thesis statement about health protocols

Health Thesis Statemen

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Navigating the intricate landscape of health topics requires a well-structured thesis statement to anchor your essay. Whether delving into public health policies or examining medical advancements, crafting a compelling health thesis statement is crucial. This guide delves into exemplary health thesis statement examples, providing insights into their composition. Additionally, it offers practical tips on constructing powerful statements that not only capture the essence of your research but also engage readers from the outset.

What is the Health Thesis Statement? – Definition

A health thesis statement is a concise declaration that outlines the main argument or purpose of an essay or research paper thesis statement focused on health-related topics. It serves as a roadmap for the reader, indicating the central idea that the paper will explore, discuss, or analyze within the realm of health, medicine, wellness, or related fields.

What is an Example of a Medical/Health Thesis Statement?

Example: “The implementation of comprehensive public health campaigns is imperative in curbing the escalating rates of obesity and promoting healthier lifestyle choices among children and adolescents.”

In this example, the final thesis statement succinctly highlights the importance of public health initiatives as a means to address a specific health issue (obesity) and advocate for healthier behaviors among a targeted demographic (children and adolescents).

100 Health Thesis Statement Examples

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Discover a comprehensive collection of 100 distinct health thesis statement examples across various healthcare realms. From telemedicine’s impact on accessibility to genetic research’s potential for personalized medicine, delve into obesity, mental health, antibiotic resistance, opioid epidemic solutions, and more. Explore these examples that shed light on pressing health concerns, innovative strategies, and crucial policy considerations. You may also be interested to browse through our other  speech thesis statement .

• Childhood Obesity : “Effective school-based nutrition programs are pivotal in combating childhood obesity, fostering healthy habits, and reducing the risk of long-term health complications.”
• Mental Health Stigma : “Raising awareness through media campaigns and educational initiatives is paramount in eradicating mental health stigma, promoting early intervention, and improving overall well-being.”
• Universal Healthcare : “The implementation of universal healthcare systems positively impacts population health, ensuring access to necessary medical services for all citizens.”
• Elderly Care : “Creating comprehensive elderly care programs that encompass medical, social, and emotional support enhances the quality of life for aging populations.”
• Cancer Research : “Increased funding and collaboration in cancer research expedite advancements in treatment options and improve survival rates for patients.”
• Maternal Health : “Elevating maternal health through accessible prenatal care, education, and support systems reduces maternal mortality rates and improves neonatal outcomes.”
• Vaccination Policies : “Mandatory vaccination policies safeguard public health by curbing preventable diseases and maintaining herd immunity.”
• Epidemic Preparedness : “Developing robust epidemic preparedness plans and international cooperation mechanisms is crucial for timely responses to emerging health threats.”
• Access to Medications : “Ensuring equitable access to essential medications, especially in low-income regions, is pivotal for preventing unnecessary deaths and improving overall health outcomes.”
• Healthy Lifestyle Promotion : “Educational campaigns promoting exercise, balanced nutrition, and stress management play a key role in fostering healthier lifestyles and preventing chronic diseases.”
• Health Disparities : “Addressing health disparities through community-based interventions and equitable healthcare access contributes to a fairer distribution of health resources.”
• Elderly Mental Health : “Prioritizing mental health services for the elderly population reduces depression, anxiety, and cognitive decline, enhancing their overall quality of life.”
• Genetic Counseling : “Accessible genetic counseling services empower individuals to make informed decisions about their health, family planning, and potential genetic risks.”
• Substance Abuse Treatment : “Expanding availability and affordability of substance abuse treatment facilities and programs is pivotal in combating addiction and reducing its societal impact.”
• Patient Empowerment : “Empowering patients through health literacy initiatives fosters informed decision-making, improving treatment adherence and overall health outcomes.”
• Environmental Health : “Implementing stricter environmental regulations reduces exposure to pollutants, protecting public health and mitigating the risk of respiratory illnesses.”
• Digital Health Records : “The widespread adoption of digital health records streamlines patient information management, enhancing communication among healthcare providers and improving patient care.”
• Healthy Aging : “Promoting active lifestyles, social engagement, and cognitive stimulation among the elderly population contributes to healthier aging and reduced age-related health issues.”
• Telehealth Ethics : “Ethical considerations in telehealth services include patient privacy, data security, and maintaining the quality of remote medical consultations.”
• Public Health Campaigns : “Strategically designed public health campaigns raise awareness about prevalent health issues, motivating individuals to adopt healthier behaviors and seek preventive care.”
• Nutrition Education : “Integrating nutrition education into school curricula equips students with essential dietary knowledge, reducing the risk of nutrition-related health problems.”
• Healthcare Infrastructure : “Investments in healthcare infrastructure, including medical facilities and trained personnel, enhance healthcare access and quality, particularly in underserved regions.”
• Mental Health Support in Schools : “Introducing comprehensive mental health support systems in schools nurtures emotional well-being, reduces academic stress, and promotes healthy student development.”
• Antibiotic Stewardship : “Implementing antibiotic stewardship programs in healthcare facilities preserves the effectiveness of antibiotics, curbing the rise of antibiotic-resistant infections.”
• Health Education in Rural Areas : “Expanding health education initiatives in rural communities bridges the information gap, enabling residents to make informed health choices.”
• Global Health Initiatives : “International collaboration on global health initiatives bolsters disease surveillance, preparedness, and response to protect global populations from health threats.”
• Access to Clean Water : “Ensuring access to clean water and sanitation facilities improves public health by preventing waterborne diseases and enhancing overall hygiene.”
• Telemedicine and Mental Health : “Leveraging telemedicine for mental health services increases access to therapy and counseling, particularly for individuals in remote areas.”
• Chronic Disease Management : “Comprehensive chronic disease management programs enhance patients’ quality of life by providing personalized care plans and consistent medical support.”
• Healthcare Workforce Diversity : “Promoting diversity within the healthcare workforce enhances cultural competence, patient-provider communication, and overall healthcare quality.”
• Community Health Centers : “Establishing community health centers in underserved neighborhoods ensures accessible primary care services, reducing health disparities and emergency room utilization.”
• Youth Health Education : “Incorporating comprehensive health education in schools equips young people with knowledge about reproductive health, substance abuse prevention, and mental well-being.”
• Dietary Guidelines : “Implementing evidence-based dietary guidelines and promoting healthy eating habits contribute to reducing obesity rates and preventing chronic diseases.”
• Healthcare Innovation : “Investing in healthcare innovation, such as telemedicine platforms and wearable health technologies, transforms patient care delivery and monitoring.”
• Pandemic Preparedness : “Effective pandemic preparedness plans involve cross-sector coordination, rapid response strategies, and transparent communication to protect global health security.”
• Maternal and Child Nutrition : “Prioritizing maternal and child nutrition through government programs and community initiatives leads to healthier pregnancies and better child development.”
• Health Literacy : “Improving health literacy through accessible health information and education empowers individuals to make informed decisions about their well-being.”
• Medical Research Funding : “Increased funding for medical research accelerates scientific discoveries, leading to breakthroughs in treatments and advancements in healthcare.”
• Reproductive Health Services : “Accessible reproductive health services, including family planning and maternal care, improve women’s health outcomes and support family well-being.”
• Obesity Prevention in Schools : “Introducing physical activity programs and nutritional education in schools prevents childhood obesity, laying the foundation for healthier lifestyles.”
• Global Vaccine Distribution : “Ensuring equitable global vaccine distribution addresses health disparities, protects vulnerable populations, and fosters international cooperation.”
• Healthcare Ethics : “Ethical considerations in healthcare decision-making encompass patient autonomy, informed consent, and equitable resource allocation.”
• Aging-in-Place Initiatives : “Aging-in-place programs that provide home modifications and community support enable elderly individuals to maintain independence and well-being.”
• E-Health Records Privacy : “Balancing the benefits of electronic health records with patients’ privacy concerns necessitates robust data security measures and patient consent protocols.”
• Tobacco Control : “Comprehensive tobacco control measures, including high taxation and anti-smoking campaigns, reduce tobacco consumption and related health risks.”
• Epidemiological Studies : “Conducting rigorous epidemiological studies informs public health policies, identifies risk factors, and guides disease prevention strategies.”
• Organ Transplant Policies : “Ethical organ transplant policies prioritize equitable organ allocation, ensuring fair access to life-saving treatments.”
• Workplace Wellness Programs : “Implementing workplace wellness programs promotes employee health, reduces absenteeism, and enhances productivity.”
• Emergency Medical Services : “Strengthening emergency medical services infrastructure ensures timely responses to medical crises, saving lives and reducing complications.”
• Healthcare Access for Undocumented Immigrants : “Expanding healthcare access for undocumented immigrants improves overall community health and prevents communicable disease outbreaks.”
• Primary Care Shortage Solutions : “Addressing primary care shortages through incentives for healthcare professionals and expanded training programs enhances access to basic medical services.”
• Patient-Centered Care : “Prioritizing patient-centered care emphasizes communication, shared decision-making, and respecting patients’ preferences in medical treatments.”
• Nutrition Labels Impact : “The effectiveness of clear and informative nutrition labels on packaged foods contributes to healthier dietary choices and reduced obesity rates.”
• Stress Management Strategies : “Promoting stress management techniques, such as mindfulness and relaxation, improves mental health and reduces the risk of stress-related illnesses.”
• Access to Reproductive Health Education : “Ensuring access to comprehensive reproductive health education empowers individuals to make informed decisions about their sexual and reproductive well-being.”
• Medical Waste Management : “Effective medical waste management practices protect both public health and the environment by preventing contamination and pollution.”
• Preventive Dental Care : “Prioritizing preventive dental care through community programs and education reduces oral health issues and associated healthcare costs.”
• Pharmaceutical Pricing Reform : “Addressing pharmaceutical pricing reform enhances medication affordability and ensures access to life-saving treatments for all.”
• Community Health Worker Role : “Empowering community health workers to provide education, support, and basic medical services improves healthcare access in underserved areas.”
• Healthcare Technology Adoption : “Adopting innovative healthcare technologies, such as AI-assisted diagnostics, enhances accuracy, efficiency, and patient outcomes in medical practices.”
• Elderly Falls Prevention : “Implementing falls prevention programs for the elderly population reduces injuries, hospitalizations, and healthcare costs, enhancing their overall well-being.”
• Healthcare Data Privacy Laws : “Stricter healthcare data privacy laws protect patients’ sensitive information, maintaining their trust and promoting transparent data management practices.”
• School Health Clinics : “Establishing health clinics in schools provides easy access to medical services for students, promoting early detection and timely treatment of health issues.”
• Healthcare Cultural Competence : “Cultivating cultural competence among healthcare professionals improves patient-provider communication, enhances trust, and reduces healthcare disparities.”
• Health Equity in Clinical Trials : “Ensuring health equity in clinical trials by diverse participant representation enhances the generalizability of research findings to different populations.”
• Digital Mental Health Interventions : “Utilizing digital mental health interventions, such as therapy apps, expands access to mental health services and reduces stigma surrounding seeking help.”
• Aging and Neurodegenerative Diseases : “Exploring the connection between aging and neurodegenerative diseases informs early interventions and treatment strategies to mitigate cognitive decline.”
• Healthcare Waste Reduction : “Implementing sustainable healthcare waste reduction measures decreases environmental impact and contributes to a greener healthcare industry.”
• Medical Ethics in End-of-Life Care : “Ethical considerations in end-of-life care decision-making ensure patient autonomy, quality of life, and respectful treatment choices.”
• Healthcare Interoperability : “Enhancing healthcare data interoperability between different medical systems and providers improves patient care coordination and information sharing.”
• Healthcare Disparities in Indigenous Communities : “Addressing healthcare disparities in Indigenous communities through culturally sensitive care and community engagement improves health outcomes.”
• Music Therapy in Healthcare : “Exploring the role of music therapy in healthcare settings reveals its positive effects on reducing pain, anxiety, and enhancing emotional well-being.”
• Healthcare Waste Management Policies : “Effective healthcare waste management policies regulate the disposal of medical waste, protecting both public health and the environment.”
• Agricultural Practices and Public Health : “Analyzing the impact of agricultural practices on public health highlights the connections between food production, environmental health, and nutrition.”
• Online Health Information Reliability : “Promoting the reliability of online health information through credible sources and fact-checking guides empowers individuals to make informed health decisions.”
• Neonatal Intensive Care : “Advancements in neonatal intensive care technology enhance premature infants’ chances of survival and long-term health.”
• Fitness Technology : “The integration of fitness technology in daily routines motivates individuals to engage in physical activity, promoting better cardiovascular health.”
• Climate Change and Health : “Examining the health effects of climate change emphasizes the need for mitigation strategies to protect communities from heat-related illnesses, vector-borne diseases, and other climate-related health risks.”
• Healthcare Cybersecurity : “Robust cybersecurity measures in healthcare systems safeguard patient data and protect against cyberattacks that can compromise medical records.”
• Healthcare Quality Metrics : “Evaluating healthcare quality through metrics such as patient satisfaction, outcomes, and safety indicators informs continuous improvement efforts in medical facilities.”
• Maternal Health Disparities : “Addressing maternal health disparities among different racial and socioeconomic groups through accessible prenatal care and support reduces maternal mortality rates.”
• Disaster Preparedness : “Effective disaster preparedness plans in healthcare facilities ensure timely responses during emergencies, minimizing casualties and maintaining patient care.”
• Sleep Health : “Promoting sleep health education emphasizes the importance of quality sleep in overall well-being, preventing sleep-related disorders and associated health issues.”
• Healthcare AI Ethics : “Navigating the ethical implications of using artificial intelligence in healthcare, such as diagnosis algorithms, safeguards patient privacy and accuracy.”
• Pediatric Nutrition : “Prioritizing pediatric nutrition education encourages healthy eating habits from a young age, reducing the risk of childhood obesity and related health concerns.”
• Mental Health in First Responders : “Providing mental health support for first responders acknowledges the psychological toll of their work, preventing burnout and trauma-related issues.”
• Healthcare Workforce Burnout : “Addressing healthcare workforce burnout through organizational support, manageable workloads, and mental health resources improves patient care quality.”
• Vaccine Hesitancy : “Effective strategies to address vaccine hesitancy involve transparent communication, education, and addressing concerns to maintain vaccination rates and community immunity.”
• Climate-Resilient Healthcare Facilities : “Designing climate-resilient healthcare facilities prepares medical centers to withstand extreme weather events and ensure continuous patient care.”
• Nutrition in Aging : “Emphasizing balanced nutrition among the elderly population supports healthy aging, preventing malnutrition-related health complications.”
• Medication Adherence Strategies : “Implementing medication adherence strategies, such as reminder systems and simplified regimens, improves treatment outcomes and reduces hospitalizations.”
• Crisis Intervention : “Effective crisis intervention strategies in mental health care prevent escalations, promote de-escalation techniques, and improve patient safety.”
• Healthcare Waste Recycling : “Promoting healthcare waste recycling initiatives reduces landfill waste, conserves resources, and minimizes the environmental impact of medical facilities.”
• Healthcare Financial Accessibility : “Strategies to enhance healthcare financial accessibility, such as sliding scale fees and insurance coverage expansion, ensure equitable care for all.”
• Palliative Care : “Prioritizing palliative care services improves patients’ quality of life by addressing pain management, symptom relief, and emotional support.”
• Healthcare and Artificial Intelligence : “Exploring the integration of artificial intelligence in diagnostics and treatment planning enhances medical accuracy and reduces human error.”
• Personalized Medicine : “Advancements in personalized medicine tailor treatments based on individual genetics and characteristics, leading to more precise and effective healthcare.”
• Patient Advocacy : “Empowering patients through education and advocacy training enables them to navigate the healthcare system and actively participate in their treatment decisions.”
• Healthcare Waste Reduction : “Promoting the reduction of healthcare waste through sustainable practices and responsible disposal methods minimizes environmental and health risks.”
• Complementary and Alternative Medicine : “Examining the efficacy and safety of complementary and alternative medicine approaches provides insights into their potential role in enhancing overall health and well-being.”

Thesis Statement Examples for Physical Health

Discover 10 unique good thesis statement examples that delve into physical health, from the impact of fitness technology on exercise motivation to the importance of nutrition education in preventing chronic illnesses. Explore these examples shedding light on the pivotal role of physical well-being in disease prevention and overall quality of life.

• Fitness Technology’s Influence : “The integration of fitness technology like wearable devices enhances physical health by fostering exercise adherence, tracking progress, and promoting active lifestyles.”
• Nutrition Education’s Role : “Incorporating comprehensive nutrition education in schools equips students with essential dietary knowledge, reducing the risk of nutrition-related health issues.”
• Active Lifestyle Promotion : “Public spaces and urban planning strategies that encourage physical activity contribute to community health and well-being, reducing sedentary behavior.”
• Sports Injuries Prevention : “Strategic implementation of sports injury prevention programs and adequate athlete conditioning minimizes the incidence of sports-related injuries, preserving physical well-being.”
• Physical Health in Workplace : “Prioritizing ergonomic design and promoting workplace physical activity positively impact employees’ physical health, reducing musculoskeletal issues and stress-related ailments.”
• Childhood Obesity Mitigation : “School-based interventions, including physical education and health education, play a pivotal role in mitigating childhood obesity and promoting lifelong physical health.”
• Outdoor Activity and Wellness : “Unstructured outdoor play, especially in natural settings, fosters children’s physical health, cognitive development, and emotional well-being.”
• Senior Nutrition and Mobility : “Tailored nutrition plans and physical activity interventions for seniors support physical health, mobility, and independence during the aging process.”
• Health Benefits of Active Commuting : “Promotion of active commuting modes such as walking and cycling improves cardiovascular health, reduces pollution, and enhances overall well-being.”
• Physical Health’s Longevity Impact : “Sustaining physical health through regular exercise, balanced nutrition, and preventive measures positively influences longevity, ensuring a higher quality of life.”

Thesis Statement Examples for Health Protocols

Explore 10 thesis statement examples that highlight the significance of health protocols, encompassing infection control in medical settings to the ethical guidelines for telemedicine practices. These examples underscore the pivotal role of health protocols in ensuring patient safety, maintaining effective healthcare practices, and preventing the spread of illnesses across various contexts.  You should also take a look at our  thesis statement for report .

• Infection Control and Patient Safety : “Rigorous infection control protocols in healthcare settings are paramount to patient safety, curbing healthcare-associated infections and maintaining quality care standards.”
• Evidence-Based Treatment Guidelines : “Adhering to evidence-based treatment guidelines enhances medical decision-making, improves patient outcomes, and promotes standardized, effective healthcare practices.”
• Ethics in Telemedicine : “Establishing ethical guidelines for telemedicine practices is crucial to ensure patient confidentiality, quality of care, and responsible remote medical consultations.”
• Emergency Response Preparedness : “Effective emergency response protocols in healthcare facilities ensure timely and coordinated actions, optimizing patient care, and minimizing potential harm.”
• Clinical Trial Integrity : “Stringent adherence to health protocols in clinical trials preserves data integrity, ensures participant safety, and upholds ethical principles in medical research.”
• Safety in Daycare Settings : “Implementing robust infection prevention protocols in daycare settings is vital to curb disease transmission, safeguarding the health of children and staff.”
• Privacy and E-Health : “Upholding stringent patient privacy protocols in electronic health records is paramount for data security, fostering trust, and maintaining confidentiality.”
• Hand Hygiene and Infection Prevention : “Promoting proper hand hygiene protocols among healthcare providers significantly reduces infection transmission risks, protecting both patients and medical personnel.”
• Food Safety in Restaurants : “Strict adherence to comprehensive food safety protocols within the restaurant industry is essential to prevent foodborne illnesses and ensure public health.”
• Pandemic Preparedness and Response : “Developing robust pandemic preparedness protocols, encompassing risk assessment and response strategies, is essential to effectively manage disease outbreaks and protect public health.”

Thesis Statement Examples on Health Benefits

Uncover 10 illuminating thesis statement examples exploring the diverse spectrum of health benefits, from the positive impact of green spaces on mental well-being to the advantages of mindfulness practices in stress reduction. Delve into these examples that underscore the profound influence of health-promoting activities on overall physical, mental, and emotional well-being.

• Nature’s Impact on Mental Health : “The presence of green spaces in urban environments positively influences mental health by reducing stress, enhancing mood, and fostering relaxation.”
• Mindfulness for Stress Reduction : “Incorporating mindfulness practices into daily routines promotes mental clarity, reduces stress, and improves overall emotional well-being.”
• Social Interaction’s Role : “Engaging in regular social interactions and fostering strong social connections contributes to mental well-being, combating feelings of loneliness and isolation.”
• Physical Activity’s Cognitive Benefits : “Participation in regular physical activity enhances cognitive function, memory retention, and overall brain health, promoting lifelong mental well-being.”
• Positive Effects of Laughter : “Laughter’s physiological and psychological benefits, including stress reduction and improved mood, have a direct impact on overall mental well-being.”
• Nutrition’s Impact on Mood : “Balanced nutrition and consumption of mood-enhancing nutrients play a pivotal role in regulating mood and promoting positive mental health.”
• Creative Expression and Emotional Well-Being : “Engaging in creative activities, such as art and music, provides an outlet for emotional expression and fosters psychological well-being.”
• Cultural Engagement’s Influence : “Participating in cultural and artistic activities enriches emotional well-being, promoting a sense of identity, belonging, and purpose.”
• Volunteering and Mental Health : “Volunteering contributes to improved mental well-being by fostering a sense of purpose, social connection, and positive self-esteem.”
• Emotional Benefits of Pet Ownership : “The companionship of pets provides emotional support, reduces stress, and positively impacts overall mental well-being.”

Thesis Statement Examples on Mental Health

Explore 10 thought-provoking thesis statement examples delving into various facets of mental health, from addressing stigma surrounding mental illnesses to advocating for increased mental health support in schools. These examples shed light on the importance of understanding, promoting, and prioritizing mental health to achieve holistic well-being.

• Stigma Reduction for Mental Health : “Challenging societal stigma surrounding mental health encourages open dialogue, fostering acceptance, and creating a supportive environment for individuals seeking help.”
• Mental Health Education in Schools : “Incorporating comprehensive mental health education in school curricula equips students with emotional coping skills, destigmatizes mental health discussions, and supports overall well-being.”
• Mental Health Awareness Campaigns : “Strategically designed mental health awareness campaigns raise public consciousness, reduce stigma, and promote early intervention and access to support.”
• Workplace Mental Health Initiatives : “Implementing workplace mental health programs, including stress management and emotional support, enhances employee well-being and job satisfaction.”
• Digital Mental Health Interventions : “Leveraging digital platforms for mental health interventions, such as therapy apps and online support groups, increases accessibility and reduces barriers to seeking help.”
• Impact of Social Media on Mental Health : “Examining the influence of social media on mental health highlights both positive and negative effects, guiding responsible usage and promoting well-being.”
• Mental Health Disparities : “Addressing mental health disparities among different demographics through culturally sensitive care and accessible services is crucial for equitable well-being.”
• Trauma-Informed Care : “Adopting trauma-informed care approaches in mental health settings acknowledges the impact of past trauma, ensuring respectful and effective treatment.”
• Positive Psychology Interventions : “Incorporating positive psychology interventions, such as gratitude practices and resilience training, enhances mental well-being and emotional resilience.”
• Mental Health Support for First Responders : “Recognizing the unique mental health challenges faced by first responders and providing tailored support services is essential for maintaining their well-being.”

Thesis Statement Examples on Covid-19

Explore 10 illuminating thesis statement examples focusing on various aspects of the Covid-19 pandemic, from the impact on mental health to the role of public health measures. Delve into these examples that highlight the interdisciplinary nature of addressing the pandemic’s challenges and implications on global health.

• Mental Health Crisis Amid Covid-19 : “The Covid-19 pandemic’s psychological toll underscores the urgency of implementing mental health support services and destigmatizing seeking help.”
• Role of Public Health Measures : “Analyzing the effectiveness of public health measures, including lockdowns and vaccination campaigns, in curbing the spread of Covid-19 highlights their pivotal role in pandemic control.”
• Equitable Access to Vaccines : “Ensuring equitable access to Covid-19 vaccines globally is vital to achieving widespread immunity, preventing new variants, and ending the pandemic.”
• Online Education’s Impact : “Exploring the challenges and opportunities of online education during the Covid-19 pandemic provides insights into its effects on students’ academic progress and mental well-being.”
• Economic Implications and Mental Health : “Investigating the economic consequences of the Covid-19 pandemic on mental health highlights the need for comprehensive social support systems and mental health resources.”
• Crisis Communication Strategies : “Evaluating effective crisis communication strategies during the Covid-19 pandemic underscores the importance of transparent information dissemination, fostering public trust.”
• Long-Term Health Effects : “Understanding the potential long-term health effects of Covid-19 on recovered individuals guides healthcare planning and underscores the importance of ongoing monitoring.”
• Digital Health Solutions : “Leveraging digital health solutions, such as telemedicine and contact tracing apps, plays a pivotal role in tracking and managing Covid-19 transmission.”
• Resilience Amid Adversity : “Exploring individual and community resilience strategies during the Covid-19 pandemic sheds light on coping mechanisms and adaptive behaviors in times of crisis.”
• Global Cooperation in Pandemic Response : “Assessing global cooperation and collaboration in pandemic response highlights the significance of international solidarity and coordination in managing global health crises.”

Nursing Thesis Statement Examples

Explore 10 insightful thesis statement examples that delve into the dynamic realm of nursing, from advocating for improved nurse-patient communication to addressing challenges in healthcare staffing. These examples emphasize the critical role of nursing professionals in patient care, healthcare systems, and the continuous pursuit of excellence in the field.

• Nurse-Patient Communication Enhancement : “Elevating nurse-patient communication through effective communication training programs improves patient satisfaction, treatment adherence, and overall healthcare outcomes.”
• Nursing Leadership Impact : “Empowering nursing leadership in healthcare institutions fosters improved patient care, interdisciplinary collaboration, and the cultivation of a positive work environment.”
• Challenges in Nursing Shortages : “Addressing nursing shortages through recruitment strategies, retention programs, and educational support enhances patient safety and healthcare system stability.”
• Evidence-Based Nursing Practices : “Promoting evidence-based nursing practices enhances patient care quality, ensuring that interventions are rooted in current research and best practices.”
• Nursing Role in Preventive Care : “Harnessing the nursing profession’s expertise in preventive care and patient education reduces disease burden and healthcare costs, emphasizing a proactive approach.”
• Nursing Advocacy and Patient Rights : “Nurse advocacy for patients’ rights and informed decision-making ensures ethical treatment, patient autonomy, and respectful healthcare experiences.”
• Nursing Ethics and Dilemmas : “Navigating ethical dilemmas in nursing, such as end-of-life care decisions, highlights the importance of ethical frameworks and interdisciplinary collaboration.”
• Telehealth Nursing Adaptation : “Adapting nursing practices to telehealth platforms requires specialized training and protocols to ensure safe, effective, and patient-centered remote care.”
• Nurse Educators’ Impact : “Nurse educators play a pivotal role in shaping the future of nursing by providing comprehensive education, fostering critical thinking, and promoting continuous learning.”
• Mental Health Nursing Expertise : “The specialized skills of mental health nurses in assessment, intervention, and patient support contribute significantly to addressing the growing mental health crisis.”

Thesis Statement Examples for Health and Wellness

Delve into 10 thesis statement examples that explore the interconnectedness of health and wellness, ranging from the integration of holistic well-being practices in healthcare to the significance of self-care in preventing burnout. These examples highlight the importance of fostering balance and proactive health measures for individuals and communities.

• Holistic Health Integration : “Incorporating holistic health practices, such as mindfulness and nutrition, within conventional healthcare models supports comprehensive well-being and disease prevention.”
• Self-Care’s Impact on Burnout : “Prioritizing self-care among healthcare professionals reduces burnout, enhances job satisfaction, and ensures high-quality patient care delivery.”
• Community Wellness Initiatives : “Community wellness programs that address physical, mental, and social well-being contribute to healthier populations and reduced healthcare burdens.”
• Wellness in Aging Populations : “Tailored wellness programs for the elderly population encompass physical activity, cognitive stimulation, and social engagement, promoting healthier aging.”
• Corporate Wellness Benefits : “Implementing corporate wellness programs enhances employee health, morale, and productivity, translating into lower healthcare costs and higher job satisfaction.”
• Nutrition’s Role in Wellness : “Prioritizing balanced nutrition through education and accessible food options plays a pivotal role in overall wellness and chronic disease prevention.”
• Mental and Emotional Well-Being : “Fostering mental and emotional well-being through therapy, support networks, and stress management positively impacts overall health and life satisfaction.”
• Wellness Tourism’s Rise : “Exploring the growth of wellness tourism underscores the demand for travel experiences that prioritize rejuvenation, relaxation, and holistic well-being.”
• Digital Health for Wellness : “Leveraging digital health platforms for wellness, such as wellness apps and wearable devices, empowers individuals to monitor and enhance their well-being.”
• Equitable Access to Wellness : “Promoting equitable access to wellness resources and facilities ensures that all individuals, regardless of socioeconomic status, can prioritize their health and well-being.”

What is a good thesis statement about mental health?

A thesis statement about mental health is a concise and clear declaration that encapsulates the main point or argument you’re making in your essay or research paper related to mental health. It serves as a roadmap for your readers, guiding them through the content and focus of your work. Crafting a strong thesis statement about mental health involves careful consideration of the topic and a clear understanding of the points you’ll discuss. Here’s how you can create a good thesis statement about mental health:

• Choose a Specific Focus : Mental health is a broad topic. Determine the specific aspect of mental health you want to explore, whether it’s the impact of stigma, the importance of access to treatment, the role of mental health in overall well-being, or another angle.
• Make a Debatable Assertion : A thesis statement should present an argument or perspective that can be debated or discussed. Avoid statements that are overly broad or universally accepted.
• Be Clear and Concise : Keep your thesis statement concise while conveying your main idea. It’s usually a single sentence that provides insight into the content of your paper.
• Provide Direction : Your thesis statement should indicate the direction your paper will take. It’s like a roadmap that tells your readers what to expect.
• Make it Strong : Strong thesis statements are specific, assertive, and supported by evidence. Don’t shy away from taking a clear stance on the topic.
• Revise and Refine : As you draft your paper, your understanding of the topic might evolve. Your thesis statement may need revision to accurately reflect your arguments.

How do you write a Health Thesis Statement? – Step by Step Guide

Crafting a strong health thesis statement requires a systematic approach. Follow these steps to create an effective health thesis statement:

• Choose a Health Topic : Select a specific health-related topic that interests you and aligns with your assignment or research objective.
• Narrow Down the Focus : Refine the topic to a specific aspect. Avoid overly broad statements; instead, zoom in on a particular issue.
• Identify Your Stance : Determine your perspective on the topic. Are you advocating for a particular solution, analyzing causes and effects, or comparing different viewpoints?
• Formulate a Debatable Assertion : Develop a clear and arguable statement that captures the essence of your position on the topic.
• Consider Counterarguments : Anticipate counterarguments and incorporate them into your thesis statement. This adds depth and acknowledges opposing views.
• Be Concise and Specific : Keep your thesis statement succinct while conveying the main point. Avoid vague language or generalities.
• Test for Clarity : Share your thesis statement with someone else to ensure it’s clear and understandable to an audience unfamiliar with the topic.
• Refine and Revise : Your thesis statement is not set in stone. As you research and write, you might find it necessary to revise and refine it to accurately reflect your evolving arguments.

Tips for Writing a Thesis Statement on Health Topics

Writing a thesis statement on health topics requires precision and careful consideration. Here are some tips to help you craft an effective thesis statement:

• Be Specific : Address a specific aspect of health rather than a broad topic. This allows for a more focused and insightful thesis statement.
• Take a Stance : Your thesis statement should present a clear perspective or argument. Avoid vague statements that don’t express a stance.
• Avoid Absolute Statements : Be cautious of using words like “always” or “never.” Instead, use language that acknowledges complexity and nuance.
• Incorporate Keywords : Include keywords that indicate the subject of your research, such as “nutrition,” “mental health,” “public health,” or other relevant terms.
• Preview Supporting Points : Your thesis statement can preview the main points or arguments you’ll discuss in your paper, providing readers with a roadmap.
• Revise as Necessary : Your thesis statement may evolve as you research and write. Don’t hesitate to revise it to accurately reflect your findings.
• Stay Focused : Ensure that your thesis statement remains directly relevant to your topic throughout your writing.

Remember that your thesis statement is the foundation of your paper. It guides your research and writing process, helping you stay on track and deliver a coherent argument.

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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6.10: Examples and Pitfalls of Thesis Statements

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The following are good examples of strong thesis statements.

Thesis statement 1

To plan and fund healthcare, local health networks are better at improving the patient experience and access to care than a large central body.

Thesis statement 2

Positioning clients with acute respiratory distress syndrome in the prone position increases ventilation and decreases mortality rates.

Pitfalls to avoid with thesis statements

Now that you have learned about strong thesis statements, take a look at four pitfalls to avoid when composing a thesis, as described in Table 6.2 and illustrated in Figure 6.5 .

Table 6.2 : Pitfalls to avoid with thesis statements

Figure 6.5: Pitfalls in thesis statements

Student Tip

Use of the First Person Perspective in a Thesis Statement

Even in a personal essay that allows the use of the first person perspective, your thesis should not contain phrases such as in “my opinion” or “I believe.” These statements reduce your credibility and weaken your argument. Your opinion will be more convincing if you use a stronger statement, such as: “As per the evidence, I argue that shifting money to preventative healthcare is important to reduce hospital healthcare costs.”

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Content from this page was mixed with our own original content and adapted with editorial changes from:

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How to Write a Protocol

• First Online: 04 November 2018

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Wyawahare, M., Kalayarasan, R., Kate, A. (2018). How to Write a Protocol. In: Parija, S., Kate, V. (eds) Thesis Writing for Master's and Ph.D. Program. Springer, Singapore. https://doi.org/10.1007/978-981-13-0890-1_6

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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

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.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

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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How to write a Doctoral Thesis

Prof. HR Ahmad, Department of Biological and Biomedical Sciences, The Aga Khan University, Karachi, Pakistan. E-mail: [email protected]

Note: * Ahmad HR. In: Medical Writing. Eds. SA Jawaid, MH Jafary & SJ Zuberi. PMJA, 1997 Ed II: 133-142.

PATIENT care and teaching are rather well established components of our medical career. However, with the passage of time a third component has started to influence our medical culture, namely research. 1 - 4 How to accept this challenge is a question. 5 Indeed, teaching and research form a dialectic unit, meaning that teaching without a research component is like a soup without salt. It is a well-established fact that the research activity of an institution is directly proportional to the number of qualified and committed PhD candidates. An inspiring infrastructure, laboratory facilities and libraries are pre-requisites for a research culture to grow. 6 - 8 This forms the basis of a generation cycle for an institution, so that research activity and its culture continues to grow from one generation to the next. The main objective of doctoral work in biomedical sciences is to develop a galaxy of scientist physicians and surgeons possessing high degree of humility, selflessness and ethical superiority. Such a programme will add a scholastic dimension to the clinical faculty.

Education in how to write a doctoral thesis or dissertation should be a part of the postgraduate curriculum, parallel to the laboratory work and Journal Club activities during the PhD studies and/or residency levels. 9 , 10 The overall structure of a doctoral thesis is internationally standardized. However, it varies in style and quality, depending upon how original the work is, and how much the author has understood the work. Therefore a thorough discussion with supervisor, colleagues and assistance from other authors through correspondence can be useful sources for consultation.

The choice of a topic for a doctoral thesis is a crucial step. It should be determined by scanning the literature whether the topic is original or similar work has already been done even a hundred years ago. It is the responsibility of both the supervisor and the PhD candidate to sort out this problem by continuous use of internet and a library. 11 The work leading to the PhD degree can originate from research in following spheres: 12

• b) Methodology
• c) Diagnostic
• d) Therapeutic and Management
• e) Epidemiology

The availability of internationally standardized methods, as well as research committed supervisors can enable physicians and surgeons to do PhD work in both basic and clinical health sciences. The importance of research in basic health sciences cannot be overemphasized. It is rather the base of the applied sciences. There are many instances where the elucidation of a mechanism involved in a process awaits the development of an adequate methodology. 13 In such a scenario; a new method is like a new eye. Research activity in the field of (a) and (b) illuminates the research directions for (c) (d) and (e). It is worth noting that sometimes important basic questions can come from (e) and stimulate research activity in the domain of basic health sciences. 14 , 15

Types of Doctoral Thesis

TYPE-I: Book Form: a classical style. The blueprint of this form is shown in Table-I .

Type-I: The Classical Book Form

TYPE-II: Cumulative Doctoral thesis: A modem but quite useful practice.

INTRODUCTION

A book containing the pearls of a PhD work has standardized divisions and formats, where the number of pages should be weighted in terms of content rather than container. The book includes summary, introduction, materials and methods, results, discussion, conclusions, references and acknowledgements.

Two exercises are mandatory before starting a PhD programme:

• Literature survey using a regular library hours and internet surfing
• Familiarization with the hands-on-experience of methodology involved in the work
• The importance of a continuous literature survey using library, internet and direct correspondence with authors across the globe in the same field cannot be over-emphasized. The main goal of this exercise is to pinpoint the unresolved problem in the literature. An attempt to solve this problem now becomes the topic of the PhD thesis. All the relevant references should be collected, and carefully preserved in the form of a card system arranged alphabetically according to themes and authors. The introduction of the thesis should be styled like a review article with a critical analysis of the work of authors in the literature. The aims of the present PhD work can then also be addressed in the form of questions. The objectives would then deal with how to achieve the aims of the proposed study.

MATERIALS / SUBJECTS AND METHODS

Now comes the most crucial and functional part of the doctoral work, the materials/subjects and methods section. This part can be considered as the motor of the PhD work. The reliability, sensitivity and specificity of the motor must be checked before embarking on a long journey. Controlling the controls is the best guide for a precise and authentic work. Usually materials and methods contain components such as a description of the species involved, their number, age, weight and anthropometric parameters, types of surgical procedures and anesthesia if applied, and a detailed description of methodology. Continuous or point measurements should be thoroughly described. However, a dynamic method should always be preferred to static one.

The experimental protocol should be designed after a small pilot study, which is especially advisable in research on human subjects. A detailed and well-thought experimental protocol forms the basis of conditions under which the results would be obtained. Any deviation from the experimental protocol will affect the outcome, and the interpretation of results. It may be noted that great discoveries are usually accidental and without a protocol, based merely on careful observation! However, for the sake of a publication, a protocol has to be designed after the discovery. After having described the different phases of the experimental protocol with the help of a schematic diagram e.g., showing variables, time period and interventions, the selection of a statistical method should be discussed. Negative results should not be disregarded because they represent the boundary conditions of positive results. Sometimes the negative results are the real results.

It is usual practice that most PhD candidates start writing the methodological components first. This is followed by writing the results. The pre-requisites for writing results are that all figures, tables, schematic diagrams of methods and a working model should be ready. They should be designed in such a way that the information content of each figure should, when projected as a frame be visually clear to audience viewing it from a distance of about fifty feet. It is often observed that the presenters themselves have difficulty in deciphering a frame of the Power-Point being projected in a conference.

The results of a doctoral thesis should be treated like a bride. The flow of writing results becomes easier if all figures and tables are well prepared. This promotes the train of thoughts required to analyze the data in a quantitative fashion. The golden rule of writing results of a thesis is to describe what the figure shows. No explanation is required. One should avoid writing anything which is not there in a figure. Before writing one should observe each diagram for some time and make a list of observations in the form of key words. The more one has understood the information content of a figure; the better will be the fluency of writing. The interruption of the flow in writing most often indicates that an author has not understood the results. Discussion with colleagues or reference to the literature is the only remedy, and it functions sometimes like a caesarean procedure.

Statistical methods are good devices to test the degree of authenticity and precision of results if appropriately applied. The application of statistical technique in human studies poses difficulties because of large standard deviations. Outliers must be discussed, if they are excluded for the sake of statistical significance. Large standard deviations can be minimized by increasing the number of observations. If a regression analysis is not weighted, it gives faulty information. The correlation coefficient value can change from 0.7 to 0.4 if the regression analysis is weighted using Fisher’s test. The dissection of effect from artifact should be analysed in such a way that the signal to noise ratio of a parameter should be considered. A competent statistician should always be consulted in order to avoid the danger of distortion of results.

The legend of a figure should be well written. It contains a title, a brief description of variables and interventions, the main effect and a concluding remark conveying the original message. The writing of PhD work is further eased by a well maintained collection of data in the form of log book, original recordings, analyzed references with summaries and compiling the virgin data of the study on master plan sheet to understand the original signals before submitting to the procedures of statistics. The original data belong to the laboratory of an institution where it came into being and should be preserved for 5-7 years in the archive for the sake of brevity.

This is the liveliest part of a thesis. Its main goal is to defend the work by staging a constructive debate with the literature. The golden rule of this written debate should be that a rigid explanation looks backward and a design looks forward. The object is to derive a model out of a jig-saw puzzle of information. It should be designed in such a way that the results of the present study and those of authors from the literature can be better discussed and interpreted. Agreement and disagreement can be better resolved if one considers under what experimental conditions the results were obtained by the various authors. It means that the boundary conditions for each result should be carefully analyzed and compared.

The discussion can be divided into the following parts:

• criticism of material/subjects and methods
• a list of important observations of the present study
• interpretation and comparison of results of other authors using a literature table
• design of a model
• claim of an original research work
• The criticism of the methodological procedure enables a candidate to demonstrate how precisely the research work has been carried out. The interpretation of results depends critically on the strict experimental protocol and methods. For example, an epidemiological work is a study of a population. However, if the population sampling is done regularly at a specific location; the question arises as to how a result derived from a localized place can be applied to the whole population.
• After having discussed at length the strong and weak points of material/subjects and methods, one should list in a telegraphic design the most important observations of the present study. This may form a good agenda to initiate interpretation, argument, reasoning and comparison with results of other authors. The outcome of this constructive debate should permit the design of a working model in the form of a block diagram. All statements should be very carefully referenced. The ratio of agreement and disagreement should indicate the ability of the author to reconcile conflicting data in an objective and quantitative way. Attempts should be made to design a solution out of the given quantum of information. It is also well known that most of the processes of human physiology can only be understood if their time course is known. The dynamic aspect of interpretation of results is therefore more powerful and superior to the static one. 16 Therefore a continuous record of variables should be preferred and sought to reveal the secrets hidden in the kinetics.
• Finally, the discussion should conclude how far the study was successful in answering the questions being posed at the end of the introduction part. Usually a doctoral thesis raises more questions than it answers. In this way research does not come to a standstill and does become a life time engagement for a committed scientist. Also it is important to note that all scientific theses should be quantifiable and falsifiable, otherwise they lose the spirit and fragrance of a scientific research.
• The author’s claim of original work is finally decided by the critical review of his research work by the literature and the number of times being cited. It can be easily read by a high rate of a citation index of a publication and invitation. When a methodological research clicks, one becomes a star overnight.

Type-II: CUMULATIVE DOCTORAL THESES

Another way of writing a doctoral work is a cumulative type of thesis. 11 It consists of a few original publications in refereed journals of repute. It is supplemented by a concise summary about the research work. This type of thesis is usually practiced in Sweden, Germany and other countries. It has the advantage of being doubly refereed by the journals and the faculty of health sciences. Additionally, papers are published during a doctoral work. A declaration has to be given to the faculty of science about the sharing of research work in publications, provided there are co-authors. The weightage should be in favour of the PhD candidate, so that the thesis can ethically be better defended before the team of august research faculty.

ACKNOWLEDGEMENTS

A critical review of this manuscript by Dr. Roger Sutton, Dr. Khalid Khan, Dr. Bukhtiar Shah and Dr. Satwat Hashmi is gratefully acknowledged.

Dedicated to the memory of Mr. Azim Kidwai for his exemplary academic commitment and devotion to the science journalism in Pakistan.

Doctoral Thesis Guidelines

Introduction

Preparing to Submit the Thesis

Application for the Degree Oral Final Examination – Signature Page

Online Submission of the Thesis

ETDs @ ProQuest ORCID Harvard Author Agreement Redaction Embargoes Surveys

Distribution of the Thesis

Open Access After Submission Bound Thesis Fee Additional Bound Copies

Copyright and Publishing Considerations

Understanding Your Copyright and Fair Use Copyright Registration Acknowledging the Work of Others Use of Copyrighted Material Steps for Using Published and To-Be Published Work

Formatting Guidelines

Text Margins Pagination Title Title Page Abstract Body of Thesis Figures and Tables Footnotes Bibliography Supplemental Material  

Citation & Style Guides

Thesis Submission Checklist

INTRODUCTION All DrPH degree candidates at the Harvard Chan School are required to successfully complete and submit a thesis to qualify for degree conferral. This website provides information on the requirements for how to format your thesis, how to submit your thesis, and how your thesis will be distributed.  Please follow the submission and formatting guidelines provided here. Back to top

PREPARING TO SUBMIT THE THESIS The electronic submission of your thesis and the original Signature Page are due on the dates specified on the Harvard Chan School’s Academic Calendar Summary for each degree awarding period (November, March, and May). These items must be submitted using the ETDs @ ProQuest tool in order for the degree to be voted. No exceptions will be made to this rule. Back to top

Application for the Degree There are three degree granting periods: November, March, and May. To apply for graduation, students must complete the Application for Degree on the my.Harvard portal by the deadline posted on the Harvard Chan School’s Academic Calendar .

Deadline extensions are not possible. Students who miss the deadline must apply for the subsequent degree conferral date (November, March, or May). The student is responsible for meeting submission deadlines. Back to top

Oral Final Examination — Signature Page All Doctoral Committee members are required to sign the Signature Page at the time of the Doctoral Final Oral Examination indicating their final approval of the thesis.

A scanned copy of the Signature Page should appear before the title page of the PDF online submission of the thesis; no page number should be assigned to the Signature Page. The title on the Signature Page must read exactly as it does on the title page of the thesis. The Signature Page will be included in all copies of the thesis.

Click here for instructions on how to merge the Signature Page into the thesis PDF.

The Signature Page for DrPH students must be formatted as follows:

This Doctoral Thesis, [ Title of Doctoral Project ], presented by [ Student’s Name ], and Submitted to the Faculty of The Harvard T.H. Chan School of Public Health in Partial Fulfillment of the Requirements for the Degree of Doctor of Public Health , has been read and approved by:

______________________________________ (typed name below line – signature above)

________________________________________ (typed name below the line – signature above)

Date : [ Doctoral Project Official Approval Date (month day, year) ]

Back to top

ONLINE SUBMISSION OF THE THESIS  

ETDs @ ProQuest All DrPH candidates are required to submit a digital copy of the thesis to the Registrar’s Office as a PDF file via ETDs @ ProQuest by the deadline established for each degree conferral date. Theses must be submitted in their final format, as described in the section Formatting Guidelines . Students must check their formatting carefully before submitting. Formatting errors will prevent the students’ theses from being accepted and approved.

The online-submission tool can be found at:  http://www.etdadmin.com/hsph.harvard

A how-to video for submitting a thesis via ETDs is available on the Countway Library website .

ORCID ETDs @ ProQuest supports ORCIDs.  ORCIDs are persistent digital identifiers that link you to your professional activity.  You may register for an ORCID either before or during submission if you do not yet have one.  To do so, you may go here .

The Harvard Library ORCID page provides information about the value of having an ORCID iD and how Harvard plans to use ORCID data. Additionally, please visit the Harvard ORCID Connect site to connect your existing ORCID iD to Harvard University.

Harvard Author Agreement When submitting work through ETDs @ ProQuest, you will be consenting to the Harvard Author Agreement , which grants the University a non-exclusive license to preserve, reproduce, and display the work. This license, which is the same the Harvard Chan School faculty use under the School’s Open Access Policy, does not constrain your rights to publish your work subsequently. Back to top

Redaction Very few theses require redaction, which is the process of obscuring or removing sensitive information for distribution. ETDs @ ProQuest does support redacted versioning for these very rare cases where there is sensitive or potentially harmful material in the thesis (e.g., commercially sensitive information, sensitive personal data, risk of harmful retribution, etc.).

If your work is one such rare instance, then you may select the “I think I need to submit a redacted version of my thesis” on the file upload screen. You will then be prompted to contact the Office for Scholarly Communication, which will help you with your request. Back to top

Embargoes To forestall any potential challenges that a student may face in the publication process (e.g., if the candidate has a publication pending with a publisher or has previously published some of the content in the thesis and there is a publisher’s embargo that must be honored), the Harvard Chan School has instituted a default one-year embargo for submissions through ETDs @ ProQuest.   The embargo starts on the date of the thesis submission deadline. With an embargo, the full text of the thesis will be unavailable for view or download for a limited period of time.  The citation and abstract for the work, however, will be publicly available.

If a student would like to make her/his work available immediately by opting out of the embargo process, she/he may do so by selecting the No Embargo option during the submission process.

If, due to extenuating circumstances, a student is required to embargo part or all of their work beyond one year, she/he must request an extension during the submission process. An extension can be requested for up to two years. This request is subject to the approval of the student’s department chair(s) and the University Librarian.

Any embargo applied to the DASH version of the thesis will be applied to the Countway Library and Harvard Chan School department versions of the work.

Students do not need to take any action to remove an embargo.  The embargo will automatically be lifted in DASH at the end of the selected and approved period.  If a student would like to change the duration of his/her embargo request, then please contact the Registrar’s Office at [email protected] or 617-432-1032. Back to top

Surveys The School of Public Health is asked to participate in the Survey of Earned Doctorates. This is an annual census of research doctorate recipients in the United States.  Data collected from these surveys are used to make federal policy decisions regarding graduate education.

Students are required to complete the Survey of Earned Doctorates upon submission of their thesis. A Certificate of Completion will be sent to you, as well as to the Registrar’s Office.

Please click here to complete your survey.

DISTRIBUTION OF THE THESIS

Open Access For information on open access, we recommend the Office of Scholarly Communication’s (OSC) Director Peter Suber’s brief introduction . He has also written about providing open access to theses . The OSC has produced several videos of Harvard faculty and students discussing open access. Two may be of particular interest: the first features Professors Gary King and Stuart Shieber , and the second features a recent Harvard graduate, Ben Finio . Back to top

After Submission Once you have applied for your degree and submitted your thesis online, it is checked for compliance by the Registrar’s Office and, if accepted, is piped to the following downstream systems:

• DASH : Your work will be sent to DASH (Digital Access to Scholarship at Harvard), Harvard’s open access repository. Search engines index DASH, which means your work will be more discoverable and more frequently cited. You will be making DASH access decisions for your work at the point of submission. This will be the access copy of the thesis.
• HOLLIS : The metadata about your work will be sent to HOLLIS . This will make your work discoverable through the Harvard Library catalog.
• DRS2 : Your work will be stored in Harvard Library’s digital preservation repository, DRS2 . This will be the preservation copy of the thesis.

By default, theses will be made available through DASH one year after students submit their theses via ETDs @ Harvard for degree completion (see Embargoes ). DASH is operated by Harvard Library’s Office for Scholarly Communication and is the University’s central service for openly distributing Harvard’s scholarly output.

Note that any embargo applied to the DASH version of the thesis will be applied to the Countway Library and department versions of the work. Back to top

Bound Thesis Fee Currently we are not receiving bound thesis copies.  Doctoral students will not be charged bound thesis fees. Back to top

Additional Bound Copies Students may secure extra copies of their work for their own purposes.  These additional copies may be purchased through  Acme Bookbinding . or through ETDs @ ProQuest . Back to top

COPYRIGHT AND PUBLISHING CONSIDERATIONS

Understanding Your Copyright and Fair Use The Office for Scholarly Communication has created copyright-related resources for your reference.

The first addresses your copyrights and identifies some considerations when publishing (see “ Planning to publish? ”). It is important that you envision any future use you may like to make of your work. Any publishing contract you sign can affect your potential future uses, such as use in teaching, posting your work online on either a personal or departmental website, or any potential future publication. Before you sign a publication agreement, you can negotiate with a publisher to secure licensing terms that best suit your needs. It is important that you read any contract you sign and keep a copy for your own records.

The second resource discusses fair use (see “ Fair use ”), what it is, the laws that have determined its shape over time, and tips for ensuring that use of third-party material (including quotes, images, music, film, etc.) in your thesis is fair. Back to top

Copyright Registration Your work is copyrighted as soon as it is fixed in a tangible form. You are not required to register your copyright with the U.S. Copyright Office to enjoy protection of your work. However, if you choose to do so, you may register your work with the Copyright Office online . Back to top

Acknowledging the Work of Others Students are responsible for acknowledging any facts, ideas, or materials of others used in their own work. Students should refer to the statement on Academic Dishonesty and Plagiarism in the Harvard Chan School’s Student Handbook . Back to top

Use of Copyrighted Material A thesis is a scholarly work, and as such use of third party material is often essential. Fair use applies to the reproduction of any third party material, including your own previously published work, that you may use in your thesis.

If you have questions about copyright and fair use, please contact the Office for Scholarly Communication . Back to top

Steps for Using Published and To-Be Published Work When submitting an article for publication that you intend to use in your thesis, you should secure permission to do so (along with permission to reuse your own work as you would like) from your publisher in your publishing agreement. If the default contract does not let you retain these rights already, then you should use an author addendum to secure these rights (see “ Planning to publish? ”).

You may use your own previously published material as part of your thesis with the permission of the publisher. Again, refer to your publication agreement for details. If your contract does not specify these rights, then contact the publisher to negotiate this use. Back to top

FORMATTING GUIDELINES The following are instructions on how to format your thesis. If, after reading the instructions here, you have additional questions about the requirements, please contact the Registrar’s Office at (617) 432-1032; [email protected]. Back to top

Text   All text should be double-spaced on one side of the page with footnotes single-spaced. The font size should be at least 10 point, but no larger than 12 point.  The font and font size should be consistent throughout.  All text should be black. Back to top  |  Back to Formatting Guidelines

Margins The margins of the thesis must be 1 inch on all sides. Back to top  |  Back to Formatting Guidelines

Pagination Students’ theses must follow the pagination guidelines as illustrated below. It is customary not to have a page number on the page containing a chapter/paper heading. Drawings, charts, graphs, and photographs should be referred to as figures and should be numbered consecutively within the text of the thesis with Arabic numerals. Each figure should carry a suitable caption; e.g., Fig. 42. Arrangement of Experimental Equipment. Check pagination carefully and account for all pages.

All page numbers should be consecutive and centered at either the bottom or top of the page.
 Back to top  |  Back to Formatting Guidelines

Title The title of the thesis should be brief and should indicate the general subject treated. Nine words are usually sufficient to describe the investigation. Students are strongly encouraged to embed keywords into their title, so that the title will be retrievable on computerized listings. Back to top  |  Back to Formatting Guidelines

Title Page The title page must contain the following information, well-spaced and centered on the page:

For DrPH Students:

TITLE OF DOCTORAL THESIS

STUDENT’S NAME

A Doctoral Thesis Submitted to the Faculty of

The Harvard T.H. Chan School of Public Health

in Partial Fulfillment of the Requirements

for the Degree of Doctor of Public Health

Harvard University

Boston, Massachusetts.

Date (the month in which degree will be awarded, year of graduation (e.g., May 2021)

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Abstract The abstract should not exceed 350 words. It should immediately follow the Title Page, and should state the problem, describe the methods and procedures used, and give the main results or conclusions of the research. The abstract should be double-spaced. The author’s name and the title of the thesis, as well as the name of the thesis advisor, should be included on the abstract page. The author’s name should be right justified, the title of the thesis centered, and “Thesis Advisor: Dr. ____________” should be left-justified at the top of the abstract page.

Thesis Advisor: Dr. [Advisor’s name]                                                    [Author’s name]

[Title of thesis]

           The text of the abstract, not to exceed 350 words, should be double-spaced.  The first line of each paragraph is indented.  Full justification of the text is not recommended.

Students will also be required to submit a text version of the abstract via the online-submission tool. Back to top  |  Back to Formatting Guidelines

Body of Thesis The thesis should consist of manuscripts suitable for publication in a scientific medium appropriate to the candidate’s field and/or approved reprints of the published work(s) (see Steps for Using Published and To-Be Published Work and Use of Copyrighted Material ).

Technical appendices should be added where necessary to demonstrate full development of the thesis material. Papers published under joint authorship are acceptable provided the candidate has contributed a major part to the investigation. The degree candidate is expected to be senior author on at least one of the papers. In the case of manuscripts published under joint authorship, the co-authors or the advisor may be consulted by the readers or the CAD to clarify the nature and extent of the candidate’s contribution. In addition to evaluating the quality and significance of the work, those responsible for accepting the thesis [the Department(s) and Doctoral Project Committee] may determine whether the format is suitable for publication in a scientific medium appropriate to the degree candidate’s field(s). Back to top  |  Back to Formatting Guidelines

Figures and Tables Figures and tables must be placed as close as possible to their first mention in the text. They may be placed on a page with no text above or below, or they may be placed directly in the text. If a figure or table is alone on a page with no narrative, it should be centered within the margins of the page.

Figures and tables referred to in the text may not be placed at the end of the chapter or at the end of the thesis. Figure and table numbering must be either continuous throughout the thesis or by paper (e.g., 1.1, 1.2, 2.1, 2.2). For example, there cannot be two figures designated in a thesis as “Figure 5.”

Headings of tables should be placed at the top of the table. While there are no specific rules for the format of table headings and figure captions, a consistent format must be used throughout the thesis. (See Citation and Style Guides )

Captions of figures should be placed at the bottom of the figure. If the figure takes up the entire page, the figure caption should be placed alone on the preceding page and centered vertically and horizontally within the margins. Each page receives a separate page number. When a figure or table title is on a preceding page, the second and subsequent pages of the figure or table should say, for example, “Figure 5 (Continued).” In such an instance, the list of figures or tables will list the page number containing the title. The word “Figure” should be written in full (not abbreviated), and the “F” should be capitalized (e.g., Figure 5). In instances where the caption continues on a second page, the “(Continued)” notation should appear on the second and any subsequent page. The figure/table and the caption are viewed as one entity and the numbering should show correlation between all pages. Each page must include a header.

Horizontal figures and tables must be positioned correctly and bound at the top, so that the top of the figure or table will be at the left margin (leave a 1 inch margin on the long edge of the paper above the top of the table).

Figure and table headings/captions are placed with the same orientation as the figure or table when on the same page. When on a separate page, headings/captions are always placed in vertical orientation, regardless of the orientation of the figure or table. Page numbers are always placed as if the figure were vertical on the page.

Figures created with software are acceptable if the figures are clear and legible. Legends and titles created by the same process as the figures will be accepted if they too are clear, legible, and run at least 10 or 12 characters per inch. Otherwise, legends and captions should be printed with the same font used in the text. Back to top  |  Back to Formatting Guidelines

Footnotes Footnotes are reserved for substantive additions to the text and should be indicated by an asterisk in the text. Extensive use of footnotes is not encouraged. The footnote should be placed at the bottom of the page. A horizontal line of at least two inches should be typed above the first footnote on any page. Footnotes should be placed so that at least one inch is left at the bottom of the page. Use single-spacing within footnotes. Back to top  |  Back to Formatting Guidelines

Bibliography To document the sources of information, a bibliography must be included at the end of the papers or thesis. References may be numbered or listed alphabetically. If references in the bibliography are numbered, then corresponding in-text references should be indicated by listing the number in parentheses after the name of the author.

Bibliographic Example:

23. Gibbs, C.S.: Filterable virus carriers. J. Bact., 23, 1932, 113.

In-Text Example:

“. . . as Gibbs (23) has stated.”

The initial number should be omitted if references are listed alphabetically.

Within any bibliographic section there should be consistency and adherence to an acceptable journal style for a bibliography. Each reference in the bibliography must contain the name of the author, title of the paper, name of publication, volume, date, and first page.

More than one publication by the same author in the same year should be indicated both in the bibliography and in the text by the use of underlined letters, etc., after the date of publication. The standard system of abbreviation used by the Quarterly Cumulative Index should be followed for the abbreviations of journal titles.

If students’ individual papers have different bibliographic styles, then it is not necessary to change the bibliographic style of one to match the other. Consistency within each bibliographic section is the most important element. Back to top  |  Back to Formatting Guidelines

Supplemental Material Supplemental figures and tables must be placed at the end of each chapter/paper in an appendix. If additional digital information (including text, audio, video, image, or datasets) will accompany the main body of the thesis, then it should be uploaded as supplemental material via the ETDs @ Harvard online submission tool. Back to top  |  Back to Formatting Guidelines

CITATION & STYLE GUIDES

• The Chicago Manual of Style. 16th ed. Chicago, IL: University of Chicago Press, 2003.
• Crews, Kenneth D. Copyright Law and the Doctoral Dissertation. Ann Arbor, MI: ProQuest, 2000.
• Day, Robert A. and Barbara Gastel. How to Write & Publish a Scientific Paper. 6th ed. Westport, CT: Greenwood, 2006.
• MLA Style Manual and Guide to Scholarly Publishing. 3rd ed. New York, NY: Modern Language Association of America, 2008. Strunk, William. The Elements of Style. 4th ed. New York, NY: Penguin Press, 2005.
• Publication Manual of the American Psychological Association. 6th ed. Washington, DC: American Psychological Association, 2010.
• Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago
• Guides to Writing, Editing, and Publishing. 7th ed. Chicago, IL: University of Chicago Press, 2007.

THESIS SUBMISSION CHECKLIST ☐ Is the Signature Page unnumbered and positioned as the first page of the PDF file? ☐ Is there a blank page after the Signature Page? ☐ Does the body of the thesis begin with Page 1? ☐ Is the pagination continuous? Are all pages included? ☐ Is every page of the thesis correctly numbered? ☐ Is the placement of page numbers centered throughout the manuscript? ☐ Is the Title Page formatted correctly? ☐ Is the author’s name, in full, on the Title Page of the thesis and the abstract? ☐ Does the author’s name read the same on both and does it match the Signature Page? ☐ Is the abstract included after the Title Page? ☐ Does the abstract include the title of the thesis, the author’s name, and the thesis advisor(s)’ name? ☐ Is the title on the abstract the same as that on the title page? ☐ Are the margins 1” on all sides? ☐ Is the font size 10-12 point? ☐ Are all charts, graphs, and other illustrative materials perfectly legible? ☐ Do lengthy figures and tables include the “(Continued)” notation? ☐ Has all formatting been checked? ☐ Is the Survey of Earned Doctorates  completed? ☐ Has the Survey of Earned Doctorates’ confirmation email or certificate been uploaded to ETDs @ Harvard?

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Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

• Open access
• Published: 23 November 2020

Global strategies and effectiveness for COVID-19 prevention through contact tracing, screening, quarantine, and isolation: a systematic review

• Tadele Girum 1 ,
• Kifle Lentiro 1 ,
• Mulugeta Geremew 2 ,
• Biru Migora 2 &
• Sisay Shewamare 3  

Tropical Medicine and Health volume  48 , Article number:  91 ( 2020 ) Cite this article

44k Accesses

105 Citations

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Metrics details

COVID-19 is an emerging disease caused by highly contagious virus called SARS-CoV-2. It caused an extensive health and economic burden around the globe. There is no proven effective treatment yet, except certain preventive mechanisms. Some studies assessing the effects of different preventive strategies have been published. However, there is no conclusive evidence. Therefore, this study aimed to review evidences related to COVID-19 prevention strategies achieved through contact tracing, screening, quarantine, and isolation to determine best practices.

We conducted a systematic review in accordance with the PRISMA and Cochrane guidelines by searching articles from major medical databases such as PubMed/Medline, Global Health Database, Embase, CINAHL, Google Scholar, and clinical trial registries. Non-randomized and modeling articles published to date in areas of COVID prevention with contact tracing, screening, quarantine, and isolation were included. Two experts screened the articles and assessed risk of bias with ROBINS-I tool and certainty of evidence with GRADE approach. The findings were presented narratively and in tabular form.

We included 22 (9 observational and 13 modeling) studies. The studies consistently reported the benefit of quarantine, contact tracing, screening, and isolation in different settings. Model estimates indicated that quarantine of exposed people averted 44 to 81% of incident cases and 31 to 63% of deaths. Quarantine along with others can also halve the reproductive number and reduce the incidence, thus, shortening the epidemic period effectively. Early initiation of quarantine, operating large-scale screenings, strong contact tracing systems, and isolation of cases can effectively reduce the epidemic. However, adhering only to screening and isolation with lower coverage can miss more than 75% of asymptomatic cases; hence, it is not effective.

Quarantine, contact tracing, screening, and isolation are effective measures of COVID-19 prevention, particularly when integrated together. In order to be more effective, quarantine should be implemented early and should cover a larger community.

Introduction

Coronavirus disease 2019 (COVID-19) is an emerging infectious disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). The novel coronavirus was first identified in December 2019 in Wuhan China, then spread globally within weeks and resulted in an ongoing pandemic [ 1 , 2 , 3 , 4 , 5 ]. Currently, coronavirus is affecting 213 countries and territories around the world. As of 27 May 2020, more than 5.7 million cases and 353,664 deaths were reported globally [ 2 , 3 ]. Thirteen percent of the closed cohorts and 2–5% of the total cohort reportedly died [ 2 , 3 , 4 , 5 ]. The USA, Brazil, Russia, Spain, Italy, France, and the UK are the most affected countries [ 3 , 4 , 5 , 6 , 7 ].

The full spectrum of COVID-19 infection ranges from subclinical self-limiting respiratory tract illness to severe progressive pneumonia with multi-organ failure and death. As evidenced from studies and reports, more than 80% of cases remained asymptomatic and 15% of cases appeared as mild cases with common symptoms like fever, cough, fatigue, and loss of smell and taste [ 2 , 3 , 4 , 5 , 6 ]. Severe disease onset that needs intensive care might result in death due to massive alveolar damage and progressive respiratory failure [ 1 , 4 , 5 , 6 , 7 , 8 ].

The virus transmits through direct and indirect contacts. Person-to-person transmissions primarily occur during close contact, droplets produced through coughing, sneezing, and talking. Indirect transmission occurs through touching contaminated surfaces or objects and then touching the face. It is more contagious during the first few days after the onset of symptoms, but asymptomatic cases can also spread the disease [ 5 , 6 , 7 , 8 ].

Recommended prevention measures was designed based on overcoming the mode of transmissions including frequent hand washing, maintaining physical distance, quarantine, covering the mouth and nose during coughs, and avoiding contamination of face with unwashed hands. In addition, use of mask is recommended particularly for suspected individuals and their caregivers. There is limited evidence against the community wide use of masks in healthy individuals. However, most of these preventive measures are recommended and were not researched well [ 4 , 5 , 6 , 7 , 8 ].

To the extent of our search, there is no systematic review on the preventive aspects and effectiveness of COVID-19 infection through contact tracing, screening, quarantine, and isolation. The findings were inconclusive; in some studies, certain preventive mechanisms were shown to have minimal effects, while in others different preventive mechanisms have better effect than expected. On the other hand, some studies have reported that integration of interventions is more effective than specific interventions [ 2 , 6 , 8 ].

Therefore, we aimed to conduct a comprehensive systematic review through reviewing globally published studies on the strategies and effectiveness of different preventive mechanisms (contact tracing, screening, quarantine, and isolation) developed to prevent and control COVID-19. This synthesized measure will be important to bring conclusive evidence, so that policy makers and other stakeholders could have clear evidence to rely on during decision making.

To support the existing local and national COVID-19 prevention program with tangible evidence, we conducted a systematic review on global strategies for COVID-19 prevention through contact tracing, screening, quarantine, and isolation. We aimed to answer issues related to alternative strategic implementation and effectiveness in the prevention of the disease or death. The following key questions were considered:

Is contact tracing, screening, quarantine, and isolation effective to control the COVID-19 outbreak?

Is there difference in the effectiveness of contact tracing, screening, quarantine, and isolation in different settings?

How and when these strategies should be applied to control the COVID-19 outbreak?

We conducted the review in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidance for reporting of systematic reviews and meta-analyses [ 9 ] and the Cochrane Handbook of Systematic Review [ 10 ] through systematic literature search of articles published to date (June 02/2020) containing information on COVID-19 prevention by contact tracing, screening, quarantine, and isolation. First, a working protocol was developed (but unpublished) and followed in the process.

Eligibility (inclusion and exclusion) criteria for the review

Based on the relevance of the reported evidence for decision making at local, national, and international levels, the papers were selected and prioritized for the review. The relevant outcomes observed in the review were reduction in incidence, transmission, adverse outcome, and cost-effectiveness of COVID-19 prevention through contact tracing, screening, quarantine, and isolation.

Types of studies

Due to the infancy of the epidemic, lack of researches, and ethical concerns, randomized controlled trials were not included. Therefore, we considered non-randomized observational studies and modeling (mathematical and/or epidemiological) studies to supplement the existing evidences.

We included cohort studies, case-control studies, time series, case series, and mathematical modeling studies conducted anywhere, in any area, and in any setting reported in the English language. Whereas, commentaries, letter to editor, case reports, and governmental reports were excluded.

Types of participants

Depending on the type of the research, for each preventive methods, different participants were included. These includes individuals who have had contacts with confirmed or suspected case of COVID-19, or individuals who lived in areas with COVID-19 outbreak, or individuals considered to be at high risk for COVID-19/suspected cases or cases of COVID-19 infection. The number of participants varies according to the individual researches. Individuals who have confirmed other symptomatic respiratory diseases were excluded.

Types of interventions

We included different types of interventions applied specifically or in combination, either voluntary or mandatory and in different settings (facility or community). In comparative studies, the interventions were compared with the non-applied groups or other comparison groups. We excluded interventions other than the aforementioned strategies.

Types of outcome measures

To identify the extent to which these interventions were applied globally and to measure their effectiveness in COVID-19 prevention, we used the following outcome measures: incidence of COVID-19, onward transmission, mortality or other adverse outcomes, and cost-effectiveness. We did not address secondary outcomes such as psychological impacts, economic impacts, and social impacts.

Literature search strategy

A systematic literature search of articles was done by information system professionals and the researchers. Articles published between January 1, 2020, and June 2, 2020, containing information on different prevention strategies such as contact tracing, screening, quarantine, and isolation, and studies assessing their effectiveness were retained for the review. Electronic bibliographic databases and libraries such as PubMed/Medline, Global Health Database, Embase, CINAHL (Cumulative Index to Nursing and Allied Health Literature; Ebsco), the Cochrane Library, and African Index Medicus were used.

In addition, we searched gray literatures, pre-prints, and resource centers of The Lancet , JAMA , and N Engl J Med . Lastly, we screened the reference lists of systematic reviews for additional source. Combination of the following search terms were used with (AND, OR, NOT) Boolean (Search) Operators.

Corona virus

Coronavirus Infections

Novel corona

Prevention/control

• Contact tracing

1 or 2 or 3 or 4 or 5 and 6 and 7 or 8 or 9 or 10

Data collection and analysis

Study selection process.

The team screened all the titles and abstracts based on predefined eligibility criteria. Two authors independently screened the titles and abstracts and reached consensus by discussion or by involving a third author. After that, the review author team retrieved the full texts of all included abstracts. Two review authors screened all the full-text publications independently, and disagreements were resolved with consensus or by a third person involvement.

Data extraction and management

Titles and abstracts found through primary electronic search were thoroughly assessed for the possibility of reporting the intended outcome and filtered for potential eligibility. One of the review authors who have experience extracted data from the included studies into standardized tables, and the second author checked completeness. From each eligible research, the following information was extracted based on the preformed format: author information, title, study participants, study design, study setting, type of intervention, length of intervention, year of publication, study duration, eligibility criteria, rate, and effect of intervention measures. For modeling studies, the data extraction items also included the type of model and the data source.

Assessment of risk of bias in included studies

Risk of bias was assessed through evaluating reliability and validity of data in included studies based on the Risk-Of-Bias In Non-randomized Studies - of Interventions (ROBINS-I) tool [ 11 ]. The first author rated the risk of bias, the second author checked the ratings, and the third author was involved in the disagreements. For each studies, the study design, participants, outcome, and presence of bias were assessed based on the eligibility criteria and quality assessment check list. Moreover, all studies with the same participants and outcome were measured using the same standard.

On the other hand, modeling studies were assessed by the International Society for Pharmaco-economics and Outcomes (ISPOR) and the Society for Medical Decision making (SMDM) for dynamic mathematical transmission model tools [ 12 ]. Modeling studies that fulfilled all the three criteria were rated as “no concerns to minor concerns, ” and if one or more categories were unclear, it is rated as “moderate concerns,” and if one or more categories were not fulfilled, we had it rated as “major concerns.”

Data synthesis and analysis

The qualitative data was systematically reviewed and presented in accordance with the Cochrane guide line. We synthesized results from quantitative measures narratively and reported in tabular form. Because of the heterogeneity of the primary studies, quantitative analyses (meta-analysis) were not conducted.

Assessment of the certainty of the evidence

By using the GRADE approach [ 13 ], we graded the certainty of evidence for the main outcomes, reported in standard terms using tables. One of the authors conducted the certainty assessment which consists of assessments of risk of bias, indirectness, inconsistency, imprecision, and publication bias, and then, classified to one of the four categories: a high certainty (estimated effect lies close to the true effect), a moderate certainty (estimated effect is probably close to the true effect), a low certainty (estimated effect might substantially differ), and very low certainty (estimated effect is probably markedly different) from the true effect.

Studies included

The PRISMA flow diagram for the selected studies in the search process and the eligibility assessment are summarized in (Fig. 1 ). The initial electronic database search led to 1542 potentially relevant citations in the form of a title, abstract, bibliography, and full-text research. After removal of duplicates and initial screening, 125 articles were selected for further evaluation via full-text articles. Of these full-text articles, 103 articles were excluded due to the following reasons: 38 studies reported the prevention of SARS other than COVID-19; 36 have measured prevention measures other than contact tracing, screening, quarantine, and isolation; 19 had inappropriate study designs (commentaries, letters and case reports); and 10 were reviews or protocols. Thus, 22 studies [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 ] met the inclusion criteria and were included in the systematic review.

Flow chart for study search, selection, and screening for the review

Study characteristics

The 22 studies [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 ] that were retained for the final analysis were published in the period from January 15, 2020, to June 02, 2020, based on participant populations in the following countries: China ( n = 10), UK ( n = 4), USA ( n = 2), Hong Kong ( n = 2), and Netherlands, Japan, France, and Taiwan ( n = 1 from each). The included studies comprised of 9 observational [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 ] and 13 modeling studies [ 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 ]. With duplicates (repeated count), 3 of the studies assessed the overall prevention strategies [ 21 , 22 , 23 ], 5 assessed the effect of contact tracing [ 14 , 24 , 25 , 33 , 35 ], 2 assessed screening strategies [ 17 , 34 ], 12 assessed the effect of quarantine [ 15 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 ], and 6 assessed the effect of isolation [ 17 , 25 , 26 , 31 , 33 , 35 ]. The sample sizes in the studies varied from hundreds to millions. Four studies were investigated for effect at the health facility level, while the remaining 18 studies explored at the community or national level. Survey characteristics and summary results are described in Table  1 .

Quality (risk of bias) assessment within included studies

Summaries of the risk of bias assessment of non-randomized studies and quality rating of the modeling studies are presented in Tables 2 and 3 , respectively. Two studies [ 14 , 19 ] have low bias due to confounding, eight studies have low bias in selection of participants into the study, and all studies have low bias in classification of interventions. The overall risk of bias is moderate for eight studies and serious for one study. On the other hand, we have no concern for nine modeling studies, and two studies have major concerns.

COVID-19 prevention strategies and effectiveness

The summary result is presented in Table 1 . Among the nine observational studies, three of them assessed COVID-19 transmission with the existing prevention measures at a community level in Taiwan, China, and Hong Kong [ 18 , 19 , 20 ]. The other two studies assessed the effect of escalating prevention measures at health facilities in China and Hong Kong [ 21 , 22 ], and three studies [ 15 , 16 , 17 ] assessed national- and metropolitan-based quarantine strategies and the effect of laboratory-based quarantine in the prevention of COVID-19. The last study evaluated the effect of community-based contact tracing in UK [ 14 ].

The three studies [ 18 , 19 , 20 ] that assessed the overall prevention strategies found out that integration of interventions need to be applied instead of adhering to a single intervention. Cheng [ 18 ] reported that isolating symptomatic patients alone may not be sufficient enough to contain the epidemic. Wang [ 19 ] and Law [ 20 ] also concluded that in intimate contacts the transmission is 40–60%. Preventing contact through different strategies and integration is very important.

Studies conducted on the effect of quarantine [ 15 , 16 , 17 ] found that it can have a massive preventive effect. One of the studies [ 15 ] that assessed the effect of quarantine in different populations and quarantine strategies found that it should be integrated with input population reduction (travel restriction), and the other study [ 16 ] that assessed the effects of metropolitan-wide quarantine on the Spread of COVID-19 in China found that quarantine would prevent 79.27% (75.10–83.45%) of deaths and 87.08% (84.68–89.49%) of infections. Also, the other researcher [ 17 ] evidenced that laboratory-based screenings accomplished within hours can enhance the efficiency of quarantine.

Two studies described infection control preparedness measures in health care settings of Hong Kong and China [ 21 , 22 ]. One of these studies [ 21 ] reported that infection transmission is highly increased within a short period of time and multiplicity of infection prevention strategies were recommended for prevention in health care setups. The other study [ 22 ] also concluded that practicing working shift among professionals working in facilities can be used as strategy to prevent thetransmission of COVID infection.

A study conducted by Keeling et al. [ 14 ] assessed the efficacy of contact tracing for the containment of COVID-19 in the UK. The study evaluated the contact pattern of the community and concluded that rapid contact tracing to reduce the basic reproduction number ( R 0 ) from 3.11 to 0.21 enables the outbreak to be contained. Additionally, it was found that each new case requires an average of 36 individuals to be traced, with 8.7% of cases having more than 100 close traceable contacts.

In this review, we identified 13 modeling studies [ 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 ] that assessed the effectiveness of contact tracing, screening, quarantine, and isolation for prevention of COVID-19 in different settings and groups. The simulation was done in individual or group basis and with different assumptions. Most of these studies used a model parameter from Chinese reports.

Three of these researches [ 25 , 26 , 27 ] particularly emphasized on the way how the R 0 can be reduced and the epidemic would be reduced. The simulation by Tang et al. [ 25 ] aimed to estimate the R 0 of SARS-CoV-2 and infer the required effectiveness of isolation and quarantine to contain the outbreak. Their susceptible-exposed-infected-recovered (SEIR) model estimated R 0 of 6.47 and generalized that 50% reduction of contact rate achieved by isolation and quarantine would decrease the confirmed cases by 44%; reducing contacts by 90% also can decrease the number of cases by 65%. The other researcher, Rocklov (27), by using data from the Diamond Princess Cruise ship, concluded that quarantine of passengers prevented 67% of cases and lowered the R 0 from 14.8 to 1.78. Similarly, the reduction of R 0 was achieved from quarantine [ 28 ].

In addition to these, five studies [ 24 , 28 , 30 , 31 , 35 ] which modeled the effectiveness of different public interventions consistently reported that integrated intervention is better than a single intervention. One of these research conducted in the UK [ 24 ] found that combined isolation and tracing strategies would reduce transmission more than mass testing or self-isolation alone (50–60% compared to 2–30%). The other study [ 28 ] also reported that with R 0 of 2.4, a combination of case isolation and voluntary quarantine for 3 months could prevent 31% of deaths. The others also concluded that quarantine should be strict and integrated with contact tracing, screening, and other interventions [ 30 , 31 , 35 ].

Five modeling studies also assessed the effect of quarantine [ 23 , 29 , 32 ], contact tracing [ 33 ], and screening [ 34 ]. All of the studies [ 23 , 29 , 32 ] reported that quarantine has reduced the incidence of infection and shortened the duration of the epidemic. However, the effectiveness depends on the level of integration with other strategies. Similarly, model simulations that assessed the effect of contact tracing and screening reported that the strategies are effective. However, as the report of Hellewell [ 33 ] stated, contact tracing and isolation might not contain outbreaks of COVID-19 unless very high levels of contact tracing are achieved. Similarly, the other researcher [ 34 ] reported that in a stable epidemic, under the assumption that 25% of cases are subclinical, it is estimated that arrival screening alone would detect roughly one-third of infected travelers.

This study aimed to assess the effectiveness of contact tracing, screening, and quarantine and isolation to prevent COVID-19 infection by reviewing existing literatures. The review identified and systematically synthesized the findings of 22 studies (9 observational and 13 modeling studies) [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 ] to bring the best available evidence that policy makers and implementers can use in the process of infection prevention interventions.

The studies consistently reported the benefit of contact tracing, screening, quarantine, and isolation in the prevention of COVID-19. The effectiveness of quarantine in particular is very high. Compared to individuals without any intervention quarantined people exposed to a confirmed case highly averted infections and deaths [ 15 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 ]. Also, the effectiveness of quarantine increases whenever it is implemented along with other prevention measures such as isolation, contact tracing, and travel ban [ 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 ]. Although, screening and contact tracing are very important to control the epidemic, early initiation, larger coverage, and integration with other programs are very important. Unless the level of contact tracing and screening is high, prevention through isolation only is very limited, as the screening programs misses 75% of cases [ 3 , 24 ].

Quarantine measures applied alone or integrated with other measures were reported to be the most effective measures [ 25 , 26 , 27 , 28 , 29 , 30 , 31 ]. However, integration of quarantine with other public health measures increases the effectiveness and efficiency of the program [ 36 ]. Implementation of early quarantine measures makes the strategy a more cost effective one [ 28 , 30 ]. Quarantine implemented as self-quarantine and group quarantine is effective at varying levels once effectively implemented [ 28 , 32 ]. Total lockdown measures enhance the effectiveness of quarantine measures [ 15 , 16 , 17 , 18 , 19 ]. When laboratory tests are very fast, laboratory-based quarantine could be an effective in health care setups [ 17 ].

This evidence is in line with the finding of other reviews and modeling studies conducted to assess the effectiveness of these measures in the prevention of SARS, MERS, and COVID-19 [ 28 , 35 , 36 , 37 ]. As reported before, combination of case isolation and voluntary quarantine for 3 months could prevent 31% of deaths compared to any single intervention. And adding social distancing on the previous interventions on people aged 70 years or older for 4 months increases the prevention proportion of deaths to 49%. It can also reduce the reproductive number by half; hence, it can tremendously reduce the incidence of infection, reduce the period of epidemic, and enhance effectiveness of control [ 28 , 36 ].

Our findings also witnessed the effectiveness of contact tracing measures used for pandemic response efforts at multiple levels of health care systems. Isolation of suspected and confirmed patients and their contact is at the heart of the prevention strategy. However, for the contact tracing to be an effective measure, it has to be integrated with other measures such as quarantine and screening. Because larger shares of individuals are asymptomatic, contact tracing may be difficult in areas where contact recording is unachievable. According to world health organization, contact tracing is also one of the most essential and effective strategies to control the epidemic [ 14 , 24 , 25 , 33 , 35 ]. Other studies also evidenced the importance of contact tracing and isolation in different settings [ 36 , 37 ].

The finding of our review revealed that screening and isolation are important measures of disease prevention [ 17 , 25 , 26 , 31 , 33 , 35 ]. Most of the researches recommend high-risk group screening and contact cases screening in a resource-limited setting. However, these programs are effective when the screening capacity is higher and contact tracing is effective. Otherwise, screening and isolation programs miss more than half of cases and may not be implemented alone [ 25 , 33 , 35 ]. Also evidences from different countries indicated that screening and isolation measures are implemented along with other measures, yet their role in the prevention of the epidemic is high [ 2 , 3 , 8 , 36 , 37 ].

This review included a wide variety of study designs (observational and model studies); hence, it failed to include meta-analysis (statistical measures). Modeled studies also assume different scenarios, where it may not be true in the general cases. Also, the review has included only publications reported in the English language and open access resources.

Conclusion and recommendation

Quarantine, contact tracing, screening, and isolation are effective measures of COVID-19 prevention, particularly whenever integrated together. In order to be more effective, quarantine should be implemented early and covers larger community. Controlling population travel will enhance the effectiveness of quarantine. Screening, contact tracing, and isolation are effective particularly in areas where contact tracing is easily attainable. Although screening is the effective measure recommended by the WHO, since the disease is asymptomatic, it may miss a larger share of the population. Therefore, this should be integrated with other preventive measures. In order to control the COVID-19 epidemic, the health care system should consider high level of contact tracing, early initiation of nationwide quarantine measures, increasing coverage of screening service, and preparing effective isolation centers.

Availability of data and materials

Please contact author for data requests.

Abbreviations

Coronavirus disease 2019

Middle East respiratory syndrome

Severe acute respiratory syndrome

Preferred Reporting Items for Systematic Reviews and Meta-Analyses

Basic reproduction number

Susceptible-exposed-infected-recovered

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Department of Public Health, College of Medicine and Health Sciences, Wolkite University, Wolkite, Ethiopia

Tadele Girum & Kifle Lentiro

Department of Statistics, College of natural and computational Sciences, Wolkite University, Wolkite, Ethiopia

Mulugeta Geremew & Biru Migora

Department of Physics, College of natural and computational Sciences, Wolkite University, Wolkite, Ethiopia

Sisay Shewamare

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TG and MG conceived the project, took the primary role in the data acquisition, analysis, and interpretation; writing the manuscript; and the publication of the project. All others revised the project, were involved in the interpretation and manuscript preparation. All authors revised the final draft of the manuscript. The authors read and approved the final manuscript.

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Correspondence to Tadele Girum .

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Girum, T., Lentiro, K., Geremew, M. et al. Global strategies and effectiveness for COVID-19 prevention through contact tracing, screening, quarantine, and isolation: a systematic review. Trop Med Health 48 , 91 (2020). https://doi.org/10.1186/s41182-020-00285-w

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Received : 26 June 2020

Accepted : 16 November 2020

Published : 23 November 2020

DOI : https://doi.org/10.1186/s41182-020-00285-w

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