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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
1
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.
2
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
3
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.
4
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.
5
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
6
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.
7
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.
8
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.
9
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
10
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
11
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.
12
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;
13
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
14
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.
15
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
16
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 [email protected]. 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
17
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
18
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, [email protected]
19
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 [email protected].
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.
20
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.
21
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.