Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long.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

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

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

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

The Contents of an Abstract

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

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

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

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

When to Write Your Abstract

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

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

Choosing Verb Tenses within Your Abstract

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

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

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

Sample Abstract 1

From the social sciences.

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

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

“The growing economic resemblance of spouses has contributed to rising inequality by increasing the number of couples in which there are two high- or two low-earning partners. [Annotation for the previous sentence: The first sentence introduces the topic under study (the “economic resemblance of spouses”). This sentence also implies the question underlying this research study: what are the various causes—and the interrelationships among them—for this trend?] The dominant explanation for this trend is increased assortative mating. Previous research has primarily relied on cross-sectional data and thus has been unable to disentangle changes in assortative mating from changes in the division of spouses’ paid labor—a potentially key mechanism given the dramatic rise in wives’ labor supply. [Annotation for the previous two sentences: These next two sentences explain what previous research has demonstrated. By pointing out the limitations in the methods that were used in previous studies, they also provide a rationale for new research.] We use data from the Panel Study of Income Dynamics (PSID) to decompose the increase in the correlation between spouses’ earnings and its contribution to inequality between 1970 and 2013 into parts due to (a) changes in assortative mating, and (b) changes in the division of paid labor. [Annotation for the previous sentence: The data, research and analytical methods used in this new study.] Contrary to what has often been assumed, the rise of economic homogamy and its contribution to inequality is largely attributable to changes in the division of paid labor rather than changes in sorting on earnings or earnings potential. Our findings indicate that the rise of economic homogamy cannot be explained by hypotheses centered on meeting and matching opportunities, and they show where in this process inequality is generated and where it is not.” (p. 985) [Annotation for the previous two sentences: The major findings from and implications and significance of this study.]

Sample Abstract 2

From the humanities.

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

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

“From the mid-1970s through the mid-1980s, a network of young urban migrant men created an underground pulp fiction publishing industry in the city of Dar es Salaam. [Annotation for the previous sentence: The first sentence introduces the context for this research and announces the topic under study.] As texts that were produced in the underground economy of a city whose trajectory was increasingly charted outside of formalized planning and investment, these novellas reveal more than their narrative content alone. These texts were active components in the urban social worlds of the young men who produced them. They reveal a mode of urbanism otherwise obscured by narratives of decolonization, in which urban belonging was constituted less by national citizenship than by the construction of social networks, economic connections, and the crafting of reputations. This article argues that pulp fiction novellas of socialist era Dar es Salaam are artifacts of emergent forms of male sociability and mobility. In printing fictional stories about urban life on pilfered paper and ink, and distributing their texts through informal channels, these writers not only described urban communities, reputations, and networks, but also actually created them.” (p. 210) [Annotation for the previous sentences: The remaining sentences in this abstract interweave other essential information for an abstract for this article. The implied research questions: What do these texts mean? What is their historical and cultural significance, produced at this time, in this location, by these authors? The argument and the significance of this analysis in microcosm: these texts “reveal a mode or urbanism otherwise obscured . . .”; and “This article argues that pulp fiction novellas. . . .” This section also implies what previous historical research has obscured. And through the details in its argumentative claims, this section of the abstract implies the kinds of methods the author has used to interpret the novellas and the concepts under study (e.g., male sociability and mobility, urban communities, reputations, network. . . ).]

Sample Abstract/Summary 3

From the sciences.

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

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

“Several studies have reported reprogramming of fibroblasts into induced cardiomyocytes; however, reprogramming into proliferative induced cardiac progenitor cells (iCPCs) remains to be accomplished. [Annotation for the previous sentence: The first sentence announces the topic under study, summarizes what’s already known or been accomplished in previous research, and signals the rationale and goals are for the new research and the problem that the new research solves: How can researchers reprogram fibroblasts into iCPCs?] Here we report that a combination of 11 or 5 cardiac factors along with canonical Wnt and JAK/STAT signaling reprogrammed adult mouse cardiac, lung, and tail tip fibroblasts into iCPCs. The iCPCs were cardiac mesoderm-restricted progenitors that could be expanded extensively while maintaining multipo-tency to differentiate into cardiomyocytes, smooth muscle cells, and endothelial cells in vitro. Moreover, iCPCs injected into the cardiac crescent of mouse embryos differentiated into cardiomyocytes. iCPCs transplanted into the post-myocardial infarction mouse heart improved survival and differentiated into cardiomyocytes, smooth muscle cells, and endothelial cells. [Annotation for the previous four sentences: The methods the researchers developed to achieve their goal and a description of the results.] Lineage reprogramming of adult somatic cells into iCPCs provides a scalable cell source for drug discovery, disease modeling, and cardiac regenerative therapy.” (p. 354) [Annotation for the previous sentence: The significance or implications—for drug discovery, disease modeling, and therapy—of this reprogramming of adult somatic cells into iCPCs.]

Sample Abstract 4, a Structured Abstract

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

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

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

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

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

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

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

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

examples of abstract research paper

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Home » Research Paper Abstract – Writing Guide and Examples

Research Paper Abstract – Writing Guide and Examples

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Research Paper Abstract

Research Paper Abstract

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

Research Paper Abstract Structure

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

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

How to Write Research Paper Abstract

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

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

Research Paper Abstract Examples

Research Paper Abstract Examples could be following:

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

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

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

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

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

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

When to Write Research Paper Abstract

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

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

Purpose of Research Paper Abstract

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

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

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

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How to Write an Abstract (With Examples)

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Sarah Oakley

how to write an abstract

Table of Contents

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

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

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

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

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

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

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

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

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

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

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

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

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

examples of abstract research paper

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

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

1. What Should an Abstract Include?

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

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

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

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

2. Can You Use First Person in an Abstract?

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

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

3. Abstract Structure

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

how to structure an abstract

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

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

What type of research was conducted?

How were the test subjects sampled?

What were the sample sizes?

What was done to each group?

How long was the experiment?

How was data recorded and interpreted?

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

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

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

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

4. How to Start an Abstract

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

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

5. How to Format an Abstract

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

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

Stick to one paragraph

Use block formatting with no indentation at the beginning

Put your abstract straight after the title and acknowledgements pages

Use present or past tense, not future tense

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

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

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

Here is an example of an informative abstract:

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

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

Here is an example of a descriptive abstract:

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

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

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

academic document type

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

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

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

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Abstract Writing: A Step-by-Step Guide With Tips & Examples

Sumalatha G

Table of Contents

step-by-step-guide-to-abstract-writing

Introduction

Abstracts of research papers have always played an essential role in describing your research concisely and clearly to researchers and editors of journals, enticing them to continue reading. However, with the widespread availability of scientific databases, the need to write a convincing abstract is more crucial now than during the time of paper-bound manuscripts.

Abstracts serve to "sell" your research and can be compared with your "executive outline" of a resume or, rather, a formal summary of the critical aspects of your work. Also, it can be the "gist" of your study. Since most educational research is done online, it's a sign that you have a shorter time for impressing your readers, and have more competition from other abstracts that are available to be read.

The APCI (Academic Publishing and Conferences International) articulates 12 issues or points considered during the final approval process for conferences & journals and emphasises the importance of writing an abstract that checks all these boxes (12 points). Since it's the only opportunity you have to captivate your readers, you must invest time and effort in creating an abstract that accurately reflects the critical points of your research.

With that in mind, let’s head over to understand and discover the core concept and guidelines to create a substantial abstract. Also, learn how to organise the ideas or plots into an effective abstract that will be awe-inspiring to the readers you want to reach.

What is Abstract? Definition and Overview

The word "Abstract' is derived from Latin abstractus meaning "drawn off." This etymological meaning also applies to art movements as well as music, like abstract expressionism. In this context, it refers to the revealing of the artist's intention.

Based on this, you can determine the meaning of an abstract: A condensed research summary. It must be self-contained and independent of the body of the research. However, it should outline the subject, the strategies used to study the problem, and the methods implemented to attain the outcomes. The specific elements of the study differ based on the area of study; however, together, it must be a succinct summary of the entire research paper.

Abstracts are typically written at the end of the paper, even though it serves as a prologue. In general, the abstract must be in a position to:

  • Describe the paper.
  • Identify the problem or the issue at hand.
  • Explain to the reader the research process, the results you came up with, and what conclusion you've reached using these results.
  • Include keywords to guide your strategy and the content.

Furthermore, the abstract you submit should not reflect upon any of  the following elements:

  • Examine, analyse or defend the paper or your opinion.
  • What you want to study, achieve or discover.
  • Be redundant or irrelevant.

After reading an abstract, your audience should understand the reason - what the research was about in the first place, what the study has revealed and how it can be utilised or can be used to benefit others. You can understand the importance of abstract by knowing the fact that the abstract is the most frequently read portion of any research paper. In simpler terms, it should contain all the main points of the research paper.

purpose-of-abstract-writing

What is the Purpose of an Abstract?

Abstracts are typically an essential requirement for research papers; however, it's not an obligation to preserve traditional reasons without any purpose. Abstracts allow readers to scan the text to determine whether it is relevant to their research or studies. The abstract allows other researchers to decide if your research paper can provide them with some additional information. A good abstract paves the interest of the audience to pore through your entire paper to find the content or context they're searching for.

Abstract writing is essential for indexing, as well. The Digital Repository of academic papers makes use of abstracts to index the entire content of academic research papers. Like meta descriptions in the regular Google outcomes, abstracts must include keywords that help researchers locate what they seek.

Types of Abstract

Informative and Descriptive are two kinds of abstracts often used in scientific writing.

A descriptive abstract gives readers an outline of the author's main points in their study. The reader can determine if they want to stick to the research work, based on their interest in the topic. An abstract that is descriptive is similar to the contents table of books, however, the format of an abstract depicts complete sentences encapsulated in one paragraph. It is unfortunate that the abstract can't be used as a substitute for reading a piece of writing because it's just an overview, which omits readers from getting an entire view. Also, it cannot be a way to fill in the gaps the reader may have after reading this kind of abstract since it does not contain crucial information needed to evaluate the article.

To conclude, a descriptive abstract is:

  • A simple summary of the task, just summarises the work, but some researchers think it is much more of an outline
  • Typically, the length is approximately 100 words. It is too short when compared to an informative abstract.
  • A brief explanation but doesn't provide the reader with the complete information they need;
  • An overview that omits conclusions and results

An informative abstract is a comprehensive outline of the research. There are times when people rely on the abstract as an information source. And the reason is why it is crucial to provide entire data of particular research. A well-written, informative abstract could be a good substitute for the remainder of the paper on its own.

A well-written abstract typically follows a particular style. The author begins by providing the identifying information, backed by citations and other identifiers of the papers. Then, the major elements are summarised to make the reader aware of the study. It is followed by the methodology and all-important findings from the study. The conclusion then presents study results and ends the abstract with a comprehensive summary.

In a nutshell, an informative abstract:

  • Has a length that can vary, based on the subject, but is not longer than 300 words.
  • Contains all the content-like methods and intentions
  • Offers evidence and possible recommendations.

Informative Abstracts are more frequent than descriptive abstracts because of their extensive content and linkage to the topic specifically. You should select different types of abstracts to papers based on their length: informative abstracts for extended and more complex abstracts and descriptive ones for simpler and shorter research papers.

What are the Characteristics of a Good Abstract?

  • A good abstract clearly defines the goals and purposes of the study.
  • It should clearly describe the research methodology with a primary focus on data gathering, processing, and subsequent analysis.
  • A good abstract should provide specific research findings.
  • It presents the principal conclusions of the systematic study.
  • It should be concise, clear, and relevant to the field of study.
  • A well-designed abstract should be unifying and coherent.
  • It is easy to grasp and free of technical jargon.
  • It is written impartially and objectively.

the-various-sections-of-abstract-writing

What are the various sections of an ideal Abstract?

By now, you must have gained some concrete idea of the essential elements that your abstract needs to convey . Accordingly, the information is broken down into six key sections of the abstract, which include:

An Introduction or Background

Research methodology, objectives and goals, limitations.

Let's go over them in detail.

The introduction, also known as background, is the most concise part of your abstract. Ideally, it comprises a couple of sentences. Some researchers only write one sentence to introduce their abstract. The idea behind this is to guide readers through the key factors that led to your study.

It's understandable that this information might seem difficult to explain in a couple of sentences. For example, think about the following two questions like the background of your study:

  • What is currently available about the subject with respect to the paper being discussed?
  • What isn't understood about this issue? (This is the subject of your research)

While writing the abstract’s introduction, make sure that it is not lengthy. Because if it crosses the word limit, it may eat up the words meant to be used for providing other key information.

Research methodology is where you describe the theories and techniques you used in your research. It is recommended that you describe what you have done and the method you used to get your thorough investigation results. Certainly, it is the second-longest paragraph in the abstract.

In the research methodology section, it is essential to mention the kind of research you conducted; for instance, qualitative research or quantitative research (this will guide your research methodology too) . If you've conducted quantitative research, your abstract should contain information like the sample size, data collection method, sampling techniques, and duration of the study. Likewise, your abstract should reflect observational data, opinions, questionnaires (especially the non-numerical data) if you work on qualitative research.

The research objectives and goals speak about what you intend to accomplish with your research. The majority of research projects focus on the long-term effects of a project, and the goals focus on the immediate, short-term outcomes of the research. It is possible to summarise both in just multiple sentences.

In stating your objectives and goals, you give readers a picture of the scope of the study, its depth and the direction your research ultimately follows. Your readers can evaluate the results of your research against the goals and stated objectives to determine if you have achieved the goal of your research.

In the end, your readers are more attracted by the results you've obtained through your study. Therefore, you must take the time to explain each relevant result and explain how they impact your research. The results section exists as the longest in your abstract, and nothing should diminish its reach or quality.

One of the most important things you should adhere to is to spell out details and figures on the results of your research.

Instead of making a vague assertion such as, "We noticed that response rates varied greatly between respondents with high incomes and those with low incomes", Try these: "The response rate was higher for high-income respondents than those with lower incomes (59 30 percent vs. 30 percent in both cases; P<0.01)."

You're likely to encounter certain obstacles during your research. It could have been during data collection or even during conducting the sample . Whatever the issue, it's essential to inform your readers about them and their effects on the research.

Research limitations offer an opportunity to suggest further and deep research. If, for instance, you were forced to change for convenient sampling and snowball samples because of difficulties in reaching well-suited research participants, then you should mention this reason when you write your research abstract. In addition, a lack of prior studies on the subject could hinder your research.

Your conclusion should include the same number of sentences to wrap the abstract as the introduction. The majority of researchers offer an idea of the consequences of their research in this case.

Your conclusion should include three essential components:

  • A significant take-home message.
  • Corresponding important findings.
  • The Interpretation.

Even though the conclusion of your abstract needs to be brief, it can have an enormous influence on the way that readers view your research. Therefore, make use of this section to reinforce the central message from your research. Be sure that your statements reflect the actual results and the methods you used to conduct your research.

examples-of-good-abstract-writing

Good Abstract Examples

Abstract example #1.

Children’s consumption behavior in response to food product placements in movies.

The abstract:

"Almost all research into the effects of brand placements on children has focused on the brand's attitudes or behavior intentions. Based on the significant differences between attitudes and behavioral intentions on one hand and actual behavior on the other hand, this study examines the impact of placements by brands on children's eating habits. Children aged 6-14 years old were shown an excerpt from the popular film Alvin and the Chipmunks and were shown places for the item Cheese Balls. Three different versions were developed with no placements, one with moderately frequent placements and the third with the highest frequency of placement. The results revealed that exposure to high-frequency places had a profound effect on snack consumption, however, there was no impact on consumer attitudes towards brands or products. The effects were not dependent on the age of the children. These findings are of major importance to researchers studying consumer behavior as well as nutrition experts as well as policy regulators."

Abstract Example #2

Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. The abstract:

"The research conducted in this study investigated the effects of Facebook use on women's moods and body image if the effects are different from an internet-based fashion journal and if the appearance comparison tendencies moderate one or more of these effects. Participants who were female ( N = 112) were randomly allocated to spend 10 minutes exploring their Facebook account or a magazine's website or an appearance neutral control website prior to completing state assessments of body dissatisfaction, mood, and differences in appearance (weight-related and facial hair, face, and skin). Participants also completed a test of the tendency to compare appearances. The participants who used Facebook were reported to be more depressed than those who stayed on the control site. In addition, women who have the tendency to compare appearances reported more facial, hair and skin-related issues following Facebook exposure than when they were exposed to the control site. Due to its popularity it is imperative to conduct more research to understand the effect that Facebook affects the way people view themselves."

Abstract Example #3

The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

"The cellphone is always present on campuses of colleges and is often utilised in situations in which learning takes place. The study examined the connection between the use of cell phones and the actual grades point average (GPA) after adjusting for predictors that are known to be a factor. In the end 536 students in the undergraduate program from 82 self-reported majors of an enormous, public institution were studied. Hierarchical analysis ( R 2 = .449) showed that use of mobile phones is significantly ( p < .001) and negative (b equal to -.164) connected to the actual college GPA, after taking into account factors such as demographics, self-efficacy in self-regulated learning, self-efficacy to improve academic performance, and the actual high school GPA that were all important predictors ( p < .05). Therefore, after adjusting for other known predictors increasing cell phone usage was associated with lower academic performance. While more research is required to determine the mechanisms behind these results, they suggest the need to educate teachers and students to the possible academic risks that are associated with high-frequency mobile phone usage."

quick-tips-on-writing-a-good-abstract

Quick tips on writing a good abstract

There exists a common dilemma among early age researchers whether to write the abstract at first or last? However, it's recommended to compose your abstract when you've completed the research since you'll have all the information to give to your readers. You can, however, write a draft at the beginning of your research and add in any gaps later.

If you find abstract writing a herculean task, here are the few tips to help you with it:

1. Always develop a framework to support your abstract

Before writing, ensure you create a clear outline for your abstract. Divide it into sections and draw the primary and supporting elements in each one. You can include keywords and a few sentences that convey the essence of your message.

2. Review Other Abstracts

Abstracts are among the most frequently used research documents, and thousands of them were written in the past. Therefore, prior to writing yours, take a look at some examples from other abstracts. There are plenty of examples of abstracts for dissertations in the dissertation and thesis databases.

3. Avoid Jargon To the Maximum

When you write your abstract, focus on simplicity over formality. You should  write in simple language, and avoid excessive filler words or ambiguous sentences. Keep in mind that your abstract must be readable to those who aren't acquainted with your subject.

4. Focus on Your Research

It's a given fact that the abstract you write should be about your research and the findings you've made. It is not the right time to mention secondary and primary data sources unless it's absolutely required.

Conclusion: How to Structure an Interesting Abstract?

Abstracts are a short outline of your essay. However, it's among the most important, if not the most important. The process of writing an abstract is not straightforward. A few early-age researchers tend to begin by writing it, thinking they are doing it to "tease" the next step (the document itself). However, it is better to treat it as a spoiler.

The simple, concise style of the abstract lends itself to a well-written and well-investigated study. If your research paper doesn't provide definitive results, or the goal of your research is questioned, so will the abstract. Thus, only write your abstract after witnessing your findings and put your findings in the context of a larger scenario.

The process of writing an abstract can be daunting, but with these guidelines, you will succeed. The most efficient method of writing an excellent abstract is to centre the primary points of your abstract, including the research question and goals methods, as well as key results.

Interested in learning more about dedicated research solutions? Go to the SciSpace product page to find out how our suite of products can help you simplify your research workflows so you can focus on advancing science.

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How to Write an Abstract APA Format

Saul Mcleod, PhD

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Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

An APA abstract is a brief, comprehensive summary of the contents of an article, research paper, dissertation, or report.

It is written in accordance with the guidelines of the American Psychological Association (APA), which is a widely used format in social and behavioral sciences. 

An APA abstract summarizes, usually in one paragraph of between 150–250 words, the major aspects of a research paper or dissertation in a prescribed sequence that includes:
  • The rationale: the overall purpose of the study, providing a clear context for the research undertaken.
  • Information regarding the method and participants: including materials/instruments, design, procedure, and data analysis.
  • Main findings or trends: effectively highlighting the key outcomes of the hypotheses.
  • Interpretations and conclusion(s): solidify the implications of the research.
  • Keywords related to the study: assist the paper’s discoverability in academic databases.

The abstract should stand alone, be “self-contained,” and make sense to the reader in isolation from the main article.

The purpose of the abstract is to give the reader a quick overview of the essential information before reading the entire article. The abstract is placed on its own page, directly after the title page and before the main body of the paper.

Although the abstract will appear as the very first part of your paper, it’s good practice to write your abstract after you’ve drafted your full paper, so that you know what you’re summarizing.

Note : This page reflects the latest version of the APA Publication Manual (i.e., APA 7), released in October 2019.

Structure of the Abstract

[NOTE: DO NOT separate the components of the abstract – it should be written as a single paragraph. This section is separated to illustrate the abstract’s structure.]

1) The Rationale

One or two sentences describing the overall purpose of the study and the research problem(s) you investigated. You are basically justifying why this study was conducted.

  • What is the importance of the research?
  • Why would a reader be interested in the larger work?
  • For example, are you filling a gap in previous research or applying new methods to take a fresh look at existing ideas or data?
  • Women who are diagnosed with breast cancer can experience an array of psychosocial difficulties; however, social support, particularly from a spouse, has been shown to have a protective function during this time. This study examined the ways in which a woman’s daily mood, pain, and fatigue, and her spouse’s marital satisfaction predict the woman’s report of partner support in the context of breast cancer.
  • The current nursing shortage, high hospital nurse job dissatisfaction, and reports of uneven quality of hospital care are not uniquely American phenomena.
  • Students with special educational needs and disabilities (SEND) are more likely to exhibit behavioral difficulties than their typically developing peers. The aim of this study was to identify specific risk factors that influence variability in behavior difficulties among individuals with SEND.

2) The Method

Information regarding the participants (number, and population). One or two sentences outlining the method, explaining what was done and how. The method is described in the present tense.

  • Pretest data from a larger intervention study and multilevel modeling were used to examine the effects of women’s daily mood, pain, and fatigue and average levels of mood, pain, and fatigue on women’s report of social support received from her partner, as well as how the effects of mood interacted with partners’ marital satisfaction.
  • This paper presents reports from 43,000 nurses from more than 700 hospitals in the United States, Canada, England, Scotland, and Germany in 1998–1999.
  • The study sample comprised 4,228 students with SEND, aged 5–15, drawn from 305 primary and secondary schools across England. Explanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behavior difficulties (assessed at baseline and the 18-month follow-up).

3) The Results

One or two sentences indicating the main findings or trends found as a result of your analysis. The results are described in the present or past tense.

  • Results show that on days in which women reported higher levels of negative or positive mood, as well as on days they reported more pain and fatigue, they reported receiving more support. Women who, on average, reported higher levels of positive mood tended to report receiving more support than those who, on average, reported lower positive mood. However, average levels of negative mood were not associated with support. Higher average levels of fatigue but not pain were associated with higher support. Finally, women whose husbands reported higher levels of marital satisfaction reported receiving more partner support, but husbands’ marital satisfaction did not moderate the effect of women’s mood on support.
  • Nurses in countries with distinctly different healthcare systems report similar shortcomings in their work environments and the quality of hospital care. While the competence of and relation between nurses and physicians appear satisfactory, core problems in work design and workforce management threaten the provision of care.
  • Hierarchical linear modeling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students’ behavior difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both phases of education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each phase of education at the individual and school levels are also acknowledged.

4) The Conclusion / Implications

A brief summary of your conclusions and implications of the results, described in the present tense. Explain the results and why the study is important to the reader.

  • For example, what changes should be implemented as a result of the findings of the work?
  • How does this work add to the body of knowledge on the topic?

Implications of these findings are discussed relative to assisting couples during this difficult time in their lives.

  • Resolving these issues, which are amenable to managerial intervention, is essential to preserving patient safety and care of consistently high quality.
  • Behavior difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed.

The above examples of abstracts are from the following papers:

Aiken, L. H., Clarke, S. P., Sloane, D. M., Sochalski, J. A., Busse, R., Clarke, H., … & Shamian, J. (2001). Nurses’ reports on hospital care in five countries . Health affairs, 20(3) , 43-53.

Boeding, S. E., Pukay-Martin, N. D., Baucom, D. H., Porter, L. S., Kirby, J. S., Gremore, T. M., & Keefe, F. J. (2014). Couples and breast cancer: Women’s mood and partners’ marital satisfaction predicting support perception . Journal of Family Psychology, 28(5) , 675.

Oldfield, J., Humphrey, N., & Hebron, J. (2017). Risk factors in the development of behavior difficulties among students with special educational needs and disabilities: A multilevel analysis . British journal of educational psychology, 87(2) , 146-169.

5) Keywords

APA style suggests including a list of keywords at the end of the abstract. This is particularly common in academic articles and helps other researchers find your work in databases.

Keywords in an abstract should be selected to help other researchers find your work when searching an online database. These keywords should effectively represent the main topics of your study. Here are some tips for choosing keywords:

Core Concepts: Identify the most important ideas or concepts in your paper. These often include your main research topic, the methods you’ve used, or the theories you’re discussing.

Specificity: Your keywords should be specific to your research. For example, suppose your paper is about the effects of climate change on bird migration patterns in a specific region. In that case, your keywords might include “climate change,” “bird migration,” and the region’s name.

Consistency with Paper: Make sure your keywords are consistent with the terms you’ve used in your paper. For example, if you use the term “adolescent” rather than “teen” in your paper, choose “adolescent” as your keyword, not “teen.”

Jargon and Acronyms: Avoid using too much-specialized jargon or acronyms in your keywords, as these might not be understood or used by all researchers in your field.

Synonyms: Consider including synonyms of your keywords to capture as many relevant searches as possible. For example, if your paper discusses “post-traumatic stress disorder,” you might include “PTSD” as a keyword.

Remember, keywords are a tool for others to find your work, so think about what terms other researchers might use when searching for papers on your topic.

The Abstract SHOULD NOT contain:

Lengthy background or contextual information: The abstract should focus on your research and findings, not general topic background.

Undefined jargon, abbreviations,  or acronyms: The abstract should be accessible to a wide audience, so avoid highly specialized terms without defining them.

Citations: Abstracts typically do not include citations, as they summarize original research.

Incomplete sentences or bulleted lists: The abstract should be a single, coherent paragraph written in complete sentences.

New information not covered in the paper: The abstract should only summarize the paper’s content.

Subjective comments or value judgments: Stick to objective descriptions of your research.

Excessive details on methods or procedures: Keep descriptions of methods brief and focused on main steps.

Speculative or inconclusive statements: The abstract should state the research’s clear findings, not hypotheses or possible interpretations.

  • Any illustration, figure, table, or references to them . All visual aids, data, or extensive details should be included in the main body of your paper, not in the abstract. 
  • Elliptical or incomplete sentences should be avoided in an abstract . The use of ellipses (…), which could indicate incomplete thoughts or omitted text, is not appropriate in an abstract.

APA Style for Abstracts

An APA abstract must be formatted as follows:

Include the running head aligned to the left at the top of the page (professional papers only) and page number. Note, student papers do not require a running head. On the first line, center the heading “Abstract” and bold (do not underlined or italicize). Do not indent the single abstract paragraph (which begins one line below the section title). Double-space the text. Use Times New Roman font in 12 pt. Set one-inch (or 2.54 cm) margins. If you include a “keywords” section at the end of the abstract, indent the first line and italicize the word “Keywords” while leaving the keywords themselves without any formatting.

Example APA Abstract Page

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APA Style Abstract Example

Further Information

  • APA 7th Edition Abstract and Keywords Guide
  • Example APA Abstract
  • How to Write a Good Abstract for a Scientific Paper or Conference Presentation
  • How to Write a Lab Report
  • Writing an APA paper

How long should an APA abstract be?

An APA abstract should typically be between 150 to 250 words long. However, the exact length may vary depending on specific publication or assignment guidelines. It is crucial that it succinctly summarizes the essential elements of the work, including purpose, methods, findings, and conclusions.

Where does the abstract go in an APA paper?

In an APA formatted paper, the abstract is placed on its own page, directly after the title page and before the main body of the paper. It’s typically the second page of the document. It starts with the word “Abstract” (centered and not in bold) at the top of the page, followed by the text of the abstract itself.

What are the 4 C’s of abstract writing?

The 4 C’s of abstract writing are an approach to help you create a well-structured and informative abstract. They are:

Conciseness: An abstract should briefly summarize the key points of your study. Stick to the word limit (typically between 150-250 words for an APA abstract) and avoid unnecessary details.

Clarity: Your abstract should be easy to understand. Avoid jargon and complex sentences. Clearly explain the purpose, methods, results, and conclusions of your study.

Completeness: Even though it’s brief, the abstract should provide a complete overview of your study, including the purpose, methods, key findings, and your interpretation of the results.

Cohesion: The abstract should flow logically from one point to the next, maintaining a coherent narrative about your study. It’s not just a list of disjointed elements; it’s a brief story of your research from start to finish.

What is the abstract of a psychology paper?

An abstract in a psychology paper serves as a snapshot of the paper, allowing readers to quickly understand the purpose, methodology, results, and implications of the research without reading the entire paper. It is generally between 150-250 words long.

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APA Abstract (2020) | Formatting, Length, and Keywords

Published on November 6, 2020 by Raimo Streefkerk . Revised on January 17, 2024.

An APA abstract is a comprehensive summary of your paper in which you briefly address the research problem , hypotheses , methods , results , and implications of your research. It’s placed on a separate page right after the title page and is usually no longer than 250 words.

Most professional papers that are submitted for publication require an abstract. Student papers typically don’t need an abstract, unless instructed otherwise.

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Table of contents

How to format the abstract, how to write an apa abstract, which keywords to use, frequently asked questions, apa abstract example.

APA abstract (7th edition)

Formatting instructions

Follow these five steps to format your abstract in APA Style:

  • Insert a running head (for a professional paper—not needed for a student paper) and page number.
  • Set page margins to 1 inch (2.54 cm).
  • Write “Abstract” (bold and centered) at the top of the page.
  • Do not indent the first line.
  • Double-space the text.
  • Use a legible font like Times New Roman (12 pt.).
  • Limit the length to 250 words.
  • Indent the first line 0.5 inches.
  • Write the label “Keywords:” (italicized).
  • Write keywords in lowercase letters.
  • Separate keywords with commas.
  • Do not use a period after the keywords.

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examples of abstract research paper

The abstract is a self-contained piece of text that informs the reader what your research is about. It’s best to write the abstract after you’re finished with the rest of your paper.

The questions below may help structure your abstract. Try answering them in one to three sentences each.

  • What is the problem? Outline the objective, research questions , and/or hypotheses .
  • What has been done? Explain your research methods .
  • What did you discover? Summarize the key findings and conclusions .
  • What do the findings mean? Summarize the discussion and recommendations .

Check out our guide on how to write an abstract for more guidance and an annotated example.

Guide: writing an abstract

At the end of the abstract, you may include a few keywords that will be used for indexing if your paper is published on a database. Listing your keywords will help other researchers find your work.

Choosing relevant keywords is essential. Try to identify keywords that address your topic, method, or population. APA recommends including three to five keywords.

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

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

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

An APA abstract is around 150–250 words long. However, always check your target journal’s guidelines and don’t exceed the specified word count.

In an APA Style paper , the abstract is placed on a separate page after the title page (page 2).

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

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

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

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Streefkerk, R. (2024, January 17). APA Abstract (2020) | Formatting, Length, and Keywords. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/apa-style/apa-abstract/

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How to Write an Abstract | Steps & Examples

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

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

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

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

  • Introduction

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

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

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Table of contents

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

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

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

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

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

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You will almost always have to include an abstract when:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Read other abstracts

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

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

Reverse outline

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

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

Write clearly and concisely

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

To keep your abstract or summary short and clear:

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

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

Check your formatting

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

Checklist: Abstract

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

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

I have clearly stated my research problem and objectives.

I have briefly described my methodology .

I have summarized the most important results .

I have stated my main conclusions .

I have mentioned any important limitations and recommendations.

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

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

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

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

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

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

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

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

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

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

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

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  • How to Write an Abstract

Abstract

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

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

How your abstract impacts editorial evaluation and future readership

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

examples of abstract research paper

What to include in an abstract

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

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

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

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

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

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

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

Writing tips

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

examples of abstract research paper

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

examples of abstract research paper

Don’t

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

Tip: How to edit your work

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

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

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

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

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

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How to Write an Abstract for a Research Paper | Examples

examples of abstract research paper

What is a research paper abstract?

Research paper abstracts summarize your study quickly and succinctly to journal editors and researchers and prompt them to read further. But with the ubiquity of online publication databases, writing a compelling abstract is even more important today than it was in the days of bound paper manuscripts.

Abstracts exist to “sell”  your work, and they could thus be compared to the “executive summary” of a business resume: an official briefing on what is most important about your research. Or the “gist” of your research. With the majority of academic transactions being conducted online, this means that you have even less time to impress readers–and increased competition in terms of other abstracts out there to read.

The APCI (Academic Publishing and Conferences International) notes that there are  12 questions or “points” considered in the selection process  for journals and conferences and stresses the importance of having an abstract that ticks all of these boxes. Because it is often the ONLY chance you have to convince readers to keep reading, it is important that you spend time and energy crafting an abstract that faithfully represents the central parts of your study and captivates your audience.

With that in mind, follow these suggestions when structuring and writing your abstract, and learn how exactly to put these ideas into a solid abstract that will captivate your target readers.

Before Writing Your Abstract

How long should an abstract be.

All abstracts are written with the same essential objective: to give a summary of your study. But there are two basic styles of abstract: descriptive and informative . Here is a brief delineation of the two:

Of the two types of abstracts, informative abstracts are much more common, and they are widely used for submission to journals and conferences. Informative abstracts apply to lengthier and more technical research and are common in the sciences, engineering, and psychology, while descriptive abstracts are more likely used in humanities and social science papers. The best method of determining which abstract type you need to use is to follow the instructions for journal submissions and to read as many other published articles in those journals as possible.

Research Abstract Guidelines and Requirements

As any article about research writing will tell you, authors must always closely follow the specific guidelines and requirements indicated in the Guide for Authors section of their target journal’s website. The same kind of adherence to conventions should be applied to journal publications, for consideration at a conference, and even when completing a class assignment.

Each publisher has particular demands when it comes to formatting and structure. Here are some common questions addressed in the journal guidelines:

  • Is there a maximum or minimum word/character length?
  • What are the style and formatting requirements?
  • What is the appropriate abstract type?
  • Are there any specific content or organization rules that apply?

There are of course other rules to consider when composing a research paper abstract. But if you follow the stated rules the first time you submit your manuscript, you can avoid your work being thrown in the “circular file” right off the bat.

Identify Your Target Readership

The main purpose of your abstract is to lead researchers to the full text of your research paper. In scientific journals, abstracts let readers decide whether the research discussed is relevant to their own interests or study. Abstracts also help readers understand your main argument quickly. Consider these questions as you write your abstract:

  • Are other academics in your field the main target of your study?
  • Will your study perhaps be useful to members of the general public?
  • Do your study results include the wider implications presented in the abstract?

Outlining and Writing Your Abstract

What to include in an abstract.

Just as your  research paper title  should cover as much ground as possible in a few short words, your abstract must cover  all  parts of your study in order to fully explain your paper and research. Because it must accomplish this task in the space of only a few hundred words, it is important not to include ambiguous references or phrases that will confuse the reader or mislead them about the content and objectives of your research. Follow these  dos  and  don’ts  when it comes to what kind of writing to include:

  • Avoid acronyms or abbreviations since these will need to be explained in order to make sense to the reader, which takes up valuable abstract space. Instead, explain these terms in the Introduction section of the main text.
  • Only use references to people or other works if they are well-known. Otherwise, avoid referencing anything outside of your study in the abstract.
  • Never include tables, figures, sources, or long quotations in your abstract; you will have plenty of time to present and refer to these in the body of your paper.

Use keywords in your abstract to focus your topic

A vital search tool is the research paper keywords section, which lists the most relevant terms directly underneath the abstract. Think of these keywords as the “tubes” that readers will seek and enter—via queries on databases and search engines—to ultimately land at their destination, which is your paper. Your abstract keywords should thus be words that are commonly used in searches but should also be highly relevant to your work and found in the text of your abstract. Include 5 to 10 important words or short phrases central to your research in both the abstract and the keywords section.

For example, if you are writing a paper on the prevalence of obesity among lower classes that crosses international boundaries, you should include terms like “obesity,” “prevalence,” “international,” “lower classes,” and “cross-cultural.” These are terms that should net a wide array of people interested in your topic of study. Look at our nine rules for choosing keywords for your research paper if you need more input on this.

Research Paper Abstract Structure

As mentioned above, the abstract (especially the informative abstract) acts as a surrogate or synopsis of your research paper, doing almost as much work as the thousands of words that follow it in the body of the main text. In the hard sciences and most social sciences, the abstract includes the following sections and organizational schema.

Each section is quite compact—only a single sentence or two, although there is room for expansion if one element or statement is particularly interesting or compelling. As the abstract is almost always one long paragraph, the individual sections should naturally merge into one another to create a holistic effect. Use the following as a checklist to ensure that you have included all of the necessary content in your abstract.

how to structure an abstract list

1) Identify your purpose and motivation

So your research is about rabies in Brazilian squirrels. Why is this important? You should start your abstract by explaining why people should care about this study—why is it significant to your field and perhaps to the wider world? And what is the exact purpose of your study; what are you trying to achieve? Start by answering the following questions:

  • What made you decide to do this study or project?
  • Why is this study important to your field or to the lay reader?
  • Why should someone read your entire article?

In summary, the first section of your abstract should include the importance of the research and its impact on related research fields or on the wider scientific domain.

2) Explain the research problem you are addressing

Stating the research problem that your study addresses is the corollary to why your specific study is important and necessary. For instance, even if the issue of “rabies in Brazilian squirrels” is important, what is the problem—the “missing piece of the puzzle”—that your study helps resolve?

You can combine the problem with the motivation section, but from a perspective of organization and clarity, it is best to separate the two. Here are some precise questions to address:

  • What is your research trying to better understand or what problem is it trying to solve?
  • What is the scope of your study—does it try to explain something general or specific?
  • What is your central claim or argument?

3) Discuss your research approach

Your specific study approach is detailed in the Methods and Materials section .  You have already established the importance of the research, your motivation for studying this issue, and the specific problem your paper addresses. Now you need to discuss  how  you solved or made progress on this problem—how you conducted your research. If your study includes your own work or that of your team, describe that here. If in your paper you reviewed the work of others, explain this here. Did you use analytic models? A simulation? A double-blind study? A case study? You are basically showing the reader the internal engine of your research machine and how it functioned in the study. Be sure to:

  • Detail your research—include methods/type of the study, your variables, and the extent of the work
  • Briefly present evidence to support your claim
  • Highlight your most important sources

4) Briefly summarize your results

Here you will give an overview of the outcome of your study. Avoid using too many vague qualitative terms (e.g, “very,” “small,” or “tremendous”) and try to use at least some quantitative terms (i.e., percentages, figures, numbers). Save your qualitative language for the conclusion statement. Answer questions like these:

  • What did your study yield in concrete terms (e.g., trends, figures, correlation between phenomena)?
  • How did your results compare to your hypothesis? Was the study successful?
  • Where there any highly unexpected outcomes or were they all largely predicted?

5) State your conclusion

In the last section of your abstract, you will give a statement about the implications and  limitations of the study . Be sure to connect this statement closely to your results and not the area of study in general. Are the results of this study going to shake up the scientific world? Will they impact how people see “Brazilian squirrels”? Or are the implications minor? Try not to boast about your study or present its impact as  too  far-reaching, as researchers and journals will tend to be skeptical of bold claims in scientific papers. Answer one of these questions:

  • What are the exact effects of these results on my field? On the wider world?
  • What other kind of study would yield further solutions to problems?
  • What other information is needed to expand knowledge in this area?

After Completing the First Draft of Your Abstract

Revise your abstract.

The abstract, like any piece of academic writing, should be revised before being considered complete. Check it for  grammatical and spelling errors  and make sure it is formatted properly.

Get feedback from a peer

Getting a fresh set of eyes to review your abstract is a great way to find out whether you’ve summarized your research well. Find a reader who understands research papers but is not an expert in this field or is not affiliated with your study. Ask your reader to summarize what your study is about (including all key points of each section). This should tell you if you have communicated your key points clearly.

In addition to research peers, consider consulting with a professor or even a specialist or generalist writing center consultant about your abstract. Use any resource that helps you see your work from another perspective.

Consider getting professional editing and proofreading

While peer feedback is quite important to ensure the effectiveness of your abstract content, it may be a good idea to find an academic editor  to fix mistakes in grammar, spelling, mechanics, style, or formatting. The presence of basic errors in the abstract may not affect your content, but it might dissuade someone from reading your entire study. Wordvice provides English editing services that both correct objective errors and enhance the readability and impact of your work.

Additional Abstract Rules and Guidelines

Write your abstract after completing your paper.

Although the abstract goes at the beginning of your manuscript, it does not merely introduce your research topic (that is the job of the title), but rather summarizes your entire paper. Writing the abstract last will ensure that it is complete and consistent with the findings and statements in your paper.

Keep your content in the correct order

Both questions and answers should be organized in a standard and familiar way to make the content easier for readers to absorb. Ideally, it should mimic the overall format of your essay and the classic “introduction,” “body,” and “conclusion” form, even if the parts are not neatly divided as such.

Write the abstract from scratch

Because the abstract is a self-contained piece of writing viewed separately from the body of the paper, you should write it separately as well. Never copy and paste direct quotes from the paper and avoid paraphrasing sentences in the paper. Using new vocabulary and phrases will keep your abstract interesting and free of redundancies while conserving space.

Don’t include too many details in the abstract

Again, the density of your abstract makes it incompatible with including specific points other than possibly names or locations. You can make references to terms, but do not explain or define them in the abstract. Try to strike a balance between being specific to your study and presenting a relatively broad overview of your work.

Wordvice Resources

If you think your abstract is fine now but you need input on abstract writing or require English editing services (including paper editing ), then head over to the Wordvice academic resources page, where you will find many more articles, for example on writing the Results , Methods , and Discussion sections of your manuscript, on choosing a title for your paper , or on how to finalize your journal submission with a strong cover letter .    

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

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

Importance of a Good Abstract

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

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

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

Structure and Writing Style

I.  Types of Abstracts

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

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

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

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

II.  Writing Style

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

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

Composing Your Abstract

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

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

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

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

Writing Tip

Never Cite Just the Abstract!

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

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

Posted in: abstract , dissertations

examples of abstract research paper

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

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

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

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

abstract 1

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

bone

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

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

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

Informative Abstract

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

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

(Adapted from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3136027/ )

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  • How to Write An Abstract For Research Papers: Tips & Examples

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In many ways, an abstract is like a trailer of a movie or the synopsis of your favorite book. Its job is to whet the reader’s appetite by sharing important information about your work. After reading a well-written abstract, one should have enough interest to explore the full research thesis. 

So how do you write an interesting abstract that captures the core of your study? First, you need to understand your research objectives and match them with the key results of your study. In this article, we will share some tips for writing an effective abstract, plus samples you can learn from. 

What is an Abstract in Research Writing?

In simple terms, an abstract is a concise write-up that gives an overview of your systematic investigation. According to Grammarly, it is a self-contained summary of a larger work, and it serves as a preview of the bigger document. 

It usually appears at the beginning of your thesis or research paper and helps the reader to have an overview of your work without going into great detail. This means that when someone reads your abstract, it should give them a clear idea of the purpose of your systematic investigation, your problem statement, key results, and any gaps requiring further investigation. 

So how long should your abstract be to capture all of these details? The reality is you don’t need a lot of words to capture key pieces of information in your abstract. Typically, 6–7 sentences made up of 150–250 words should be just right. 

Read: Writing Research Proposals: Tips, Examples & Mistakes

What are the Characteristics of a Good Abstract? 

  • A good abstract clearly states the aims and objectives of the research.
  • It outlines the research methodology for data gathering , processing and analysis. 
  • A good abstract summarizes specific research results.
  • It states the key conclusions of the systematic investigation.
  • It is brief yet straight to the point. 
  • A good abstract is unified and coherent. 
  • It is easy to understand and devoid of technical jargon. 
  • It is written in an unbiased and objective manner. 

What is the Purpose of an Abstract? 

Every abstract has two major purposes. First, it communicates the relevance of your systematic investigation to readers. After reading your abstract, people can determine how relevant your study is to their primary or secondary research purpose. 

The second purpose of an abstract is to communicate your key findings to those who don’t have time to read the whole paper. Research papers typically run into tens of pages so it takes time to read and digest them. To help readers grasp the core ideas in a systematic investigation, it pays to have a well-written abstract that outlines important information concerning your study. 

In all, your abstract should accurately outline the most important information in your research. Many times, it determines whether people would go ahead to read your dissertation. Abstracts are often indexed along with keywords on academic databases, so they make your thesis easily findable.

Learn About: How to Write a Problem Statement for your Research

What are the Sections of an Abstract?

You already know the key pieces of information that your abstract should communicate. These details are broken into six important sections of the abstract which are: 

  • The Introduction or Background
  • Research Methodology
  • Aims and Objectives 
  • Limitations

Let’s discuss them in detail. 

  • The Introduction or Background 

The introduction or background is the shortest part of your abstract and usually consists of 2–3 sentences. In fact, some researchers write a single sentence as the introduction of their abstract. The whole idea here is to take the reader through the important events leading to your research. 

Understandably, this information may appear difficult to convey in a few sentences. To help out, consider answering these two questions in the background to your study : 

  • What is already known about the subject, related to the paper in question? 
  • What is not known about the subject (this is the focus of your study)? 

As much as possible, ensure that your abstract’s introduction doesn’t eat into the word count for the other key information. 

  • Research Methodology 

This is the section where you spell out any theories and methods adopted for your study. Ideally, you should cover what has been done and how you went about it to achieve the results of your systematic investigation. It is usually the second-longest section in the abstract. 

In the research methodology section, you should also state the type of research you embarked on; that is, qualitative research or quantitative research —this will inform your research methods too. If you’ve conducted quantitative research, your abstract should contain information like the sample size, data collection methods , sampling technique, and duration of your experiment. 

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In the end, readers are most interested in the results you’ve achieved with your study. This means you should take time to outline every relevant outcome and show how they affect your research population . Typically, the results section should be the longest one in your abstract and nothing should compromise its range and quality. 

An important thing you should do here is spelled out facts and figures about research outcomes. Instead of a vague statement like, “we noticed that response rates differed greatly between high-income and low-income respondents”, try this: “The response rate was higher in high-income respondents than in their low-income counterparts (59% vs 30%, respectively; P

  • Conclusion 

Like the introduction, your conclusion should contain a few sentences that wrap up your abstract. Most researchers express a theoretical opinion about the implications of their study, here. 

Your conclusion should contain three important elements: 

  • The primary take-home message
  • The additional findings of importance
  • The perspective 

Although the conclusion of your abstract should be short, it has a great impact on how readers perceive your study. So, take advantage of this section to reiterate the core message in your systematic investigation. Also, make sure any statements here reflect the true outcomes and methods of your research. 

  • Limitations 

Chances are you must have faced certain challenges in the course of your research—it could be at the data collection phase or during sampling . Whatever these challenges are, it pays to let your readers know about them, and the impact they had on your study. 

For example, if you had to switch to convenience sampling or snowball sampling due to difficulties in contacting well-suited research participants, you should include this in your abstract. Also, a lack of previous studies in the research area could pose a limitation on your study. Research limitations provide an opportunity to make suggestions for further research. 

Research aims and objectives speak to what you want to achieve with your study. Typically, research aims focus on a project’s long-term outcomes while the objectives focus on the immediate, short-term outcome of the investigation. You may summarize both using a single paragraph comprising a few sentences.

Stating your aims and objectives will give readers a clear idea of the scope, depth, and direction that your research will ultimately take. Readers would measure your research outcomes against stated aims and objectives to know if you achieved the purpose of your study. 

Use For Free: Research Form Templates

Abstract Writing Styles and General Guidelines 

Now that you know the different sections plus information that your abstract should contain, let’s look at how to write an abstract for your research paper.

A common question that comes up is, should I write my abstract first or last? It’s best to write your abstract after you’ve finished working on the research because you have full information to present to your readers. However, you can always create a draft at the beginning of your systematic investigation and fill in the gaps later.  

Does writing an abstract seem like a herculean task? Here are a few tips to help out. 

1. Always create a framework for your abstract 

Before you start writing, take time to develop a detailed outline for your abstract. Break it into sections and sketch the main and supporting points for each section. You can list keywords plus 1–2 sentences that capture your core messaging. 

2. Read Other Abstracts 

Abstracts are one of the most common research documents, and thousands of them have been written in time past. So, before writing yours, try to study a couple of samples from others. You can find lots of dissertation abstract examples in thesis and dissertation databases.

3. Steer Clear of Jargon As Much As Possible 

While writing your abstract, emphasize clarity over style. This means you should communicate in simple terms and avoid unnecessary filler words and ambiguous sentences. Remember, your abstract should be understandable to readers who are not familiar with your topic. 

4. Focus on Your Research

It goes without saying that your abstract should be solely focused on your research and what you’ve discovered. It’s not the time to cite primary and secondary data sources unless this is absolutely necessary. 

This doesn’t mean you should ignore the scholarly background of your work. You might include a sentence or two summarizing the scholarly background to show the relevance of your work to a broader debate, but there’s no need to mention specific publications. 

Going further, here are some abstract writing guidelines from the University of Bergen: 

  • An abstract briefly explains the salient aspects of the content. 
  • Abstracts should be accurate and succinct, self-contained, and readable.  
  • The abstract should paraphrase and summarise rather than quote from the paper.
  • Abstracts should relate only to the paper to be presented/assessed.

Types of Abstracts with Examples 

According to the University of Adelaide, there are two major types of abstracts written for research purposes. First, we have informative abstracts and descriptive abstracts. 

1. Informative Abstract  

An informative abstract is the more common type of abstract written for academic research. It highlights the most important aspects of your systematic investigation without going into unnecessary or irrelevant details that the reader might not find useful. 

The length varies according to discipline, but an informative abstract is rarely more than 10% of the length of the entire work. In the case of longer work, it may be much less.

In any informative abstract, you’d touch on information like the purpose, method, scope, results, and conclusion of your study. By now, you’re thinking, “this is the type of abstract we’ve been discussing all along”, and you wouldn’t be far from the truth. 

Advantages of Informative Abstracts

  • These abstracts save time for both the researcher and the readers. 
  • It’s easy to refer to these abstracts as secondary research sources. 

Disadvantages of Informative Abstracts

  • These types of abstracts lack personality.

Example of an Informative Abstract

  • Sample Informative Abstract Based on Experimental Work From Colorado State University
  • Sample Informative Abstract Based on Non-experimental Work From Colorado State University

2. Descriptive Abstract 

A descriptive abstract reads like a synopsis and focuses on enticing the reader with interesting information. They don’t care as much for data and details, and instead read more like overviews that don’t give too much away. 

You’d find descriptive abstracts in artistic criticism pieces and entertainment research as opposed to scientific investigations. This type of abstract makes no judgments about the work, nor does it provide results or conclusions of the research. They are usually written in 100 words or less. 

Advantages of Descriptive Abstracts

  • It gives a very brief overview of the research paper. 
  • It is easier to write descriptive abstracts compared to informational abstracts. 

Disadvantages of Descriptive Abstracts

  • They are suitable for scientific research. 
  • Descriptive abstracts might omit relevant information that deepens your knowledge of the systematic investigation.

Example of Descriptive Abstracts 

  • Sample Descriptive Abstract From Colorado State University

FAQs About Writing Abstracts in Research Papers

1. How Long Should an Abstract Be?

A typical abstract should be about six sentences long or less than 150 words. Most universities have specific word count requirements that fall within 150–300 words. 

2. How Do You Start an Abstract Sentence?

There are several ways to start your abstract. Consider the following methods: 

  • State a problem or uncertainty
  • Make a general statement with the present research action.
  • State the purpose or objective of your research
  • State a real-world phenomena or a standard practice.

3. Should you cite in an abstract?

While you can refer to information from specific research papers, there’s no need to cite sources in your abstract. Your abstract should focus on your original research, not on the work of others. 

4. What should not be included in an abstract?

An abstract shouldn’t have numeric references, bibliographies, sections, or even footnotes. 

5. Which tense is used in writing an abstract?

An abstract should be written in the third-person present tense. Use the simple past tense when describing your methodology and specific findings from your study. 

Writing an abstract might appear challenging but with these steps, you should get it right. The easiest approach to writing a good abstract is centering it on key information including your research problem and objectives, methodology, and key results.

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How to write a good abstract for a scientific paper or conference presentation

Chittaranjan andrade.

Department of Psychopharmacology, National Institute of Mental Health and Neurosciences, Bangalore, Karnataka, India

Abstracts of scientific papers are sometimes poorly written, often lack important information, and occasionally convey a biased picture. This paper provides detailed suggestions, with examples, for writing the background, methods, results, and conclusions sections of a good abstract. The primary target of this paper is the young researcher; however, authors with all levels of experience may find useful ideas in the paper.

INTRODUCTION

This paper is the third in a series on manuscript writing skills, published in the Indian Journal of Psychiatry . Earlier articles offered suggestions on how to write a good case report,[ 1 ] and how to read, write, or review a paper on randomized controlled trials.[ 2 , 3 ] The present paper examines how authors may write a good abstract when preparing their manuscript for a scientific journal or conference presentation. Although the primary target of this paper is the young researcher, it is likely that authors with all levels of experience will find at least a few ideas that may be useful in their future efforts.

The abstract of a paper is the only part of the paper that is published in conference proceedings. The abstract is the only part of the paper that a potential referee sees when he is invited by an editor to review a manuscript. The abstract is the only part of the paper that readers see when they search through electronic databases such as PubMed. Finally, most readers will acknowledge, with a chuckle, that when they leaf through the hard copy of a journal, they look at only the titles of the contained papers. If a title interests them, they glance through the abstract of that paper. Only a dedicated reader will peruse the contents of the paper, and then, most often only the introduction and discussion sections. Only a reader with a very specific interest in the subject of the paper, and a need to understand it thoroughly, will read the entire paper.

Thus, for the vast majority of readers, the paper does not exist beyond its abstract. For the referees, and the few readers who wish to read beyond the abstract, the abstract sets the tone for the rest of the paper. It is therefore the duty of the author to ensure that the abstract is properly representative of the entire paper. For this, the abstract must have some general qualities. These are listed in Table 1 .

General qualities of a good abstract

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SECTIONS OF AN ABSTRACT

Although some journals still publish abstracts that are written as free-flowing paragraphs, most journals require abstracts to conform to a formal structure within a word count of, usually, 200–250 words. The usual sections defined in a structured abstract are the Background, Methods, Results, and Conclusions; other headings with similar meanings may be used (eg, Introduction in place of Background or Findings in place of Results). Some journals include additional sections, such as Objectives (between Background and Methods) and Limitations (at the end of the abstract). In the rest of this paper, issues related to the contents of each section will be examined in turn.

This section should be the shortest part of the abstract and should very briefly outline the following information:

  • What is already known about the subject, related to the paper in question
  • What is not known about the subject and hence what the study intended to examine (or what the paper seeks to present)

In most cases, the background can be framed in just 2–3 sentences, with each sentence describing a different aspect of the information referred to above; sometimes, even a single sentence may suffice. The purpose of the background, as the word itself indicates, is to provide the reader with a background to the study, and hence to smoothly lead into a description of the methods employed in the investigation.

Some authors publish papers the abstracts of which contain a lengthy background section. There are some situations, perhaps, where this may be justified. In most cases, however, a longer background section means that less space remains for the presentation of the results. This is unfortunate because the reader is interested in the paper because of its findings, and not because of its background.

A wide variety of acceptably composed backgrounds is provided in Table 2 ; most of these have been adapted from actual papers.[ 4 – 9 ] Readers may wish to compare the content in Table 2 with the original abstracts to see how the adaptations possibly improve on the originals. Note that, in the interest of brevity, unnecessary content is avoided. For instance, in Example 1 there is no need to state “The antidepressant efficacy of desvenlafaxine (DV), a dual-acting antidepressant drug , has been established…” (the unnecessary content is italicized).

Examples of the background section of an abstract

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The methods section is usually the second-longest section in the abstract. It should contain enough information to enable the reader to understand what was done, and how. Table 3 lists important questions to which the methods section should provide brief answers.

Questions regarding which information should ideally be available in the methods section of an abstract

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Carelessly written methods sections lack information about important issues such as sample size, numbers of patients in different groups, doses of medications, and duration of the study. Readers have only to flip through the pages of a randomly selected journal to realize how common such carelessness is.

Table 4 presents examples of the contents of accept-ably written methods sections, modified from actual publications.[ 10 , 11 ] Readers are invited to take special note of the first sentence of each example in Table 4 ; each is packed with detail, illustrating how to convey the maximum quantity of information with maximum economy of word count.

Examples of the methods section of an abstract

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The results section is the most important part of the abstract and nothing should compromise its range and quality. This is because readers who peruse an abstract do so to learn about the findings of the study. The results section should therefore be the longest part of the abstract and should contain as much detail about the findings as the journal word count permits. For example, it is bad writing to state “Response rates differed significantly between diabetic and nondiabetic patients.” A better sentence is “The response rate was higher in nondiabetic than in diabetic patients (49% vs 30%, respectively; P <0.01).”

Important information that the results should present is indicated in Table 5 . Examples of acceptably written abstracts are presented in Table 6 ; one of these has been modified from an actual publication.[ 11 ] Note that the first example is rather narrative in style, whereas the second example is packed with data.

Information that the results section of the abstract should ideally present

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Examples of the results section of an abstract

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CONCLUSIONS

This section should contain the most important take-home message of the study, expressed in a few precisely worded sentences. Usually, the finding highlighted here relates to the primary outcome measure; however, other important or unexpected findings should also be mentioned. It is also customary, but not essential, for the authors to express an opinion about the theoretical or practical implications of the findings, or the importance of their findings for the field. Thus, the conclusions may contain three elements:

  • The primary take-home message
  • The additional findings of importance
  • The perspective

Despite its necessary brevity, this section has the most impact on the average reader because readers generally trust authors and take their assertions at face value. For this reason, the conclusions should also be scrupulously honest; and authors should not claim more than their data demonstrate. Hypothetical examples of the conclusions section of an abstract are presented in Table 7 .

Examples of the conclusions section of an abstract

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MISCELLANEOUS OBSERVATIONS

Citation of references anywhere within an abstract is almost invariably inappropriate. Other examples of unnecessary content in an abstract are listed in Table 8 .

Examples of unnecessary content in a abstract

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It goes without saying that whatever is present in the abstract must also be present in the text. Likewise, whatever errors should not be made in the text should not appear in the abstract (eg, mistaking association for causality).

As already mentioned, the abstract is the only part of the paper that the vast majority of readers see. Therefore, it is critically important for authors to ensure that their enthusiasm or bias does not deceive the reader; unjustified speculations could be even more harmful. Misleading readers could harm the cause of science and have an adverse impact on patient care.[ 12 ] A recent study,[ 13 ] for example, concluded that venlafaxine use during the second trimester of pregnancy may increase the risk of neonates born small for gestational age. However, nowhere in the abstract did the authors mention that these conclusions were based on just 5 cases and 12 controls out of the total sample of 126 cases and 806 controls. There were several other serious limitations that rendered the authors’ conclusions tentative, at best; yet, nowhere in the abstract were these other limitations expressed.

As a parting note: Most journals provide clear instructions to authors on the formatting and contents of different parts of the manuscript. These instructions often include details on what the sections of an abstract should contain. Authors should tailor their abstracts to the specific requirements of the journal to which they plan to submit their manuscript. It could also be an excellent idea to model the abstract of the paper, sentence for sentence, on the abstract of an important paper on a similar subject and with similar methodology, published in the same journal for which the manuscript is slated.

Source of Support: Nil

Conflict of Interest: None declared.

Enago Academy

Role of an Abstract in Research Paper With Examples

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

Table of Contents

What does Abstract mean in Research?

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

Why Is an Abstract Necessary in Research Paper?

Abstract is a concise academic text that –

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

Purpose of Writing an Abstract in Research

Abstracts are required for –

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

Aspects Included in an Abstract

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

Reason for Writing

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

Research Problem

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

  • Methodology

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

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

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

Types of Abstracts

Based on the abstract content —, 1. descriptive.

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

  • Focus of research
  • Overview of the study.

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

2. Informative

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

  • Aim or purpose

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

Based on the writing format —

1. structured.

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

2. Semi-structured

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

3. Non-structured

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

Examples of Abstracts

Abstract example 1: clinical research.

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

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

Type of Abstract: Informative and non-structured

Abstract Example 2: Material Science and Chemistry

Breaking the nanoparticle’s dispersible limit via rotatable surface ligands

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

Type of Abstract: Descriptive and non-structured

Abstract Example 3: Clinical Toxicology

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

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

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

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

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

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

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

Type of Abstract: Informative and structured .

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Writing an Abstract for a Research Paper: Guidelines, Examples, and Templates

There are six steps to writing a standard abstract. (1) Begin with a broad statement about your topic. Then, (2) state the problem or knowledge gap related to this topic that your study explores. After that, (3) describe what specific aspect of this problem you investigated, and (4) briefly explain how you went about doing this. After that, (5) describe the most meaningful outcome(s) of your study. Finally, (6) close your abstract by explaining the broad implication(s) of your findings.

In this article, I present step-by-step guidelines for writing an abstract for an academic paper. These guidelines are fo llowed by an example of a full abstract that follows these guidelines and a few fill-in-the-blank templates that you can use to write your own abstract.

Guidelines for Writing an Abstract

The basic structure of an abstract is illustrated below.

examples of abstract research paper

A standard abstract starts with a very general statement and becomes more specific with each sentence that follows until once again making a broad statement about the study’s implications at the end. Altogether, a standard abstract has six functions, which are described in detail below.

Start by making a broad statement about your topic.

The first sentence of your abstract should briefly describe a problem that is of interest to your readers. When writing this first sentence, you should think about who comprises your target audience and use terms that will appeal to this audience. If your opening sentence is too broad, it might lose the attention of potential readers because they will not know if your study is relevant to them.

Too broad : Maintaining an ideal workplace environment has a positive effect on employees.

The sentence above is so broad that it will not grab the reader’s attention. While it gives the reader some idea of the area of study, it doesn’t provide any details about the author’s topic within their research area. This can be fixed by inserting some keywords related to the topic (these are underlined in the revised example below).

Improved : Keeping the workplace environment at an ideal temperature positively affects the overall health of employees.

The revised sentence is much better, as it expresses two points about the research topic—namely, (i) what aspect of workplace environment was studied, (ii) what aspect of employees was observed. The mention of these aspects of the research will draw the attention of readers who are interested in them.

Describe the general problem that your paper addresses.

After describing your topic in the first sentence, you can then explain what aspect of this topic has motivated your research. Often, authors use this part of the abstract to describe the research gap that they identified and aimed to fill. These types of sentences are often characterized by the use of words such as “however,” “although,” “despite,” and so on.

However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking.

The above example is typical of a sentence describing the problem that a study intends to tackle. The author has noticed that there is a gap in the research, and they briefly explain this gap here.

Although it has been established that quantity and quality of sleep can affect different types of task performance and personal health, the interactions between sleep habits and workplace behaviors have received very little attention.

The example above illustrates a case in which the author has accomplished two tasks with one sentence. The first part of the sentence (up until the comma) mentions the general topic that the research fits into, while the second part (after the comma) describes the general problem that the research addresses.

Express the specific problem investigated in your paper.

After describing the general problem that motivated your research, the next sentence should express the specific aspect of the problem that you investigated. Sentences of this type are often indicated by the use of phrases like “the purpose of this research is to,” “this paper is intended to,” or “this work aims to.”

Uninformative : However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking. The present article aimed to provide new insights into the relationship between workplace bullying and absenteeism .

The second sentence in the above example is a mere rewording of the first sentence. As such, it adds nothing to the abstract. The second sentence should be more specific than the preceding one.

Improved : However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking. The present article aimed to define various subtypes of workplace bullying and determine which subtypes tend to lead to absenteeism .

The second sentence of this passage is much more informative than in the previous example. This sentence lets the reader know exactly what they can expect from the full research article.

Explain how you attempted to resolve your study’s specific problem.

In this part of your abstract, you should attempt to describe your study’s methodology in one or two sentences. As such, you must be sure to include only the most important information about your method. At the same time, you must also be careful not to be too vague.

Too vague : We conducted multiple tests to examine changes in various factors related to well-being.

This description of the methodology is too vague. Instead of merely mentioning “tests” and “factors,” the author should note which specific tests were run and which factors were assessed.

Improved : Using data from BHIP completers, we conducted multiple one-way multivariate analyses of variance and follow-up univariate t-tests to examine changes in physical and mental health, stress, energy levels, social satisfaction, self-efficacy, and quality of life.

This sentence is very well-written. It packs a lot of specific information about the method into a single sentence. Also, it does not describe more details than are needed for an abstract.

Briefly tell the reader what you found by carrying out your study.

This is the most important part of the abstract—the other sentences in the abstract are there to explain why this one is relevant. When writing this sentence, imagine that someone has asked you, “What did you find in your research?” and that you need to answer them in one or two sentences.

Too vague : Consistently poor sleepers had more health risks and medical conditions than consistently optimal sleepers.

This sentence is okay, but it would be helpful to let the reader know which health risks and medical conditions were related to poor sleeping habits.

Improved : Consistently poor sleepers were more likely than consistently optimal sleepers to suffer from chronic abdominal pain, and they were at a higher risk for diabetes and heart disease.

This sentence is better, as the specific health conditions are named.

Finally, describe the major implication(s) of your study.

Most abstracts end with a short sentence that explains the main takeaway(s) that you want your audience to gain from reading your paper. Often, this sentence is addressed to people in power (e.g., employers, policymakers), and it recommends a course of action that such people should take based on the results.

Too broad : Employers may wish to make use of strategies that increase employee health.

This sentence is too broad to be useful. It does not give employers a starting point to implement a change.

Improved : Employers may wish to incorporate sleep education initiatives as part of their overall health and wellness strategies.

This sentence is better than the original, as it provides employers with a starting point—specifically, it invites employers to look up information on sleep education programs.

Abstract Example

The abstract produced here is from a paper published in Electronic Commerce Research and Applications . I have made slight alterations to the abstract so that this example fits the guidelines given in this article.

(1) Gamification can strengthen enjoyment and productivity in the workplace. (2) Despite this, research on gamification in the work context is still limited. (3) In this study, we investigated the effect of gamification on the workplace enjoyment and productivity of employees by comparing employees with leadership responsibilities to those without leadership responsibilities. (4) Work-related tasks were gamified using the habit-tracking game Habitica, and data from 114 employees were gathered using an online survey. (5) The results illustrated that employees without leadership responsibilities used work gamification as a trigger for self-motivation, whereas employees with leadership responsibilities used it to improve their health. (6) Work gamification positively affected work enjoyment for both types of employees and positively affected productivity for employees with leadership responsibilities. (7) Our results underline the importance of taking work-related variables into account when researching work gamification.

In Sentence (1), the author makes a broad statement about their topic. Notice how the nouns used (“gamification,” “enjoyment,” “productivity”) are quite general while still indicating the focus of the paper. The author uses Sentence (2) to very briefly state the problem that the research will address.

In Sentence (3), the author explains what specific aspects of the problem mentioned in Sentence (2) will be explored in the present work. Notice that the mention of leadership responsibilities makes Sentence (3) more specific than Sentence (2). Sentence (4) gets even more specific, naming the specific tools used to gather data and the number of participants.

Sentences (5) and (6) are similar, with each sentence describing one of the study’s main findings. Then, suddenly, the scope of the abstract becomes quite broad again in Sentence (7), which mentions “work-related variables” instead of a specific variable and “researching” instead of a specific kind of research.

Abstract Templates

Copy and paste any of the paragraphs below into a word processor. Then insert the appropriate information to produce an abstract for your research paper.

Template #1

Researchers have established that [Make a broad statement about your area of research.] . However, [Describe the knowledge gap that your paper addresses.] . The goal of this paper is to [Describe the purpose of your paper.] . The achieve this goal, we [Briefly explain your methodology.] . We found that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

Template #2

It is well-understood that [Make a broad statement about your area of research.] . Despite this, [Describe the knowledge gap that your paper addresses.] . The current research aims to [Describe the purpose of your paper.] . To accomplish this, we [Briefly explain your methodology.] . It was discovered that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

Template #3

Extensive research indicates that [Make a broad statement about your area of research.] . Nevertheless, [Describe the knowledge gap that your paper addresses.] . The present work is intended to [Describe the purpose of your paper.] . To this end, we [Briefly explain your methodology.] . The results revealed that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

  • How to Write an Abstract

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Ethics of Care and Employees: The Impact of Female Board Representation and Top Management Leadership on Human Capital Development Policies

  • Original Paper
  • Published: 17 April 2024

Cite this article

  • Conor Callahan 1   na1 ,
  • Arjun Mitra 2   na1 &
  • Steve Sauerwald   ORCID: orcid.org/0000-0003-0126-9741 3   na1  

While scholarly research on the relationship between female board representation and strategic decision-making has gained momentum, employee policy outcomes have remained relatively understudied. Integrating theory from the ethics of care perspective with research on the glass ceiling and workplace voice, we seek to understand the circumstances under which female directors influence policy changes for firm employees. We argue that firms with increasing female board representation are more likely to enact human capital development policies benefiting firm employees. However, this positive relationship will ultimately diminish as boards accrue an increasing number of female directors. We further predict that the presence of a female leader at the firm (serving in the role of either the CEO or the board chair) will moderate this diminishing effect. Using a sample of S&P 1500 firms, we find support for our hypotheses. The findings from this study provide evidence that while female board representation is positively related to human capital development policies, this effect is nuanced and impacted by the presence of female leadership at the top of organizations. Our paper extends existing research on the nature of female directors’ influence on ethical decisions, emphasizing the impact of these directors on employees.

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Conor Callahan

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Arjun Mitra

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Callahan, C., Mitra, A. & Sauerwald, S. Ethics of Care and Employees: The Impact of Female Board Representation and Top Management Leadership on Human Capital Development Policies. J Bus Ethics (2024). https://doi.org/10.1007/s10551-024-05673-4

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A data-driven combined prediction method for the demand for intensive care unit healthcare resources in public health emergencies

  • Weiwei Zhang 1 &
  • Xinchun Li 1  

BMC Health Services Research volume  24 , Article number:  477 ( 2024 ) Cite this article

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Public health emergencies are characterized by uncertainty, rapid transmission, a large number of cases, a high rate of critical illness, and a high case fatality rate. The intensive care unit (ICU) is the “last line of defense” for saving lives. And ICU resources play a critical role in the treatment of critical illness and combating public health emergencies.

This study estimates the demand for ICU healthcare resources based on an accurate prediction of the surge in the number of critically ill patients in the short term. The aim is to provide hospitals with a basis for scientific decision-making, to improve rescue efficiency, and to avoid excessive costs due to overly large resource reserves.

A demand forecasting method for ICU healthcare resources is proposed based on the number of current confirmed cases. The number of current confirmed cases is estimated using a bilateral long-short-term memory and genetic algorithm support vector regression (BILSTM-GASVR) combined prediction model. Based on this, this paper constructs demand forecasting models for ICU healthcare workers and healthcare material resources to more accurately understand the patterns of changes in the demand for ICU healthcare resources and more precisely meet the treatment needs of critically ill patients.

Data on the number of COVID-19-infected cases in Shanghai between January 20, 2020, and September 24, 2022, is used to perform a numerical example analysis. Compared to individual prediction models (GASVR, LSTM, BILSTM and Informer), the combined prediction model BILSTM-GASVR produced results that are closer to the real values. The demand forecasting results for ICU healthcare resources showed that the first (ICU human resources) and third (medical equipment resources) categories did not require replenishment during the early stages but experienced a lag in replenishment when shortages occurred during the peak period. The second category (drug resources) is consumed rapidly in the early stages and required earlier replenishment, but replenishment is timelier compared to the first and third categories. However, replenishment is needed throughout the course of the epidemic.

The first category of resources (human resources) requires long-term planning and the deployment of emergency expansion measures. The second category of resources (drugs) is suitable for the combination of dynamic physical reserves in healthcare institutions with the production capacity reserves of corporations. The third category of resources (medical equipment) is more dependent on the physical reserves in healthcare institutions, but care must be taken to strike a balance between normalcy and emergencies.

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Introduction

The outbreak of severe acute respiratory syndrome (SARS) in 2003 was the first global public health emergency of the 21st century. From SARS to the coronavirus disease (COVID-19) pandemic at the end of 2019, followed shortly by the monkeypox epidemic of 2022, the global community has witnessed eight major public health events within the span of only 20 years [ 1 ]. These events are all characterized by high infection and fatality rates. For example, the number of confirmed COVID-19 cases worldwide is over 700 million, and the number of deaths has exceeded 7 million [ 2 ]. Every major public health emergency typically consists of four stages: incubation, outbreak, peak, and decline. During the outbreak and transmission, surges in the number of infected individuals and the number of critically ill patients led to a corresponding increase in the urgent demand for intensive care unit (ICU) medical resources. ICU healthcare resources provide material security for rescue work during major public health events as they allow critically ill patients to be treated, which decreases the case fatality rate and facilitates the prevention and control of epidemics. Nevertheless, in actual cases of prevention and control, the surge in patients has often led to shortages of ICU healthcare resources and a short-term mismatch of supply and demand, which are problems that have occurred several times in different regions. These issues can drastically impact anti-epidemic frontline healthcare workers and the treatment outcomes of infected patients. According to COVID-19 data from recent years, many infected individuals take about two weeks to progress from mild to severe disease. As the peak of severe cases tends to lag behind that of infected cases, predicting the changes in the number of new infections can serve as a valuable reference for healthcare institutions in forecasting the demand for ICU healthcare resources. The accurate forecasting of the demand for ICU healthcare resources can facilitate the rational resource allocation of hospitals under changes in demand patterns, which is crucial for improving the provision of critical care and rescue efficiency. Therefore, in this study, we combined a support vector regression (SVR) prediction model optimized by a genetic algorithm (GA) with bidirectional long-short-term memory (BILSTM), with the aim of enhancing the dynamic and accurate prediction of the number of current confirmed cases. Based on this, we forecasted the demand for ICU healthcare resources, which in turn may enable more efficient resource deployment during severe epidemic outbreaks and improve the precise supply of ICU healthcare resources.

Research on the demand forecasting of emergency materials generally employs quantitative methods, and traditional approaches mainly include linear regression and GM (1,1). Linear regression involves the use of regression equations to make predictions based on data. Sui et al. proposed a method based on multiple regression that aimed to predict the demand for emergency supplies in the power grid system following natural disasters [ 3 ]. Historical data was used to obtain the impact coefficient of each factor on emergency resource forecasting, enabling the quick calculation of the demand for each emergency resource during a given type of disaster. However, to ensure prediction accuracy, regression analysis needs to be supported by data from a large sample size. Other researchers have carried out demand forecasting for emergency supplies from the perspective of grey prediction models. Li et al. calculated the development coefficient and grey action of the grey GM (1,1) model using the particle swarm optimization algorithm to minimize the relative errors between the real and predicted values [ 4 ]. Although these studies have improved the prediction accuracy of grey models, they mainly involve pre-processing the initial data series without considering the issue of the excessively fast increase in predicted values by traditional grey GM (1,1) models. In emergency situations, the excessively fast increase in predicted values compared to real values will result in the consumption of a large number of unnecessary resources, thereby decreasing efficiency and increasing costs. As traditional demand forecasting models for emergency supplies have relatively poor perfect order rates in demand analysis, which result in low prediction accuracy, they are not mainstream.

At present, dynamic models of infectious diseases and demand forecasting models based on machine learning are at the cutting edge of research. With regard to the dynamic models of infectious diseases, susceptible infected recovered model (SIR) is a classic mathematical model employed by researchers [ 5 , 6 , 7 ]. After many years of development, the SIR model has been expanded into various forms within the field of disease transmission, including susceptible exposed infected recovered model (SEIR) and susceptible exposed infected recovered dead model (SEIRD) [ 8 , 9 ]. Nevertheless, with the outbreak of COVID-19, dynamic models of infectious diseases have once again come under the spotlight, with researchers combining individual and group variables and accounting for different factors to improve the initial models and reflect the state of COVID-19 [ 10 , 11 , 12 , 13 ]. Based on the first round of epidemic data from Wuhan, Li et al. predicted the time-delay distributions, epidemic doubling time, and basic reproductive number [ 14 ]. Upon discovering the presence of asymptomatic COVID-19 infections, researchers began constructing different SEIR models that considered the infectivity of various viral incubation periods, yielding their respective predictions of the inflection point. Based on this, Anggriani et al. further considered the impact of the status of infected individuals and established a transmission model with seven compartments [ 15 ]. Efimov et al. set the model parameters for separating the recovered and the dead as uncertain and applied the improved SEIR model to analyze the transmission trend of the pandemic [ 16 ]. In addition to analyzing the transmission characteristics of normal COVID-19 infection to predict the status of the epidemic, many researchers have also used infectious disease models to evaluate the effects of various epidemic preventive measures. Lin et al. applied an SEIR model that considered individual behavioral responses, government restrictions on public gatherings, pet-related transmission, and short-term population movements [ 17 ]. Cao et al. considered the containment effect of isolation measures on the pandemic and solved the model using Euler’s numerical method [ 18 ]. Reiner et al. employed an improved SEIR model to study the impact of non-pharmaceutical interventions implemented by the government (e.g., restricting population movement, enhancing disease testing, and increasing mask use) on disease transmission and evaluated the effectiveness of social distancing and the closure of public spaces [ 19 ]. These studies have mainly focused on modeling the COVID-19 pandemic to perform dynamic forecasting and analyze the effectiveness of control measures during the epidemic. Infectious disease dynamics offer good predictions for the early transmission trends of epidemics. However, this approach is unable to accurately estimate the spread of the virus in open-flow environments. Furthermore, it is also impossible to set hypothetical parameters, such as disease transmissibility and the recovery probability constant, that are consistent with the conditions in reality. Hence, with the increase in COVID-19 data, this approach has become inadequate for the accurate long-term analysis of epidemic trends.

Machine learning has shown significant advantages in this regard [ 20 , 21 ]. Some researchers have adopted the classic case-based reasoning approach in machine learning to make predictions. However, it is not feasible to find historical cases that fully match the current emergency event, so this approach has limited operability. Other researchers have also employed neural network training in machine learning to make predictions. For example, Hamou et al. predicted the number of injuries and deaths, which in turn were used to forecast the demand for emergency supplies [ 22 ]. However, this approach requires a large initial dataset and a high number of training epochs, while uncertainty due to large changes in intelligence information can lead to significant errors in data prediction [ 23 , 24 , 25 ]. To address these problems, researchers have conducted investigations that account (to varying degrees) for data characterized by time-series and non-linearity and have employed time-series models with good non-linear fitting [ 26 , 27 , 28 ]. The use of LSTM to explore relationships within the data can improve the accuracy of predicting COVID-19 to some extent. However, there are two problems with this approach. First, LSTM neural networks require extremely large datasets, and each wave of the epidemic development cycle would be insufficient to support a dataset suitable for LSTM. Second, neural networks involve a large number of parameters and highly complex models and, hence, are susceptible to overfitting, which can prevent them from achieving their true and expected advantages in prediction.

Overall, Our study differs from other papers in the following three ways. First, the research object of this paper focuses on the specific point of ICU healthcare resource demand prediction, aiming to improve the rate of critical care patient treatment. However, past research on public health emergencies has focused more on resource prediction , such as N95 masks, vaccines, and generalized medical supplies during the epidemic , to mitigate the impact of rapid transmission and high morbidity rates. This has led to less attention being paid to the reality of the surge in critically ill patients due to their high rates of severe illness and mortality.

Second, the idea of this paper is to further forecast resource needs based on the projected number of people with confirmed diagnoses, which is more applicable to healthcare organizations than most other papers that only predict the number of people involved. However, in terms of the methodology for projecting the number of people, this paper adopts a combined prediction method that combines regression algorithms and recurrent neural networks to propose a BILSTM-GASVR prediction model for the number of confirmed diagnoses. It capitalizes on both the suitability of SVR for small samples and non-linear prediction as well as the learning and memory abilities of BILSTM in processing time-series data. On the basis of the prediction model for the number of infected cases, by considering the characteristics of ICU healthcare resources, we constructed a demand forecasting model of emergency healthcare supplies. Past public health emergencies are more likely to use infectious disease models or a single prediction model in deep learning. some of the articles, although using a combination of prediction, but also more for the same method domain combination, such as CNN-LSTM, GRU-LSTM, etc., which are all recurrent neural networks.

Third, in terms of specific categorization of resources to be forecasted, considering the specificity of ICU medical resources, we introduce human resource prediction on the basis of previous studies focusing on material security, and classified ICU medical resources into three categories: ICU human resources, drugs and medical equipment. The purpose of this classification is to match the real-life prediction scenarios of public health emergencies and improve the demand forecasting performance for local ICU healthcare resources. Thus, it is easy for healthcare institutions to grasp the overall development of events, optimizing decision-making, and reducing the risk of healthcare systems collapsing during the outbreak stage.

In this section, we accomplish the following two tasks. Firstly, we introduce the idea of predicting the number of infected cases and show the principle of the relevant models. Secondly, based on the number of infected cases, ICU healthcare resources are divided into two categories (healthcare workers and healthcare supplies), and their respective demand forecasting models are constructed.

Prediction model for the number of infected cases

Gasvr model.

Support vector machine (SVM) is a machine-learning language for classification developed by Vapnik [ 29 ]. Suppose there are two categories of samples: H1 and H2. If hyperplane H is able to correctly classify the samples into these two categories and maximize the margin between the two categories, it is known as the optimal separating hyperplane (OSH). The sample vectors closest to the OSH in H1 and H2 are known as the support vectors. To apply SVM to prediction, it is essential to perform regression fitting. By introducing the \(\varepsilon\) -insensitive loss function, SVM can be converted to a support vector regression machine, where the role of the OSH is to minimize the error of all samples from this plane. SVR has a theoretical basis in statistical learning and relatively high learning performance, making it suitable for performing predictions in small-sample, non-linear, and multi-dimensional fields [ 30 , 31 ].

Assume the training sample set containing \(l\) training samples is given by \(\{({x}_{i},{y}_{i}),i=\mathrm{1,2},...,l\}\) , where \({x}_{i}=[{x}_{i}^{1},{x}_{i}^{2},...,{x}_{i}^{d}{]}^{\rm T}\) and \({y}_{i}\in R\) are the corresponding output values.

Let the regression function be \(f(x)=w\Phi (x)+b\) , where \(\phi (x)\) is the non-linear mapping function. The linear \(\varepsilon\) -insensitive loss function is defined as shown in formula ( 1 ).

Among the rest, \(f(x)\) is the predicted value returned by the regression function, and \(y\) is the corresponding real value. If the error between \(f(x)\) and \(y\) is ≤ \(\varepsilon\) , the loss is 0; otherwise, the loss is \(\left|y-f(x)\right|-\varepsilon\) .

The slack variables \({\xi }_{i}\) and \({\xi }_{i}^{*}\) are introduced, and \(w\) , \(b\) are solved using the following equation as shown in formula ( 2 ).

Among the rest, \(C\) is the penalty factor, with larger values indicating a greater penalty for errors > \(\varepsilon\) ; \(\varepsilon\) is defined as the error requirement, with smaller values indicating a smaller error of the regression function.

The Lagrange function is introduced to solve the above function and transformed into the dual form to give the formula ( 3 ).

Among the rest, \(K({x}_{i},{x}_{j})=\Phi ({x}_{i})\Phi ({x}_{j})\) is the kernel function. The kernel function determines the structure of high-dimensional feature space and the complexity of the final solution. The Gaussian kernel is selected for this study with the function \(K({x}_{i},{x}_{j})=\mathit{exp}(-\frac{\Vert {x}_{i}-{x}_{j}\Vert }{2{\sigma }^{2}})\) .

Let the optimal solution be \(a=[{a}_{1},{a}_{2},...,{a}_{l}]\) and \({a}^{*}=[{a}_{1}^{*},{a}_{2}^{*},...,{a}_{l}]\) to give the formula ( 4 ) and formula ( 5 ).

Among the rest, \({N}_{nsv}\) is the number of support vectors.

In sum, the regression function is as shown in formula ( 6 ).

when some of the parameters are not 0, the corresponding samples are the support vectors in the problem. This is the principle of SVR. The values of the three unknown parameters (penalty factor C, ε -insensitive loss function, and kernel function coefficient \(\sigma )\) , can directly impact the model effect. The penalty factor C affects the degree of function fitting through the selection of outliers in the sample by the function. Thus, excessively large values lead to better fit but poorer generalization, and vice versa. The ε value in the ε-insensitive loss function determines the accuracy of the model by affecting the width of support vector selection. Thus, excessively large values lead to lower accuracy that does not meet the requirements and excessively small values are overly complex and increase the difficulty. The kernel function coefficient \(\sigma\) determines the distribution and range of the training sample by controlling the size of inner product scaling in high-dimensional space, which can affect overfitting.

Therefore, we introduce other algorithms for optimization of the three parameters in SVR. Currently the commonly used algorithms are 32and some heuristic algorithms. Although the grid search method is able to find the highest classification accuracy, which is the global optimal solution. However, sometimes it can be time-consuming to find the optimal parameters for larger scales. If a heuristic algorithm is used, we could find the global optimal solution without having to trace over all the parameter points in the grid. And GA is one of the most commonly used heuristic algorithms, compared to other heuristic algorithms, it has the advantages of strong global search, generalizability, and broader blending with other algorithms.

Given these factors, we employ a GA to encode and optimize the relevant parameters of the model. The inputs are the experimental training dataset, the Gaussian kernel function expression, the maximum number of generations taken by the GA, the accuracy range of the optimized parameters, the GA population size, the fitness function, the probability of crossover, and the probability of mutation. The outputs are the optimal penalty factor C, ε-insensitive loss function parameter \(\varepsilon ,\) and optimal Gaussian kernel parameter \(\sigma\) of SVR, thus achieving the optimization of SVR. The basic steps involved in GA optimization are described in detail below, and the model prediction process is shown in Fig. 1 .

figure 1

Prediction process of the GASVR model

Population initialization

The three parameters are encoded using binary arrays composed of 0–1 bit-strings. Each parameter consisted of six bits, and the initial population is randomly generated. The population size is set at 60, and the number of iterations is 200.

Fitness calculation

In the same dataset, the K-fold cross-validation technique is used to test each individual in the population, with K = 5. K-fold cross validation effectively avoids the occurrence of model over-learning and under-learning. For the judgment of the individual, this paper evaluates it in terms of fitness calculations. Therefore, combining the two enables the effective optimization of the model’s selected parameters and improves the accuracy of regression prediction.

Fitness is calculated using the mean error method, with smaller mean errors indicating better fitness. The fitness function is shown in formula ( 7 ) [ 32 ].

The individual’s genotype is decoded and mapped to the corresponding parameter value, which is substituted into the SVR model for training. The parameter optimization range is 0.01 ≤ C ≤ 100, 0.1 ≤ \(\sigma\) ≤ 20, and 0.001 ≤ ε ≤ 1.

Selection: The selection operator is performed using the roulette wheel method.

Crossover: The multi-point crossover operator, in which two chromosomes are selected and multiple crossover points are randomly chosen for swapping, is employed. The crossover probability is set at 0.9.

Mutation: The inversion mutation operator, in which two points are randomly selected and the gene values between them are reinserted to the original position in reverse order, is employed. The mutation probability is set at 0.09.

Decoding: The bit strings are converted to parameter sets.

The parameter settings of the GASVR model built in this paper are shown in Table 1 .

BILSTM model

The LSTM model is a special recurrent neural network algorithm that can remember the long-term dependencies of data series and has an excellent capacity for self-learning and non-linear fitting. LSTM automatically connects hidden layers across time points, such that the output of one time point can arbitrarily enter the output terminal or the hidden layer of the next time point. Therefore, it is suitable for the sample prediction of time-series data and can predict future data based on stored data. Details of the model are shown in Fig. 2 .

figure 2

Schematic diagram of the LSTM model

LSTM consists of a forget gate, an input gate, and an output gate.

The forget gate combines the previous and current time steps to give the output of the sigmoid activation function. Its role is to screen the information from the previous state and identify useful information that truly impacts the subsequent time step. The equation for the forget gate is shown in formula ( 8 ).

Among the number, \(W_{f}\) is the weight of the forget gate, \({b}_{f}\) is the bias, \(\sigma\) is the sigmoid activation function, \({f}_{t}\) is the output of the sigmoid activation function, \(t-1\) is the previous time step, \(t\) is the current time step, and \({x}_{t}\) is the input time-series data at time step \(t\) .

The input gate is composed of the output of the sigmoid and tanh activation functions, and its role is to control the ratio of input information entering the information of a given time step. The equation for the input gate is shown in formula ( 9 ).

Among the number, \({W}_{i}\) is the output weight of the input gate, \({i}_{t}\) is the output of the sigmoid activation function, \({b}_{i}\) and \({b}_{C}\) are the biases of the input gate, and \({W}_{C}\) is the output of the tanh activation function.

The role of the output gate is to control the amount of information output at the current state, and its equation is shown in formula ( 10 ).

Among the number, \({W}_{o}\) is the weight of \({o}_{t}\) , and \({b}_{o}\) is the bias of the output gate.

The values of the above activation functions \(\sigma\) and tanh are generally shown in formulas ( 11 ) and ( 12 ).

\({C}_{t}\) is the data state of the current time step, and its value is determined by the input information of the current state and the information of the previous state. It is shown in formula ( 13 ).

Among the number, \(\widetilde{{C}_{t}}=\mathit{tan}h({W}_{c}[{h}_{t-1},{x}_{t}]+{b}_{c})\) .

\({h}_{t}\) is the state information of the hidden layer at the current time step, \({h}_{t}={o}_{t}\times \mathit{tan}h({c}_{t})\) .Each time step \({T}_{n}\) has a corresponding state \({C}_{t}\) . By undergoing the training process, the model can learn how to modify state \({C}_{t}\) through the forget, output, and input gates. Therefore, this state is consistently passed on, implying that important distant information will neither be forgotten nor significantly affected by unimportant information.

The above describes the principle of LSTM, which involves forward processing when applied. BILSTM consists of two LSTM networks, one of which processes the input sequence in the forward direction (i.e., the original order), while the other inputs the time series in the backward direction into the LSTM model. After processing both LSTM networks, the outputs are combined, which eventually gives the output results of the BILSTM model. Details of the model are presented in Fig. 3 .

figure 3

Schematic diagram of the BILSTM model

Compared to LSTM, BILSTM can achieve bidirectional information extraction of the time-series and connect the two LSTM layers onto the same output layer. Therefore, in theory, its predictive performance should be superior to that of LSTM. In BILSTM, the equations of the forward hidden layer( \(\overrightarrow{{h}_{t}}\) ) , backward hidden layer( \(\overleftarrow{{h}_{t}}\) ) , and output layer( \({o}_{t}\) ) are shown in formulas ( 14 ) , ( 15 ) and ( 16 ).

The parameter settings of the BILSTM model built in this paper are shown in Table 2 .

Informer model

The Informer model follows the compiler-interpreter architecture in the Transformer model, and based on this, structural optimizations have been made to reduce the computational time complexity of the algorithm and to optimize the output form of the interpreter. The two optimization methods are described in detail next.

With large amounts of input data, neural network models can have difficulty capturing long-term interdependencies in sequences, which can produce gradient explosions or gradient vanishing and affect the model's prediction accuracy. Informer model solves the existential gradient problem by using a ProbSparse Self-attention mechanism to make more efficient than conventional self-attention.

The value of Transformer self-attention is shown in formula ( 17 ).

Among them, \(Q\in {R}^{{L}_{Q}\times d}\) is the query matrix, \(K\in {R}^{{L}_{K}\times d}\) is the key matrix, and \(V\in {R}^{{L}_{V}\times d}\) is the value matrix, which are obtained by multiplying the input matrix X with the corresponding weight matrices \({W}^{Q}\) , \({W}^{K}\) , \({W}^{V}\) respectively, and d is the dimensionality of Q, K, and V. Let \({q}_{i}\) , \({k}_{i}\) , \(v_{i}\) represent the ith row in the Q, K, V matrices respectively, then the ith attention coefficient is shown in formula ( 18 ) as follows.

Therein, \(p({k}_{j}|{q}_{i})\) denotes the traditional Transformer's probability distribution formula, and \(k({q}_{i},{K}_{l})\) denotes the asymmetric exponential sum function. Firstly, q=1 is assumed, which implies that the value of each moment is equally important; secondly, the difference between the observed distribution and the assumed one is evaluated by the KL scatter, if the value of KL is bigger, the bigger the difference with the assumed distribution, which represents the more important this moment is. Then through inequality \(ln{L}_{k}\le M({q}_{i},K)\le {\mathit{max}}_{j}\left\{\frac{{q}_{i}{k}_{j}^{\rm T}}{\sqrt{d}}\right\}-\frac{1}{{L}_{k}}{\sum }_{j=1}^{{L}_{k}}\left\{\frac{{q}_{i}{k}_{j}^{\rm T}}{\sqrt{d}}\right\}+ln{L}_{k}\) , \(M({q}_{i},K)\) is transformed into \(\overline{M}({q}_{i},K)\) . According to the above steps, the ith sparsity evaluation formula is obtained as shown in formula ( 19 ) [ 33 ].

One of them, \(M({q}_{i},K)\) denotes the ith sparsity measure; \(\overline{M}({q}_{i},K)\) denotes the ith approximate sparsity measure; \({L}_{k}\) is the length of query vector. \(TOP-u\) quantities of \(\overline{M}\) are selected to form \(\overline{Q}\) , \(\overline{Q}\) is the first u sparse matrices, and the final sparse self-attention is shown in Formula ( 20 ). At this point, the time complexity is still \(O({n}^{2})\) , and to solve this problem, only l moments of M2 are computed to reduce the time complexity to \(O(L\cdot \mathit{ln}(L))\) .

Informer uses a generative decoder to obtain long sequence outputs.Informer uses the standard decoder architecture shown in Fig. 4 , in long time prediction, the input given to the decoder is shown in formula ( 21 ).

figure 4

Informer uses a generative decoder to obtain long sequence outputs

Therein, \({X}_{de}^{t}\) denotes the input to the decoder; \({X}_{token}^{t}\in {R}^{({L}_{token}+{L}_{y})\times {d}_{\mathit{mod}el}}\) is the dimension of the encoder output, which is the starting token without using all the output dimensions; \({X}_{0}^{t}\in {R}^{({L}_{token}+{L}_{y})\times {d}_{\mathit{mod}el}}\) is the dimension of the target sequence, which is uniformly set to 0; and finally the splicing input is performed to the encoder for prediction.

The parameter settings of Informer model created in this paper are shown in Table 3 .

BILSTM-GASVR combined prediction model

SVR has demonstrated good performance in solving problems like finite samples and non-linearity. Compared to deep learning methods, it offers faster predictions and smaller empirical risks. BILSTM has the capacity for long-term memory, can effectively identify data periodicity and trends, and is suitable for the processing of time-series data. Hence, it can be used to identify the effect of time-series on the number of confirmed cases. Given the advantages of these two methods in different scenarios, we combined them to perform predictions using GASVR, followed by error repair using BILSTM. The basic steps for prediction based on the BILSTM-GASVR model are as follows:

Normalization is performed on the initial data.

The GASVR model is applied to perform training and parameter optimization of the data to obtain the predicted value \(\widehat{{y}_{i}}\) .

After outputting the predicted value of GASVR, the residual sequence between the predicted value and real data is extracted to obtain the error \({\gamma }_{i}\) (i.e., \({\gamma }_{i}={y}_{i}-\widehat{{y}_{i}}\) ).

The BILSTM model is applied to perform training of the error to improve prediction accuracy. The BILSTM model in this paper is a multiple input single output model. Its inputs are the true and predicted error values \({\gamma }_{i}\) and its output is the new error value \(\widehat{{\gamma }_{i}}\) predicted by BILSTM.

The final predicted value is the sum of the GASVR predicted value and the BILSTM residual predicted value (i.e., \({Y}_{i}=\widehat{{y}_{i}}+\widehat{{\gamma }_{i}}\) ).

The parameter settings of the BILSTM-GASVR model built in this paper are shown in Table 4 .

Model testing criteria

To test the effect of the model, the prediction results of the BILSTM-GASVR model are compared to those of GASVR, LSTM, BILSTM and Informer. The prediction error is mainly quantified using three indicators: mean squared error (MSE), root mean squared error (RMSE), and correlation coefficient ( \(R^{2}\) ). Their respective equations are shown in formulas ( 22 ), ( 23 ) and ( 24 ).

Demand forecasting model of ICU healthcare resources

ICU healthcare resources can be divided into human and material resources. Human resources refer specifically to the professional healthcare workers in the ICU. Material resources, which are combined with the actual consumption of medical supplies, can be divided into consumables and non-consumables. Consumables refer to the commonly used drugs in the ICU, which include drugs for treating cardiac insufficiency, vasodilators, anti-shock vasoactive drugs, analgesics, sedatives, muscle relaxants, anti-asthmatic drugs, and anticholinergics. Given that public health emergencies have a relatively high probability of affecting the respiratory system, we compiled a list of commonly used drugs for respiratory diseases in the ICU (Table 5 ).

Non-consumables refer to therapeutic medical equipment, including electrocardiogram machines, blood gas analyzers, electrolyte analyzers, bedside diagnostic ultrasound machines, central infusion workstations, non-invasive ventilators, invasive ventilators, airway clearance devices, defibrillators, monitoring devices, cardiopulmonary resuscitation devices, and bedside hemofiltration devices.

The demand forecasting model of ICU healthcare resources constructed in this study, as well as its relevant parameters and definitions, are described below. \({R}_{ij}^{n}\) is the forecasted demand for the \(i\) th category of resources on the \(n\) th day in region \(j\) . \({Y}_{j}^{n}\) is the predicted number of current confirmed cases on the \(n\) th day in region \(j\) . \({M}_{j}^{n}\) is the number of ICU healthcare workers on the \(n\) th day in region \(j\) , which is given by the following formula: number of healthcare workers the previous day + number of new recruits − reduction in number the previous day, where the reduction in number refers to the number of healthcare workers who are unable to work due to infection or overwork. In general, the number of ICU healthcare workers should not exceed 5% of the number of current confirmed cases (i.e., it takes the value range [0, \(Y_{j}^{n}\) ×5%]). \(U_{i}\) is the maximum working hours or duration of action of the \(i\) th resource category within one day. \({A}_{j}\) is the number of resources in the \(i\) th category allocated to patients (i.e., how many units of resources in the \(i\) th category is needed for a patient who need the \(i\) th unit of the given resource). \({\varphi }_{i}\) is the demand conversion coefficient (i.e., the proportion of the current number of confirmed cases who need to use the \(i\) th resource category). \({C}_{ij}^{n}\) is the available quantity of material resources of the \(i\) th category on the \(n\) th day in region \(j\) . At the start, this quantity is the initial reserve, and once the initial reserve is exhausted, it is the surplus from the previous day. The formula for this parameter is given as follows: available quantity from the previous day + replenishment on the previous day − quantity consumed on the previous day, where if \({C}_{ij}^{n}\) is a negative number, it indicates the amount of shortage for the given category of resources on the previous day.

In summary, the demand forecast for emergency medical supplies constructed in this study is shown in formula ( 25 ).

The number of confirmed cases based on data-driven prediction is introduced into the demand forecasting model for ICU resources to forecast the demand for the various categories of resources. In addition to the number of current confirmed cases, the main variables of the first demand forecasting model for human resources are the available quantity and maximum working hours. The main variable of the second demand forecasting model for consumable resources is the number of units consumed by the available quantity. The main variable of the third model for non-consumable resources is the allocated quantity. These three resource types can be predicted using the demand forecasting model constructed in this study.

Prediction of the number of current infected cases

The COVID-19 situation in Shanghai is selected for our experiment. A total of 978 entries of epidemic-related data in Shanghai between January 20, 2020, and September 24, 2022, are collected from the epidemic reporting platform. This dataset is distributed over a large range and belongs to a right-skewed leptokurtic distribution. The specific statistical description of data is shown in Table 6 . Part of the data is shown in Table 7 .

And we divided the data training set and test set in an approximate 8:2 ratio, namely, 798 days for training (January 20, 2020 to March 27, 2022) and 180 days for prediction (March 28, 2022 to September 24, 2022).

Due to the large difference in order of magnitude between the various input features, directly implementing training and model construction would lead to suboptimal model performance. Such effects are usually eliminated through normalization. In terms of interval selection, [0, 1] reflects the probability distribution of the sample, whereas [-1, 1] mostly reflects the state distribution or coordinate distribution of the sample. Therefore, [-1, 1] is selected for the normalization interval in this study, and the processing method is shown in formula ( 26 ).

Among the rest, \(X\) is the input sample, \({X}_{min}\) and \({X}_{max}\) are the minimum and maximum values of the input sample, and \({X}_{new}\) is the input feature after normalization.

In addition, we divide the data normalization into two parts, considering that the amount of data in the training set is much more than the test set in the real operating environment. In the first step, we normalize the training set data directly according to the above formula; in the second step, we normalize the test data set using the maximum and minimum values of the training data set.

The values of the preprocessed data are inserted into the GASVR, LSTM, Informer, BILSTM models and the BILSTM-GASVR model is constructed. Figures 5 , 6 , 7 , 8 and 9 show the prediction results. From Figs. 5 , 6 , and 7 , it can be seen that in terms of data accuracy, GASVR more closely matches the real number of infected people relative to BILSTM and LSTM. Especially in the most serious period of the epidemic in Shanghai (April 17, 2022 to April 30, 2022), the advantage of the accuracy of the predicted data of GASVR is even more obvious, which is due to the characteristics of GASVR for small samples and nonlinear prediction. However, in the overall trend of the epidemic, BILSTM and LSTM, which have the ability to learn and memorize to process time series data, are superior. It is clearly seen that in April 1, 2022-April 7, 2022 and May 10, 2022-May 15, 2022, there is a sudden and substantial increase in GASVR in these two time phases, and a sudden and substantial decrease in April 10, 2022-April 14, 2022. These errors also emphasize the stability of BILSTM and LSTM, which are more closely matched to the real epidemic development situation in the whole process of prediction, and the difference between BILSTM and LSTM prediction is that the former predicts data more accurately than the latter, which is focused on the early stage of prediction as well as the peak period of the epidemic. Informer is currently an advanced time series forecasting method. From Fig. 8 , it can be seen that the prediction data accuracy and the overall trend of the epidemic are better than the single prediction models of GASVR, LSTM and BILSTM. However, Informer is more suitable for long time series and more complex and large prediction problems, so the total sample size of less than one thousand cases is not in the comfort zone of Informer model. Figure 9 shows that the BILSTM-GASVR model constructed in this paper is more suitable for this smaller scale prediction problem, with the best prediction results, closest to the actual parameter (number of current confirmed cases), demonstrating small sample and time series advantages. In Short, the prediction effect of models is ranked as follows: BILSTM-GASVR> Informer> GASVR> BILSTM> LSTM.

figure 5

The prediction result of the GASVR model

figure 6

The prediction result of the LSTM model

figure 7

The prediction result of the BILSTM model

figure 8

The prediction result of the Informer model

figure 9

The prediction result of the BILSTM-GASVR model

The values of the three indicators (MSE, RMSE, and correlation coefficient \({R}^{2}\) ) for the five models are shown in Table 8 . MSE squares the error so that the larger the model error, the larger the value, which help capture the model's prediction error more sensitively. RMSE is MSE with a root sign added to it, which allows for a more intuitive representation of the order of magnitude difference from the true value. \({R}^{2}\) is a statistical indicator used to assess the overall goodness of fit of the model, which reflects the overall consistency of the predicted trend and does not specifically reflect the degree of data. The results in the Table 8 are consistent with the prediction results in the figure above, while the ranking of MSE, RMSE, and \({R}^{2}\) are also the same (i.e., BILSTM-GASVR> Informer> GASVR> BILSTM> LSTM).

In addition, we analyze the five model prediction data using significance tests as a way of demonstrating whether the model used is truly superior to the other baseline models. The test dataset with kurtosis higher than 4 does not belong to the approximate normal distribution, so parametric tests are not used in this paper. Given that the datasets predicted by each of the five models are continuous and independent datasets, this paper uses the Kruskal-Wallis test, which is a nonparametric test. The test steps are as follows.

Determine hypotheses (H0, H1) and significance level ( \(\alpha\) ).

For each data set, all its sample data are combined and ranked from smallest to largest. Then find the number of data items ( \({n}_{i}\) ), rank sum ( \({R}_{i}\) ) and mean rank of each group of data respectively.

Based on the rank sum, the test statistic (H) is calculated for each data set in the Kruskal-Wallis test. The specific calculation is shown in formula ( 27 ).

According to the test statistic and degrees of freedom, find the corresponding p-value in the Kruskal-Wallis distribution table. Based on the P-value, determine whether the original hypothesis is valid.

In the significance test, we set the significance setting original hypothesis (H0) as there is no significant difference between the five data sets obtained from the five predictive models. We set the alternative hypothesis (H1) as there is a significant difference between the five data sets obtained from the five predictive models. At the same time, we choose the most commonly used significance level taken in the significance test, namely 0.05. In this paper, multiple comparisons and two-by-two comparisons of the five data sets obtained from the five predictive models are performed through the SPSS software. The results of the test show that in the multiple comparison session, P=0.001<0.05, so H0 is rejected, which means that the difference between the five groups of data is significant. In the two-by-two comparison session, BILSTM-GASVR is less than 0.05 from the other four prediction models. The specific order of differences is Informer < GASVR < BILSTM < LSTM, which means that the BILSTM-GASVR prediction model does get a statistically significant difference between the dataset and the other models.

In summary, combined prediction using the BILSTM-GASVR model is superior to the other four single models in various aspects in the case study analysis of Shanghai epidemic with a sample size of 978.

Demand forecasting of ICU healthcare resources

Combined with the predicted number of current infected cases, representatives are selected from the three categories of resources for forecasting. The demand for nurses is selected as the representative for the first category of resources.

In view of the fact that there are currently no specific medications that are especially effective for this public health emergency, many ICU treatment measures involved helping patients survive as their own immune systems eliminated the virus. This involved, for example, administering antibiotics when patients developed a secondary bacterial infection. glucocorticoids are used to temporarily suppress the immune system when their immune system attacked and damaged lung tissues causing patients to have difficulty breathing. extracorporeal membrane oxygenation (ECMO) is used for performing cardiopulmonary resuscitation when patients are suffering from cardiac arrest. In this study, we take dexamethasone injection (5 mg), a typical glucocorticoid drug, as the second category of ICU resources (i.e., drugs); and invasive ventilators as the third category of ICU resources (i.e., medical equipment).

During the actual epidemic in Shanghai, the municipal government organized nine critical care teams, which are stationed in eight municipally designated hospitals and are dedicated to the treatment of critically ill patients. In this study, the ICU nurses, dexamethasone injections, and invasive ventilators in Shanghai are selected as the prediction targets and introduced into their respective demand forecasting models. Forecasting of ICU healthcare resources is then performed for the period from March 28, 2022, to April 28, 2022, as an example. Part of the parameter settings for the three types of resources are shown in Tables 9 , 10 , and 11 , respectively.

Table 12 shows the forecasting results of the demand for ICU nurses, dexamethasone injections, and invasive ventilators during the epidemic wave in Shanghai between March 28, 2022, and April 28, 2022.

For the first category (i.e., ICU nurses), human resource support is only needed near the peak period, but the supply could not be replenished immediately. In the early stages, Shanghai could only rely on the nurses’ perseverance, alleviating the shortage of human resources by reducing the number of shifts and increasing working hours. This situation persisted until about April 10 and is only resolved when nurses from other provinces and regions successively arrived in Shanghai.

The second category of ICU resources is drugs, which are rapidly consumed. The pre-event reserve of 30,000 dexamethasone injections could only be maintained for a short period and is fully consumed during the outbreak. Furthermore, daily replenishment is still needed, even when the epidemic has passed its peak and begun its decline.

The third category is invasive ventilators, which are non-consumables. Thus, the reserve lasted for a relatively long period of time in the early stages and did not require replenishment after its maximum usage during the peak period.

Demand forecasting models are constructed based on the classification of healthcare resources according to their respective features. We choose ICU nurses, dexamethasone injections, and invasive ventilators as examples, and then forecast demand for the epidemic wave in Shanghai between March 28, 2022, and April 28, 2022. The main conclusions are as follows:

A long period of time is needed to train ICU healthcare workers who can independently be on duty, taking at least one year from graduation to entering the hospital, in addition to their requiring continuous learning, regular theoretical training, and the accumulation of clinical experience during this process. Therefore, for the first category of ICU healthcare resources, in the long term, healthcare institutions should place a greater emphasis on their talent reserves. Using China as an example, according to the third ICU census, the ratio of the number of ICU physicians to the number of beds is 0.62:1 and the ratio of the number of nurses to the number of beds is 1.96:1, which are far lower than those stipulated by China itself and those of developed countries. Therefore, a fundamental solution is to undertake proactive and systematic planning and construction to ensure the more effective deployment of human resources in the event of a severe outbreak. In the short term, healthcare institutions should focus on the emergency expansion capacity of their human resources. In case there are healthcare worker shortages during emergencies, the situation can be alleviated by summoning retired workers back to work and asking senior medical students from various universities to help in the hospitals to prevent the passive scenario of severely compressing the rest time of existing staff or waiting for external aid. However, it is worth noting that to ensure the effectiveness of such a strategy of using retired healthcare workers or senior students of university medical faculties, it is necessary for healthcare organizations to provide them with regular training in the norm, such as organizing 2-3 drills a year, to ensure the professionalism and proficiency of healthcare workers who are temporarily and suddenly put on the job. At the same time, it is also necessary to fully mobilize the will of individuals. Medical institutions can provide certain subsidies to retired health-care workers and award them with honorable titles. For senior university medical students, volunteer certificates are issued and priority is given to their internships, so that health-care workers can be motivated to self-realization through spiritual and material rewards.

Regarding the second category of ICU resources (i.e., drugs), healthcare institutions perform the subdivision of drug types and carry out dynamic physical preparations based on 15–20% of the service recipient population for clinically essential drugs. This will enable a combination of good preparedness during normal times and emergency situations. In addition, in-depth collaboration with corporations is needed to fully capitalize on their production capacity reserves. This helps medical institutions to be able to scientifically and rationally optimize the structure and quantity of their drug stockpiles to prevent themselves from being over-stressed. Yet the lower demand for medicines at the end of the epidemic led to the problem of excess inventory of enterprises at a certain point in time must be taken into account. So, the medical institutions should sign a strategic agreement on stockpiling with enterprises, take the initiative to bear the guaranteed acquisition measures, and consider the production costs of the cooperative enterprises. These measures are used to truly safeguard the enthusiasm of the cooperative enterprises to invest in the production capacity.

Regarding the third category of ICU resources (i.e., medical equipment), large-scale medical equipment cannot be rapidly mass-produced due to limitations in the capacity for emergency production and conversion of materials. In addition, the bulk procurement of high-end medical equipment is also relatively difficult in the short term. Therefore, it is more feasible for healthcare institutions to have physical reserves of medical equipment, such as invasive ventilators. However, the investment costs of medical equipment are relatively high. Ventilators, for example, cost up to USD $50,000, and subsequent maintenance costs are also relatively high. After all, according to the depreciable life of specialized hospital equipment, the ventilator, as a surgical emergency equipment, is depreciated over five years. And its depreciation rate is calculated at 20% annually for the first five years, which means a monthly depreciation of $835. Thus, the excessively low utilization rate of such equipment will also impact the hospital. Healthcare institutions should, therefore, conduct further investigations on the number of beds and the reserves of ancillary large-scale medical equipment to find a balance between capital investment and patient needs.

The limitations of this paper are reflected in the following three points. Firstly, in the prediction of the number of infections, the specific research object in this paper is COVID-19, and other public health events such as SARS, H1N1, and Ebola are not comparatively analyzed. The main reason for this is the issue of data accessibility, and it is easier for us to analyze events that have occurred in recent years. In addition, using the Shanghai epidemic as a specific case may be more representative of the epidemic situation in an international metropolis with high population density and mobility. Hence, it has certain regional limitations, and subsequent studies should expand the scope of the case study to reflect the characteristics of epidemic transmission in different types of urban areas and enhance the generalizability.

Secondly, the main emphasis of this study is on forecasting the demand for ICU healthcare resources across the entire region of the epidemic, with a greater focus on patient demand during public emergencies. Our aims are to help all local healthcare institutions more accurately identify changes in ICU healthcare resource demand during this local epidemic wave, gain a more accurate understanding of the treatment demands of critically ill patients, and carry out comprehensive, scientifically based decision-making. Therefore, future studies can examine individual healthcare institutions instead and incorporate the actual conditions of individual units to construct multi-objective models. In this way, medical institutions can further grasp the relationship between different resource inputs and the recovery rate of critically ill patients, and achieve the balance between economic and social benefits.

Finally, for the BILSTM-GASVR prediction method, in addition to the number of confirmed diagnoses predicted for an outbreak in a given region, other potential applications beyond this type of medium-sized dataset still require further experimentation. For example, whether the method is suitable for procurement planning of a certain supply in production management, forecasting of goods sales volume in marketing management, and other long-period, large-scale and other situations.

Within the context of major public health events, the fluctuations and uncertainties in the demand for ICU resources can lead to large errors between the healthcare supply and actual demand. Therefore, this study focuses on the question of forecasting the demand for ICU healthcare resources. Based on the number of current confirmed cases, we construct the BILSTM-GASVR model for predicting the number of patients. By comparing the three indicators (MSE, MAPE, and correlation coefficient \(R^{2}\) ) and the results of the BILSTM, LSTM, and GASVR models, we demonstrate that our model have a higher accuracy. Our findings can improve the timeliness and accuracy of predicting ICU healthcare resources and enhance the dynamics of demand forecasting. Hence, this study may serve as a reference for the scientific deployment of ICU resources in healthcare institutions during major public events.

Given the difficulty in data acquisition, only the Shanghai epidemic dataset is selected in this paper, which is one of the limitations mentioned in Part 4. Although the current experimental cases of papers in the same field do not fully conform to this paper, the results of the study cannot be directly compared. However, after studying the relevant reviews and the results of the latest papers, we realize that there is consistency in the prediction ideas and prediction methods [ 34 , 35 ]. Therefore, we summarize the similarities and differences between the results of the study and other research papers in epidemic forecasting as shown below.

Similarities: on the one hand, we all characterize trends in the spread of the epidemic and predict the number of infections over 14 days. On the other hand, we all select the current mainstream predictive models as the basis and combine or improve them. Moreover, we all use the same evaluation method (comparison of metrics such as MSE and realistic values) to evaluate the improvements against other popular predictive models.

Differences: on the one hand, other papers focus more on predictions at the point of the number of patients, such as hospitalization rate, number of infections, etc. This paper extends the prediction from the number of patients to the specific healthcare resources. This paper extends the prediction from the number of patients to specific healthcare resources. We have divided the medical resources and summarized the demand regularities of the three types of information in the epidemic, which provides the basis for decision-making on epidemic prevention to the government or medical institutions. On the other hand, in addition to the two assessment methods mentioned in the same point, this paper assesses the performance of the prediction methods with the help of significance tests, which is a statistical approach to data. This can make the practicality of the forecasting methodology more convincing.

Availability of data and materials

The datasets used and/or analysed during the current study available from the corresponding author on reasonable request.

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We would like to acknowledge the hard and dedicated work of all the staff that implemented the intervention and evaluation components of the study.

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Zhang, W., Li, X. A data-driven combined prediction method for the demand for intensive care unit healthcare resources in public health emergencies. BMC Health Serv Res 24 , 477 (2024). https://doi.org/10.1186/s12913-024-10955-8

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