A specialized skill providing PRISMA protocols and literature search strategies for systematic reviews. Used by the literature-searcher and critic-synthesizer agents when systematically searching, screening, and synthesizing academic literature. Automatically applied in contexts involving 'systematic review,' 'PRISMA,' 'literature search strategy,' 'inclusion/exclusion criteria,' or 'Boolean search.' Note: direct access to academic databases (Scopus, WoS) and meta-analysis statistical execution are outside the scope of this skill.
A specialized skill that enhances the literature review capabilities of the literature-searcher and critic-synthesizer agents.
Identification
├── Database search: n = [X]
├── Registry search: n = [Y]
└── Other sources: n = [Z]
|
After deduplication: n = [A]
|
Screening
├── Title/Abstract screening: n = [A]
│ └── Excluded: n = [B] (classified by reason)
│
Eligibility
├── Full-text assessment: n = [C]
│ └── Excluded: n = [D]
│ ├── Reason 1: n = [d1]
│ ├── Reason 2: n = [d2]
│ └── Reason 3: n = [d3]
│
Included
└── Final included: n = [E]
├── Quantitative studies: n = [e1]
└── Qualitative studies: n = [e2]
Quantitative Research (PICO):
| Element | Definition | Example |
|---|---|---|
| P - Population | Target group | "University students," "Manufacturing workers" |
| I - Intervention | Intervention/exposure | "Flipped learning," "Remote work" |
| C - Comparison | Comparator | "Traditional lectures," "Office work" |
| O - Outcome | Outcome variable | "Academic achievement," "Productivity" |
Qualitative Research (PICo):
| Element | Definition |
|---|---|
| P - Population | Target group |
| I - Interest | Phenomenon of interest |
| Co - Context | Context/environment |
("flipped learning" OR "flipped classroom" OR "inverted classroom")
AND
("motivation" OR "learning motivation" OR "academic motivation" OR "intrinsic motivation")
AND
("higher education" OR "university" OR "college" OR "undergraduate")
| Principle | Method |
|---|---|
| Include synonyms | Connect with OR |
| Cross concepts | Connect with AND |
| Expanded search | Use truncation (): learn -> learning, learner, learned |
| Phrase search | Use quotation marks: "flipped classroom" |
| Limiters | Year, language, document type filters |
| Database | Field | Characteristics |
|---|---|---|
| Google Scholar | General | Wide coverage, includes grey literature |
| PubMed | Medicine/Health | Leverage MeSH terms |
| Scopus | Multidisciplinary | Excellent citation analysis |
| Web of Science | Multidisciplinary | JCR Impact Factors |
| ERIC | Education | Education-specific thesaurus |
| IEEE Xplore | Engineering/IT | Includes conference papers |
| RISS | Korean Academic | Domestic papers/dissertations |
### Inclusion Criteria
| Criterion | Details |
|-----------|---------|
| Publication period | 2015-2025 |
| Language | English, Korean |
| Study design | Experimental, quasi-experimental, survey |
| Population | University students |
| Intervention | Flipped learning application |
| Outcome variable | Includes learning motivation measurement |
| Publication type | Peer-reviewed journal |
### Exclusion Criteria
| Criterion | Details | Rationale |
|-----------|---------|-----------|
| Protocol only | No results | No data |
| Conference abstracts | Insufficient detail | Cannot verify methodology |
| K-12 population | Different context | Scope limitation |
| Criterion | High | Medium | Low |
|---|---|---|---|
| Sample size | Adequate (power analysis) | Moderate | Insufficient |
| Random assignment | Yes | Quasi-experimental | Non-experimental |
| Valid measurement tool | Validated instrument | Modified instrument | Self-developed |
| Statistical method appropriateness | Appropriate | Partially appropriate | Inappropriate |
| Attrition rate | < 10% | 10-20% | > 20% |
| Criterion | Guiding Question |
|---|---|
| Clarity of purpose | Is the research question clear? |
| Methodological appropriateness | Is the qualitative method suitable? |
| Research design | Is the design aligned with the purpose? |
| Data collection | Is the data sufficiently in-depth? |
| Analytical rigor | Is the analysis process transparent? |
| Researcher reflexivity | Has the researcher reflected on their influence? |
Stage 1: Coding (Line-by-line coding)
-> Extract key findings from each study as codes
Stage 2: Descriptive Themes
-> Group similar codes to form descriptive themes
Stage 3: Analytical Themes
-> Derive interpretive insights that go beyond descriptive themes