SOUTH BAYLO UNIVERSITY

A S C H O O L O F A C U P U N C T U R E

A N D O R I E N T A L M E D I C I N E

2006~2007

FACULTY RESEARCH MANUAL

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INTRODUCTION

The Faculty Research Manual is a preliminary endeavor to guide faculty and

Clinic Supervisors towards taking a collective responsibility to develop a “research

community”. Given that South Baylo University aspires to become the preeminent

institution of Acupuncture and Oriental Medicine within the next decade, all

Administrators, Faculty, Clinic Supervisors, and Students at SBU are expected to

make a significant investment in developing their research skills.

South Baylo University is committed to be known as a campus that nurtures

mentoring at all levels. Traditionally, mentoring involves a formal or informal

relationship between a faculty member and a student in which the faculty member

encourages and guides the student to acquire a research foundation. At South Baylo,

research mentoring should occur at all levels. Mentors and mentees can both benefit

from the experience.

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Table of Contents I. SBU Founding Philosophy·················································3 II. SBU Mission, Value, and Purpose ······································4 III. SBU Institutional Goals····················································4 IV. SBU Student Learning Outcomes·······································5 V. SBU Regulation and Policy ···············································8

1. SBU Research Policy (0180.00 P) ·················································· 8

2. SBU Rights and Responsibilities (0251.00 P) ··································· 8

3. Human Rights in Research (2800.00 P) ·········································· 9

4. Participation of Human Beings as Subject for Research (5300.00 R) ··· 9

5. Institutional Review Board (IRB) (5305.00 R) ······························· 11

6. Human Rights (5315.00 R) ························································ 12

7. Conflict Situations (5320.00 R) ··················································· 12

VI. SBU Faculty Research Proposal Review Process················· 15

VII. Research Preparation Guide for faculty ···························· 16 VIII. Post-Approval Research Guide for faculty ························· 19 IX. SBU Student Mentoring ················································· 19 X. SBU Citation ································································ 20 XI. SBU Clinical Research Guideline ······································ 23

XII. Resources···································································· 24

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I. FOUNDING PHILOSOPHIES

South Baylo University was founded on three principal objectives: value,

peace, and professionalism.

VALUE: The University encourages critical examination of one's own value

judgments, and the discovery of the true values upon which acquisition of

knowledge is based. The educational values of South Baylo University rest upon

guiding the student to discover these values, and to institute them in the

acquisition of knowledge.

PEACE: The University has adopted the policy of making itself the meeting

place for different cultures and values. In this way, a mutual understanding and

synthesis may occur. For this reason, the University encourages the enrollment of

international students. They are encouraged to learn one another's culture and to

understand others. The University, by offering educational activities, attempts to

present an environment where each culture is distinct, yet all blend together to

create a sum greater than the parts.

PROFESSIONALISM: The University endeavors to help its students

achieve professional excellence by offering highly specialized courses in a few

select fields. The University offers an opportunity for professional growth, chances

to achieve professional excellence, and the groundwork for establishing a satisfying

professional life of commitment and contribution to society.

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II. MISSION, VALUE & PURPOSE

MISSION: South Baylo University is committed to become over the next

decade the preeminent institution of Acupuncture and Oriental Medicine (AOM) in

the U.S. and to have AOM recognized as comparable to other forms of primary

health care.

VALUE: South Baylo University views Harmony being its eminent value as it

exemplifies Harmony of Bodily Functions, Harmony of Mind and Body, and

Harmony of Life and Nature, being the foundation of Acupuncture and Oriental

Medicine (AOM).

PURPOSE: The purpose of South Baylo University is to promote good

health and Wellness through education, research and practice.

III. SBU INSTITUTIONAL GOALS

1. TO PROMOTE EXCELLENCE IN SCHOLARSHIP OF TEACHING, EFFECTIVE

STUDENT LEARNING, OUTSTANDING AOM EDUCATIONAL PROGRAMS, AND

TO EXPLORE THE DEVELOPMENT OF INTEGRATIVE MEDICINE.

2. TO ENCOURAGE SUPERIOR AND EFFECTIVE INTEGRATIVE MEDICAL CARE

FOR A DIVERSE POPULATION.

3. TO STIMULATE AND PROMOTE RESEARCH, SCHOLARLY ACTIVITY AND

PROFESSIONAL CREATIVE WORK.

4. TO ENHANCE SERVICES AND SUPPORT FOR A GLOBAL AND DIVERSE

STUDENT BODY AND ALUMNI.

5. TO FOSTER SOUND STRATEGIC PLANNING AND MANAGEMENT OF

RESOURCES.

6. TO PROVIDE PROFESSIONAL LEADERSHIP IN ACUPUNCTURE AND

ORIENTAL MEDICINE.

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IV. SBU STUDENT LEARNING OUTCOMES

South Baylo University has established Student Learning Outcomes that

drive its curriculum.

Goal 1 Graduates understand the historic, scientific, and theoretical basis, and

evidence based OM and conventional medicine.

1.1 Graduates can explain the historical evolution of conventional

medicine and OM.

1.2 Graduates can explain the physiology and pathology of

conventional medicine and OM.

1.3 Graduates can integrate conventional medical information into OM

clinical practice.

1.4 Graduates can critically evaluate the scientific literature in OM and

conventional medicine.

Goal 2 Graduates have oral and written skills to communicate effectively in

diverse settings.

2.1 Graduates can communicate orally and in writing with patients,

colleagues, conventional medicine practitioners and other health

care practitioners.

2.2 Graduates can adapt to multicultural environments and work in

diverse community contexts.

2.3 Graduates can educate the general public on OM.

Goal 3 Graduates understand and can apply the theories of conventional

Medicine.

3.1 Graduates can explain the basic theories of biomedical science.

3.2 Graduates can apply the anatomy, physiology, and pathology of

conventional medicine.

3.3 Graduates can identify the importance of nutrition and diet as well

as public health.

3.4 Graduates can identify the clinical aspects of conventional

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medicine.

3.5 Graduates can diagnose patients using comprehensive histories,

physical examinations, and standard diagnostic testing.

3.6 Graduates can explain the aspects of Mind/Body medicine.

Goal 4 Graduates understand and can practice Oriental medicine.

4.1 Graduates can explain the major concepts and theories of Oriental

medicine.

4.2 Graduates can apply Oriental medicine diagnostic methods and

diagnostic criteria.

4.3 Graduates can formulate, implement, monitor, and adapt Oriental

medicine treatment plans.

Goal 5 Graduates understand and can practice herbal medicine.

5.1 Graduates can explain the major concepts and theories in herbal

medicine.

5.2 Graduates can prescribe and prepare herbal medicines.

5.3 Graduates take into account herb interactions with drugs, food,

and other nutritional supplements.

5.4 Graduates can formulate, implement, monitor, and adapt herbal

medicine treatment plans.

Goal 6 Graduates understand and can practice acupuncture.

6.1 Graduates can explain the basic concepts underlying the practice

of acupuncture.

6.2 Graduates can identify and locate acupuncture points.

6.3 Graduates can practice acupuncture and other acupuncture based

modalities.

6.4 Graduates can formulate, implement, monitor, and adapt

acupuncture treatment plans.

Goal 7 Graduates are competent in the prevention, management, and

recognition of medical emergencies.

7.1 Graduates can administer CPR and First Aid.

7.2 Graduates follow CNT emergency protocols.

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7.3 Graduates can identify medical emergency situations and execute

proper procedures, including referrals and emergency actions.

Goal 8 Graduates are compassionate professionals who respect the privacy and

dignity of their patients and apply ethical, legal, and safety guidelines.

8.1 Graduates are competent in CNT, CPR, and First Aid.

8.2 Graduates follow OSHA and HIPAA regulations.

8.3 Graduates can explain and follow the legal regulations for the

practice of OM.

8.4 Graduates treat patients with compassion and respect.

Goal 9 Graduates can form effective treatment plans, maintain quality records,

conduct case reviews, and manage their clinical practice.

9.1 Graduates can integrate the applications and theories of

conventional medicine and OM.

9.2 Graduates can develop treatment protocols for individual patients.

9.3 Graduates can record patient medical information and treatment

according to recognized guidelines.

9.4 Graduates can present case reviews to professional colleagues.

9.5 Graduates can write medical reports to insurance companies and

other health care practitioners, and they can process billing using

appropriate codes.

Goal 10 Graduates integrate clinical practice and scholarly inquiry.

10.1 Graduates can generate clinical research projects.

10.2 Graduates can develop clinical research protocols.

10.3 Graduates can analyze research data and apply findings to clinical

practice.

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V. SBU Regulation and Policy

1. SBU Research Policy (0180.00 P)

The University takes the position that the credibility of a profession is derived from

its educational institutions, and the credibility of an educational institution is

affected by the integrity of that institution's research. A research program gives

evidence of an institution's dedication to overcoming biases and seeking truth

regardless of its anticipated impact on the AOM profession. Institutional research

assures that the educational endeavors are viable, and ensures integrity of the

curriculum. In support of its research philosophy, the University shall develop

among its faculty a scholarly milieu which motivates them to support their teaching

with research and publish academic works. Student involvement in research is

encouraged to promote scholarly inquiry and knowledge about the scientific

methods for improving the practice of Acupuncture and Oriental Medicine.

2. SBU Rights and Responsibilities (0251.00 P)

SBU advocates and protects the right of all faculty, students, and staff to freely

pursue academic endeavor. Academic endeavors include teaching, engaging in

research and scholarly activity, and promoting free expression of student views.

The University does not support any conduct that violates civil or criminal law

whether such unlawful conduct is committed on or off campus. Conduct that

disrupts educational activities will not be permitted. Full-time members of the

faculty will:.

1. Perform instructional duties that support teaching effectiveness in accord

with established requirements or Regulations of the University.

2. Engage in professional development to enhance their knowledge and the

prestige of the University through research, scholarly publications and

interest in professional groups and societies.

3. Engage in professional growth activities to enhance their knowledge and

the prestige of the University through participation in professional

conferences, CEU’s, advanced degree programs, and professional

organizations.

4. Provide services through academic and registration advisements,

maintain regular office hours, participate in SBU committees and other

organized activities, and participate in approved community sponsored

activities.

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5. Participate in research and scholarly activities such as conducting

research, making research presentations at national and/or professional

conferences, publishing articles and textbooks in peer reviewed

literature, etc. Faculty activities should not conflict with or infringe upon the welfare of SBU's instructional program or SBU's ability to provide the educational program in Acupuncture and Oriental Medicine. Faculty members are not permitted to endorse any commercial products, entrepreneurial or proprietary organizations that relate to the field of Acupuncture and Oriental Medicine unless expressly authorized in advance by the President. Faculty and staff are obligated to exercise appropriate restraint, professionalism and competence in undertaking their official roles at the University. They will perform their duties without interference from personal or professional activities. Faculty and staff members campaigning as political candidates or as supporters of political candidates for professional, local, state or federal offices shall do so on their own time. If necessary, a leave of absence may be arranged to permit any faculty and staff to engage in political activities requiring time away from their responsibilities at the University. 3. Human Rights in Research (2800.00 P)

Any research activities involving human beings shall strictly comply to this policy. Human subjects who participate in research projects shall be protected from unreasonable risk, according to the specific requirements of the U.S. Office of Education, Department of Health and Human Services, as set forth in that agency's Grants Administration Manual.

4. Participation of Human Beings as Subject for Research (5300.00 R)

General Statements

A. In considering the participation of human beings as research subjects, the

guiding principle is that no one, whether student or other person, should be

exposed to unreasonable risk to health or well being.

B. All persons involved in initiating, approving or conducting research involving

human subjects should be aware of a joint responsibility for the welfare of

the individuals who serve as subjects.

C. It shall be the responsibility of the individual investigator to decide when

he/she does not have adequate knowledge of the possible consequences of

his/her research or of research done under his/hem must obtain the advice

of others who do have the requisite or relevant knowledge.

The following list is illustrative of the types of research procedure which are

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likely to involve consequences beyond the ability of many investigators to

evaluate adequately, and will therefore, make it necessary that the investigator

in any such research refer his/her proposal to other responsible persons for

further consideration. This list is not intended to be inclusive of all situations in

which the advice of others may be necessary.

1. Injection, ingestion or inhalation of and potentially toxic material

including all drugs or any usually ingested or inhaled material in excess

of or in less than normal.

2. Physical stimuli in abnormal amounts, such as noise, vibration, electric

shock, heat and/or humidity, cold and/or wind, magnetic fields,

gravitational fields, ionizing radiation, non-ionizing radiation

(ultraviolet; visible light; infrared radiation; microwaves) and ambient

pressure.

3. Sensory deprivation or Sleep deprivation.

4. Special diets.

5. Psychological experiments using hypnosis, deception or mental stresses.

6. Acupuncture needling and use of herbal products

A. Whenever possible, any hazards to health of each research

procedure must be first investigated through animal research.

B. Whenever medication or physical intervention is used, or whenever

the subject's environment is altered beyond the limits of normality,

the research must be performed under proper medical protection

and supervision.

C. The purpose of the research, the procedures to be followed, and

the possible risks involved must be carefully and fully explained to

the subject; the investigator must be satisfied that the explanation

has been understood by the subject; the written consent of the

subject must be obtained without duress or deception.

D. When unreasonable risks to the subject are not involved and a full

account of purpose and procedure in advance might bias the

results, as in some psychological and social research, such an

account may be postponed to a later appropriate time, or may be

omitted; for example, in public opinion research or observation of

children in educational or play situations, provided there is not an

ethical problem.

E. A research project shall not be represented to potential research

subjects as being for South Baylo University, or for a given

department of the University, except by explicit arrangements with

appropriate administrative authorities. It is appropriate for the

researcher to make known his/her position at South Baylo

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University. It is also the subject's right to know, if he/she so

desires, the source of financial support for the research in which

he/she is being asked to participate.

F. The individual's personal privacy and the confidentiality of

information received from him/her must be protected.

G. An individual's time should not be invaded to the extent that it

creates conflicts with his/her other obligations; whenever possible,

the research project should contribute to the subject's knowledge

of the topic under investigation.

H. Remuneration may be offered to an individual for the time involved

in a study, provided the principal investigator is satisfied and that

under no circumstances the remuneration can be so large as to

constitute an improper inducement to participate in the research

project.

I. An individual may request termination of his/her participation in an

experiment at any time and this request will be honored promptly

and without prejudice.

J. Captive groups such as SBU classes will not be used for research

purposes during a scheduled class period unless the investigator

can show that the research contributes directly to the instructional

objectives of the course and conforms to No. 11 above.

5. Institutional Review Board (IRB) (5305.00 R)

In compliance with the FDA regulations, SBU will have an IRB which is an

appropriately constituted group that has been formally designated to review and

monitor biomedical and Acupuncture Oriental Medicine research involving human

subjects. In accordance with FDA regulations, the SBU's IRB has the authority to

approve, require modifications in (to secure approval), or disapprove research. This

group review serves an important role in the protection of the rights and welfare of

human research subjects. IRB written procedures, meeting minutes and

memberships rosters shall be kept in the SBU Research division for future

reference.

The purpose of the SBU's IRB is to assure, both in advance and by periodic review,

that appropriate steps are taken to protect the rights and welfare of human

participating as subjects in the research. To accomplish this purpose, SBU's IBR

uses a group process to review research protocols and related materials (e.g.,

informed consent checklist and related documents and investigator proposals) to

insure protection of the rights and welfare of human subjects of research.

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The responsibility for implementing policies and procedures for the protection of

Human Subjects rests with the Committee for Protection of Human Subjects

(CPHS). 6. Human Rights (5315.00 R)

Human subjects who participate in research projects conducted at South Baylo

University shall be protected from unreasonable risk, according to the specific

requirement of the U.S. Office of Education, Department of Health and Human

Services, as set forth in that Agency's Grants Administrative Manual. Subjects

accepted into research projects, shall be provided with written consent and a

description of the research protocol. 7. Conflict Situations (5320.00 R)

Faculty members, as employees of South Baylo University, have as their principal

responsibility, their work with the University. Because of the expertise which exists

among the faculty members of the University, various demands will be made upon

their time to assist state governments, the Federal government, including the

research organizations, city and county governments, private and public

organizations.

Faculty members will need to be aware of the various aspects of their activities and

how they interrelate, so as to avoid conflict of interest between their various

obligations to South Baylo University. As a guide in the other areas, the following

may be helpful.

A. Favoring of outside interests:

When an SBU member (administrator, faculty member, professional staff

member, or employee) undertaking or engaging in government, industrial,

or business-sponsored work has a significant financial interest in, or a

consulting arrangement with, a private business concern, it is important to

avoid actual or apparent conflicts of interest between his/her University

responsibilities, his/her government, industrial or business-sponsored

University research obligations and his/her outside interest and other

obligations. Situations in or from which conflicts of interest may arise are

the following:

1. Undertaking or orientation of the University staff member to serve

the research or other needs of the private firm without disclosure of

such undertaking or orientation to University and/or to the

sponsoring agency;

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2. Purchase of major equipment, instruments, materials or other items

for the University research from the private firm in which the staff

member has an interest without disclosure of such interest;

3. Transmission to the private firm or other use for personal gain of

government, industrial or business-sponsored work products, results,

materials, records, or information that is not made generally

available

4. Use for personal gain or other unauthorized use of privileged

information acquired in connection with the staff member's

government, industrial or business-sponsored activities

5. Negotiation or influence upon the negotiation of contracts relating to

the staff member's government, industrial or business-sponsored

research between the University and private organizations with which

he/she has consulting or other significant relationships.

6. Acceptance of gratuities or special favors from private organizations

with which the University does or may conduct business in

connection with a government, industrial or business agencies, under

circumstances which might reasonably be interpreted as an attempt

to influence the recipients in the conduct of their duties.

B. Distribution of effort:

There are competing demands on the energies of a faculty member (for

instance, research, teaching, committee work, outside consulting). The

way in which he/she divides his/her effort among these various functions

does not raise ethical questions unless the agency supporting his/her

research is misled in its understanding of the amount of intellectual

effect he/she actually devoting to the research in question. A system of

precise time accountings is incompatible with the inherent character of

work of a faculty member, since the various functions he/she performs

are closely interrelated and do not conform to any meaningful division of

a standard work week.

On the other hand, if the research agreement contemplated that a staff

member will devote a certain fraction of his/her effort to the government,

industrial or business-sponsored research, a demonstrable relationship

between the indicated effort of responsibility and the actual extent of

his/her involvement is to be expected. Research administering personnel

in the University have established simple procedures of accountings

which indicate the proportion of the investigator's time spent on

sponsored research. Each administering agency will inform the

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investigator of the procedures developed to assure that proposals are

responsibly made and complied with;

C. Consulting for Government, industrial or business agencies or their

contractors:

When the staff member engaged in Government, industrial or business-

sponsored research also serves as a consultant to a Federal, State or

private agency, his/her conduct is subject to the provisions of the

Conflict of Interest Statues. When he/she consults for one or more

Government, industrial or private contractors, or Prospective

contractors, in the same technical field as his/her research project, care

must be taken to avoid giving advice that may be of questionable

objectivity because of its possible bearing on his/her other interests. In

undertaking and performing consulting services, he/she should make

full disclosure of such interests to the University and to the contractor

insofar as they may appear to relate to the work at the University or for

the contractor.

D. Conflicts of interest problems:

Conflict of interest problems could arise, for example, in the

participation of a staff member of the University in an evaluation for the

government, industrial or business agencies of its contractors of some

technical aspect of the work of another organization with which he/she

has a consulting or employment relationship or a significant financial

interest or in an evaluation of a competitor to such other organization.

E. Publicity

Prior to publication of release of results from projects sponsored by

outside agencies, the results of the investigation shall not be used for

sales promotion, and at no time shall the name of the South Baylo

University of any of its agencies be used for sales promotion without

prior written consent of the President of South Baylo University.

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VI. SBU Faculty Research Proposal Development

and Review Process

Faculty Develops Research Proposal

Submit to Director of Research for Approval

Rework Proposal and Resubmit

Apply for Outside Funding or Begin Project

Director of Research submits for IRB Review

Not Approved

Not Approved

Approved

Approved

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VII. Research Preparation Guide for Faculty

1. Develop idea for proposal

Faculty can develop idea for research proposal by attending seminar, searching for

up-to-date research information on at journals or research databases.

Faculty is encouraged to prepare a short concept paper or outline, including the

answers to the following questions:

How does your project relate to the sponsor’s interests?

What do you want to accomplish with the completion of the project?

What is your plan for performing the project?

How much time will it take to complete?

How much budget is needed to carry out the project?

What are your backgrounds related to the project?

What has been previously done in this area of research?

How will the results of the project be evaluated?

Who will benefit from your work? 2. Search for grant

Faculty can contact SBU Research Center to identify internal funding opportunities.

SBU Research Center is located at 721 N. Euclid St. Anaheim, CA 92801. The

phone number is 714 778-1001 or xishen@southbaylo.edu. Faculty can find external funding opportunities by accessing funding databases

such as grants.org in which you can find and apply for Federal government grants.

There is a Federal Register which is official daily publication for rules, proposed

rules, and notices of federal agencies and organizations, as well as executive

orders and other presidential documents. Faculty can receive funding information by subscribing to the following services:

MyNSF ( http://www.nsf.gov/mynsf/ ) which allows you to receive

notifications about new content posted on the NSF website. Notification can

be received via email or RSS.

Grants.gov (http://www.grants.gov/ ) which allows you to sign up for

receiving federal grant information alerts via email.

NIH guide listserv (http://grants1.nih.gov/grants/guide/listserv.htm ) which

allows you to sign up for receiving new NIH Guide postings via email weekly. Faculty can also utilize the technology-based resources available through the SBU’s

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library. 3. Develop proposal and budget

3.1. Write Proposal

Faculty can start writing research proposal after he/she completes the Step 1 and

Step 2. Most proposals consist of the following components:

Cover or Title page - This page includes some, or all of the information

below:

- Principal investigator’s name, address, phone number

- Title of proposal

- Sponsor name and address

- Period of performance with start and end dates

- Amount requested

- Submission date

- Signature of Principal Investigator

- Signature of Institution’s authorizing official

Abstract - The abstract outlines the proposed research, including objectives,

methodology, and significance of the research.

Body of Proposal – This part provides a full and detailed explanation of the

proposed research, typically including a project timetable. It should include

general background information regarding how the project relates to

previous and current research.

Curriculum Vitae – This part provides CV for all project personnel.

References – This part lists all references cited in the proposal.

Budget - In planning a budget for the proposal, faculty will need to specify

costs, including salary, equipment, maintenance, travel, overhead,

development and dissemination/publication. For help with preparing a

budget, contact the Research Director. Faculty can obtain the guidelines for proposals to funding agencies at Grants.gov. 3.2. Apply for Institutional Review Board (IRB) approval for human subjects

research

If your research project will involve human subjects, you MUST receive approval

from the Institutional Review Board (IRB) before beginning your project. FAILURE

TO OBTAIN IRB APPROVAL may result in a loss of funding for your project, the

termination of your project. The following procedures are required to protect the

rights of human subjects who participate in research conducted by faculty, staff,

and students of South Baylo University

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I. Read the SBU’s IRB Guideline

II. Complete and Submit the following Forms to the IRB

Assurance of the Principal Investigator

Application for Approval of Human Research

Consent Forms

III. Complete NIH online tutorial if the research project is related to

federal funding.

(http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-

protections.asp ). Submit a copy of the certificate of completion for

this online tutorial with your protocol submissions to the SBU

Research Center.

3.3 Receive training in the use of hazardous or biological materials from

Environmental Health and Safety (EHS)

3.4 Develop budget for proposal

In developing a budget for your proposal, you will need to specify costs, including

salary, equipment, maintenance, travel, overhead, development and

dissemination/publication. For help with preparing a budget, contact the Research

Director. 4. Submit proposal

Faculty submits proposal to the Research Director at the following location:

SBU Research Center

721 N. Euclid St.

Anaheim, CA 92801

714-774-1001, xishen@southbaylo.edu

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VIII. Post-Approval Research Guide for faculty If you need to request a change in the requirements for your project or contract

after you have received the award, contact the SBU Research Director at 714-774-

1001 or xishen@southbaylo.edu.

IX. SBU Mentoring

Research Mentorship

1. The library is traditionally the starting point where the students go for

assistance in conducting research. The SBU library has recently updated

their book offerings as well as the databases to provide the latest research

information for our students. The library staff is ready to mentor students in

all areas of research whether for their didactic classes or clinical internships.

2. The didactic courses will gradually embed assignments where the faculty

members can serve as mentors to students to be able to acquire specific

research skills. Faculty is encouraged to update their classroom practices by

teaching specific research skills.

3. The clinic internship is another opportunity to link hands-on training with

researching information relevant to a specific patient or group of patients.

Clinical Supervisors are encouraged as mentors to ask questions and

expand their own repertoire of knowledge in both conventional medicine

and AOM.

4. The research center integrates clinical practice and scholarly inquiry. By

participating at the SBU Research Center, students have the potential to

fulfill the three outcomes under Goal 10 with their mentor. During the

Clerkship, students will be able to generate clinical research projects,

develop clinical research protocols, and analyze research data and apply

finding to clinical practice.

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X. SBU Citation

When writing a research paper you often need to refer to the work of other

people—to describe their research or ideas, or to quote them. Whenever you refer

to, paraphrase, or quote the theories or research of other people, you need to

indicate in your paper the source of your information.

You have several different styles of documentation to choose from when citing

sources. The following guidelines and examples are from the Publication Manual of

the American Psychological Association, 5th edition, published by the American

Psychological Association or APA. This manual is commonly used in courses or

research projects here at SBU. The APA guidelines specify two types of citations.

1. Citing reference in the text of a paper

The followings are examples of these citations.

Example) Some researchers have suggested that infants and young children store

memories less efficiently than adults because specific neural structures required for

memory storage have not yet matured in children at these ages (Nadel & Zola-

Morgan, 1984).

Example) Nadel & Zola-Morgan (1984) have suggested that infants and young

children ...

2. Citing reference At the end of your paper

At the end of your paper, you should give your reader the full citation for every

source you have referred to in the body of your paper

3. Citing Books and Book chapters

Example) Springer, S. P. & Deutsch, G. (1985). Left brain, right brain (Rev. ed.).

New York: W. H. Freeman.

Example) Brand, M. & Harnish, R. M. (Eds.). (1986). The representation of

knowledge and belief. Tucson, AZ: University of Arizona Press.

4. Citing an anonymous book

Example) The American heritage dictionary (2nd college ed.). (1991). Boston:

Houghton Mifflin.

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5. Citing a chapter in an edited volume

Example) Nadel, L., & Zola-Morgan, S. (1984). Infantile amnesia: A neurobiological

perspective. In M. Moscovitch (Ed.), Infant memory (pp. 145-172). New York:

Plenum.

Example) Levine, S. C. (1993). Effects of early unilateral lesions: Changes over the

course of development. In G. Turkewitz & D. A. Devenny (Eds.), Developmental

time and timing (pp. 143-165). Hillsdale, NJ: Erlbaum.

A. A journal with continuous pagination (i.e., the page numbers in

one issue begin where those in the previous issue left off):

Example) Loftus, E. F. (1993). The reality of repressed memories.

American Psychologist, 48, 518-537.

Example) Milner, B., Corkin, S., & Teuber, H.-L. (1968) Further

analysis of the hippocampal syndrome: 14-year follow-up study of H.

M. Neuropsychologia, 6, 215-234.

B. A journal that paginates each issue separately:

Example) Hubel, D. H. & Wiesel, T. N. (1979). Brain mechanisms of

vision. Scientific American, 241(3), 150-164.

C. An article in a magazine:

Example) Steinberg, J. A. (1991, March). Putting your business on

the map. MacUser, 7, 158-163, 166-167.

D. An article in a newspaper:

Example) Clark County schools teaching sign, integrating deaf and

hearing students. (1996, January 29). Indiana Daily Student, p. 4.

6. Citation Forms for Internet Article

Example) Swanson, H.L. (1999). What develops in working memory? A life span

perspective [Electronic version]. Developmental Pyschology, 35, 986-1000.

7. References available at SBU Library

American Psychological Association (2002), Publication Manual of the American

Psychological Association (APA Manual . 5th ed. Washington DC.

Gibaldi, Joseph (2003), MLA Handbook for Writes of Research Paper. 6th ed. New

York: The Morden Language Association of America.

Turabian, KateL.(1996), A Manual For Writers of Term Papers, Theses, and

22

Dissertations (Turbain Manual). 6th ed. Chicago: The University of Chicago Press.

The American Medical Association. (1997). American Medical Association Manual of

Style(AMA Manual) :

A Guide for Authors and Editors (AMA ). 9th ed.. Pennsylvania: Lippincott Williams

& Wilkins.

Cizek et al. (1999). Cheating on Tests: How To Do It, Detect It, and Prevent It. N.J:

Lawrence Erlbaum

Graham, Leland. (1994). How to Write a Great Research Paper: A Step-By-Step

Guide (Kids' Stuff) (Paperback). Nashiville: Incentive Publications.

Iles, Robert L. & Volkland, Debra. (2003). Guidebook to Better Medical Writing

(revised ed.) Olathe: Iles Publications.

Lipson, Charles (2004). Doing Honest Work in College: How to Prepare Citations,

Avoid Plagiarism, and Achieve Real Academic Success (Chicago Guides to Writing,

Editing, and Publishing). Chicago: University of Chicago Press.

LaFollette, Marcel C. (1996). Stealing Into Print: Fraud, Plagiarism, and Misconduct

in Scientific Publishing.

London: University of California Press.

Turley, Marggraf .(2000). Writing Essays: A Guide for Students in English and the

Humanities. New

York: Taylor and Francis Group.

Whitley, Jr. Bernard E..Patricia Keith-Spiegel. (2001). Academic Dishonesty: An

Educator's Guide (1st ed.,)

London: Lawrence Erlbaum Associates.

Villemaire, Doreen & Villemaire, Lorraine. (2005). Grammar and Writing Skills for

the Health

Professional (2nd ed.), New York: Thomson Delmar Learning.

23

XI. SBU Clinical Research Guideline

Guidelines for Clinical Research on Acupuncture,

http://www.who.int/bookorders/anglais/detart1.jsp?sesslan=1&codlan=1&codcol=51&codcch=15

Quoted from Summary of the book

“This book sets out basic guiding principles for the design and conduct of clinical

evaluations of acupuncture. Noting that knowledge about acupuncture remains

largely confined to anecdotal experiences, the guidelines aim to encourage the use

of systematic laboratory and clinical studies as a way of validating acupuncture,

improving its acceptability to modern medicine, and thus extending its use as a

simple, inexpensive, and effective therapeutic option. With this goal in mind, the

book sets out guidelines that incorporate the established methods and procedures

of scientific investigation, yet reflect the special nature of acupuncture as a

discipline. The guidelines respond to both growing interest in the therapeutic

applications of acupuncture and the need to validate these applications through the

compilation of reliable and comparable clinical data.

The main section sets out detailed guidelines for conducting clinical studies. Topics

covered include the use of standard terminology and technology to ensure the

reproducibility of studies, recommended qualifications and responsibilities of the

investigative group, general research design, and specific considerations for the

design of randomized controlled clinical trials. Other study designs described

include cohort studies, retrospective case-control studies, sequential trials, single

subject experiments, and clinical audit. A list of 25 items to be included in research

protocols is provided. Annexed to the guidelines is a summary of current scientific

knowledge about modes of action that might account for the effectiveness of

acupuncture in pain relief and other therapies.”

24

XII. Resources

1. Bibliography on Research Projects

Barnard, Stephanie, Hughs, Kirk T., James, Deborah St. & Health Care

Communication Group. (2001). 1st ed. Writing, Speaking, and Communication

Skills for Health Professionals. New Haaven: Yale University Press.

Berman, B.M., Birch, S., Cassidy, C.M., Cho, Z.H (2001). 1st ed. Clinical

Acupuncture: Scientific Basis. Oregon: Springer.

Bowen, John M., Matthews, Janice R. & Matthews, Robert W.. (2001), 2nd ed.

Successful Scientific Writing: A Step-By-step Guide for Biomedical Scientists.

Cambridge: University Press.

Byrne, Daniel W.. (1998). 1st ed. Publishing Your Medical Research Paper; What

They Don't Teach You in Medical School. Pennsylvania: Lippincott Williams &

Wilkins.

Campbell, Michael J. & Machin, David. (2005). The Design of Studies for Medical

Research. NJ: John Wiley.

Cooper, Edwin L. & Yamaguchi, Nobuo. (2004). 1st ed. Complementary and

Alternative Approaches to Biomedicine (Advances in Experimental Medicine and

Biology). Oregon: Springer.

Creswell, John W. (2006). 2nd ed. Qualitative Inquiry and Research Design:

Choosing Among Five Approaches. Thousand Oaks: Sage Publications.

______ (2002). 2nd ed. Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches (Paperback) Thousand Oaks: Sage Publications, Inc.

Dupont, William D.. (2005). Statistical Modeling for Biomedical Researchers.

Cambridge: University Press.

Jacqueline, Filshie & White, Adrian. (July 25, 2006). Medical Acupuncture: A

Western Scientific Approach. New York: Churchill Livingstone; 5Rev Ed edition.

Lang, Thomas A. & Secic, Michelle. (December 30, 2006). 2nd ed. How to Report

25

Statistics in Medicine: Annotated Guidelines for Authors. Philadelphia: American

College of Physicians.

Lavery, James V. (Editor), Grady, Christine (Editor), Wahl, Elizabeth R. (Editor),

Emanuel & Ezekiel J. (Editor). (February 7, 2007). Ethical Issues in International

Biomedical Research: A Casebook. USA: Oxford University Press.

Markman, Roberta et Al. (2000). 6th ed. 10 Steps in Writing the Research Paper.

New York: Barron's Educational Series.

Mcburney, Donald H., White, Theresa L.. (2003). 6th ed. Research Methods (with

InfoTrac). Belmont: Wadsworth Publishing.

Merriam, Sharan B.. (1997). Qualitative Research and Case Study Applications in

Education: Revised and Expanded from I Case Study Research in Education/I

(Jossey Bass Education Series).San Francisco: Jossey-Bass.

Saiki, Ikuo & Yamada, Haruki. (April 29, 2005). Juzen-taiho-to (Shi-Quan-Da-Bu-

Tang): Scientific Evaluation and Clinical Applications (Traditional Herbal Medicines

for Modern Times, V. 5). CRC.

Sorenson, Sharon. (2002). 3rd ed. How to Write Research Papers. Canada:

Tomson Publishing.

Stern, Linda. (2006). What Every Student Should Know About Avoiding Plagiarism.

New York: Longman Publishing Group.

Taylor, Arlene G.(2003). 2nd ed. The Organization of Information: Second Edition

(Library and Information Science Text Series). Connecticut: Libraries Unlimited.

Villemaire, Doreen & Villemaire, Lorraine. (2005). Grammar and Writing Skills for

the Health Professional. New York: Thomson Delmar Learning

Wantanabe, Hiroshi (1999). Pharmacological Research on Traditional Herbal

Medicines. Netherlands: Harwood Academic Publishing.

Yin, Robert K.. (2002). 3rd ed. Case Study Research: Design and Methods (Applied

Social Research Methods) (Paperback). Thousand Oaks: Sage Publications.

Zeiger, Mimi. (2000). Essentials of Writing Biomedical Research Papers. New York:

McGraw-Hill Professional.