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Research Paper Conclusion – Writing Guide and Examples

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Research Paper Conclusion

Definition:

A research paper conclusion is the final section of a research paper that summarizes the key findings, significance, and implications of the research. It is the writer’s opportunity to synthesize the information presented in the paper, draw conclusions, and make recommendations for future research or actions.

The conclusion should provide a clear and concise summary of the research paper, reiterating the research question or problem, the main results, and the significance of the findings. It should also discuss the limitations of the study and suggest areas for further research.

Parts of Research Paper Conclusion

The parts of a research paper conclusion typically include:

Restatement of the Thesis

The conclusion should begin by restating the thesis statement from the introduction in a different way. This helps to remind the reader of the main argument or purpose of the research.

Summary of Key Findings

The conclusion should summarize the main findings of the research, highlighting the most important results and conclusions. This section should be brief and to the point.

Implications and Significance

In this section, the researcher should explain the implications and significance of the research findings. This may include discussing the potential impact on the field or industry, highlighting new insights or knowledge gained, or pointing out areas for future research.

Limitations and Recommendations

It is important to acknowledge any limitations or weaknesses of the research and to make recommendations for how these could be addressed in future studies. This shows that the researcher is aware of the potential limitations of their work and is committed to improving the quality of research in their field.

Concluding Statement

The conclusion should end with a strong concluding statement that leaves a lasting impression on the reader. This could be a call to action, a recommendation for further research, or a final thought on the topic.

How to Write Research Paper Conclusion

Here are some steps you can follow to write an effective research paper conclusion:

• Restate the research problem or question: Begin by restating the research problem or question that you aimed to answer in your research. This will remind the reader of the purpose of your study.
• Summarize the main points: Summarize the key findings and results of your research. This can be done by highlighting the most important aspects of your research and the evidence that supports them.
• Discuss the implications: Discuss the implications of your findings for the research area and any potential applications of your research. You should also mention any limitations of your research that may affect the interpretation of your findings.
• Provide a conclusion : Provide a concise conclusion that summarizes the main points of your paper and emphasizes the significance of your research. This should be a strong and clear statement that leaves a lasting impression on the reader.
• Offer suggestions for future research: Lastly, offer suggestions for future research that could build on your findings and contribute to further advancements in the field.

Remember that the conclusion should be brief and to the point, while still effectively summarizing the key findings and implications of your research.

Example of Research Paper Conclusion

Here’s an example of a research paper conclusion:

Conclusion :

In conclusion, our study aimed to investigate the relationship between social media use and mental health among college students. Our findings suggest that there is a significant association between social media use and increased levels of anxiety and depression among college students. This highlights the need for increased awareness and education about the potential negative effects of social media use on mental health, particularly among college students.

Despite the limitations of our study, such as the small sample size and self-reported data, our findings have important implications for future research and practice. Future studies should aim to replicate our findings in larger, more diverse samples, and investigate the potential mechanisms underlying the association between social media use and mental health. In addition, interventions should be developed to promote healthy social media use among college students, such as mindfulness-based approaches and social media detox programs.

Overall, our study contributes to the growing body of research on the impact of social media on mental health, and highlights the importance of addressing this issue in the context of higher education. By raising awareness and promoting healthy social media use among college students, we can help to reduce the negative impact of social media on mental health and improve the well-being of young adults.

Purpose of Research Paper Conclusion

The purpose of a research paper conclusion is to provide a summary and synthesis of the key findings, significance, and implications of the research presented in the paper. The conclusion serves as the final opportunity for the writer to convey their message and leave a lasting impression on the reader.

The conclusion should restate the research problem or question, summarize the main results of the research, and explain their significance. It should also acknowledge the limitations of the study and suggest areas for future research or action.

Overall, the purpose of the conclusion is to provide a sense of closure to the research paper and to emphasize the importance of the research and its potential impact. It should leave the reader with a clear understanding of the main findings and why they matter. The conclusion serves as the writer’s opportunity to showcase their contribution to the field and to inspire further research and action.

When to Write Research Paper Conclusion

The conclusion of a research paper should be written after the body of the paper has been completed. It should not be written until the writer has thoroughly analyzed and interpreted their findings and has written a complete and cohesive discussion of the research.

Before writing the conclusion, the writer should review their research paper and consider the key points that they want to convey to the reader. They should also review the research question, hypotheses, and methodology to ensure that they have addressed all of the necessary components of the research.

Once the writer has a clear understanding of the main findings and their significance, they can begin writing the conclusion. The conclusion should be written in a clear and concise manner, and should reiterate the main points of the research while also providing insights and recommendations for future research or action.

Characteristics of Research Paper Conclusion

The characteristics of a research paper conclusion include:

• Clear and concise: The conclusion should be written in a clear and concise manner, summarizing the key findings and their significance.
• Comprehensive: The conclusion should address all of the main points of the research paper, including the research question or problem, the methodology, the main results, and their implications.
• Future-oriented : The conclusion should provide insights and recommendations for future research or action, based on the findings of the research.
• Impressive : The conclusion should leave a lasting impression on the reader, emphasizing the importance of the research and its potential impact.
• Objective : The conclusion should be based on the evidence presented in the research paper, and should avoid personal biases or opinions.
• Unique : The conclusion should be unique to the research paper and should not simply repeat information from the introduction or body of the paper.

Advantages of Research Paper Conclusion

The advantages of a research paper conclusion include:

• Summarizing the key findings : The conclusion provides a summary of the main findings of the research, making it easier for the reader to understand the key points of the study.
• Emphasizing the significance of the research: The conclusion emphasizes the importance of the research and its potential impact, making it more likely that readers will take the research seriously and consider its implications.
• Providing recommendations for future research or action : The conclusion suggests practical recommendations for future research or action, based on the findings of the study.
• Providing closure to the research paper : The conclusion provides a sense of closure to the research paper, tying together the different sections of the paper and leaving a lasting impression on the reader.
• Demonstrating the writer’s contribution to the field : The conclusion provides the writer with an opportunity to showcase their contribution to the field and to inspire further research and action.

Limitations of Research Paper Conclusion

While the conclusion of a research paper has many advantages, it also has some limitations that should be considered, including:

• I nability to address all aspects of the research: Due to the limited space available in the conclusion, it may not be possible to address all aspects of the research in detail.
• Subjectivity : While the conclusion should be objective, it may be influenced by the writer’s personal biases or opinions.
• Lack of new information: The conclusion should not introduce new information that has not been discussed in the body of the research paper.
• Lack of generalizability: The conclusions drawn from the research may not be applicable to other contexts or populations, limiting the generalizability of the study.
• Misinterpretation by the reader: The reader may misinterpret the conclusions drawn from the research, leading to a misunderstanding of the findings.

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How to Write a Conclusion for Research Papers (with Examples)

The conclusion of a research paper is a crucial section that plays a significant role in the overall impact and effectiveness of your research paper. However, this is also the section that typically receives less attention compared to the introduction and the body of the paper. The conclusion serves to provide a concise summary of the key findings, their significance, their implications, and a sense of closure to the study. Discussing how can the findings be applied in real-world scenarios or inform policy, practice, or decision-making is especially valuable to practitioners and policymakers. The research paper conclusion also provides researchers with clear insights and valuable information for their own work, which they can then build on and contribute to the advancement of knowledge in the field.

The research paper conclusion should explain the significance of your findings within the broader context of your field. It restates how your results contribute to the existing body of knowledge and whether they confirm or challenge existing theories or hypotheses. Also, by identifying unanswered questions or areas requiring further investigation, your awareness of the broader research landscape can be demonstrated.

Remember to tailor the research paper conclusion to the specific needs and interests of your intended audience, which may include researchers, practitioners, policymakers, or a combination of these.

Table of Contents

What is a conclusion in a research paper, summarizing conclusion, editorial conclusion, externalizing conclusion, importance of a good research paper conclusion, how to write a conclusion for your research paper, research paper conclusion examples.

• How to write a research paper conclusion with Paperpal? 

Frequently Asked Questions

A conclusion in a research paper is the final section where you summarize and wrap up your research, presenting the key findings and insights derived from your study. The research paper conclusion is not the place to introduce new information or data that was not discussed in the main body of the paper. When working on how to conclude a research paper, remember to stick to summarizing and interpreting existing content. The research paper conclusion serves the following purposes: 1

• Warn readers of the possible consequences of not attending to the problem.
• Recommend specific course(s) of action.
• Restate key ideas to drive home the ultimate point of your research paper.
• Provide a “take-home” message that you want the readers to remember about your study.

Types of conclusions for research papers

In research papers, the conclusion provides closure to the reader. The type of research paper conclusion you choose depends on the nature of your study, your goals, and your target audience. I provide you with three common types of conclusions:

A summarizing conclusion is the most common type of conclusion in research papers. It involves summarizing the main points, reiterating the research question, and restating the significance of the findings. This common type of research paper conclusion is used across different disciplines.

An editorial conclusion is less common but can be used in research papers that are focused on proposing or advocating for a particular viewpoint or policy. It involves presenting a strong editorial or opinion based on the research findings and offering recommendations or calls to action.

An externalizing conclusion is a type of conclusion that extends the research beyond the scope of the paper by suggesting potential future research directions or discussing the broader implications of the findings. This type of conclusion is often used in more theoretical or exploratory research papers.

Align your conclusion’s tone with the rest of your research paper. Start Writing with Paperpal Now!  

The conclusion in a research paper serves several important purposes:

• Offers Implications and Recommendations : Your research paper conclusion is an excellent place to discuss the broader implications of your research and suggest potential areas for further study. It’s also an opportunity to offer practical recommendations based on your findings.
• Provides Closure : A good research paper conclusion provides a sense of closure to your paper. It should leave the reader with a feeling that they have reached the end of a well-structured and thought-provoking research project.
• Leaves a Lasting Impression : Writing a well-crafted research paper conclusion leaves a lasting impression on your readers. It’s your final opportunity to leave them with a new idea, a call to action, or a memorable quote.

Writing a strong conclusion for your research paper is essential to leave a lasting impression on your readers. Here’s a step-by-step process to help you create and know what to put in the conclusion of a research paper: 2

• Research Statement : Begin your research paper conclusion by restating your research statement. This reminds the reader of the main point you’ve been trying to prove throughout your paper. Keep it concise and clear.
• Key Points : Summarize the main arguments and key points you’ve made in your paper. Avoid introducing new information in the research paper conclusion. Instead, provide a concise overview of what you’ve discussed in the body of your paper.
• Address the Research Questions : If your research paper is based on specific research questions or hypotheses, briefly address whether you’ve answered them or achieved your research goals. Discuss the significance of your findings in this context.
• Significance : Highlight the importance of your research and its relevance in the broader context. Explain why your findings matter and how they contribute to the existing knowledge in your field.
• Implications : Explore the practical or theoretical implications of your research. How might your findings impact future research, policy, or real-world applications? Consider the “so what?” question.
• Future Research : Offer suggestions for future research in your area. What questions or aspects remain unanswered or warrant further investigation? This shows that your work opens the door for future exploration.
• Closing Thought : Conclude your research paper conclusion with a thought-provoking or memorable statement. This can leave a lasting impression on your readers and wrap up your paper effectively. Avoid introducing new information or arguments here.
• Proofread and Revise : Carefully proofread your conclusion for grammar, spelling, and clarity. Ensure that your ideas flow smoothly and that your conclusion is coherent and well-structured.

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Remember that a well-crafted research paper conclusion is a reflection of the strength of your research and your ability to communicate its significance effectively. It should leave a lasting impression on your readers and tie together all the threads of your paper. Now you know how to start the conclusion of a research paper and what elements to include to make it impactful, let’s look at a research paper conclusion sample.

How to write a research paper conclusion with Paperpal?

A research paper conclusion is not just a summary of your study, but a synthesis of the key findings that ties the research together and places it in a broader context. A research paper conclusion should be concise, typically around one paragraph in length. However, some complex topics may require a longer conclusion to ensure the reader is left with a clear understanding of the study’s significance. Paperpal, an AI writing assistant trusted by over 800,000 academics globally, can help you write a well-structured conclusion for your research paper. 

• Sign Up or Log In: Create a new Paperpal account or login with your details.  
• Navigate to Features : Once logged in, head over to the features’ side navigation pane. Click on Templates and you’ll find a suite of generative AI features to help you write better, faster.  
• Generate an outline: Under Templates, select ‘Outlines’. Choose ‘Research article’ as your document type.  
• Select your section: Since you’re focusing on the conclusion, select this section when prompted.  
• Choose your field of study: Identifying your field of study allows Paperpal to provide more targeted suggestions, ensuring the relevance of your conclusion to your specific area of research. 
• Provide a brief description of your study: Enter details about your research topic and findings. This information helps Paperpal generate a tailored outline that aligns with your paper’s content. 
• Generate the conclusion outline: After entering all necessary details, click on ‘generate’. Paperpal will then create a structured outline for your conclusion, to help you start writing and build upon the outline.  
• Write your conclusion: Use the generated outline to build your conclusion. The outline serves as a guide, ensuring you cover all critical aspects of a strong conclusion, from summarizing key findings to highlighting the research’s implications. 
• Refine and enhance: Paperpal’s ‘Make Academic’ feature can be particularly useful in the final stages. Select any paragraph of your conclusion and use this feature to elevate the academic tone, ensuring your writing is aligned to the academic journal standards. 

By following these steps, Paperpal not only simplifies the process of writing a research paper conclusion but also ensures it is impactful, concise, and aligned with academic standards. Sign up with Paperpal today and write your research paper conclusion 2x faster .  

The research paper conclusion is a crucial part of your paper as it provides the final opportunity to leave a strong impression on your readers. In the research paper conclusion, summarize the main points of your research paper by restating your research statement, highlighting the most important findings, addressing the research questions or objectives, explaining the broader context of the study, discussing the significance of your findings, providing recommendations if applicable, and emphasizing the takeaway message. The main purpose of the conclusion is to remind the reader of the main point or argument of your paper and to provide a clear and concise summary of the key findings and their implications. All these elements should feature on your list of what to put in the conclusion of a research paper to create a strong final statement for your work.

A strong conclusion is a critical component of a research paper, as it provides an opportunity to wrap up your arguments, reiterate your main points, and leave a lasting impression on your readers. Here are the key elements of a strong research paper conclusion: 1. Conciseness : A research paper conclusion should be concise and to the point. It should not introduce new information or ideas that were not discussed in the body of the paper. 2. Summarization : The research paper conclusion should be comprehensive enough to give the reader a clear understanding of the research’s main contributions. 3 . Relevance : Ensure that the information included in the research paper conclusion is directly relevant to the research paper’s main topic and objectives; avoid unnecessary details. 4 . Connection to the Introduction : A well-structured research paper conclusion often revisits the key points made in the introduction and shows how the research has addressed the initial questions or objectives. 5. Emphasis : Highlight the significance and implications of your research. Why is your study important? What are the broader implications or applications of your findings? 6 . Call to Action : Include a call to action or a recommendation for future research or action based on your findings.

The length of a research paper conclusion can vary depending on several factors, including the overall length of the paper, the complexity of the research, and the specific journal requirements. While there is no strict rule for the length of a conclusion, but it’s generally advisable to keep it relatively short. A typical research paper conclusion might be around 5-10% of the paper’s total length. For example, if your paper is 10 pages long, the conclusion might be roughly half a page to one page in length.

In general, you do not need to include citations in the research paper conclusion. Citations are typically reserved for the body of the paper to support your arguments and provide evidence for your claims. However, there may be some exceptions to this rule: 1. If you are drawing a direct quote or paraphrasing a specific source in your research paper conclusion, you should include a citation to give proper credit to the original author. 2. If your conclusion refers to or discusses specific research, data, or sources that are crucial to the overall argument, citations can be included to reinforce your conclusion’s validity.

The conclusion of a research paper serves several important purposes: 1. Summarize the Key Points 2. Reinforce the Main Argument 3. Provide Closure 4. Offer Insights or Implications 5. Engage the Reader. 6. Reflect on Limitations

Remember that the primary purpose of the research paper conclusion is to leave a lasting impression on the reader, reinforcing the key points and providing closure to your research. It’s often the last part of the paper that the reader will see, so it should be strong and well-crafted.

• Makar, G., Foltz, C., Lendner, M., & Vaccaro, A. R. (2018). How to write effective discussion and conclusion sections. Clinical spine surgery, 31(8), 345-346.
• Bunton, D. (2005). The structure of PhD conclusion chapters.  Journal of English for academic purposes ,  4 (3), 207-224.

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Organizing Academic Research Papers: 9. The Conclusion

• Purpose of Guide
• Design Flaws to Avoid
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Executive Summary
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tertiary Sources
• What Is Scholarly vs. Popular?
• Qualitative Methods
• Quantitative Methods
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Annotated Bibliography
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• How to Manage Group Projects
• Multiple Book Review Essay
• Reviewing Collected Essays
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Research Proposal
• Acknowledgements

The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of your points or a re-statement of your research problem but a synthesis of key points. For most essays, one well-developed paragraph is sufficient for a conclusion, although in some cases, a two-or-three paragraph conclusion may be required.

Importance of a Good Conclusion

A well-written conclusion provides you with several important opportunities to demonstrate your overall understanding of the research problem to the reader. These include:

• Presenting the last word on the issues you raised in your paper . Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do this, for example, by highlighting key points in your analysis or findings.
• Summarizing your thoughts and conveying the larger implications of your study . The conclusion is an opportunity to succinctly answer the "so what?" question by placing the study within the context of past research about the topic you've investigated.
• Demonstrating the importance of your ideas . Don't be shy. The conclusion offers you a chance to elaborate on the significance of your findings.
• Introducing possible new or expanded ways of thinking about the research problem . This does not refer to introducing new information [which should be avoided], but to offer new insight and creative approaches for framing/contextualizing the research problem based on the results of your study.

Conclusions . The Writing Center. University of North Carolina; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion . San Francisco Edit, 2003-2008.

Structure and Writing Style

https://writing.wisc.edu/wp-content/uploads/sites/535/2018/07/conclusions_uwmadison_writingcenter_aug2012.pdf I.  General Rules

When writing the conclusion to your paper, follow these general rules:

• State your conclusions in clear, simple language.
• Do not simply reiterate your results or the discussion.
• Indicate opportunities for future research, as long as you haven't already done so in the discussion section of your paper.

The function of your paper's conclusion is to restate the main argument . It reminds the reader of the strengths of your main argument(s) and reiterates the most important evidence supporting those argument(s). Make sure, however, that your conclusion is not simply a repetitive summary of the findings because this reduces the impact of the argument(s) you have developed in your essay.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or point of your paper is complex, you may need to summarize the argument for your reader.
• If, prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction or within a new context that emerges from the data.

The conclusion also provides a place for you to persuasively and succinctly restate your research problem, given that the reader has now been presented with all the information about the topic . Depending on the discipline you are writing in, the concluding paragraph may contain your reflections on the evidence presented, or on the essay's central research problem. However, the nature of being introspective about the research you have done will depend on the topic and whether your professor wants you to express your observations in this way.

NOTE : Don't delve into idle speculation. Being introspective means looking within yourself as an author to try and understand an issue more deeply not to guess at possible outcomes.

II.  Developing a Compelling Conclusion

Strategies to help you move beyond merely summarizing the key points of your research paper may include any of the following.

• If your essay deals with a contemporary problem, warn readers of the possible consequences of not attending to the problem.
• Recommend a specific course or courses of action.
• Cite a relevant quotation or expert opinion to lend authority to the conclusion you have reached [a good place to look is research from your literature review].
• Restate a key statistic, fact, or visual image to drive home the ultimate point of your paper.
• If your discipline encourages personal reflection, illustrate your concluding point with a relevant narrative drawn from your own life experiences.
• Return to an anecdote, an example, or a quotation that you introduced in your introduction, but add further insight that is derived from the findings of your study; use your interpretation of results to reframe it in new ways.
• Provide a "take-home" message in the form of a strong, succient statement that you want the reader to remember about your study.

III. Problems to Avoid Failure to be concise The conclusion section should be concise and to the point. Conclusions that are too long often have unnecessary detail. The conclusion section is not the place for details about your methodology or results. Although you should give a summary of what was learned from your research, this summary should be relatively brief, since the emphasis in the conclusion is on the implications, evaluations, insights, etc. that you make. Failure to comment on larger, more significant issues In the introduction, your task was to move from general [the field of study] to specific [your research problem]. However, in the conclusion, your task is to move from specific [your research problem] back to general [your field, i.e., how your research contributes new understanding or fills an important gap in the literature]. In other words, the conclusion is where you place your research within a larger context. Failure to reveal problems and negative results Negative aspects of the research process should never be ignored. Problems, drawbacks, and challenges encountered during your study should be included as a way of qualifying your overall conclusions. If you encountered negative results [findings that are validated outside the research context in which they were generated], you must report them in the results section of your paper. In the conclusion, use the negative results as an opportunity to explain how they provide information on which future research can be based. Failure to provide a clear summary of what was learned In order to be able to discuss how your research fits back into your field of study [and possibly the world at large], you need to summarize it briefly and directly. Often this element of your conclusion is only a few sentences long. Failure to match the objectives of your research Often research objectives change while the research is being carried out. This is not a problem unless you forget to go back and refine your original objectives in your introduction, as these changes emerge they must be documented so that they accurately reflect what you were trying to accomplish in your research [not what you thought you might accomplish when you began].

Resist the urge to apologize If you've immersed yourself in studying the research problem, you now know a good deal about it, perhaps even more than your professor! Nevertheless, by the time you have finished writing, you may be having some doubts about what you have produced. Repress those doubts!  Don't undermine your authority by saying something like, "This is just one approach to examining this problem; there may be other, much better approaches...."

Concluding Paragraphs. College Writing Center at Meramec. St. Louis Community College; Conclusions . The Writing Center. University of North Carolina; Conclusions . The Writing Lab and The OWL. Purdue University; Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions . The Lab Report. University College Writing Centre. University of Toronto; Leibensperger, Summer. Draft Your Conclusion. Academic Center, the University of Houston-Victoria, 2003; Make Your Last Words Count . The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Tips for Writing a Good Conclusion . Writing@CSU. Colorado State University; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion . San Francisco Edit, 2003-2008; Writing Conclusions . Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Writing: Considering Structure and Organization . Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Don't Belabor the Obvious!

Avoid phrases like "in conclusion...," "in summary...," or "in closing...." These phrases can be useful, even welcome, in oral presentations. But readers can see by the tell-tale section heading and number of pages remaining to read, when an essay is about to end. You'll irritate your readers if you belabor the obvious.

Another Writing Tip

New Insight, Not New Information!

Don't surprise the reader with new information in your Conclusion that was never referenced anywhere else in the paper. If you have new information to present, add it to the Discussion or other appropriate section of the paper.  Note that, although no actual new information is introduced, the conclusion is where you offer your most "original" contributions in the paper; it's where you describe the value of your research, demonstrate your understanding of the material that you’ve presented, and locate your findings within the larger context of scholarship on the topic.

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• How to Write Discussions and Conclusions

The discussion section contains the results and outcomes of a study. An effective discussion informs readers what can be learned from your experiment and provides context for the results.

What makes an effective discussion?

When you’re ready to write your discussion, you’ve already introduced the purpose of your study and provided an in-depth description of the methodology. The discussion informs readers about the larger implications of your study based on the results. Highlighting these implications while not overstating the findings can be challenging, especially when you’re submitting to a journal that selects articles based on novelty or potential impact. Regardless of what journal you are submitting to, the discussion section always serves the same purpose: concluding what your study results actually mean.

A successful discussion section puts your findings in context. It should include:

• the results of your research,
• a discussion of related research, and
• a comparison between your results and initial hypothesis.

Tip: Not all journals share the same naming conventions.

You can apply the advice in this article to the conclusion, results or discussion sections of your manuscript.

Our Early Career Researcher community tells us that the conclusion is often considered the most difficult aspect of a manuscript to write. To help, this guide provides questions to ask yourself, a basic structure to model your discussion off of and examples from published manuscripts. 

Questions to ask yourself:

• Was my hypothesis correct?
• If my hypothesis is partially correct or entirely different, what can be learned from the results? 
• How do the conclusions reshape or add onto the existing knowledge in the field? What does previous research say about the topic? 
• Why are the results important or relevant to your audience? Do they add further evidence to a scientific consensus or disprove prior studies? 
• How can future research build on these observations? What are the key experiments that must be done? 
• What is the “take-home” message you want your reader to leave with?

How to structure a discussion

Trying to fit a complete discussion into a single paragraph can add unnecessary stress to the writing process. If possible, you’ll want to give yourself two or three paragraphs to give the reader a comprehensive understanding of your study as a whole. Here’s one way to structure an effective discussion:

Writing Tips

While the above sections can help you brainstorm and structure your discussion, there are many common mistakes that writers revert to when having difficulties with their paper. Writing a discussion can be a delicate balance between summarizing your results, providing proper context for your research and avoiding introducing new information. Remember that your paper should be both confident and honest about the results! 

• Read the journal’s guidelines on the discussion and conclusion sections. If possible, learn about the guidelines before writing the discussion to ensure you’re writing to meet their expectations. 
• Begin with a clear statement of the principal findings. This will reinforce the main take-away for the reader and set up the rest of the discussion. 
• Explain why the outcomes of your study are important to the reader. Discuss the implications of your findings realistically based on previous literature, highlighting both the strengths and limitations of the research. 
• State whether the results prove or disprove your hypothesis. If your hypothesis was disproved, what might be the reasons? 
• Introduce new or expanded ways to think about the research question. Indicate what next steps can be taken to further pursue any unresolved questions. 
• If dealing with a contemporary or ongoing problem, such as climate change, discuss possible consequences if the problem is avoided. 
• Be concise. Adding unnecessary detail can distract from the main findings. 

Don’t

• Rewrite your abstract. Statements with “we investigated” or “we studied” generally do not belong in the discussion. 
• Include new arguments or evidence not previously discussed. Necessary information and evidence should be introduced in the main body of the paper. 
• Apologize. Even if your research contains significant limitations, don’t undermine your authority by including statements that doubt your methodology or execution. 
• Shy away from speaking on limitations or negative results. Including limitations and negative results will give readers a complete understanding of the presented research. Potential limitations include sources of potential bias, threats to internal or external validity, barriers to implementing an intervention and other issues inherent to the study design. 
• Overstate the importance of your findings. Making grand statements about how a study will fully resolve large questions can lead readers to doubt the success of the research. 

Snippets of Effective Discussions:

Consumer-based actions to reduce plastic pollution in rivers: A multi-criteria decision analysis approach

Identifying reliable indicators of fitness in polar bears

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• How to Write an Abstract
• How to Write Your Methods
• How to Report Statistics
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How to Write a Conclusion for a Research Paper

3-minute read

• 29th August 2023

If you’re writing a research paper, the conclusion is your opportunity to summarize your findings and leave a lasting impression on your readers. In this post, we’ll take you through how to write an effective conclusion for a research paper and how you can:

·   Reword your thesis statement

·   Highlight the significance of your research

·   Discuss limitations

·   Connect to the introduction

·   End with a thought-provoking statement

Rewording Your Thesis Statement

Begin your conclusion by restating your thesis statement in a way that is slightly different from the wording used in the introduction. Avoid presenting new information or evidence in your conclusion. Just summarize the main points and arguments of your essay and keep this part as concise as possible. Remember that you’ve already covered the in-depth analyses and investigations in the main body paragraphs of your essay, so it’s not necessary to restate these details in the conclusion.

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Highlighting the Significance of Your Research

The conclusion is a good place to emphasize the implications of your research . Avoid ambiguous or vague language such as “I think” or “maybe,” which could weaken your position. Clearly explain why your research is significant and how it contributes to the broader field of study.

Here’s an example from a (fictional) study on the impact of social media on mental health:

Discussing Limitations

Although it’s important to emphasize the significance of your study, you can also use the conclusion to briefly address any limitations you discovered while conducting your research, such as time constraints or a shortage of resources. Doing this demonstrates a balanced and honest approach to your research.

Connecting to the Introduction

In your conclusion, you can circle back to your introduction , perhaps by referring to a quote or anecdote you discussed earlier. If you end your paper on a similar note to how you began it, you will create a sense of cohesion for the reader and remind them of the meaning and significance of your research.

Ending With a Thought-Provoking Statement

Consider ending your paper with a thought-provoking and memorable statement that relates to the impact of your research questions or hypothesis. This statement can be a call to action, a philosophical question, or a prediction for the future (positive or negative). Here’s an example that uses the same topic as above (social media and mental health):

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Conclusions

What this handout is about.

This handout will explain the functions of conclusions, offer strategies for writing effective ones, help you evaluate conclusions you’ve drafted, and suggest approaches to avoid.

About conclusions

Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.

Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.

Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.

Strategies for writing an effective conclusion

One or more of the following strategies may help you write an effective conclusion:

• Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that question and answer it. Here’s how it might go: You: Basically, I’m just saying that education was important to Douglass. Friend: So what? You: Well, it was important because it was a key to him feeling like a free and equal citizen. Friend: Why should anybody care? You: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally. You can also use this strategy on your own, asking yourself “So What?” as you develop your ideas or your draft.
• Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.
• Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.
• Include a provocative insight or quotation from the research or reading you did for your paper.
• Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader’s thought process and help them to apply your info and ideas to their own life or to see the broader implications.
• Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

Strategies to avoid

• Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing.
• Stating the thesis for the very first time in the conclusion.
• Introducing a new idea or subtopic in your conclusion.
• Ending with a rephrased thesis statement without any substantive changes.
• Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.
• Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Four kinds of ineffective conclusions

• The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can’t think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.
• The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don’t want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then “wow” them with your main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders’ power and also an important step toward freedom.
• The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.
• The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn’t integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.

Works consulted

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

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. New York: Dover.

Hamilton College. n.d. “Conclusions.” Writing Center. Accessed June 14, 2019. https://www.hamilton.edu//academics/centers/writing/writing-resources/conclusions .

Holewa, Randa. 2004. “Strategies for Writing a Conclusion.” LEO: Literacy Education Online. Last updated February 19, 2004. https://leo.stcloudstate.edu/acadwrite/conclude.html.

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

Make a Gift

In a short paper—even a research paper—you don’t need to provide an exhaustive summary as part of your conclusion. But you do need to make some kind of transition between your final body paragraph and your concluding paragraph. This may come in the form of a few sentences of summary. Or it may come in the form of a sentence that brings your readers back to your thesis or main idea and reminds your readers where you began and how far you have traveled.

So, for example, in a paper about the relationship between ADHD and rejection sensitivity, Vanessa Roser begins by introducing readers to the fact that researchers have studied the relationship between the two conditions and then provides her explanation of that relationship. Here’s her thesis: “While socialization may indeed be an important factor in RS, I argue that individuals with ADHD may also possess a neurological predisposition to RS that is exacerbated by the differing executive and emotional regulation characteristic of ADHD.”

In her final paragraph, Roser reminds us of where she started by echoing her thesis: “This literature demonstrates that, as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Highlight the “so what”  

At the beginning of your paper, you explain to your readers what’s at stake—why they should care about the argument you’re making. In your conclusion, you can bring readers back to those stakes by reminding them why your argument is important in the first place. You can also draft a few sentences that put those stakes into a new or broader context.

In the conclusion to her paper about ADHD and RS, Roser echoes the stakes she established in her introduction—that research into connections between ADHD and RS has led to contradictory results, raising questions about the “behavioral mediation hypothesis.”

She writes, “as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Leave your readers with the “now what”  

After the “what” and the “so what,” you should leave your reader with some final thoughts. If you have written a strong introduction, your readers will know why you have been arguing what you have been arguing—and why they should care. And if you’ve made a good case for your thesis, then your readers should be in a position to see things in a new way, understand new questions, or be ready for something that they weren’t ready for before they read your paper.

In her conclusion, Roser offers two “now what” statements. First, she explains that it is important to recognize that the flawed behavioral mediation hypothesis “seems to place a degree of fault on the individual. It implies that individuals with ADHD must have elicited such frequent or intense rejection by virtue of their inadequate social skills, erasing the possibility that they may simply possess a natural sensitivity to emotion.” She then highlights the broader implications for treatment of people with ADHD, noting that recognizing the actual connection between rejection sensitivity and ADHD “has profound implications for understanding how individuals with ADHD might best be treated in educational settings, by counselors, family, peers, or even society as a whole.”

To find your own “now what” for your essay’s conclusion, try asking yourself these questions:

• What can my readers now understand, see in a new light, or grapple with that they would not have understood in the same way before reading my paper? Are we a step closer to understanding a larger phenomenon or to understanding why what was at stake is so important?  
• What questions can I now raise that would not have made sense at the beginning of my paper? Questions for further research? Other ways that this topic could be approached?  
• Are there other applications for my research? Could my questions be asked about different data in a different context? Could I use my methods to answer a different question?  
• What action should be taken in light of this argument? What action do I predict will be taken or could lead to a solution?  
• What larger context might my argument be a part of?  

What to avoid in your conclusion  

• a complete restatement of all that you have said in your paper.  
• a substantial counterargument that you do not have space to refute; you should introduce counterarguments before your conclusion.  
• an apology for what you have not said. If you need to explain the scope of your paper, you should do this sooner—but don’t apologize for what you have not discussed in your paper.  
• fake transitions like “in conclusion” that are followed by sentences that aren’t actually conclusions. (“In conclusion, I have now demonstrated that my thesis is correct.”)
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Writing a Paper: Conclusions

Writing a conclusion.

A conclusion is an important part of the paper; it provides closure for the reader while reminding the reader of the contents and importance of the paper. It accomplishes this by stepping back from the specifics in order to view the bigger picture of the document. In other words, it is reminding the reader of the main argument. For most course papers, it is usually one paragraph that simply and succinctly restates the main ideas and arguments, pulling everything together to help clarify the thesis of the paper. A conclusion does not introduce new ideas; instead, it should clarify the intent and importance of the paper. It can also suggest possible future research on the topic.

An Easy Checklist for Writing a Conclusion

It is important to remind the reader of the thesis of the paper so he is reminded of the argument and solutions you proposed.

Think of the main points as puzzle pieces, and the conclusion is where they all fit together to create a bigger picture. The reader should walk away with the bigger picture in mind.

Make sure that the paper places its findings in the context of real social change.

Make sure the reader has a distinct sense that the paper has come to an end. It is important to not leave the reader hanging. (You don’t want her to have flip-the-page syndrome, where the reader turns the page, expecting the paper to continue. The paper should naturally come to an end.)

No new ideas should be introduced in the conclusion. It is simply a review of the material that is already present in the paper. The only new idea would be the suggesting of a direction for future research.

Conclusion Example

As addressed in my analysis of recent research, the advantages of a later starting time for high school students significantly outweigh the disadvantages. A later starting time would allow teens more time to sleep--something that is important for their physical and mental health--and ultimately improve their academic performance and behavior. The added transportation costs that result from this change can be absorbed through energy savings. The beneficial effects on the students’ academic performance and behavior validate this decision, but its effect on student motivation is still unknown. I would encourage an in-depth look at the reactions of students to such a change. This sort of study would help determine the actual effects of a later start time on the time management and sleep habits of students.

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How to Write a Conclusion for a Research Paper

Find out which type of conclusion best suits your research, how to write it step-by-step, and common mistakes to avoid.

When writing a research paper, it can be challenging to make your point after providing an extensive amount of information. For this reason, a well-organized conclusion is essential. 

A research paper’s conclusion should be a brief summary of the paper’s substance and objectives; what you present in your research paper can gain impact by having a strong conclusion section.

In this Mind The Graph article, you will learn how to write a conclusion for a research report in a way that inspires action and helps the readers to better understand your research paper. This article will provide you the definition and some broad principles before providing step-by-step guidance.

What is a conclusion for a research paper and why is it important?

A conclusion is where you summarize the main points and, if appropriate, make new research suggestions. It is not merely a summary of the key points discussed or a rehash of your research question.

The reader is expected to comprehend from the article’s conclusion why your study should be significant to them after reading it. A conclusion of one or two well-developed paragraphs is appropriate for the majority of research papers; however, in a few unusual cases, more paragraphs may be required to highlight significant findings and their importance.

Just as the introduction is responsible for giving the reader a first impression on the subject, the conclusion is the chance to make a final impression by summarizing major information of your research paper and, most often, giving a different point of view on significant implications.

Adding a strong conclusion to your research paper is important because it’s a possibility to give the reader the comprehension of your research topic. Given that the reader is now fully informed on the subject, the conclusion also gives you a chance to restate the research problem effectively and concisely.

Examples of conclusions for a research paper

Now that you are aware of what a conclusion is and its significance for a research paper, it is time to provide you with some excellent samples of well-structured conclusions so you may get knowledge about the type of conclusion you can use for your research paper.

Argumentative Research Paper Conclusion

The most convincing arguments from your research paper should be added to the conclusion if you want to compose a strong argumentative conclusion.

Additionally, if your thesis statement expresses your perspective on the subject, you should think about restarting it as well as including any other pertinent information.

Example: As a result of the sixth extinction, which is currently affecting Earth, many species are vanishing every day. There are at least three strategies that people could employ to keep them from going extinct entirely in the ensuing fifty years. More recycling options, innovative plastic production techniques, and species preservation could save lives.

Analytical Research Paper Conclusion

The first thing you should do is reiterate your thesis and list the main elements of your arguments.

There should undoubtedly be a spotlight on a bigger context in the analytical research paper conclusion, which is the key distinction between it and other types of conclusions. It means you can add some meaning to the findings.

Example: Elon Musk has revolutionized the way we drive, pay for things, and even fly. His innovations are solely motivated by the desire to simplify things, but they inevitably alter the course of history. When Musk was a student, he had his first idea for PayPal, which is now among the most widely used methods of online payment. Likewise with Tesla automobiles.

Comparative Research Paper Conclusion

The conclusion of a comparative essay should be deeply analytical. To clearly express your conclusions, you must be very thorough when reviewing the data. Furthermore, the sources must be reliable.

A paraphrased thesis statement and a few sentences describing the significance of your study research are also required, as per normal.

Example: Gas-powered vehicles are ineffective and inefficient compared to electric vehicles. Not only do they emit fewer pollutants, but the drivers also get there more quickly. Additionally, gas cars cost more to maintain. Everything stems from the details of the far more straightforward engines used in electric cars.

How to write a conclusion for a research paper

In this section, you will learn how to write a conclusion for a research paper effectively and properly. These few easy steps will enable you to write the most convincing conclusion to your research paper.

1. Remember about the main topic

The statement must be written clearly and concisely to be effective, just one sentence. Remember that your conclusion should be concise and precise, expressing only the most important elements.

2. Reaffirm your thesis

Restate the research paper’s thesis after that. This can be done by going back to the original thesis that you presented in the research’s introduction. The thesis statement in your conclusion must be expressed differently from how it was in the introduction. This section can also be written effectively in a single sentence.

3. Sum important points in a summary

It’s time to make a list of the important arguments in your research paper. This phase can be made simpler by reading over your research and emphasizing only the main ideas and evidence.

Remember that the conclusion should not contain any new information. Focus only on the concepts you cover in your paper’s main body as a result. And also, keep in mind that this brief summary reminds your readers of the importance of the topic you are researching.

4. Emphasize the importance

At this stage, you can genuinely express a few words about how significant your arguments are. A succinct but impactful sentence can successfully achieve its aim. You could also attempt to examine this circumstance from a wider perspective.

Give an example of how your discoveries have affected a certain field. It would be beneficial if you made an effort to answer the question, “So what?” if there was any ambiguity.

5. Finish up your argument

As you wrap up your conclusion, consider posing a question or a call to action that will encourage readers to consider your point of view even further. This sentence can also answer any queries that were not addressed in the paper’s body paragraphs.

In addition, if there is an unresolved question in the main body, this is a fantastic area to comment on.

Common mistakes you should avoid

After learning the fundamentals of producing a strong research paper conclusion, it’s time to learn the common mistakes to avoid.

• Weak conclusion: If your ending is weak, readers will feel dissatisfied and disappointed. Writing ambiguous closing lines for essays also lowers the quality of the paper and the capacity of your arguments to support your main topic.
• Abrupt conclusion: Your research has to be an expression of your writing as a whole, not just a section. Therefore, make sure your thoughts are fully stated.
• Adding new information: Only your research should only be summarized in the conclusion. As the conclusion cannot contain extra information, make sure to offer all of your conclusions and supporting evidence in the body paragraphs.
• Absence of focus: A conclusion needs to be concise and well-focused. Avoid concluding the research with inane or superfluous details.
• Absurd length: Research must be of a proper length—neither too long nor too short. If you write more than is necessary, you can miss the point, which is to revisit the paper’s argument straightforwardly. Additionally, if you write too little, your readers will think you’re being negligent. It should be written in at least one or two whole paragraphs.

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Online Guide to Writing and Research

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Planning and Writing a Research Paper

Draw Conclusions

As a writer, you are presenting your viewpoint, opinions, evidence, etc. for others to review, so you must take on this task with maturity, courage and thoughtfulness.  Remember, you are adding to the discourse community with every research paper that you write.  This is a privilege and an opportunity to share your point of view with the world at large in an academic setting.

Because research generates further research, the conclusions you draw from your research are important. As a researcher, you depend on the integrity of the research that precedes your own efforts, and researchers depend on each other to draw valid conclusions. 

To test the validity of your conclusions, you will have to review both the content of your paper and the way in which you arrived at the content. You may ask yourself questions, such as the ones presented below, to detect any weak areas in your paper, so you can then make those areas stronger.  Notice that some of the questions relate to your process, others to your sources, and others to how you arrived at your conclusions.

Checklist for Evaluating Your Conclusions

Key takeaways.

• Because research generates further research, the conclusions you draw from your research are important.
• To test the validity of your conclusions, you will have to review both the content of your paper and the way in which you arrived at the content.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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How to Write a Conclusion for a Research Paper

When you're wrapping up a research paper, the conclusion is like the grand finale of a fireworks show – it's your chance to leave a lasting impression. In this article, we'll break down the steps to help you write a winning research paper conclusion that not only recaps your main points but also ties everything together. Consider it the "So what?" moment – why should people care about your research? Our professional essay writers will guide you through making your conclusion strong, clear, and something that sticks with your readers long after they've put down your paper. So, let's dive in and ensure your research ends on a high note!

What Is a Conclusion in a Research Paper

In a research paper, the conclusion serves as the final segment, where you summarize the main points and findings of your study. It's not just a repetition of what you've already said but rather a chance to tie everything together and highlight the significance of your research. As you learn how to start a research paper , a good conclusion also often discusses the implications of your findings, suggests potential areas for further research, and leaves the reader with a lasting impression of the importance and relevance of your work in the broader context of the field. Essentially, it's your last opportunity to make a strong impact and leave your readers with a clear understanding of the significance of your research. Here’s a research paper conclusion example:

In conclusion, this research paper has navigated the intricacies of sustainable urban development, shedding light on the pivotal role of community engagement and innovative planning strategies. Through applying qualitative and quantitative research methods, we've uncovered valuable insights into the challenges and opportunities inherent in fostering environmentally friendly urban spaces. The implications of these findings extend beyond the confines of this study, emphasizing the imperative for continued exploration in the realms of urban planning and environmental sustainability. By emphasizing both the practical applications and theoretical contributions, this research underscores the significance of community involvement and forward-thinking strategies in shaping the future of urban landscapes. As cities evolve, incorporating these insights into planning and development practices will create resilient and harmonious urban environments.

Conclusion Outline for Research Paper

This outline for a research paper conclusion provides a structured framework to ensure that your ending effectively summarizes the key elements of your research paper and leaves a lasting impression on your readers. Adjust the content based on the specific requirements and focus of your research.

Restate the Thesis Statement

• Briefly restate the main thesis or research question.
• Emphasize the core objective or purpose of the study.

Summarize Key Findings

• Recap the main points and key findings from each section of the paper.
• Provide a concise overview of the research journey.

Discuss Implications

• Explore the broader implications of the research findings.
• Discuss how the results contribute to the existing body of knowledge in the field.

Address Limitations

• Acknowledge any limitations or constraints encountered during the research process.
• Explain how these limitations may impact the interpretation of the findings.

Suggest Areas for Future Research

• Propose potential directions for future studies related to the topic.
• Identify gaps in the current research that warrant further exploration.

Reaffirm Significance

• Reaffirm the importance and relevance of the research in the broader context.
• Highlight the practical applications or real-world implications of the study.

Concluding Statement

• Craft a strong, memorable closing statement that leaves a lasting impression.
• Sum up the overall impact of the research and its potential contribution to the field.

Study the full guide on how to make a research paper outline here, which will also specify the conclusion writing specifics to improve your general prowess.

Tips on How to Make a Conclusion in Research

Here are key considerations regarding a conclusion for research paper to not only recap the primary ideas in your work but also delve deeper to earn a higher grade:

• Provide a concise recap of your main research outcomes.
• Remind readers of your research goals and their accomplishments.
• Stick to summarizing existing content; refrain from adding new details.
• Emphasize why your research matters and its broader implications.
• Clearly explain the practical or theoretical impact of your findings.
• Prompt readers to reflect on how your research influences their perspective.
• Briefly discuss the robustness of your research methods.
• End with a suggestion for future research or a practical application.
• Transparently address any constraints or biases in your study.
• End on a powerful note, leaving a memorable impression on your readers.

For your inspiration, we’ve also prepared this research proposal example APA , which dwells on another important aspect of research writing.

How to Write a Research Paper Conclusion

As you finish your research paper, the conclusion takes center stage. In this section, we've got five practical tips for writing a conclusion for a research paper. We'll guide you through summarizing your key findings, revisiting your research goals, discussing the bigger picture, addressing any limitations, and ending on a powerful note. Think of it as your roadmap to creating a conclusion that not only wraps up your research but also leaves a lasting impact on your readers. Let's dive in and make sure your conclusion stands out for all the right reasons!

Synthesize Core Discoveries. Initiate your conclusion by synthesizing the essential discoveries of your research. Offer a succinct recapitulation of the primary points and outcomes you have elucidated in your paper. This aids in reinforcing the gravity of your work and reiterates the pivotal information you have presented.

Revisit Research Objectives. Revisit the research objectives or questions you outlined at the beginning of your paper. Assess whether you have successfully addressed these objectives and if your findings align with the initial goals of your research. This reflection helps tie your conclusion back to the purpose of your study.

Discuss Implications and Contributions. Discuss the broader implications of your research and its potential contributions to the field. Consider how your findings might impact future research, applications, or understanding of the subject matter. This demonstrates the significance of your work and places it within a larger context.

Address Limitations and Future Research. Acknowledge any limitations in your study, such as constraints in data collection or potential biases. Briefly discuss how these limitations might have affected your results. Additionally, suggest areas for future research that could build upon your work, addressing any unanswered questions or unexplored aspects. This demonstrates a thoughtful approach to your research.

End with a Strong Conclusion Statement. Conclude your research paper with a strong and memorable statement that reinforces the key message you want readers to take away. This could be a call to action, a proposal for further investigation, or a reflection on the broader significance of your findings. Leave your readers with a lasting impression that emphasizes the importance of your research. Remember that you can buy a research paper anytime if you lack time or get stuck in writer’s block.

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Stylistic Devices to Use in a Conclusion

Discover distinctive stylistic insights that you can apply when writing a conclusion for a research paper:

• Rhetorical Questions. When using rhetorical questions, strategically place them to engage readers' minds. For instance, you might pose a question that prompts reflection on the broader implications of your findings, leaving your audience with something to ponder.
• Powerful Language. Incorporate strong language to convey a sense of conviction and importance. Choose words that resonate with the overall tone of your research and amplify the significance of your conclusions. This adds weight to your key messages.
• Repetitions. Repetitions can be employed to reinforce essential ideas. Reiterate key phrases or concepts in a way that emphasizes their importance without sounding redundant. This technique serves to drive home your main points.
• Anecdotes. Integrating anecdotes into your conclusion can provide a human touch. Share a brief and relevant story that connects with your research, making the information more relatable and memorable for your audience.
• Vivid Imagery. Lastly, use vivid imagery to paint a picture in the minds of your readers. Appeal to their senses by describing scenarios or outcomes related to your research. This creates a more immersive and lasting impression.

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How to Make a Conclusion Logically Appealing

Knowing how to write a conclusion for a research paper that is logically appealing is important for leaving a lasting impression on your readers. Here are some tips to achieve this:

Logical Sequencing

• Present your conclusion in a structured manner, following the natural flow of your paper. Readers should effortlessly follow your thought process, making your conclusion more accessible and persuasive.

Reinforce Main Arguments

• Emphasize the core arguments and findings from your research. By reinforcing key points, you solidify your stance and provide a logical culmination to your paper.

Address Counterarguments

• Acknowledge and address potential counterarguments or limitations in your research. Demonstrate intellectual honesty and strengthen your conclusion by preemptively addressing potential doubts.

Connect with Introduction

• Revisit themes or concepts introduced in your introduction to create a cohesive narrative, allowing readers to trace the logical progression of your research from start to finish.

Propose Actionable Insights

• Suggest practical applications or recommendations based on your findings. This will add a forward-looking dimension, making your conclusion more relevant and compelling.

Highlight Significance

• Clearly articulate the broader implications of your research to convey the importance of your work and its potential impact on the field, making your conclusion logically compelling.

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Avoid These Things When Writing a Research Paper Conclusion

As you write your conclusion of research paper, there’s a list of things professional writers don’t recommend doing. Consider these issues carefully:

• Repetition of Exact Phrases
• Repetitively using the same phrases or sentences from the main body. Repetition can make your conclusion seem redundant and less engaging.
• Overly Lengthy Summaries
• Providing excessively detailed summaries of each section of your paper. Readers may lose interest if the conclusion becomes too long and detailed.
• Unclear Connection to the Introduction
• Failing to connect the conclusion back to the introduction. A lack of continuity may make the paper feel disjointed.
• Adding New Arguments or Ideas
• Introducing new arguments or ideas that were not addressed in the body. This can confuse the reader and disrupt the coherence of your paper.
• Overuse of Complex Jargon
• Using excessively complex or technical language without clarification. Clear communication is essential in the conclusion, ensuring broad understanding.
• Apologizing or Undermining Confidence
• Apologizing for limitations or expressing doubt about your work. Maintain a confident tone; if limitations exist, present them objectively without undermining your research.
• Sweeping Generalizations
• Making overly broad or unsupported generalizations. Such statements can weaken the credibility of your conclusion.
• Neglecting the Significance
• Failing to emphasize the broader significance of your research. Readers need to understand why your findings matter in a larger context.
• Abrupt Endings
• Concluding abruptly without a strong closing statement. A powerful ending leaves a lasting impression; avoid a sudden or weak conclusion.

Research Paper Conclusion Example

That covers the essential aspects of summarizing a research paper. The only remaining step is to review the conclusion examples for research paper provided by our team.

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Final Thoughts

In conclusion, the knowledge of how to write the conclusion of a research paper is pivotal for presenting your findings and leaving a lasting impression on your readers. By summarizing the key points, reiterating the significance of your research, and offering avenues for future exploration, you can create a conclusion that not only reinforces the value of your study but also encourages further academic discourse. Remember to balance brevity and completeness, ensuring your conclusion is concise yet comprehensive. Emphasizing the practical implications of your research and connecting it to the broader academic landscape will help solidify the impact of your work. Pay someone to write a research paper if you are having a hard time finishing your coursework on time.

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How To Write A Conclusion For A Research Paper?

What should the conclusion of a research paper contain, how to start a conclusion paragraph for a research paper.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

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Related Articles

The Conclusion: How to End a Scientific Report in Style

• First Online: 26 April 2023

Cite this chapter

• Siew Mei Wu 3 ,
• Kooi Cheng Lee 3 &
• Eric Chun Yong Chan 4  

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Sometimes students have the mistaken belief that the conclusion of a scientific report is just a perfunctory ending that repeats what was presented in the main sections of the report. However, impactful conclusions fulfill a rhetorical function. Besides giving a closing summary, the conclusion reflects the significance of what has been uncovered and how this is connected to a broader issue. At the very least, the conclusion of a scientific report should leave the reader with a new perspective of the research area and something to think about.

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Writing and publishing a scientific paper

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Conclusions

Goh, Z.-H., Tee, J. K., &amp; Ho, H. K. (2020). An Evaluation of the in vitro roles and mechanisms of silibinin in reducing pyrazinamide and isoniazid-induced hepatocellular damage. International Journal of Molecular Sciences, 21 , 3714–3734. https://doi.org/10.3390/ijms21103714

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Swales, J. M., &amp; Feak, C. B. (2012). Academic writing for graduate students (3rd ed.). University of Michigan Press.

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Appendix 1: Tutorial Notes for Conclusion Activity

1.1 learning outcomes.

At the end of the tutorial, you should be able to:

Identify and demonstrate understanding of the roles of Conclusion section of research reports

Analyze the rhetorical moves of Conclusion and apply them effectively in research reports

1.2 Introduction

The Conclusion of a paper is a closing summary of what the report is about. The key role of a Conclusion is to provide a reflection on what has been uncovered during the course of the study and to reflect on the significance of what has been learned (Craswell &amp; Poore, 2012). It should show the readers why all the analysis and information matters.

Besides having a final say on the issues in the report, a Conclusion allows the writer to do the following:

Demonstrate the importance of ideas presented through a synthesis of thoughts

Consider broader issues, make new connections, and elaborate on the significance of the findings

Propel the reader to a new view of the subject

Make a good final impression

End the paper on a positive note

(University of North Carolina at Chapel Hill, 2019)

In other words, a Conclusion gives the readers something to take away that will help them see things differently or appreciate the topic in new ways. It can suggest broader implications that will not only interest the readers, but also enrich their knowledge (Craswell &amp; Poore, 2012), and leave them with something interesting to think about (University of North Carolina at Chapel Hill, 2019).

1.3 About the Conclusion Section

In most universities, undergraduate students, especially those in the last year of their programs, are required to document their research work in the form of a research report. The process of taking what you have done in the lab or from systematic review, and writing it for your academic colleagues is a highly structured activity that stretches and challenges the mind. Overall, a research paper should appeal to the academic community for whom you are writing and should cause the reader to want to know more about your research.

As an undergraduate student in your discipline, you have the advantage of being engaged in a niche area of research. As such, your research is current and will most likely be of interest to scholars in your community.

A typical research paper has the following main sections: introduction, methods, results, discussion, and conclusion. The other front and back matters of a research paper are the title, abstract, acknowledgments, and reference list. This structure is commonly adopted and accepted in the scientific fields. The research report starts with a general idea. The report then leads the reader to a discussion on a specific research area. It then ends with applicability to a bigger area. The last section, Conclusion, is the focus of this lesson.

The rhetorical moves of a Conclusion reflect its roles (see Fig. 54.1 ). It starts by reminding the reader of what is presented in the Introduction. For example, if a problem is described in the Introduction, that same problem can be revisited in the Conclusion to provide evidence that the report is helpful in creating a new understanding of the problem. The writer can also refer to the Introduction by using keywords or parallel concepts that were presented there.

Rhetorical moves of Conclusion (the University of North Carolina at Chapel Hill Writing Center,2019)

Next is a synthesis and not a summary of the outcomes of the study. Ideas should not simply be repeated as they were in the earlier parts of the report. The writer must show how the points made, and the support and examples that were given, fit together.

In terms of limitations, if it is not already mentioned in the Discussion section, the writer should acknowledge the weaknesses and shortcomings in the design and/or conduct of the study.

Finally, in connecting to the wider context, the writer should propose a course of action, a solution to an issue, or pose questions for further study. This can redirect readers’ thoughts and help them apply the information and ideas in the study to their own research context or to see the broader implications of the study.

1.4 Linguistic Features of the Conclusion Section

In terms of linguistic features, the use of tense in the Conclusion section is primarily present where the writer’s voice, position, and interpretation are prominent. This is followed by the use of the future tense in sharing what is ahead and some use of past when referring to the study that was done. As summarized by Swales and Feak (2012), Table 54.1 presents the frequency of use of the present tense and past tense in a research report.

1.5 Writing the Conclusion Section

Often, writing a Conclusion is not as easy as it first seems. Using the Question and Answer approach, below is a description of what is usually included in the Conclusion section.

How long should the Conclusion be?

One or two paragraphs comprising 1 sentence summarizing what the paper was about

Two to three sentences summarizing and synthesizing the key findings related to the thesis or objectives of the study

One sentence on limitations (if not in Discussion)

One to two sentences highlighting the significance and implications

One sentence on potential directions for further research

Should the objective be referred to in a Conclusion?

An effective Conclusion reiterates the issue or problem the hypothesis or objective(s) set out to solve. It is important to remind the readers what the hypothesis or objective(s) of the report are and to what extent they are addressed

How far should the Conclusion reflect the Introduction?

Referring to points made in the Introduction in the conclusion ties the paper together and provides readers with a sense of closure.

How much summarizing should there be in a Conclusion?

The conclusion can loosely follow the organization of your paper to parallel, but the focus should be on the paper’s analysis rather than on the organization.

Should newly found information be added to a Conclusion?

Well-written conclusions do not bring in new information or analysis; instead, they sum up what is already contained in the paper.

(Bahamani et al., 2017; Markowsky, 2010)

1.6 Task: Analysing a Conclusion Section

Consider Examples 1 to 4. How do the writers communicate the following information?

Restatement of objective(s)

Refection of outcome(s)

Acknowledgment of limitations, if any

Connection to wider context

“According to this study, the use of educational models, such as a Precaution Adoption Process Model (PAPM) that most people are associated with the process of decision-making in higher education will be beneficial. Moreover, in the preparation, development and implementation of training programs, factors like increased perceived susceptibility, and perceived benefits should be dealt with and some facilities should be provided to facilitate or resolve the barriers of doing the Pap smear test as much as possible.”

(Bahamani et al., 2016)

“Community pharmacists perceived the NMS service as being of benefit to patients by providing advice and reassurance. Implementation of NMS was variable and pharmacists’ perceptions of its feasibility and operationalisation were mixed. Some found the logistics of arranging and conducting the necessary follow-ups challenging, as were service targets. Patient awareness and understanding of NMS was reported to be low and there was a perceived need for publicity about the service. NMS appeared to have strengthened existing good relationships between pharmacists and GPs. Some pharmacists’ concerns about possible overlap of NMS with GP and nurse input may have impacted on their motivation. Overall, our findings indicate that NMS provides an opportunity for patient benefit (patient interaction and medicines management) and the development of contemporary pharmacy practice.”

(Lucas &amp; Blenkinsopp, 2015)

“In this review, we discussed several strategies for the engineering of RiPP pathways to produce artificial pep-tides bearing non-proteinogenic structures characteristic of peptidic natural products. In the RiPP pathways, the structures of the final products are defined by the primary sequences of the precursor genes. Moreover, only a small number of modifying enzymes are involved, and the enzymes function modularly. These features have greatly facilitated both in vivo and in vitro engineering of the pathways, leading to a wide variety of artificial derivatives of naturally occurring RiPPs. In principle, the engineering strategies introduced here can be interchangeably applied for other classes of RiPP enzymes/pathways. Post-biosynthetic chemical modification of RiPPs would be an alternative approach to further increase the structural variation of the products [48–50]. Given that new classes of RiPP enzymes have been frequently reported, and that genetic information of putative RiPP enzymes continues to arise, the array of molecules feasible by RiPP engineering will be further expanded. Some of the artificial RiPP derivatives exhibited elevated bioactivities or different selectivities as compared with their wild type RiPPs. Although these precedents have demonstrated the pharmaceutical relevance of RiPP ana-logs, the next important step in RiPP engineering is the development of novel RiPP derivatives with artificial bioactivities. In more recent reports [51 __,52 __,53 __], the integration of combinatorial lanthipeptide biosynthesis with in vitro selection or bacterial reverse two-hybrid screening methods have successfully obtained artificial ligands specific to certain target proteins. Such approaches, including other strategies under investigation in laboratories in this field, for constructing and screening vast RiPP libraries would lead to the creation of artificial bioactive peptides with non-proteinogenic structures in the near feature.”

(Goto &amp; Suga, 2018)

“Our study is the first to assess and characterise silibinin’s various roles as an adjuvant in protecting against PZA- and INH-induced hepatotoxicity. Most promisingly, we demonstrated silibinin’s safety and efficacy as a rescue adjuvant in vitro , both of which are fundamental considerations in the use of any drug. We also identified silibinin’s potential utility as a rescue hepatoprotectant, shed important mechanistic insights on its hepatoprotective effect, and identified novel antioxidant targets in ameliorating ATT-induced hepatotoxicity. The proof-of-concept demonstrated in this project forms the ethical and scientific foundation to justify and inform subsequent in vivo preclinical studies and clinical trials. Given the lack of alternative treatments in tuberculosis, the need to preserve our remaining antibiotics is paramount. The high stakes involved necessitate future efforts to support our preliminary work in making silibinin clinically relevant to patients and healthcare professionals alike.”

(Goh, 2018)

1.7 In Summary

To recap, in drafting the Conclusion section, you should keep in mind that final remarks can leave the readers with a long-lasting impression of the report especially on the key point(s) that the writer intends to convey. Therefore, you should be careful in crafting this last section of your report.

1.8 References

Bahamani, A. et al. (2017). The Effect of Training Based on Precaution Adoption Process Model (PAPM) on Rural Females’ Participation in Pap smear. BJPR, 16 , 6. Retrieved from http://www.journalrepository.org/media/journals/BJPR_14/2017/May/Bahmani1662017BJPR32965.pdf

Craswell G., &amp; Poore, M. (2012). Writing for Academic Success, 2nd. London: Sage.

Goh, Z-H. (2018). An Evaluation of the Roles and Mechanisms of Silibinin in Reducing Pyrazinamide- and Isoniazid-Induced Hepatotoxicity . Unpublished Final Year Project. National University of Singapore: Department of Pharmacy.

Goto, Y., &amp; Suga, H. (2018). Engineering of RiPP pathways for the production of artificial peptides bearing various non-proteinogenic structures. Current Opinion in Chemical Biology , 46 , 82–90.

Lucas, B., &amp; Blenkinsopp, A. (2015). Community pharmacists’ experience and perceptions of the New Medicines Serves (NMS). IJPP , 23 , 6. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/ijpp.12180/full

Markowski (2010). WPPD Evaluation form for capstone paper . Retrieved from https://cop-main.sites.medinfo.ufl.edu/files/2010/12/Capstone-Paper-Checklist-and-Reviewer-Evaluation-Form.pdf

Swales, J.M., &amp; Feak, C.B. (2012). Academic writing for graduate students , 3 rd ed. Michigan: University of Michigan Press.

University of North Carolina at Chapel Hill, The Writing Center. (2019). Conclusions . Retrieved from https://writingcenter.unc.edu/tips-and-tools/conclusions/

Appendix 2: Quiz for Conclusion Activity

Instructions

There are 6 questions in this quiz. Choose the most appropriate answer among the options provided.

What does the Conclusion section of a scientific report do?

It provides a recap of report, with reference to the objective(s).

It gives a closure to what has been discussed in relation to the topic.

It shares future direction(s) and in doing so connects to a wider context.

It propels the reader to have an enhanced understanding of the topic.

i, ii, and iii

i, ii and iv

ii, iii and iv

i, ii, iii and iv

The first rhetorical move of the Conclusion section is restatement of objective(s). It …

reminds the reader the objective(s) of the report.

restates reason(s) of each objective of the report.

revisits issue(s) presented requiring investigation.

reiterates the importance of the research project.

The second rhetorical move of the Conclusion section is reflection of outcome(s). It …

summarizes all the findings of the research project.

synthesizes outcomes of the research project.

is a repeat of important ideas mentioned in the report.

shows how key points, evidence, and support fit together.

In connecting to a wider context, the authors …

remind the reader of the importance of the topic.

propose a course of action for the reader.

pose a question to the reader for further research.

direct the reader to certain direction(s).

Following is the Conclusion section of a published article.

“In summary, we have assessed and characterised silibinin’s various roles as an adjuvant in protecting against PZA- and INH-induced hepatotoxicity. Our in vitro experiments suggest that silibinin may be safe and efficacious as a rescue adjuvant, both fundamental considerations in the use of any drug. Further optimisation of our in vitro model may also enhance silibinin’s hepatoprotective effect in rescue, prophylaxis, and recovery. Using this model, we have gleaned important mechanistic insights into its hepatoprotective effect and identified novel antioxidant targets in ameliorating HRZE-induced hepatotoxicity. Future directions will involve exploring the two main mechanisms by which silibinin may ameliorate hepatotoxicity; the proof-of-concept demonstrated in this project will inform subsequent in vitro and in vivo preclinical studies. Given the lack of alternative treatments in tuberculosis, the need to preserve our remaining antibiotics is paramount. These high stakes necessitate future efforts to support our preliminary work, making silibinin more clinically relevant to patients and healthcare professionals alike.” (Goh et al., 2020)

This excerpt of the Conclusion section…

restates objectives of the research.

synthesizes outcomes of the research.

acknowledges limitations of the research

connects the reader to a wider context.

i, ii and iii

What can one observe about the use of tenses in the Conclusion section? The frequency of use of present and future tenses …

demonstrates the importance results being synthesized.

is ungrammatical as the past tense should be used to state the outcomes.

propels the reader to think of future research.

suggests an encouraging tone to end the report.

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Wu, S.M., Lee, K.C., Chan, E.C.Y. (2023). The Conclusion: How to End a Scientific Report in Style. In: Rowland, S., Kuchel, L. (eds) Teaching Science Students to Communicate: A Practical Guide. Springer, Cham. https://doi.org/10.1007/978-3-030-91628-2_54

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How to Write a Conclusion for a Research Paper

Last Updated: May 8, 2024 Approved

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. wikiHow marks an article as reader-approved once it receives enough positive feedback. This article received 42 testimonials and 83% of readers who voted found it helpful, earning it our reader-approved status. This article has been viewed 2,260,541 times.

The conclusion of a research paper needs to summarize the content and purpose of the paper without seeming too wooden or dry. Every basic conclusion must share several key elements, but there are also several tactics you can play around with to craft a more effective conclusion and several you should avoid to prevent yourself from weakening your paper's conclusion. Here are some writing tips to keep in mind when creating a conclusion for your next research paper.

Sample Conclusions

Writing a basic conclusion.

• Do not spend a great amount of time or space restating your topic.
• A good research paper will make the importance of your topic apparent, so you do not need to write an elaborate defense of your topic in the conclusion.
• Usually a single sentence is all you need to restate your topic.
• An example would be if you were writing a paper on the epidemiology of infectious disease, you might say something like "Tuberculosis is a widespread infectious disease that affects millions of people worldwide every year."
• Yet another example from the humanities would be a paper about the Italian Renaissance: "The Italian Renaissance was an explosion of art and ideas centered around artists, writers, and thinkers in Florence."

• A thesis is a narrowed, focused view on the topic at hand.
• This statement should be rephrased from the thesis you included in your introduction. It should not be identical or too similar to the sentence you originally used.
• Try re-wording your thesis statement in a way that complements your summary of the topic of your paper in your first sentence of your conclusion.
• An example of a good thesis statement, going back to the paper on tuberculosis, would be "Tuberculosis is a widespread disease that affects millions of people worldwide every year. Due to the alarming rate of the spread of tuberculosis, particularly in poor countries, medical professionals are implementing new strategies for the diagnosis, treatment, and containment of this disease ."

• A good way to go about this is to re-read the topic sentence of each major paragraph or section in the body of your paper.
• Find a way to briefly restate each point mentioned in each topic sentence in your conclusion. Do not repeat any of the supporting details used within your body paragraphs.
• Under most circumstances, you should avoid writing new information in your conclusion. This is especially true if the information is vital to the argument or research presented in your paper.
• For example, in the TB paper you could summarize the information. "Tuberculosis is a widespread disease that affects millions of people worldwide. Due to the alarming rate of the spread of tuberculosis, particularly in poor countries, medical professionals are implementing new strategies for the diagnosis, treatment, and containment of this disease. In developing countries, such as those in Africa and Southeast Asia, the rate of TB infections is soaring. Crowded conditions, poor sanitation, and lack of access to medical care are all compounding factors in the spread of the disease. Medical experts, such as those from the World Health Organization are now starting campaigns to go into communities in developing countries and provide diagnostic testing and treatments. However, the treatments for TB are very harsh and have many side effects. This leads to patient non-compliance and spread of multi-drug resistant strains of the disease."

• Note that this is not needed for all research papers.
• If you already fully explained what the points in your paper mean or why they are significant, you do not need to go into them in much detail in your conclusion. Simply restating your thesis or the significance of your topic should suffice.
• It is always best practice to address important issues and fully explain your points in the body of your paper. The point of a conclusion to a research paper is to summarize your argument for the reader and, perhaps, to call the reader to action if needed.

• Note that a call for action is not essential to all conclusions. A research paper on literary criticism, for instance, is less likely to need a call for action than a paper on the effect that television has on toddlers and young children.
• A paper that is more likely to call readers to action is one that addresses a public or scientific need. Let's go back to our example of tuberculosis. This is a very serious disease that is spreading quickly and with antibiotic-resistant forms.
• A call to action in this research paper would be a follow-up statement that might be along the lines of "Despite new efforts to diagnose and contain the disease, more research is needed to develop new antibiotics that will treat the most resistant strains of tuberculosis and ease the side effects of current treatments."

• For example, if you are writing a history paper, then you might discuss how the historical topic you discussed matters today. If you are writing about a foreign country, then you might use the conclusion to discuss how the information you shared may help readers understand their own country.

Making Your Conclusion as Effective as Possible

• Since this sort of conclusion is so basic, you must aim to synthesize the information rather than merely summarizing it.
• Instead of merely repeating things you already said, rephrase your thesis and supporting points in a way that ties them all together.
• By doing so, you make your research paper seem like a "complete thought" rather than a collection of random and vaguely related ideas.

• Ask a question in your introduction. In your conclusion, restate the question and provide a direct answer.
• Write an anecdote or story in your introduction but do not share the ending. Instead, write the conclusion to the anecdote in the conclusion of your paper.
• For example, if you wanted to get more creative and put a more humanistic spin on a paper on tuberculosis, you might start your introduction with a story about a person with the disease, and refer to that story in your conclusion. For example, you could say something like this before you re-state your thesis in your conclusion: "Patient X was unable to complete the treatment for tuberculosis due to severe side effects and unfortunately succumbed to the disease."
• Use the same concepts and images introduced in your introduction in your conclusion. The images may or may not appear at other points throughout the research paper.

• Include enough information about your topic to back the statement up but do not get too carried away with excess detail.
• If your research did not provide you with a clear-cut answer to a question posed in your thesis, do not be afraid to indicate as much.
• Restate your initial hypothesis and indicate whether you still believe it or if the research you performed has begun swaying your opinion.
• Indicate that an answer may still exist and that further research could shed more light on the topic at hand.

• This may not be appropriate for all types of research papers. Most research papers, such as one on effective treatment for diseases, will have the information to make the case for a particular argument already in the paper.
• A good example of a paper that might ask a question of the reader in the ending is one about a social issue, such as poverty or government policy.
• Ask a question that will directly get at the heart or purpose of the paper. This question is often the same question, or some version of it, that you may have started with when you began your research.
• Make sure that the question can be answered by the evidence presented in your paper.
• If desired you can briefly summarize the answer after stating the question. You could also leave the question hanging for the reader to answer, though.

• Even without a call to action, you can still make a recommendation to your reader.
• For instance, if you are writing about a topic like third-world poverty, you can various ways for the reader to assist in the problem without necessarily calling for more research.
• Another example would be, in a paper about treatment for drug-resistant tuberculosis, you could suggest donating to the World Health Organization or research foundations that are developing new treatments for the disease.

Avoiding Common Pitfalls

• These sayings usually sound stiff, unnatural, or trite when used in writing.
• Moreover, using a phrase like "in conclusion" to begin your conclusion is a little too straightforward and tends to lead to a weak conclusion. A strong conclusion can stand on its own without being labeled as such.

• Always state the main argument or thesis in the introduction. A research paper is an analytical discussion of an academic topic, not a mystery novel.
• A good, effective research paper will allow your reader to follow your main argument from start to finish.
• This is why it is best practice to start your paper with an introduction that states your main argument and to end the paper with a conclusion that re-states your thesis for re-iteration.

• All significant information should be introduced in the body of the paper.
• Supporting evidence expands the topic of your paper by making it appear more detailed. A conclusion should narrow the topic to a more general point.
• A conclusion should only summarize what you have already stated in the body of your paper.
• You may suggest further research or a call to action, but you should not bring in any new evidence or facts in the conclusion.

• Most often, a shift in tone occurs when a research paper with an academic tone gives an emotional or sentimental conclusion.
• Even if the topic of the paper is of personal significance for you, you should not indicate as much in your paper.
• If you want to give your paper a more humanistic slant, you could start and end your paper with a story or anecdote that would give your topic more personal meaning to the reader.
• This tone should be consistent throughout the paper, however.

• Apologetic statements include phrases like "I may not be an expert" or "This is only my opinion."
• Statements like this can usually be avoided by refraining from writing in the first-person.
• Avoid any statements in the first-person. First-person is generally considered to be informal and does not fit with the formal tone of a research paper.

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• ↑ http://owl.english.purdue.edu/owl/resource/724/04/
• ↑ http://www.crlsresearchguide.org/18_Writing_Conclusion.asp
• ↑ http://writing.wisc.edu/Handbook/PlanResearchPaper.html#conclusion
• ↑ http://writingcenter.unc.edu/handouts/conclusions/
• ↑ http://writing2.richmond.edu/writing/wweb/conclude.html

About This Article

To write a conclusion for a research paper, start by restating your thesis statement to remind your readers what your main topic is and bring everything full circle. Then, briefly summarize all of the main points you made throughout your paper, which will help remind your readers of everything they learned. You might also want to include a call to action if you think more research or work needs to be done on your topic by writing something like, "Despite efforts to contain the disease, more research is needed to develop antibiotics." Finally, end your conclusion by explaining the broader context of your topic and why your readers should care about it, which will help them understand why your topic is relevant and important. For tips from our Academic co-author, like how to avoid common pitfalls when writing your conclusion, scroll down! Did this summary help you? Yes No

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How to Write a Good Conclusion (With Examples) 

• Smodin Editorial Team
• Published: May 31, 2024

Students often spend a great deal of time crafting essay introductions while leaving the conclusion as an afterthought. While the introduction is one of the most vital aspects of an essay, a good conclusion can have just as much of an impact on its effectiveness. Knowing how to write a good conclusion is crucial, as it encapsulates your main points and leaves a lasting impression on the reader.

A well-crafted conclusion should serve as the final pitch for your arguments. Your reader should walk away with a clear understanding of what they just read and how it applies to the core of your thesis. With the right approach, your conclusion can transform a good essay into a great one, making it both memorable and impactful.

This article will guide you through four simple steps of writing compelling conclusions. Each step is designed to help you reinforce your thesis and articulate your final thoughts in a way that will resonate with your teacher or professor. With a bit of practice, you can learn how to stick the landing and give every essay the finale it deserves.

What Is the Purpose of the Conclusion Paragraph?

Understanding the purpose of the conclusion paragraph is essential for effective essay writing. The conclusion paragraph should be more than just a summary of your essay. It should consolidate all your arguments and tie them back to your thesis.

Remember, all good writing inspires emotion. Whether to inspire, provoke, or engage is up to you, but the conclusion should always leave a lasting impression.

If in doubt, Smodin’s AI Chat tool can be handy for gauging the emotional impact of your conclusion.

By mastering the art of writing a powerful conclusion, you equip yourself with the tools to ensure your essays stand out. Whether it’s the first or last essay you’re writing for the class, it’s your chance to leave a definitive mark on your reader.

How to Write a Good Conclusion

This approach ensures your conclusion adds value and reinforces your arguments’ coherence. Here are three simple and effective practices to help you craft a solid conclusion.

Restating Your Thesis

Restating your thesis in the conclusion is a common practice in essay writing, and for good reason. It helps underscore how your understanding has deepened or shifted based on the evidence you provided.

Just understand that a restatement of your original thesis doesn’t mean a complete word-for-word repeat. You should rephrase your original thesis so that it elucidates the insights you touched on throughout the essay. Smodin’s AI Rewriter can help refine your restatement to ensure it is fresh and impactful.

Here are a few tips to effectively restate your thesis

• Show Complexity : If your essay added layers or nuances to the original statement, be sure to articulate that clearly.
• Integrate Key Findings : Incorporate the main findings of your essay to reinforce how they supported or refined your thesis.
• Keep It Fresh : Again, you want to avoid repeating the same things twice. Use different wording that reflects a nuanced perspective.

Finally, always ensure that the restated thesis connects seamlessly with the rest of your essay. Always try to showcase the coherence of your writing to provide the reader with a strong sense of closure.

Using AI tools like Smodin’s Outliner and Essay Writer can ensure your writing flows smoothly and is easy to follow.

Providing an Effective Synthesis

Providing an effective synthesis should enhance your original thesis. All good arguments should evolve and shift throughout the essay. Rather than simply summarizing these findings, you should integrate critical insights and evidence to demonstrate a deeper or more nuanced understanding.

Draw connections between the main points discussed and show how they collectively support your thesis. Also, reflect on the implications of these insights for the broader context of your subject. And once again, always use fresh and engaging language to maintain the reader’s interest.

The last thing you want is for your reader to view your essay as a collection of individual points. A good essay should read as a unified whole, with all the pieces tying together naturally. You affirm your argument’s significance when you tie all the pieces together in your conclusion.

Providing New Insights

Also, think of this step as your opportunity to propose future research directions based on your findings. What could a student or researcher study next? What unanswered questions remain? If you’re having trouble answering these questions, consider using Smodin’s research tools to expand your knowledge of the topic.

That isn’t to say you can leave open-ended or unanswered questions about your own thesis. On the contrary, your conclusion should firmly establish the validity of your argument. That said, any deep and insightful analysis naturally leads to further exploration. Draw attention to these potential areas of inquiry.

(Optional) Form a Personal Connection With the Reader

Forming a connection with the reader in the conclusion can personalize and strengthen the impact of your essay. This technique can be powerful if implemented correctly, making your writing more relatable, human, and memorable.

That said, slime academics discourage using “I” in formal essays. It’s always best to clarify your teacher’s or professor’s stance before submitting your final draft.

If it is allowed, consider sharing a brief personal reflection or anecdote that ties back to the main themes of your essay. A personal touch can go a long way toward humanizing your arguments and creating a connection with the reader.

Whatever you choose, remember that your conclusion should always complement the analytical findings of your essay. Never say anything that detracts from your thesis or the findings you presented.

Examples of Good Conclusions

Let’s explore some examples to illustrate what a well-crafted conclusion looks and sounds like. The following are two hypothetical thesis essays from the fields of science and literature.

• Thesis Topic: The Impact of Climate Change on Coral Reefs
• Introduction: “Coral reefs act as the guardians of the ocean’s biodiversity. These underwater ecosystems are among the most vibrant and essential on the entire planet. However, the escalating impact of climate change poses a severe threat to their health and survival. This essay aims to dissect specific environmental changes contributing to coral degradation while proposing measures for mitigation.”
• Conclusion: “This investigation into the impact of climate change on coral reefs has revealed a disturbing acceleration of coral bleaching events and a significant decline of reef biodiversity. The findings presented in this study establish a clear link between increased sea temperatures and coral reef mortality. Future research should focus on the resilience mechanisms of coral species that could influence conservation strategies. The fate of the coral reefs depends on humanity’s immediate and concentrated action to curb global emissions and preserve these vital ecosystems for future generations.”

Notice how the conclusion doesn’t simply restate the thesis. Instead, it highlights the definitive connection between climate change and coral health. It also reiterates the issue’s urgency and extends a call of action for ongoing intervention. The last sentence is direct, to the point, and leaves a lasting impression on the reader.

If you’re struggling with your closing sentence (or any sentence, for that matter), Smodin’s Rewriter can create hundreds of different sentences in seconds. Then, choose the sentences and phrases that resonate the most and use them to craft a compelling conclusion.

• Thesis Topic: The Evolution of the American Dream in 20th-Century American Literature
• Introduction: “The American Dream was once defined by prosperity and success. However, throughout the 20th century, the representation of the American Dream in popular literature has undergone significant changes. Are these representations indicative of a far-reaching sentiment that lay dormant among the American public? Or were these works simply the result of disillusioned writers responding to the evolving challenges of the times?”
• Conclusion: “Works by F. Scott Fitzgerald, John Steinbeck, and Toni Morrison illustrate the American Dream’s evolution from unbridled optimism to a more critical examination of the American ethos. Throughout modernist and post-modernist literature, the American Dream is often at odds with core American values. These novels reflect broader societal shifts that continue to shape the national consciousness. Further research into contemporary literature could provide greater insight into the complexities of this concept.”

You will know exactly what this essay covers by reading the introduction and conclusion alone. It summarizes the evolution of the American Dream by examining the works of three unique authors. It then analyzes these works to demonstrate how they reflect broader societal shifts. The conclusion works as both a capstone and a bridge to set the stage for future inquiries.

Write Better Conclusions With Smodin

Always remember the human element behind the grading process when crafting your essay. Your teachers or professors are human and have likely spent countless hours reviewing essays on similar topics. The grading process can be long and exhaustive. Your conclusion should aim to make their task easier, not harder.

A well-crafted conclusion serves as the final piece to your argument. It should recap the critical insights discussed above while shedding new light on the topic. By including innovative elements and insightful observations, your conclusion will help your essay stand out from the crowd.

Make sure your essay ends on a high note to maximize your chances of getting a better grade now and in the future. Smodin’s comprehensive suite of AI tools can help you enhance every aspect of your essay writing. From initial research to structuring, these tools can streamline the process and improve the quality of your essays.

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Effects of intensive lifestyle changes on the progression of mild cognitive impairment or early dementia due to Alzheimer’s disease: a randomized, controlled clinical trial

• Dean Ornish 1 , 2 ,
• Catherine Madison 1 , 3 ,
• Miia Kivipelto 4 , 5 , 6 , 7 ,
• Colleen Kemp 8 ,
• Charles E. McCulloch 9 ,
• Douglas Galasko 10 ,
• Jon Artz 11 , 12 ,
• Dorene Rentz 13 , 14 , 15 ,
• Jue Lin 16 ,
• Kim Norman 17 ,
• Anne Ornish 1 ,
• Sarah Tranter 8 ,
• Nancy DeLamarter 1 ,
• Noel Wingers 1 ,
• Carra Richling 1 ,
• Rima Kaddurah-Daouk 18 ,
• Rob Knight 19 ,
• Daniel McDonald 20 ,
• Lucas Patel 21 ,
• Eric Verdin 22 , 23 ,
• Rudolph E. Tanzi 13 , 24 , 25 , 26 &
• Steven E. Arnold 13 , 27  

Alzheimer's Research & Therapy volume  16 , Article number:  122 ( 2024 ) Cite this article

Metrics details

Evidence links lifestyle factors with Alzheimer’s disease (AD). We report the first randomized, controlled clinical trial to determine if intensive lifestyle changes may beneficially affect the progression of mild cognitive impairment (MCI) or early dementia due to AD.

A 1:1 multicenter randomized controlled phase 2 trial, ages 45-90 with MCI or early dementia due to AD and a Montreal Cognitive Assessment (MoCA) score of 18 or higher. The primary outcome measures were changes in cognition and function tests: Clinical Global Impression of Change (CGIC), Alzheimer’s Disease Assessment Scale (ADAS-Cog), Clinical Dementia Rating–Sum of Boxes (CDR-SB), and Clinical Dementia Rating Global (CDR-G) after 20 weeks of an intensive multidomain lifestyle intervention compared to a wait-list usual care control group. ADAS-Cog, CDR-SB, and CDR-Global scales were compared using a Mann-Whitney-Wilcoxon rank-sum test, and CGIC was compared using Fisher’s exact test. Secondary outcomes included plasma Aβ42/40 ratio, other biomarkers, and correlating lifestyle with the degree of change in these measures.

Fifty-one AD patients enrolled, mean age 73.5. No significant differences in any measures at baseline. Only two patients withdrew. All patients had plasma Aβ42/40 ratios <0.0672 at baseline, strongly supporting AD diagnosis. After 20 weeks, significant between-group differences in the CGIC ( p = 0.001), CDR-SB ( p = 0.032), and CDR Global ( p = 0.037) tests and borderline significance in the ADAS-Cog test ( p = 0.053). CGIC, CDR Global, and ADAS-Cog showed improvement in cognition and function and CDR-SB showed significantly less progression, compared to the control group which worsened in all four measures. Aβ42/40 ratio increased in the intervention group and decreased in the control group ( p = 0.003). There was a significant correlation between lifestyle and both cognitive function and the plasma Aβ42/40 ratio. The microbiome improved only in the intervention group ( p <0.0001).

Conclusions

Comprehensive lifestyle changes may significantly improve cognition and function after 20 weeks in many patients with MCI or early dementia due to AD.

Trial registration

Approved by Western Institutional Review Board on 12/31/2017 (#20172897) and by Institutional Review Boards of all sites. This study was registered retrospectively with clinicaltrials.gov on October 8, 2020 (NCT04606420, ID: 20172897).

Increasing evidence links lifestyle factors with the onset and progression of dementia, including AD. These include unhealthful diets, being sedentary, emotional stress, and social isolation.

For example, a Lancet commission on dementia prevention, intervention, and care listed 12 potentially modifiable risk factors that together account for an estimated 40% of the global burden of dementia [ 1 ]. Many of these factors (e.g., hypertension, smoking, depression, type 2 diabetes, obesity, physical inactivity, and social isolation) are also risk factors for coronary heart disease and other chronic illnesses because they share many of the same underlying biological mechanisms. These include chronic inflammation, oxidative stress, insulin resistance, telomere shortening, sympathetic nervous system hyperactivity, and others [ 2 ]. A recent study reported that the association of lifestyle with cognition is mostly independent of brain pathology, though a part, estimated to be only 12%, was through β-amyloid [ 3 ].

In one large prospective study of adults 65 or older in Chicago, the risk of developing AD was 38% lower in those eating high vs low amounts of vegetables and 60% lower in those consuming omega-3 fatty acids at least once/week, [ 4 ] whereas consuming saturated fat and trans fats more than doubled the risk of developing AD [ 5 ].A systematic review and meta-analysis of 243 observational prospective studies and 153 randomized controlled trials found a similar relationship between these and similar risk factors and the onset of AD [ 6 ].

The multifactorial etiology and heterogeneity of AD suggest that multidomain lifestyle interventions may be more effective than single-domain ones for reducing the risk of dementia, and that more intensive multimodal lifestyle interventions may be more efficacious than moderate ones at preventing dementia [ 7 ].

For example, in the Finnish Geriatric Intervention Study (FINGER) study, a RCT of men and women 60-77 in age with Cardiovascular Risk Factors, Aging, and Incidence of Dementia (CAIDE) dementia risk scores of at least 6 points and cognition at mean or slightly lower, a multimodal intervention of diet, exercise, cognitive training, vascular risk monitoring maintained cognitive function after 2 years in older adults at increased risk of dementia [ 8 ]. After 24 months, global cognition in the FINGER intervention group was 25% higher than in the control group which declined. Moreover, the FINGER intervention was equally beneficial regardless of several demographic and socioeconomic risk factors [ 9 ] and apolipoprotein E (APOE) ε4 status [ 10 ].

The FINGER lifestyle intervention also resulted in a 13-20% reduction in rates of cardiovascular disease events (stroke, transient ischemic attack, or coronary), providing more evidence that “what’s good for the heart is good for the brain”(and vice versa) [ 11 ]. Other large-scale multidomain intervention studies to determine if this intervention can help prevent dementia are being conducted or planned in over 60 countries worldwide, as part of the World-Wide FINGERS network, including the POINTER study in the U.S. [ 12 , 13 ].

More recently, a similar dementia prevention-oriented RCT showed that a 2-year personalized multidomain intervention led to modest improvements in cognition and dementia risk factors in those at risk for (but not diagnosed with) dementia and AD [ 14 ].

All these studies showed that lifestyle changes may help prevent dementia. The study we are reporting here is the first randomized, controlled clinical trial to test whether intensive lifestyle changes may beneficially affect those already diagnosed with mild cognitive impairment (MCI) or early dementia due to AD.

In two earlier RCTs, we found that the same multimodal lifestyle intervention described in this article resulted in regression of coronary atherosclerosis as measured by quantitative coronary arteriography [ 15 ] and ventricular function, [ 16 ] improvements in myocardial perfusion as measured by cardiac PET scans, and 2.5 times fewer cardiac events after five years, all of which were statistically significant [ 17 ]. Until then, it was believed that coronary heart disease progression could only be slowed, not stopped or reversed, similar to how MCI or early dementia due to AD are viewed today.

Since AD and coronary heart disease share many of the same risk factors and biological mechanisms, and since moderate multimodal lifestyle changes may help prevent AD, [ 18 ] we hypothesized that a more intensive multimodal intervention proven to often reverse the progression of coronary heart disease and some other chronic diseases may also beneficially affect the progression of MCI or early dementia due to AD.

We report here results of a randomized controlled trial to determine if the progression of MCI or early dementia due to AD may be slowed, stopped, or perhaps even reversed by a comprehensive, multimodal, intensive lifestyle intervention after 20 weeks when compared to a usual-care randomized control group. This lifestyle intervention includes (1) a whole foods, minimally processed plant-based diet low in harmful fats and low in refined carbohydrates and sweeteners with selected supplements; (2) moderate exercise; (3) stress management techniques; and (4) support groups.

This intensive multimodal lifestyle modification RCT sought to address the following questions:

Can the specified multimodal intensive lifestyle changes beneficially affect the progression of MCI or early dementia due to AD as measured by the AD Assessment Scale–Cognitive Subscale (ADAS-Cog), CGIC (Clinical Global Impression of Change), CDR-SB (Clinical Dementia Rating Sum of Boxes), and CDR-G (Clinical Dementia Rating Global) testing?

Is there a significant correlation between the degree of lifestyle change and the degree of change in these measures of cognition and function?

Is there a significant correlation between the degree of lifestyle change and the degree of change in selected biomarkers (e.g., the plasma Aβ42/40 ratio)?

Participants and methods

This study was a 1:1 multi-center RCT during the first 20 weeks of the study, and these findings are reported here. Patients who met the clinical trial inclusion criteria were enrolled between September 2018 and June 2022.

Participants were enrolled who met the following inclusion criteria:

Male or female, ages 45 to 90

Current diagnosis of MCI or early dementia due to AD process, with a MoCA score of 18 or higher (National Institute on Aging–Alzheimer’s Association McKhann and Albert 2011 criteria) [ 19 , 20 ]

Physician shared this diagnosis with the patient and approved their participation in this clinical trial

Willingness and ability to participate in all aspects of the intervention

Availability of spouse or caregiver to provide collateral information and assist with study adherence

Patients were excluded if they had any of the following:

Moderate or severe dementia

Physical disability that precludes regular exercise

Evidence for other primary causes of neurodegeneration or dementia, e.g., significant cerebrovascular disease (whose primary cause of dementia was vascular in origin), Lewy Body disease, Parkinson's disease, FTD

Significant ongoing psychiatric or substance abuse problems

Fifty-one participants with MCI or early-stage dementia due to AD who met these inclusion criteria were enrolled between September 2018 and June 2022 and underwent baseline testing. 26 of the enrolled participants were randomly assigned to an intervention group that received the multimodal lifestyle intervention for 20 weeks and 25 participants were randomly assigned to a usual habits and care control group that was asked not to make any lifestyle changes for 20 weeks, after which they would be offered the intervention. Patients in both groups received standard of care treatment managed by their own neurologist.

The intervention group received the lifestyle program for 20 weeks (initially in person, then via synchronous Zoom after March 2020 due to COVID-19). Two participants who did not want to continue these lifestyle changes withdrew during this time, both in the intervention group (one male, one female). Participants in both groups completed a follow-up visit at 20 weeks, where clinical and cognitive assessments were completed. Data were analyzed comparing the baseline and 20 week assessments between the groups.

In a drug trial, access to an investigational new drug can be restricted from participants in a randomized control group. However, we learned in our prior clinical trials of this lifestyle intervention with other diseases that it is often difficult to persuade participants who are randomly assigned to a usual-care control group to refrain from making these lifestyle changes for more than 20 weeks, which is why this time duration was chosen. If participants in both groups made similar lifestyle changes, then it would not be possible to show differences between the groups. Therefore, to encourage participants randomly assigned to the control group not to make lifestyle changes during the first 20 weeks, we offered to provide them the same lifestyle program at no cost to them for 20 weeks after being in the usual-care control group and tested after 20 weeks.

We initially planned to enroll 100 patients into this study based on power calculations of possible differences between groups in cognition and function after 20 weeks. However, due to challenges in recruiting patients, especially with the COVID-19 emergency and that many pharma trials began recruiting patients with similar criteria, it took longer to enroll patients than initially planned [ 21 ]. Because of this, we terminated recruitment after 51 patients were enrolled. This decision was based only on recruitment issues and limited funding, without reviewing the data at that time.

Patients were recruited from advertisements, presentations at neurology meetings, referrals from diverse groups of neurologists and other physicians, and a search of an online database of patients at UCSF. We put a special emphasis on recruiting diverse patients, although we were less successful in doing so than we hoped (Table 1 ).

This clinical trial was approved by the Western Institutional Review Board on 12/31/2017 (approval number: 20172897) and all participants and their study partners provided written informed consent. The trial protocol was also approved by the appropriate Institutional Review Board of all participating sites, and all subjects provided informed consent. Due to the COVID-19 emergency, planned MRI and amyloid PET scans were no longer feasible, and the number of cognition and function tests was decreased. An initial inclusion criterion of “current diagnosis of mild to moderate dementia due to AD (McKhann et al., 2011)” was further clarified to include a MoCA score of 18 or higher. This study was registered with clinicaltrials.gov on October 8, 2020 (NCT04606420, Unique Protocol ID: 20172897) retrospectively due to an administrative error. None of the sponsors who provided funding for this study participated in its design, conduct, management, or reporting of the results. Those providing the lifestyle intervention were separate from those performing testing and from those collecting and analyzing the data, who were blinded to group assignment. All authors contributed to manuscript draft revisions, provided critical comment, and approved submission for publication.

Any modifications in the protocol were approved in advance and in writing by the senior biostatistician (Charles McCulloch PhD) or the senior expert neuropsychologist (Dorene Rentz PsyD), and subsequently approved by the WIRB.

Patients were initially recruited only from the San Francisco Bay area beginning October 2018 and met in person until February 2020 when the COVID-19 pandemic began. Subsequently, this multimodal lifestyle intervention was offered to patients at home in real time via Zoom.

Offering this intervention virtually provided an opportunity to recruit patients from multiple sites, including the Massachusetts General Hospital/Harvard Medical School, Boston, MA; the University of California, San Diego; and Renown Regional Medical Center, Reno, NV, as well as with neurologists in the San Francisco Bay Area. These participants were recruited and tested locally at each site and the intervention was provided via Zoom and foods were sent directly to their home.

Patient recruitment

This is described in the Supplemental Materials section.

Intensive multimodal lifestyle intervention

Each patient received a copy of a book which describes this lifestyle medicine intervention for other chronic diseases. [ 2 ]

A whole foods minimally-processed plant-based (vegan) diet, high in complex carbohydrates (predominantly fruits, vegetables, whole grains, legumes, soy products, seeds and nuts) and especially low in harmful fats, sweeteners and refined carbohydrates. It was approximately 14-18% of calories as total fat, 16-18% protein, and 63-68% mostly complex carbohydrates. Calories were unrestricted. Those with higher caloric needs were given extra portions.

To assure the high adherence and standardization required to adequately test the hypothesis, 21 meals/week and snacks plus the daily supplements listed below were provided throughout the 40 weeks of this intervention to each study participant and his or her spouse or study partner at no cost to them. Twice/week, we overnight shipped to each patient as well as to their spouse or study partner three meals plus two snacks per day that met the nutritional guidelines as well as the prescribed nutritional supplements.

We asked participants to consume only the food and nutritional supplements we sent to them and no other foods. We reasoned that if adherence to the diet and lifestyle intervention was high, whatever outcomes we measured would be of interest. That is, if patients in the intervention group were adherent but showed no significant benefits, that would be a disappointing but an important finding. If they showed improvement, that would also be an important finding. But if they did not follow the lifestyle intervention sufficiently, then we would not have been able to adequately test the hypotheses.

Aerobic (e.g., walking) at least 30 minutes/day and mild strength training exercises at least three times per week from an exercise physiologist in person or with virtual sessions. Patients were given a personalized exercise prescription based on age and fitness level. All sessions were overseen by a registered nurse.

• Stress management

Meditation, gentle yoga-based poses, stretching, progressive relaxation, breathing exercises, and imagery for a total of one hour per day, supervised by a certified stress management specialist. The purpose of each technique was to increase the patient’s sense of relaxation, concentration, and awareness. They were also given access to online meditations. Patients had the option of using flashing-light glasses at a theta frequency of 7.83 Hz plus soothing music as an aid to meditation and insomnia [ 22 ]. They were also encouraged to get adequate sleep.

Group support

Participants and their spouses/study partners participated in a support group one hour/session, three days/week, supervised by a licensed mental health professional in a supportive, safe environment to increase emotional support and community as well as communication skills and strategies for maintaining adherence to the program. They also received a book with memory exercises used periodically during group sessions [ 23 ].

To reinforce this lifestyle intervention, each patient and their spouse or study partner met three times/week, four hours/session via Zoom: 2

one hour of supervised exercise (aerobic + strength training)

one hour of stress management practices (stretching, breathing, meditation, imagery)

one hour of a support group

one hour lecture on lifestyle

Additional optional exercise and stress management classes were provided.

Supplements

Omega-3 fatty acids with Curcumin (1680 mg omega-3 & 800 mg Curcumin, Nordic Naturals ProOmega CRP, 4 capsules/day). Omega-3 fatty acids: In those age 65 or older, those consuming omega-3 fatty acids once/week or more had a 60% lower risk of developing AD, and total intake of n-3 polyunsaturated fatty acids was associated with reduced risk of Alzheimer disease [ 24 ]. Curcumin targets inflammatory and antioxidant pathways as well as (directly) amyloid aggregation, [ 25 ] although there may be problems with bioavailability and crossing the blood-brain barrier [ 26 ].

Multivitamin and Minerals (Solgar VM-75 without iron, 1 tablet/day). Combinatorial formulations demonstrate improvement in cognitive performance and the behavioral difficulties that accompany AD [ 27 ].

Coenzyme Q10 (200 mg, Nordic Naturals, 2 soft gels/day). CoQ10. May reduce mitochondrial impairment in AD [ 28 ].

Vitamin C (1 gram, Solgar, 1 tablet/day): Maintaining healthy vitamin C levels may have a protective function against age-related cognitive decline and AD [ 29 ].

Vitamin B12 (500 mcg, Solgar, 1 tablet/day): B12 hypovitaminosis is linked to the development of AD pathology [ 30 ].

Magnesium L-Threonate (Mg) (144 mg, Magtein, 2 tablets/day). A meta-analysis found that Mg deficiency may be a risk factor of AD and Mg supplementation may be an adjunctive treatment for AD [ 31 ].

Hericium erinaceus (Lion’s Mane, Stamets Host Defense, 2 grams/day): Lion’s mane may produce significant improvements in cognition and function in healthy people over 50 [ 32 ] and in MCI patients compared to placebo [ 33 ].

Super Bifido Plus Probiotic (Flora, 1 tablet/day). A meta-analysis suggests that probiotics may benefit AD patients [ 34 ].

Primary outcome measures: cognition and function testing

Four tests were used to assess changes in cognition and function in these patients. These are standard measures of cognition and function included in many FDA drug trials: ADAS-Cog; Clinical Global Impression of Change (CGIC); Clinical Dementia Rating Sum of Boxes (CDR-SB); Clinical Dementia Rating Global (CDR Global). All cognition and function raters were trained psychometrists with experience in administering these tests in clinical trials. Efforts were made to have the same person perform cognitive testing at each visit to reduce inter-observer variability. Those doing ADAS-Cog assessments were certified raters and tested patients in person. The CGIC and CDR tests were administered for all patients via Zoom by different raters than the ADAS-cog. Also, raters were blind to treatment arm to the degree possible.

Secondary outcome measures: biomarkers and microbiome

These are described in the Supplemental Materials section. These include blood-based biomarkers (such as the plasma Aβ42/40 ratio) and microbiome taxa (organisms).

Statistical methods

These are described in the Supplemental Materials section.

The recruitment effort for this trial lasted from 01/23/2018 to 6/16/2022. The most effective recruitment method was referral from the subjects’ physician or healthcare provider. Additional recruitment efforts included advertising in print and digital media; speaking to community groups; mentioning the study during podcast and radio interviews; collaborating with research institutions that provide dementia diagnosis and treatment; and contracting a clinical trials recruitment service (Linea). A total of 1585 people contacted us; of these, 1300 did not meet the inclusion criteria, 102 declined participation, and 132 were screening incomplete when enrollment closed, resulting in the enrollment of 51 participants (Fig. 1 ).

CONSORT flowchart: patients, demographics, and enrollment

The remaining 51 patients were randomized to an intervention group (26 patients) that received the lifestyle intervention for 20 weeks or to a usual-care control group (25 patients) that was asked not to make any lifestyle changes. Two patients in the intervention group withdrew during the intervention because they did not want to continue the diet and lifestyle changes. No patients in the control group withdrew prior to 20-week testing. Analyses were performed on the remaining 49 patients. No patients were lost to follow-up.

All of these 49 patients had plasma Aβ42/40 ratios <0.089 (all were <0.0672), strongly supporting the diagnosis of Alzheimer’s disease [ 35 ].

At baseline, there were no statistically significant differences between the intervention group and the randomized control group in any measures, including demographic characteristics, cognitive function measures, or biomarkers (Table 1  and Table 2 ).

Cognition and function testing: primary analysis

Results after 20 weeks of a multimodal intensive lifestyle intervention in all patients showed overall statistically significant differences between the intervention group and the randomized control group in cognition and function in the CGIC ( p = 0.001), CDR-SB ( p = 0.032), and CDR Global ( p = 0.037) tests and of borderline significance in the ADAS-Cog test ( p = 0.053, Table 3 ). Three of these measures (CGIC, CDR Global, ADAS-Cog) showed improvement in cognition and function in the intervention group and worsening in the control group, and one test (CDR-SB) showed significantly less progression when compared to the randomized control group, which worsened in all four of these measures.

PRIMARY ANALYSIS (with outlier included), Table 3 :

CGIC (Clinical Global Impression of Change)

These scores improved in the intervention group and worsened in the control group.

(Fisher’s exact p -value = 0.001). 10 people in the intervention group showed improvement compared to none in the control group. 7 people in the intervention group and 8 people in the control group were unchanged. 7 people in the intervention group showed minimal worsening compared to 14 in the control group. None in the intervention group showed moderate worsening compared to 3 in the control group.

CDR-Global (Clinical Dementia Rating-Global)

These scores improved in the intervention group (from 0.69 to 0.65) and worsened in the randomized control group (from 0.66 to 0.74), mean difference = 0.12, p = 0.037 (Table 3 and Fig. 2 ).

Changes in CDR-Global (lower = improved)

ADAS-Cog (Alzheimer’s Disease Assessment Scale)

These scores improved in the intervention group (from 21.551 to 20.536) and worsened in the randomized control group (from 21.252 to 22.160), mean group difference of change = 1.923 points, p = 0.053 (Table 3 and Fig. 3 ). (ADAS-Cog testing in one intervention group patient was not administered properly so it was excluded.)

Changes in ADAS-Cog (lower = improved)

CDR-SB (Clinical Dementia Rating Sum of Boxes)

These scores worsened significantly more in the control group (from 3.34 to 3.86) than in the intervention group (from 3.27 to 3.35), mean group difference = 0.44, p = 0.032 (Table 3 and Fig. 4 ).

Changes in CDR-SB (lower = improved)

There were no significant differences in depression scores as measured by PHQ-9 between the intervention and control groups.

Secondary sensitivity analyses

One patient in the intervention group was a clear statistical outlier in his cognitive function testing based on standard mathematical definitions (none was an outlier in the control group) [ 36 ]. Therefore, this patient’s data were excluded in a secondary sensitivity analysis. These results showed statistically significant differences in all four of these measures of cognition and function (Table 4 ). Three measures (ADAS-Cog, CGIC, and CDR Global) showed significant improvement in cognition and function and one (CDR-SB) showed significantly less worsening when compared to the randomized control group, which worsened in all four of these measures.

Sensitivity analysis (with outlier excluded)

There were no significant differences in depression scores as measured by PHQ-9 between the intervention and control groups in either analysis.

A reason why this patient might have been a statistical outlier is that he reported intense situational stress before his testing. As a second sensitivity analysis, this same outlier patient was retested when he was calmer, and all four measures (ADAS-Cog, CGIC, CDR Global, and CDR-SB) showed significant improvement in cognition and function, whereas the randomized control group worsened in all four of these measures.

Biomarker results

We selected biomarkers that have a known role in the pathophysiology of AD (Table 5 ). Of note is that the plasma Aβ42/40 ratio increased in the intervention group but decreased in the randomized control group ( p = 0.003, two-tailed).

Correlation of lifestyle index and cognitive function

In the current clinical trial, despite the inherent limitations of self-reported data, we found statistically significant correlations between the degree of lifestyle change (from baseline to 20 weeks) and the degree of change in three of four measures of cognition and function as well as correlations between the adherence to desired lifestyle changes at just the 20-week timepoint and the degree of change in two of the four measures of cognition and function and borderline significance in the fourth measure.

Correlation with lifestyle at 20 weeks: p = 0.052; correlation: 0.241

Correlation with degree of change in lifestyle: p = 0.015; correlation: 0.317

Correlation with lifestyle at 20 weeks: p = 0.043; correlation: 0.251

Correlation with degree of change in lifestyle: p = 0.081; correlation: 0.205

Correlation with lifestyle at 20 weeks: p = 0.065; correlation: 0.221

Correlation with degree of change in lifestyle: p = 0.024; correlation: 0.286

Correlation with lifestyle at 20 weeks: p = 0.002

Correlation with degree of change in lifestyle: p = 0.0005

(CGIC tests are non-parametric analyses, so standard effect size calculations are not included for this measure.)

Also, we also found a significant correlation between dietary total fat intake and changes in the CGIC measure ( p = 0.001), but this was not significant for the other three measures.

Correlation of lifestyle index and biomarker data

In the current clinical trial, despite the inherent limitations of self-reported data, we found statistically significant correlations between the degree of lifestyle change (from baseline to 20 weeks) and the degree of change in many of the key biomarkers, as well as correlations between the degree of lifestyle change at 20 weeks and the degree of change in these biomarkers:

Plasma Aβ42/40 ratio

Correlation with lifestyle at 20 weeks: p = 0.035; correlation: 0.306

Correlation with degree of change in lifestyle: p = 0.068; correlation: 0.266

Correlation with lifestyle at 20 weeks: p = 0.011; correlation: 0.363

Correlation with degree of change in lifestyle: p = 0.007; correlation: 0.383

LDL-cholesterol

Correlation with lifestyle at 20 weeks: p < 0.0001; correlation: 0.678

Correlation with degree of change in lifestyle: p < 0.0001; correlation: 0.628

Beta-Hydroxybutyrate (ketones)

Correlation with lifestyle at 20 weeks: p = 0.013; correlation: 0.372

Correlation with degree of change in lifestyle: p = 0.034; correlation: 0.320

Correlation with lifestyle at 20 weeks: p = 0.228; correlation: 0.177

Correlation with degree of change in lifestyle: p = 0.135; correlation: 0.219

GFAP/glial fibrillary acidic protein

Correlation with lifestyle at 20 weeks: p = 0.096; correlation: 0.243

Correlation with degree of change in lifestyle: p =0.351; correlation: 0.138

What degree of lifestyle change is correlated with improvement in cognitive function tests?

What degree of lifestyle is needed to stop or improve the worsening of MCI or early dementia due to AD? In other words, what % of adherence to the lifestyle intervention was correlated with no change in MCI or dementia across both groups? Higher adherence than this degree of lifestyle change was associated with improvement in MCI or dementia.

Correlation with lifestyle at 20 weeks: 71.4% adherence

Correlation with lifestyle at 20 weeks: 120.6% adherence

CDR-Global:

Correlation with lifestyle at 20 weeks: 95.6%

Microbiome results

There was a significant and beneficial change in the microbiome configuration in the intervention group but not in the control group.

Several taxa (groups of microorganisms) that increased only in the intervention group were consistent with those involved in reduced AD risk in other studies. For example, Blautia, which increased during the intervention in the intervention group, has previously been associated with a lower risk of AD, potentially due to its involvement in increasing γ-aminobutyric acid (GABA) production [ 37 ].  Eubacterium also increased during the intervention in the intervention group, and prior studies have identified Eubacterium genera (namely Eubacterium fissicatena) as a protective factor in AD [ 38 ].

Also, there was a decrease in relative abundance of taxa involved in increased AD risk in the intervention group, e.g., Prevotella and Turicibacter , the latter of which has been associated with relevant biological processes such as 5-HT production. Prevotella and Turicibacter have previously been shown to increase with disease progression, [ 39 ] and these taxa decreased over the course of the intervention.

These results support the hypothesis that the lifestyle intervention may beneficially modify specific microbial groups in the microbiome: increasing those that lower the risk of AD and decreasing those that increase the risk of AD. (Please see Supplement for more detailed information.)

We report the first randomized, controlled trial showing that an intensive multimodal lifestyle intervention may significantly improve cognition and function and may allay biological features in many patients with MCI or early dementia due to AD after 20 weeks.

After 20 weeks of a multimodal intensive lifestyle intervention, results of the primary analysis when all patients were included showed overall statistically significant differences between the intervention group and the randomized control group in cognition and function as measured by the CGIC ( p = 0.001), CDR-SB ( p = 0.032), and CDR Global ( p = 0.037) tests and of borderline significance in the ADAS-Cog test ( p = 0.053).

Three of these measures (CGIC, CDR Global, ADAS-Cog) showed improvement in cognition and function in the intervention group and worsening in the randomized control group, and one test (CDR-SB) showed less progression in the intervention group when compared to the control group which worsened in all four of these measures.

These differences were even clearer in a secondary sensitivity analysis when a mathematical outlier was excluded. These results showed statistically significant differences between groups in all four of these measures of cognition and function. Three of these measures showed improvement in cognition and function and one (CDR-SB) showed less deterioration when compared to the randomized control group, which worsened in all four of these measures.

The validity of these changes in cognition and function and possible biological mechanisms of improvement is supported by the observed changes in several clinically relevant biomarkers that showed statistically significant differences in a beneficial direction after 20 weeks when compared to the randomized control group.

One of the most clinically relevant biomarkers is the plasma Aβ42/40 ratio, which increased by 6.4% in the intervention group and decreased by 8.3% in the randomized control group after 20 weeks, and these differences were statistically significant ( p = 0.003, two-tailed).

In the lecanemab trial, plasma levels of the Aβ42/40 biomarker increased in the intervention group over 18 months with the presumption that this reflected amyloid moving from the brain to the plasma [ 40 ]. We found similar results in the direction of change in the plasma Aβ42/40 ratio from this lifestyle intervention but in only 20 weeks. Conversely, this biomarker decreased in the control group (as in the lecanemab trial), which may indicate increased cerebral uptake of amyloid.

Other clinically relevant biomarkers also showed statistically significant differences (two-tailed) in a beneficial direction after 20 weeks when compared to the randomized control group. These include hemoglobin A1c, insulin, glycoprotein acetyls (GlycA), LDL-cholesterol, and β-Hydroxybutyrate (ketone bodies).

Improvement in these biomarkers provides more biological plausibility for the observed improvements in cognition and function as well as more insight into the possible mechanisms of improvement. This information may also help in predicting which patients are more likely to show improvements in cognition and function by making these intensive lifestyle changes.

Other relevant biomarkers were in a beneficial direction of change in the intervention group compared with the randomized control group after 20 weeks. These include pTau181, GFAP, CRP, SAA, and C-peptide. Telomere length increased in the intervention group and was essentially unchanged in the control group. These differences were not statistically significant even when there was an order of magnitude difference between groups (as with GFAP and pTau181) or an almost four-fold difference (as with CRP), but these changes were in a beneficial direction. At least in part, these findings may be due to a relatively small sample size and/or a short duration of only 20 weeks.

We found a statistically significant dose-response correlation between the degree of lifestyle changes in both groups (“lifestyle index”) and the degree of change in many of these biomarkers. This correlation was found in both the degree of change in lifestyle from baseline to 20 weeks as well as the lifestyle measured at 20 weeks. These correlations also add to the biological plausibility of these findings.

We also found a statistically significant dose-response correlation between the degree of lifestyle changes in both groups (“lifestyle index”) and changes in most measures of cognition and function testing. In short, the more these AD patients changed their lifestyle in the prescribed ways, the greater was the beneficial impact on their cognition and function. These correlations also add to the biological plausibility of these findings. This variation in adherence helps to explain in part why some patients in the intervention group improved and others did not, but there are likely other mechanisms that we do not fully understand that may play a role. These statistically significant correlations are especially meaningful given the greater variability of self-reported data, the relatively small sample size, and the short duration of the intervention.

These findings are consistent with earlier clinical trials in which we used this same lifestyle intervention and the same measure of lifestyle index and found significant dose-response correlations between this lifestyle index (i.e., the degree of lifestyle changes) and changes in the degree of coronary atherosclerosis (percent diameter stenosis) in coronary heart disease; [ 41 , 45 ] changes in PSA levels and LNCaP cell growth in men with prostate cancer; [ 42 ] and changes in telomere length [ 43 ].

We also found significant differences between the intervention and control groups in several taxa (groups of micro-organisms) in the microbiome which may be beneficial.

There were no significant differences in depression scores as measured by PHQ-9 between the intervention and control groups. Therefore, reduction in depression is unlikely to account for the overall improvements in cognition and function seen in the intervention group patients.

We also found that substantial lifestyle changes were required to stop the progression of MCI in these patients. In the primary analysis, this ranged from 71.4% adherence for ADAS-Cog to 95.6% adherence for CDR-Global to 120.6% adherence for CDR-SB. In other words, extensive lifestyle changes were required to stop or improve cognition and function in these patients. This helps to explain why other studies of less-intensive lifestyle interventions may not have been sufficient to stop deterioration or improve cognition and function.

For example, comparing these results to those of the MIND-AD clinical trial provides more biological plausibility for both studies [ 44 ]. That is, more moderate multimodal lifestyle changes may slow the rate of worsening of cognition and function in MCI or early dementia due to early-stage AD, whereas more intensive multimodal lifestyle changes may result in overall average improvements in many measures of cognition and function when compared to a randomized usual-care control group in both clinical trials.

Lifestyle changes may provide additional benefits to patients on drug therapy. Anti-amyloid antibodies have shown modest effects on slowing progression, but they are expensive, have potential for adverse events, are not yet widely available, and do not result in overall cognitive improvement [ 40 ]. Perhaps there may be synergy from doing both.

Limitations

This study has several limitations. Only 51 patients were enrolled and randomized in our study, and two of these patients (both in the intervention group) withdrew during the trial. Showing statistically significant differences across different tests of cognition and function and other measures despite the relatively small sample size suggests that the lifestyle intervention may be especially effective and has strong internal validity.

However, the smaller sample size limits generalizability, especially since there was much less racial and ethnic diversity in this sample than we strived to achieve. Also, we measured these differences despite the relative insensitivity of these measures, which might have increased the likelihood of a type II error.

Raters were blinded to the group assignment of the participants. However, unlike a double-blind placebo-controlled drug trial, it is not possible to blind subjects in a lifestyle intervention about whether or not they are receiving the intervention. This might have affected outcome measures, although to reduce positive expectations and because it was true, patients were told during the study that we did not know whether or not this lifestyle intervention would be beneficial, and we said that whatever we showed would be useful.

Also, 20 weeks is a relatively short time for any intervention with MCI or early dementia due to AD. We did not include direct measures of brain structure in this trial, so we cannot determine whether there were direct impacts on markers of brain pathology relevant to AD. However, surrogate markers such as the plasma Aβ42/40 ratio are becoming more widely accepted.

Not all patients in the intervention group improved. Of the 24 patients in the intervention group, 10 showed improvement as measured by the CGIC test, 7 were unchanged, and 7 worsened. In the control group, none improved, 8 were unchanged, and 17 worsened. In part, this may be explained by variations in adherence to the lifestyle intervention, as there was a significant relationship between the degree of lifestyle change and the degree of change in cognition and function across both groups. We hope that further research may further clarify other factors and mechanisms to help explain why cognition and function improved in some patients but not in others.

The findings on the degree of lifestyle change required to stop the worsening or improve cognition and function need to be interpreted with caution. Since data from both groups were combined, it was no longer a randomized trial for this specific analysis, so there could be unknown confounding influences. Also, it is possible that those with improved changes in cognition were better able to adhere to the intervention and thus have higher lifestyle indices.

In summary, in persons with mild cognitive impairment or early dementia due to Alzheimer’s disease, comprehensive lifestyle changes may improve cognition and function in several standard measures after 20 weeks. In contrast, patients in the randomized control group showed overall worsening in all four measures of cognition and function during this time.

The validity of these findings was supported by the observed changes in plasma biomarkers and microbiome; the dose-response correlation of the degree of lifestyle change with the degree of improvement in all four measures of cognition and function; and the correlation between the degree of lifestyle change and the degree of changes in the Aβ42/40 ratio and the changes in some other relevant biomarkers in a beneficial direction.

Our findings also have implications for helping to prevent AD. Newer technologies, some aided by artificial intelligence, enable the probable diagnosis of AD years before it becomes clinically apparent. However, many people do not want to know if they are likely to get AD if they do not believe they can do anything about it. If intensive lifestyle changes may cause improvement in cognition and function in MCI or early dementia due to AD, then it is reasonable to think that these lifestyle changes may also help to prevent MCI or early dementia due to AD. Also, it may take less-extensive lifestyle changes to help prevent AD than to treat it. Other studies cited earlier on the effects of these lifestyle changes on diseases such as coronary heart disease support this conclusion. Clearly, intensive lifestyle changes rather than moderate ones seem to be required to improve cognition and function in those suffering from early-stage AD.

These findings support longer follow-up and larger clinical trials to determine the longer-term outcomes of this intensive lifestyle medicine intervention in larger groups of more diverse AD populations; why some patients beneficially respond to a lifestyle intervention better than others besides differences in adherence; as well as the potential synergy of these lifestyle changes and some drug therapies.

Availability of data and materials

The datasets used and/or analyzed during the current study may be available from the corresponding author on reasonable request. Requesters will be asked to submit a study protocol, including the research question, planned analysis, and data required. The authors will evaluate this plan (i.e., relevance of the research question, suitability of the data, quality of the proposed analysis, planned or ongoing analysis, and other matters) on a case-by-case basis.

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Acknowledgements

We are grateful to each of the following people who made this study possible. Paramount among these are all of the study participants and their spouse or support person. Their commitment was inspiring, and without them this study would not have been possible. Each of the staff who provided and supported this program is exceptionally caring and competent, and includes: Heather Amador, who coordinated and administered all grants and infrastructure; Tandis Alizadeh, who is chief of staff; as well as Lynn Sievers, Nikki Liversedge, Pamela Kimmel, Stacie Dooreck, Antonella Dewell, Stacey Dunn-Emke, Marie Goodell, Emily Dougherty, Kamala Berrio, Kristin Gottesman, Katie Mayers, Dennis Malone, Sarah & Mary Barber, Steven Singleton, Kevin Lane, Laurie Case, Amber O’Neill, Annie DiRocco, Alison Eastwood, Sara Henley, Sousha Naghshineh, Sarah Reinhard, Laura Kandell, Alison Haag, Sinead Lafferty, Haley Perkins, Chase Delaney, Danielle Marquez, Ava Hoffman, Sienna Lopez, and Sophia Gnuse. Dr. Caitlin Moore conducted much of the cognition and function testing along with Dr. Catherine Madison, Trevor Ragas, Andrea Espinosa, Lorraine Martinez, Davor Zink, Jeff Webb, Griffin Duffy, Lauren Sather, and others. Dr. Cecily Jenkins trained the ADAS-Cog rater. Dr. Jan Krumsiek and Dr. Richa Batra performed important analyses in Dr. Rima Kaddurah-Daouk’s lab. Dr. Pia Kivisåkk oversaw biomarker assays in Dr. Steven Arnold's lab. We are grateful to all of the referring neurologists. Board members of the nonprofit Preventive Medicine Research Institute provided invaluable oversight and support, including Henry Groppe, Jenard & Gail Gross, Ken Hubbard, Brock Leach, and Lee Stein, as well as Joel Goldman.

Author’s information

DO is the corresponding author. RT contributed as the senior author.

We are very grateful to Leonard A. Lauder & Judith Glickman Lauder; Gary & Laura Lauder; Howard Fillit and Mark Roithmayr of The Alzheimer’s Drug Discovery Foundation; Mary & Patrick Scanlan of the Mary Bucksbaum Scanlan Family Foundation; Laurene Powell Jobs/Silicon Valley Community Foundation; Pierre & Pamela Omidyar Fund/Silicon Valley Community Foundation (Pat Christen and Jeff Alvord); George Vradenburg Foundation/Us Against Alzheimer’s; American Endowment Foundation (Anna & James McKelvey); Arthur M. Blank Family Foundation/Around the Table Foundation (Elizabeth Brown, Natalie Gilbert, Christian Amica); John Paul & Eloise DeJoria Peace Love & Happiness Foundation (Constance Dykhuizen); Maria Shriver/Women’s Alzheimer’s Movement (Sandy Gleysteen, Laurel Ann Gonsecki, Erin Stein); Mark Pincus Family Fund/Silicon Valley Community Foundation; Christy Walton/Walton Family Foundation; Milken Family Foundation; The Cleveland Clinic Lou Ruvo Center for Brain Health (Larry Ruvo); Jim Greenbaum Foundation; R. Martin Chavez; Wonderful Company Foundation (Stewart & Lynda Resnick); Daniel Socolow; Anthony J. Robbins/Tony Robbins Foundation; John Mackey; John & Lisa Pritzker and the Lisa Stone Pritzker Family Foundation; Ken Hubbard; Greater Houston Community Foundation (Jenard & Gail Gross); Henry Groppe; Brock & Julie Leach Family Charitable Foundation; Bucksbaum/Baum Foundation (Glenn Bucksbaum & April Minnich); YPO Gold Los Angeles; Lisa Holland/Betty Robertson; the Each Foundation (Lionel Shaw); Moby Charitable Fund; California Relief Program; Gary & Lisa Schildhorn; McNabb Foundation (Ricky Rafner); Renaissance Charitable Foumdation (Stephen & Karen Slinkard); Network for Good; Ken & Kim Raisler Foundation; Miner Foundation; Craiglist Charitable Fund (Jim Buckmaster and Annika Joy Quist); Gaurav Kapadia; Healing Works Foundation/Wayne Jonas; and the Center for Innovative Medicine (CIMED) at the Karolinska Institutet, Hjärnfonden, Stockholms Sjukhem, Research Council for Health Working Life and Welfare (FORTE). In-kind donations were received from Alan & Rob Gore of Body Craft Recreation Supply (exercise equipment), Dr. Andrew Abraham of Orgain, Paul Stamets of Fungi Perfecta ( Host Defense Lion’s Mane), Nordic Naturals, and Flora. Dr. Rima Kaddurah-Daouk at Duke is PI of the Alzheimer Gut Microbiome Project (funded by NIA U19AG063744). She also received additional funding from NIA that has enabled her research (U01AG061359 & R01AG081322).

The funders had no role in the conceptualization; study design; data collection; analysis; and interpretation; writing of the report; or the decision to submit for publication.

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Preventive Medicine Research Institute, 900 Bridgeway, Sausalito, CA, USA

Dean Ornish, Catherine Madison, Anne Ornish, Nancy DeLamarter, Noel Wingers & Carra Richling

University of California, San Francisco and University of California, San Diego, USA

Dean Ornish

Ray Dolby Brain Health Center, California Pacific Medical Center, San Francisco, CA, USA

Catherine Madison

Division of Clinical Geriatrics, Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Karolinska vägen 37 A, SE-171 64, Solna, Sweden

Miia Kivipelto

Theme Inflammation and Aging, Karolinska University Hospital, Karolinska vägen 37 A, SE-171 64, Stockholm, Solna, Sweden

The Ageing Epidemiology (AGE) Research Unit, School of Public Health, Imperial College London, St Mary’s Hospital, Norfolk Place, London, W2 1PG, United Kingdom

Institute of Public Health and Clinical Nutrition, University of Eastern Finland, Yliopistonranta 8, 70210, Kuopio, Finland

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Colleen Kemp & Sarah Tranter

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Douglas Galasko

Clinical Neurology, School of Medicine, University of Nevada, Reno, USA

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Harvard Medical School, Boston, MA, USA

Dorene Rentz, Rudolph E. Tanzi & Steven E. Arnold

Center for Alzheimer Research and Treatment, Boston, MA, USA

Dorene Rentz

Mass General Brigham Alzheimer Disease Research Center, Boston, MA, USA

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UCSF, San Francisco, CA, USA

Departments of Medicine and Psychiatry, Duke University Medical Center and Member, Duke Institute of Brain Sciences, Durham, NC, USA

Rima Kaddurah-Daouk

Department of Pediatrics; Department of Computer Science & Engineering; Department of Bioengineering; Center for Microbiome Innovation, Halıcıoğlu Data Science Institute, University of California, San Diego, La Jolla, CA, USA

Department of Pediatrics and Scientific Director, American Gut Project and The Microsetta Initiative, University of California San Diego, La Jolla, CA, USA

Daniel McDonald

Bioinformatics and Systems Biology Program; Rob Knight Lab; Medical Scientist Training Program, University of California, San Diego, La Jolla, CA, USA

Lucas Patel

Buck Institute for Research on Aging, San Francisco, CA, USA

Eric Verdin

University of California, San Francisco, CA, USA

Genetics and Aging Research Unit, Boston, MA, USA

Rudolph E. Tanzi

McCance Center for Brain Health, Boston, MA, USA

Massachusetts General Hospital, Boston, MA, USA

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Steven E. Arnold

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Contributions

DO, CM, MK, CK, DG, JA, DR, CEM, JL, KN, AO, ST, ND, NW, CR, RKD, RK, EV, RT, and SEA were involved in the study design and conduct. DO conceptualized the study hypotheses (building on the work of MK), obtained funding, prepared the first draft of the manuscript, and is the principal investigator. CEM oversaw the statistical analyses and interpretation, and DR oversaw the cognition and function testing and interpretation. CK and ST oversaw all clinical operations and patient recruitment, including the IRB. JL conducted the telomere analyses. CM oversaw patient selection. AO developed the learning management system and community platform for patients and providers. KN managed an IRB. ND co-led most of the support groups, and CR oversaw all aspects involving nutrition. All authors participated in writing the manuscript. NW and ST oversaw data collection and prepared the databases other than the microbiome databases which were overseen by RK and prepared by DM and LP who helped design this part of the study. CM, CK, JL, RKD, RK, DM, and LP were involved in the acquisition of data. SA, RT, and RKD did biomarker analyses. All authors contributed to critical review of the manuscript and approved the final manuscript.

Corresponding author

Correspondence to Dean Ornish .

Ethics declarations

Competing interests.

MK is one of the Editors-in-Chief of this journal and has no relevant competing interests and recused herself from the review process. RKD is an inventor on key patents in the field of metabolomics and holds equity in Metabolon, a biotech company in North Carolina. In addition, she holds patents licensed to Chymia LLC and PsyProtix with royalties and ownership. DO and AO have consulted for Sharecare and have received book royalties and lecture honoraria and, with CK, have received equity in Ornish Lifestyle Medicine. RK is a scientific advisory board member and consultant for BiomeSense, Inc., has equity and receives income. He is a scientific advisory board member and has equity in GenCirq. He is a consultant and scientific advisory board member for DayTwo, and receives income. He has equity in and acts as a consultant for Cybele. He is a co-founder of Biota, Inc., and has equity. He is a cofounder of Micronoma, and has equity and is a scientific advisory board member. The terms of these arrangements have been reviewed and approved by the University of California, San Diego in accordance with its conflict of interest policies. DM is a consultant for BiomeSense. RT is a co-founder and equity holder in Hyperion Rx, which produces the flashing-light glasses at a theta frequency of 7.83 Hz used as an optional aid to meditation. The rest of the authors declare that they have no competing interests.

Ethics approval and consent to participate

This clinical trial was approved by the Western Institutional Review Board on 12/31/2017 (approval number: 20172897) and all participants and their study partners provided written informed consent. The trial protocol was also approved by the appropriate Institutional Review Board of all participating sites; and all subjects provided informed consent.

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Informed consent was received from all patients. All data from research participants described in this paper is de-identified.

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Ornish, D., Madison, C., Kivipelto, M. et al. Effects of intensive lifestyle changes on the progression of mild cognitive impairment or early dementia due to Alzheimer’s disease: a randomized, controlled clinical trial. Alz Res Therapy 16 , 122 (2024). https://doi.org/10.1186/s13195-024-01482-z

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Published : 07 June 2024

DOI : https://doi.org/10.1186/s13195-024-01482-z

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• Published: 05 June 2024

Conclusions

The HTT model eventually defined the germination response of Lens culinaris L. var. Markaz-09 (Lentil) for all Ts and Ψs, allowing it to be employed as a predictive tool in Lens culinaris L. var. Markaz-09 (Lentil) seed germination simulation models.

Peer Review reports

Lentil is a pulse that is eaten around the world [ 1 ]. It is a pulse crop that has been used in agriculture for much of human history. Canada produces 33% of the world’s lentils, whereas India produces 25%. Other important countries include the United States, Turkey, Nepal, Australia, Nepal, and Pakistan, among others [ 2 ]. Humans perceive lentils to have a high nutritious content and health advantages [ 3 ]. Lentils contain carbohydrates, minerals, vitamin B, iron, magnesium, copper, selenium, potassium, zinc, thiamin, and folate. riboflavin, pantothenic acid, niacin and fiber, in addition to a high protein content [ 4 ]. Lentils can be used to treat a lot of health problems, including Coronavirus disease 2019, managing blood sugar abnormalities, lowering blood lipids, and lowering the risk of cardiovascular disease and cancer [ 5 , 6 ].

Emergence and germination are the utmost crucial phases in a plant’s life cycle because they influence how effectively plants employ the water and nutrients resources accessible to them [ 7 ]. Temperature, pH, soil moisture and light are all known to have an impact on germination of seed [ 8 ]. The seed germination’s frequency and the dispersal of species are significantly affected by environmental temperatures [ 9 ]. Throughout the germination phase, seed is the unit of reproduction. As a result, a basic knowledge of seed germination is crucial for the production of crops, particularly in a world that is intensely aware of the fragile balance between the global population and food production [ 10 ].

Hydrothermal time model (HTT) is a mathematical model that can be used to quantify and describe the combined impacts of water potential (Ψ) and temperature (T) on biological activities (Allen 2003). The degree to which ambient temperature and water potential conditions surpass specified base or threshold values is inversely related to the time required to complete for a certain fraction of a population. When T goes below the base temperature (Tb) or Ψ falls below (i.e., is more negative than) the base water potential (Ψb), the process is hindered. Ψb and Tb heterogeneity account for differences in completion time among members of a community. HTT is a population-based threshold-type model, to put it another way. It was created to describe seed dormancy and germination and has virtually solely been utilized for that purpose thus far [ 11 ].

The present study’s goal was, (1) to determine the efficiency of the hydrothermal time model in studying seed germination of Lens culinaris L. var Markaz-09 at various Ts and Ψs, (2) to establish the SG at cardinal Ts and various water potentials.

Data analysis

The HTT, HT, and TT models were analyzed and measured using a repeated probit regression analysis [ 10 , 14 ]. The GR for the 50th percentile of germination was calculated using the inverse of germination time for each percentile at each Ψ or T.

Thermal time (TT)

There are mathematical models that describe how temperature affects germination patterns [ 11 ]. According to this model, the germination rate (GRg, or 1/tg) for a specific seed fraction, percentage, or germination period should be a linear function of temperature above base temperature. The minimum temperature at which germination may take place is known as the base temperature or minimum (Tb). Temperature on which germination proceeds most quickly is referred to as the optimum temperature. This can be written as: for sub-optimal temperatures:

For supra-optimal temperatures:

Due to the fact that germination rate (GR) is inversely proportional to radicle emergence time, which may be written as:

The thermal time constants θT1 and θT2 and T is the real temperature and Tb express the base temperature. GR stands for the population’s average germination rate (g).

NumberedHydro time (HT)

The hydro time notion was proposed first time by [ 15 ]. The base or threshold value (Ψb) will only prevent a percentage of the seed population (g) from germinating. As accordance to the hydro time model, the rate of germination is directly proportional to Ψ. The hydro time constant (θH) is represented by the following formula:

tg is the period for radicle emergence, GR (g) represents the germination rate, θH represents hydro time constant, Ψ is the real osmotic potential, and Ψb is the germination fraction’s base water potential.

Hydrothermal time model (HTT)

The HTT which may depict pattern of seed germination, was created by combining the aforementioned hydro-time models and thermal-time. Combining hydro time equations with thermal time equations allows for the definition of a hydrothermal time constant (θHT) at sub-optimal temperatures (T) [ 11 , 16 ]. The Hydrothermal time model is expressed at Ts ≤ To [ 15 ]:

Where Ψb (50) is the midpoint of Ψb. θHTT illustrate the hydrothermal time constant (MPa h). While σΨb is the standard deviation in Ψb.

Germination and agronomic parameters

The germination parameters presented below were estimated using the germination on each day, root and shoot lengths, dried and fresh weights of the germinated seeds.

Germination percentage (G%)

The formula of [ 17 ] used to calculate this germination percentage.

Where Nt shows the total number of seeds sown and Ne shows the number of seedlings that emerged.

Germination energy (GE)

The formula of [ 18 ] used to compute the germination energy.

The symbol X1. X2 and Xn in the equation above shows the count of seed that are germinated on the 1st day, 2nd day, and so 4th. Whereas Y1, Y2 and Yn stand for the first, second, and last day of germination.

Mean germination time (MGT)

MGT was calculated using the formula of [ 19 , 20 ].

Germination index (GI)

The Germination index gives info on the rate and percentage of germination. The germination index was calculated using the procedure provided by [ 21 ]

The number of seed that are germinated on day 1, 2, and 10 was shown by the symbols n1, n2,…, and n10. Whereas 10, 9, and 1 show the weighted average of seed number that germinated on day.

Germination rate index (GRI)

Greater and maximum GR are indicated by higher GRI values, which also represent the percentage of regular SG during the germination phase [ 22 ].

Where G1 shows the proportion of seed that germinated on the 1st day after sowing, G2 shows the proportion of seed that germinated on the 2nd day following sowing, and so on.

Timson germination index (TGI)

The TGI represents the daily average of germinated seeds. TGI was determined using the methodology of [ 23 ].

Timson Germination Index (TGI) = ϵG ÷ T.

Seed vigor index-I (SVI-I)

From each pot length of three seedling were measured and calculation was done using the [ 24 ] formula.

SVI-I = Seedling length (cm) × seed germination % age.

Seed vigor index-ii (SVI-II)

Using an electrical balance, the dry weight of three seedling from each pot was measured, and the percentage of seed germination was multiplied in the manner suggested by [ 25 ].

SVI-II = seedling dry weight (mg) × seed germination %age.

Mean moisture content (MMC)

The mean moisture content was calculated using the formula stated below [ 13 ].

M.M.C = (Fresh weight – Dry weight) ÷ dry weight.

Mean germination rate (MGR)

The below given formula was used to discover MGR [ 10 ].

Mean germination rate = 1/Mean germination time.

Antioxidant enzymes activities

Ascorbate peroxidase (apx) activity.

After centrifuging 0.5 g of fresh plant material with 10 milliliters of phosphate buffer, the resulting supernatant was collected. The final volume was brought down to 3.0 ml by adding deionized water after the supernatant, which was 0.1 ml in volume, was combined with 0.5 mM ascorbic acid and 0.1 mM EDTA. Following the addition of 0.1 milliliters of hydrogen peroxide to the mixture, the absorbance was measured at 290.0 nanometers using the protocol of W Shah, S Ullah, S Ali, M Idrees, MN Khan, K Ali, A Khan, M Ali and F Younas [ 26 ].

Superoxide dismutase (SOD) activity

The mixture was centrifuged after 0.5 g of fresh plant material were chopped with 5 milliliters of phosphate buffer. The supernatant was collected after the mixture was centrifuged. 1 milliliter of riboflavin was added to 0.1 milliliter of supernatant, which was then mixed with EDTA at a concentration of 3 mill molar, 25 µl of nitro tetrazolium blue chloride, 5 milliliters of methionine, and Na2CO3. After that, the mixture was stored at room temperature for protection. It was observed that the absorbance was at 560.0 nm and Superoxide dismutase activity was measured according to G Lalay, S Ullah and I Ahmed [ 27 ].

Peroxidase activity (POD)

The method of S Uddin, S Ullah and M Nafees [ 28 ] was tracked for the peroxidase activity investigation in fresh plant material. The supernatant was collected after 0.5 g of plant-fresh material was chopped and placed in 2 milliliters of 2-(N-Morpholino) ethanesulfonic acid (MES). The mixture was then centrifuged. In order to treat 0.1 ml of supernatant, 1.5 ml of 100 mM MES, 0.1 ml of phenylenediamine, and 0.04 ml of hydrogen peroxide are added. A measurement of absorbance was taken at 485.0 nm.

Catalase (CAT) activity

The Catalase activity was examined using the method described by of S Ullah and A Bano [ 29 ]. Fresh plant tissues weighing 0.5 g were combined with 10 milliliters of phosphate buffer, filtered, centrifuged, and the supernatant was then collected. 0.1 ml of supernatant was mixed with 0.5 ml of H 2 O 2 and the absorbance was measured at 240.0 nm.

Guaiacol peroxidase (GPX) activity

Fresh plant tissues weighing 0.5 g were combined with 10millilitres of phosphate buffer, centrifuged, and the supernatants was then extracted. 0.1 ml of supernatant was mixed with guaiacol (16 mM) and phosphate buffer (50 mM), then 2 mM H 2 O 2 was added. The mass of the reaction mixture was modified to 3 ml by the addition of deionized water. The absorbance was recorded at 470 nm and according to the protocol of M Nafees, S Ullah and I Ahmed [ 30 ].

Statistical analysis

We studied the impacts of thermal time, hydro time, and their interaction (hydro-thermal time model) on germination characteristics and seed germination rate using SPSS Statistic 25 (IBM) and Sigma Plot Version 10.0. Excel software was employed to do the fundamental statistical computations. The linear probit regression analysis was used in SPSS statistic 25 to compute the value of the following given parameters: σΨb, Ψb (50), R2, SE, F, T-test, and Sig. Graphs of germination fraction and germination parameter against Ψ and T were made using Origin 2021 PC Corporation. The data analysis techniques of correlation analysis, histogram generation, and principal component analysis (PCA) were carried out using the Origin Pro software.

Effect of osmotic potential and cardinal temperature on agronomic attributes

The germination rate and seed percentage were initially favoured by an increase in temperature amplitude, but this fall after T hit a particular threshold. GP was highest at 35 ° C and minimum at 15 and 40 ° C (Fig.  1 A, B, C, D, E and F). The lowest values of GP, 10% and 13.33% were recorded at 15 and 40˚C under (-1.2 MPa and 0 MPa respectively), while maximum 100% at 35˚C under (0 MPa) Lens culinaris L. var. Markaz 09 respectively. Germination energy (GE) were maximum at 25 0 C in (-0.9 MPa) and minimum at 40 0 C in (0 MPa). The value MGT was highest in 15 0 C at (-1.2 MPa) and lowest at 40 0 C in (-0.6 MPa), while the GRI was maximum at 40 0 C. (Figure  2 A, B, C, D, E and F)

The GI (Germination index) and TGI (Timson germination index) were maximum at 25 0 C in (-0.9 MPa) and lowest in 40 0 C at (0 MPa). On other hand Mean germination rate (MGR) was highest at 40 0 C in (0 MPa) and lowest at 15 0 C in (-0.6 MPa) (Fig.  3 A, B, C, D, E and F). The SVI-II and SVI-I were maximum at 30 0 C in (0 MPa) and lowest at 40 0 C in (-0.6 MPa). On the other hand, the MMC value was maximum in -0.6 MPa at 30 0 C (Fig.  4 A, B, C, D, E and F).

Germination for Lens culiunaris var. Markaz-09 at ( a ) 15 °C, ( b ) 20 °C, ( c ) 25 °C, ( d ) 30 °C, ( e ) 35 °C and ( f ) 40 °C having different osmotic potentials (0 MPa, -0.3 MPa, -0.6 MPa, -0.9 MPa and − 1.2 MPa)

Impact of water potentials and temperatures on (a and b) Germination Energy, (c and d) Mean Germination Time and (e and f) Mean Germination Rate of Lens culiunaris L. var. Markaz-09 using hydrothermal time model

Impact of water potentials and temperatures on (A and B) Germination Index, (B and C) Timson Germination Index and (E and F) Germination Rate Index of Lens culiunaris L. var. Markaz-09 using hydrothermal time model

Impact of water potentials and temperatures on (a and b) Seed Vigor Index-I, (c and d) Seed Vigor Index-II and (E and F) Mean Moisture Content of Lens culiunaris L. var. Markaz-09 using hydrothermal time model

Effect of osmotic potential and cardinal temperature on antioxidant enzymes

The findings regarding antioxidant enzyme indicated that the quantity of antioxidant enzyme in fresh plant tissues was substantially impacted by temperature and osmotic potential fluctuations. The findings presented in Fig.  5 a-f indicate that the CAT exhibited its maximum activity at 15ºC at -1.2 MPa, whereas it’s minimum value was documented at 0 MPa at 15 °C. In a similar vein, the POD activity at 30 °C peaked at -1.2 MPa, while the lowest activity was observed in the control group at 25 ºC (Fig.  5 a-f). Similarly, at 25 ºC, the SOD activity peaked at -1.2 MPa, with the lowermost value being − 0 MPa at 35 ºC (Fig.  5 a-f). As shown in Fig.  6 a-d APX and GPX have demonstrated their maximum values at -1.2 MPa and 15 °C, respectively, with APX reaching its minimum value at 0 MPa at 20 °C and GPX reaching its minimum value at 35 °C at 0 MPa. It has been observed that all enzymes exhibited normal activity within the temperatures range of 25–30 °C and 0 MPa. Nevertheless, both the greatest and lowest treated temperatures exhibited an adverse effect. When examining the thermal and osmotic responses, it was observed that APX and GPX exhibited the most notable response at 20 °C and − 1.2 MPa, respectively, as illustrated in Fig.  6 a-d. Moreover, at 0Mpa, the minimum response was observed for all antioxidant enzymes.

A negative correlation was observed between GE and GRI, MGR, SVI-II, SVI-I, and MMC, whereas GE was positively correlated with MGT, GI, and TGI (Fig.  7 ). The GI exhibits a negative correlation with SVI-I, SGR, and SVI-II, while its correlation with TGI is positive. There exists a positive correlation among all enzymes. As illustrated in Fig.  8 , two distinct clusters are observed to form between treatments. The initial cluster comprises the treatment at 0 MPa, whereas the subsequent cluster comprises the control, -0.3 MPa, -0.6 MPa, -0.9 MPa, and − 1.2 MPa. The germination dataset was analyzed using PCA. The findings indicate that every treatment is substantially dispersed across the dataset. The analysis of the treatment distribution indicates that the germination properties were significantly influenced by the osmotic potential. 73% of the total variance was accounted for by the first two components, according to the PCA results. As the variation in the first two components was the greatest, a biplot based on PCA was generated (Fig.  9 ).

Interactive effect of water potential, temperature on antioxidant enzymes ( a and b) -CAT, (c and d) -POD, e and f) -SOD under PEG induced stress at different temperatures (15 °C, 20 °C, 25 °C, 30 °C, 35 °C and 40 °C)

Interactive effect of water potential, temperature on antioxidant enzymes ( a and b -APX) and ( c and d -GPX) under PEG induced stress at different temperatures (15 °C, 20 °C, 25 °C, 30 °C, 35 °C and 40 °C)

Correlation between various germination attributes of Lens culiunaris L. var. Markaz-09 using hydrothermal time model

Heatmap histogram correlation between various germination attributes of Lens culiunaris L. var. Markaz-09 using hydrothermal time model

Loading Plot of Principal component analysis (PCA) on various germination attributes of Lens culiunaris L. var. Markaz-09 using hydrothermal time model

The results of HTT experiment forecast that the water potential and temperature had significantly control the germination parameters such as PL (plumule length), G%, radicle length, GI, TGI, MMC, SVI-I, GE, SVI-II, MGT and MGR, in comparison with control treatment of Lentil ( Lens culinaris L. var Markaz 09). According to Table  1 the temperature and water potential had significantly ( P  ≤ 0.05) affected GR (germination rate) and germination percentage (G%) of Lens culinaris L. var. Markaz 09. It showed that germination was increased from 10 to 100% with rising of temperature from 15 ˚C to 35˚C, then the value decreased second time to 13.33% as the temperature surpass 35˚C (optimum T) to 40˚C of Lens culinaris L. var. Markaz 09. The result also shows that the highest θT1 value was reported in 35˚C at -0.3 MPa and minimum at 15 ˚C in -1.2 MPa (Table  1 ). On the other side the highest value of θT2 was reported at -0.3 MPa in 15˚C and minimum in 40 ˚C at (0 MPa).

The TT theory is thought to be well suitable to germination data in distil water, with R 2 growing by 0.41. The hydrothermal time model may be applied to investigate the influence of temperature and water potential above the thermal and hydro thresholds on seed germination. The HTT concept has a higher value (R2 = 0.41 at 30 C) at sub-optimal temperature (T < T0) than at supraoptimal T (R2 = 0.24). T and Ψ interaction have significant effect on G% and GR ( P  < 0.05). According to the HTT model’s comparing results, the maximum HTT value was discovered in 35 °C at 0 MPa (Table  2 ).

The base temperature or minimum temperature (Tb) in our experiment was taken 15 ◦C, below from this temperature the growth of the seed is very slow and all plant will find it challenging to maintain its physiological functions. 25 to 30 o C was the ideal temperature range for the plant to grow at its fastest rate. The growth of the plant was reduced above the optimum temperature and the lowest growth was detected at 40 0 C in our experiment (Table  3 ).

It is possible to evaluate and quantify the effect of various abiotic variables on the time of SG in different seed lots using the TT, HT, and HTT models [ 31 ]. Among these abiotic factors, temperature as well as osmotic potential are the most influential environmental variables on seed germination in a wide variety of plants [ 31 , 32 ]. Likewise, the outcomes of our investigation demonstrated that both temperature and osmotic potential significantly impacted the process of seed germination.

Temperature response of seed can be characterized in general by theirs cardinal Temperatures (i.e., Tb, To and Tc). Our experiment’s cardinal temperature was found to be (15 o C, 30 o C and 40 o C for Tb, T0, and Tc) respectively (Table  3 ). The result showed that G% was maximum at 35 °C in 0 MPa, while the lowest germination was recorded at 40 °C in 0 MPa. The decrease in germination % may be caused by the high temperature denaturation of critical amino acids [ 33 ]. In comparison with control, the maximum GP was recorded at 30 in -1.2 MPa. This suggests that a variety of plant species’ GP and GR are influenced by temperature, which is a key element in seed germination.

An additional factor that exerts an impact on seed germination is water potential. Furthermore, our investigation revealed that water potential had a significant influence on the germination of seeds. At 35 0 C, the G% was highest in control and lowest in -1.2 MPa. At other temperature, the same effect was predicted, demonstrating that reducing in lowered in G%. Reduced in caused the water supply to the seed to be less sufficient for germination. This result is similar with the studies of [ 12 , 33 ] and [ 34 ] for wheat, watermelon and zucchini.

We found that a reduction in osmotic potential (towards negativity) significantly increased the GR values ( p  ≤ 0.01) for all cardinal temperatures (Table  1 ). GR decreased when the osmotic potential was decreased relative to the control. The experiment recorded a minimum temperature (Tb) of 15 degrees Celsius, below which the germination rate exhibited a decline. 30 degrees Celsius was the ideal temperature (To) for germination, whereas 40 degrees Celsius was the maximum temperature (Tc) that induced physiological and biochemical activity in plants. This is comparable to [ 13 ] which states that there are three cardinal temperatures (Ts) that are essential in delineating the germination characteristics of seed and determine the temperature required for germination.

Due to water stress, the concentration of antioxidant enzymes such as superoxide dismutase (SOD), peroxidase (POD), and catalase (CAT) decreases. To mitigate cellular harm, the antioxidant system diminishes reactive oxygen species (ROS) accumulation through enzymatic scavenging of ROS and elevation of antioxidant concentrations such as APX and GPX [ 35 ]. SOD is a critical component of the antioxidant defense mechanism as it functions as the primary barrier against superoxide radicals. SOD-catalyzed dismutation of reactive oxygen species (ROS) generates H2O2 as a reaction product, which is subsequently scavenged by CAT and APOX [ 36 ]. The concentrations of guaiacol peroxides (GPX) and ascorbate peroxidase (APX) were diminished in the presence of water deficiency stress. APX, a crucial antioxidant, is accountable for the elimination of reactive oxygen species (ROS) in the presence of oxidative stress. Ascorbate peroxidase facilitates the conversion of H 2 O 2 to regular water by employing ascorbate as a donor of electrons and catalyzing the reaction. It is imperative to acknowledge that the regulation of APX expression varies as a consequence to environmental stresses and in the course of typical plant development and growth [ 37 ].

As a result, we have determined that the HTT model is a practical way to represent the way in which environmental factors (Ψ and T) impact the germination of seeds in seed lots. The hydro-time constant (HT) determined for lentil was 96.77 (MPa Ch − 1 ) as shown in Table  3 . In comparison to high T and low T, seed germination agronomic parameters including G%, TGI, GRI, GE, GI, SVI-II, and SVI-I were diminished. It is the consequence of chemical and cellular processes within the embryo that are thermo-inhibited. Based on the statistical analysis, the cardinal temperatures and θHTT provide a comprehensive explanation for the interaction effect of T and Ψ on the seed germination population.

The effect of temperature on other legumes is similar to that of lentils [ 38 ]. also reported arrow leaf clover germination was negatively affected at high temperatures, achieving 17 and 9% germination at day/night temperature treatments of 30/20 and 35/25°C, respectively. Button medic, Tifton burr medic, alfalfa, and crimson clover had the greatest germination of all entries at low (5 °C) temperatures. Germination at 35 °C was minimal, except for alfalfa and hairy vetch. 600RR alfalfa had the highest germination rate at 75%. Little burr medic, burr medic, and arrowleaf clover were particularly sensitive to high temperatures (30 °C), resulting in the lowest germination rates among all cool-season legume entries.

According to [ 39 ], crimson clover germinates well and quickly in all day/night temperature treatments ranging from 15/5 to 35/25°C. However, after 12 days at 4.5°C, ‘Yuchi’ arrowleaf and ‘Talladega’ red clovers had germination rates of more than 80% and about 20%, respectively. These studies found that high temperatures had a negative influence on bean germination, which is consistent with our findings. In the study, it is reported [ 40 ] that the final germination percentage of several annual Trifolium spp. remained constant between 5 and 20 °C, but decreased to zero as temperatures increased. On the other hand, the final germination percentage of perennial Trifolium spp. was constant from 5 to 30 °C and only declined at 35 °C. Another study measuring germination of several accessions of Medicago and Trifolium spp. found no difference in total germination between 5 and 20 °C, but there was considerably reduced germination at 0.5 and 30 °C. According to [ 41 ], the optimal temperature range for the germination of 15 accessions from six Vicia species is 18 to 23 °C. Other investigations have found variances in species germination percentage responses to temperature.

The changing temperatures and water potentials had a significant impact on the germination characteristics. The highest hydro-time constant (θH) of 105.12 was recorded at 25 °C, while the lowest of 23.52 was observed at 40 °C. Additionally, the base, optimum, and ceiling temperatures were determined as 15 °C, 30 °C, and 40 °C, respectively. The preservation of enzymatic activity serves as a crucial protective mechanism against damage caused by oxidative stress. The characteristics of germination may deteriorate as energy is allocated towards anti-stress mechanisms (antioxidant enzymes) that are indispensable for neutralizing reactive oxygen species (ROS) produced during mitochondrial respiration at the germination stage. Such studies can facilitate the establishment of the optimal temperature and water potential for the germination of crop species, as well as the comprehension of the adaptive response mechanisms during the early developmental stage of a plant, which is the most vulnerable phase. Nevertheless, the intricate physiological, biochemical, and molecular responses of the tested seed populations to abiotic factors should be meticulously considered in the model’s parameters for predicting future germination times.

Data availability

All data generated or analysed during this study are included in this published article.

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Acknowledgements

The authors extend their appreciation to the Researchers Supporting Project number (RSP2024R176) King Saud University, Riyadh, Saud Arabia.

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Department of Botany, University of Peshawar, Peshawar, 25120, Pakistan

Ibrar Ullah, Sami Ullah & Fazal Amin

Faculty of Science, Zarqa University, Zarqa, 13110, Jordan

Jehad S. Al-Hawadi

Botany and Microbiology Department, College of Science, King Saud University, P.O. Box 2455, Riyadh, 11451, Saudi Arabia

Mohammad K. Okla & Ibrahim A. Alaraidh

Integrated Molecular Plant Physiology Research, Department of Biology, University of Antwerp, Antwerp, 2020, Belgium

Hamada AbdElgawad

Tasmanian Institute of Agriculture, University of Tasmania, Burnie, TAS, 7250, Australia

Ke Liu & Matthew Tom Harrison

College of Life Science, Linyi University, Linyi, 276000, Shandong, China

Department of Agricultural Extension Education & Communication, The University of Agriculture, Peshawar, 25130, Khyber Pakhtunkhwa, Pakistan

Shah Hassan

Department of Biology and Microbiology, South Dakota State University, Brookings, SD, 57007, USA

Taufiq Nawaz

College of Life Sciences, Henan Normal University, Xinxiang, 453007, P.R. China

Henan International Joint Laboratory of Agricultural Microbial Ecology and Technology, Henan Normal University, Xinxiang, 453007, P.R. China

Xinxiang Key Laboratory of Plant Stress Biology, Xinxiang, 453000, P.R. China

College of Resources and Environment, Henan Agricultural University, Zhengzhou, 450002, PR China

Department of Agronomy, Abdul Wali Khan University Mardan, 23200, Khyber Pakhtunkhwa, Pakistan

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Conceptualization: [S.U.]; Methodology: [I.U.; J.S.A.; M.K.O.; I.A.A.; H.A.]; Formal analysis and investigation: [F.A.; S.H.; T.N.]; Writing - original draft preparation: [I.U.; K.L.; M.T.H.; S.S.]; Writing - review and editing: [M.Z.; H.L.; S.F.]; Supervision: [S.U.]

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Correspondence to Sami Ullah , Shah Saud , Taufiq Nawaz or Shah Fahad .

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Ullah, I., Ullah, S., Amin, F. et al. Germination responses of Lens Culiunaris L. seeds to osmotic potentials at cardinal temperatures using hydrothermal time model. BMC Plant Biol 24 , 502 (2024). https://doi.org/10.1186/s12870-024-05223-0

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DOI : https://doi.org/10.1186/s12870-024-05223-0

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New Research Suggests the BMI Obesity Cut-Off Point Needs to Be Lowered

The study on 4800 participants found that the current guidelines may not be optimal for detecting obesity

What Is BMI?

BMI (Body Mass Index) uses your height and weight to work out a measurement to gauge if your weight is healthy. The BMI calculation is:

Weight in kilograms divided by height in metres squared

The current World Health Organisation (WHO) classifications outline:

• Severely underweight: BMI less than 16.5kg/m^2.
• Underweight: BMI under 18.5 kg/m^2.
• Normal weight: BMI greater than or equal to 18.5 to 24.9 kg/m^2.
• Overweight: BMI greater than or equal to 25 to 29.9 kg/m^2.
• Obesity: BMI greater than or equal to 30 kg/m^2.
• Obesity class I: BMI 30 to 34.9 kg/m^2.

The Research

Recent research , presented at the European Congress on Obesity and published in the journal Nutrients , has made headlines for its groundbreaking findings. The study suggests redefining obesity with a BMI threshold of 27 instead of the current standard of 30 set by the WHO.

Bodyweight Questions & Answers .css-w4qmxm:after{background-color:#000000;color:#fff;margin-top:0.9375rem;margin-left:auto;margin-right:auto;width:6.375rem;height:0.094rem;content:'';display:block;}

Waist to Height Ratio Is a Better Indicator of Health than BMI, Says Research

Why Your Weight Isn't Always the Best Marker of Health

What Is a Healthy Body Fat Percentage?

The methods.

• The study included a total of 4800 participants: 1850 males and 2950 females.
• Body composition was measured using dual-energy x-ray absorptiometry (DEXA scan).
• The study employed something called 'receiver operating characteristic' (ROC) analysis to determine the most appropriate BMI cut off points for obesity based on the participant's body fat percentage.

The Results

The study identified significant disparities between the BMI cut off point and body fat percentage measurements. The current BMI cut off point demonstrated unreliable results across all age and sex groups, indicating a higher chance of being below the obesity cut off and a relatively lower chance of being above it.

This means that many individuals classified as non obese according to the WHO's BMI criteria were actually obese based on their body fat percentage.

The Conclusion

The study provides compelling evidence that the BMI cut off point of 30 is not optimal for detecting obesity in older adults. According to the study, adopting a lower cut off point of 27 could significantly improve obesity screening and health management.

Ideally, future research should focus on validating the cut off point in larger and more diverse populations, as well as investigating appropriate BMI cut off points for other categories such as underweight and overweight populations.

What Does This Mean for Us?

The study suggests that policymakers should consider adopting the new BMI cut off point of 27 for more accurate obesity screening in clinical settings. Should the cut off point be lowered by policymakers, as suggested by the research, those concerned about their health should be made aware of this.

However, at this point it hasn't been adjusted.

It's important to be aware of your BMI and current health status, but first consult your healthcare provider should you be worried about your measurements.

If you are unsure if your BMI is an accurate reading, as an easy alternative you can use waist-to-height or waist-to-hip ratios in conjunction with BMI as a more reliable measure. You can also take measurements such as body fat percentage in order to gain a more well rounded view of your health.

Kate is a fitness writer for Men’s Health UK where she contributes regular workouts, training tips and nutrition guides. She has a post graduate diploma in Sports Performance Nutrition and before joining Men’s Health she was a nutritionist, fitness writer and personal trainer with over 5k hours coaching on the gym floor. Kate has a keen interest in volunteering for animal shelters and when she isn’t lifting weights in her garden, she can be found walking her rescue dog.

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