiation.

Competing Interest Statement

DISCLOSURES DA, IB, DVG, ILA, AP, and GBF report no relevant disclosures. LEC has received research support from GE Healthcare and Springer Healthcare (funded by Eli Lilly), both paid to institution. Dr. Collij s salary is supported by the MSCA postdoctoral fellowship research grant (#101108819) and the Alzheimer Association Research Fellowship (AARF) grant (#23AARF-1029663). GNB is funded by the Deutsche Forschungsgemeinschaft (DFG) Project ID 431549029 - SFB 1451 and partially by DFG, DR 445/9 1. MB is employed by GE HealthCare. RW is employed by IXICO ltd. RG is employed by Life Molecular Imaging AWS is employed by Life Molecular Imaging ZW has received research support from GE Healthcare. PS is employed by EQT Life Sciences team. AN has received consulting fee from H Lundbeck AB, AVVA pharmaceuticals and honoraria for lecture from Hoffman La Roche. JDG has received research support from GE HealthCare, Roche Diagnostics and Hoffmann La Roche, speaker/consulting fees from Roche Diagnostics, Esteve, Philips Nederlands, Biogen and Life Molecular Imaging and serves in the Molecular Neuroimaging Advisory Board of Prothena Biosciences. AD has received research support from: Siemens Healthineers, Life Molecular Imaging, GE Healthcare, AVID Radiopharmaceuticals, Sofie, Eisai, Novartis/AAA, Ariceum Therapeutics, speaker Honorary/Advisory Boards: Siemens Healthineers, Sanofi, GE Healthcare, Biogen, Novo Nordisk, Invicro, Novartis/AAA, Bayer Vital, Lilly Stock: Siemens Healthineers, Lantheus Holding, Structured therapeutics, Lilly. Patents: Patent for 18F JK PSMA 7 (Patent No.: EP3765097A1; Date of patent: Jan. 20, 2021). SM received speaker honoraria from GE Healthcare, Eli Lilly and Life Molecular Imaging. CB is employed by GE HealthCare. VG is supported by the Swiss national science foundation (project n.320030_185028 and 320030_169876), the Aetas Foundation, the Schmidheiny Foundation, the Velux Foundation, the Fondation privee des HUG. She received support for research and speakers fees from Siemens Healthineers, GE HealthCare, Janssen, Novo Nordisk, all paid to institution. GF is employed by GE HealthCare. FB is supported by the NIHR biomedical research centre at UCLH. Steering committee or Data Safety Monitoring Board member for Biogen, Merck, Eisai and Prothena. Advisory board member for Combinostics, Scottish Brain Sciences. Consultant for Roche, Celltrion, Rewind Therapeutics, Merck, Bracco. Research agreements with ADDI, Merck, Biogen, GE Healthcare, Roche. Co-founder and shareholder of Queen Square Analytics LTD.

Funding Statement

ACKNOWLEDGMENTS The project leading to this paper has also received funding from the Innovative Medicines Initiative 2 Joint Undertaking under grant agreement No 115952. This Joint Undertaking receives the support from the European Union s Horizon 2020 research and innovation programme and EFPIA. This communication reflects the views of the authors and neither IMI nor the European Union and EFPIA are liable for any use that may be made of the information contained herein.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

All participants gave written informed consent. The trial was registered with EudraCT (2017-002527-21). The study was approved by the CCER (Commission Cantonale d Ethique de la Recherche) in Geneva Switzerland (#2017-01408).

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability

Data is available upon request through the ADDI platform

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