example case study abstract

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Writing a Clinical Vignette (Case Report) Abstract

Case reports represent the oldest and most familiar form of medical communication. Far from a "second-class" publication, many original observations are first presented as case reports. Like scientific abstracts, the case report abstract is governed by rules that dictate its format and length. This article will outline the features of a well-written case report abstract and provide an example to emphasize the main features.

Scientific forums have specific rules regarding how the abstract should appear. For the ACP, the rules are available on the electronic abstracts portal. Organizers of scientific meetings set explicit limits on the length of abstracts.

The most difficult decision to make is whether your case report is worth submitting as an abstract. Of course, rarity of a condition almost always meets the criterion of worthiness, but few of us have the opportunity to describe something that is completely new. Another reason to report a case is the lesson that it teaches. With this in mind, consider presenting a case if it increases awareness of a condition, suggests the proper diagnostic strategy, or demonstrates a more cost-effective approach to management. Alternatively, a case can be presented because it represents an unusual presentation of a relatively common condition. Other twists include an unusual complication of a disease and its management. Again, it's important to think about the message or lesson that the case can deliver.

Before you begin writing the abstract, present a quick summary of your case to colleagues or mentors to determine if they agree that the case is worthy of presentation. It is important to contribute something unique, but not if it depends on some trivial variation from previously presented cases. For example, if it is known that a certain cancer widely metastasizes, it is not worthwhile to report each new site. Similarly, drug reactions often merit a case report, but not if it is simply a report of a drug in a class whose other members are known to cause the same reaction.

Once you have decided to submit a case report abstract, describe it in such a way as to make it interesting, yet conform to the accepted format. The following paragraphs provide suggestions on both style and format.

Title and Author Information: The title is a summary of the abstract itself and should convince the reader that the topic is important, relevant, and innovative. However, don't tell everything about the case in the title, otherwise the reader's interest might lag. Make the title short, descriptive, and interesting. Some organizations require a special format for the title, such as all uppercase letters. Be sure to check the instructions. Following the title, include the names of authors followed by their institutional affiliations. Deciding upon the authorship of a case report can be tricky. In the past, it was acceptable to include as authors those contributing to the management of the patient, but this is no longer true. Currently, it is expected that the authors contribute significantly to the intellectual content of the case report. It is assumed that the first author will present the work if the abstract is accepted. The first author may need to meet certain eligibility requirements in order to present the abstract, for example, be a member of the professional society sponsoring the research meeting. This information is always included with the abstract instructions.

Introduction: Most case report abstracts begin with a short introduction. This typically describes the context of the case and explains its relevance and importance. However, it is perfectly acceptable to begin directly with the description of the case.

Case Description: When reporting the case, follow the basic rules of medical communication; describe in sequence the history, physical examination, investigative studies, and the patient's progress and outcome. The trick is to be complete without obscuring the essence of the case with irrelevant details.

Discussion: The main purpose of the discussion is to review why decisions were made and extract the lesson from the case. Not uncommonly, reports from the literature, or their absence, are cited that either directly support or contradict the findings of the case. Be wary of boasting that your case is the "first" to describe a particular phenomenon, since even the most thorough searches often fail to reveal all instances of similar cases. Keep in mind that the best case report abstracts are those that make a small number of teaching points (even just one) in clear and succinct language.

When writing the abstract, avoid the use of medical jargon and excessive reliance on abbreviations. Limit abbreviations to no more than three, and favor commonly used abbreviations. Always spell out the abbreviations the first time they are mentioned unless they are commonly recognized (e.g., CBC).

It typically takes several days to write a good abstract, and the process should not be undertaken alone. Get help from a mentor who is not familiar with the case; such mentors can quickly point out areas that are unclear or demand more detail. Make revisions based upon the feedback. Finally, have others read your draft in order to check for technical errors, such as spelling and grammar mistakes. Reading the abstract out loud is another good way to catch awkward phrasing and word omissions. Finally, a Clinical Vignette Abstract Checklist  and an example of a clinical vignette abstract  are available to help you with the process of writing a successful abstract.

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Medical Case Report Abstract and Title Guidelines

What is a Medical Case Report Abstract Used For?

Medical and clinical case reports (or “clinical vignettes”) are integral in recording unusual and rare cases of diseases, disorders, and injuries. They provide not only the details of a given case, but also briefly include background and establish the wider significance of a case in the medical literature.

Before researchers will even have a chance to read your case report, they will likely be searching through abstract indexes (e.g., via search engines such as PubMed or ScienceDirect ) to locate information relevant to their own medical research. Therefore, both the title and brief abstract are crucial to providing critical details about your case report. The following guidelines and case report templates will help you compose a title and abstract for medical case reports submitted to case report journals.

Formatting to Fit Your Target Journal

The information in this guide is generally applicable to case reports intended for submission to most medical journals. However, each journal has its own guidelines for content and formatting provided in the journal’s “Instructions for authors”, “Author guidelines” or “Preparing your manuscript” section. Read various medical case reports to gain a sense of the different formatting styles used by specific journals.

Case Report Journals

Some medical journals publish a limited number of case reports. There are also numerous respected, peer-reviewed medical journals that specialize in case reports; many are open access journals. A few examples are  Journal of Medical Case Reports ,  Oxford Medical Case Reports ,  BJR Case Reports , and  International Journal of Surgery Case Reports.

Case Report Title

As the first element of a case report that readers will see, the title should be  informative ,  highly relevant  to the subject, and  concise . It should attract the attention of researchers and other readers of a journal while remaining authentic and convincing.

Useful Terms to Include in the Title

• Case-related terms:  presentation, unusual case, rare case, challenges, complications, symptoms, causes, diagnosis, treatment
• Patient-related terms:  patient, adult, child, infant, adolescent, elderly, man/woman

Article-related terms such as  case study  and  case report  are generally considered redundant and may detract from the interest of your title, so use them sparingly (but check the author instructions of the target journal prior to submission).

Clinical Vignette Title Examples:

• “An  unusual   presentation  of primary small lymphocytic lymphoma (SLL) in an  elderly woman”
• “Challenges  in the management of mycotic splenic arteriovenous fistula in a cirrhotic  patient”
• “CREST syndrome: a  rare cause  of chronic upper-gastrointestinal Hemorrhage in  adults”
• “Primary tuberculous dacryocystitis: two  cases mimicking  tumors of the lacrimal sac ”

Case Report Abstract

The abstract must be concise, complete, and comprehensible to readers before they have read the article.

How to Organize an Abstract

1.  background (1-2 sentences).

First, explain why this case is being reported and its novelty or clinical relevance.

2.  Case presentation  (3-6 sentences)

Give a brief description of the patient’s medical and demographic details, their diagnosis, interventions or complications, and the outcomes. Level of detail should be determined by importance to the novelty and outcomes of the case.

3.  Discussion/Conclusion  (1-2 sentences)

Briefly summarize the clinical impact and/or implications of this case and provide suggestions for the clinical area. Emphasize aspects of the case that may have broader implications, suggest precautions that should be taken, or provide interesting topics for future research.

Medical Case Report Abstract Templates

Example #1: a case of injury.

We herein report a case of a [patient age and gender] with an unusual case of  [injury] . The  [injury]  consisted of features typical of  [common features of the injury/disease/disorder] , with additional  [additional features of case, if any] , signifying a  [diagnosis/complications] . Features of this case are discussed together with its implications, including  [implications of case] .  [Additional measures taken—treatment/surgery/etc.]  was undertaken due to  [reason for measures] .

Example #2: A Case of Disease/Disorder

[Disease/disorder]  is a rare condition characterized by  [symptoms] . Its presentation is usually  [sporadic/chronic/acute] . Usually seen in patients who are  [typical demographics of patient] ,  [disease]  presentation in  [this specific category of patient]  is rare. Symptoms at presentation depend on  [parts of body/patient’s environment] . Patients with  [disease/disorder]  may present with  [additional major symptoms] . We herein report a rare presentation of  [disease/disorder]  in a  [patient demographic—age/gender/race/etc.] . who suffered from  [corresponding symptoms or co-morbid diseases] .  [Diagnostics/tests]  revealed  [results of tests/complication] . The patient underwent  [surgery/treatment]  and was given  [drugs/intubation/etc.] . Recovery was  [description of recovery] . In spite of a wide range of therapeutic options for the management of  [disease/disorder]  described in the literature, the efficacy of those available therapies is  [unknown/not well established/open/etc.] .

Wordvice Resources

For more input on how to come up with the perfect title for your report, how to write abstracts for research papers in general, or how to impress the editor of your target journal with the perfect cover letter , head over to the Wordvice academic resources page. And ensure your chances of journal publication with our English editing services , which include Paper Editing and Manuscript Editing Services .

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How to write an abstract that will be accepted

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• Peer review
• Mary Higgins , fellow in maternal fetal medicine 1 ,
• Maeve Eogan , consultant obstetrician and gynaecologist 2 ,
• Keelin O’Donoghue , consultant obstetrician and gynaecologist, and senior lecturer 3 ,
• Noirin Russell , consultant obstetrician and gynaecologist 3
• 1 Mount Sinai Hospital, Toronto, Ontario, Canada
• 2 Rotunda Hospital Dublin, Ireland
• 3 Cork University Maternity Hospital, Ireland
• mairenihuigin{at}gmail.com

Researchers do not always appreciate the importance of producing a good abstract or understand the best way of writing one. Mary Higgins and colleagues share some of the lessons they have learnt as both researchers and reviewers of abstracts

Effective abstracts reflect the time, work, and importance of the scientific research performed in the course of a study. A last minute approach and poor writing may not reflect the good quality of a study.

Between the four of us we have written over 150 published papers, as well as having reviewed numerous abstracts for national and international meetings. Nevertheless, we have all had abstracts rejected, and this experience has emphasised a number of teaching points that could help maximise the impact of abstracts and success on the world, or other, stage.

An abstract is the first glimpse an audience has of a study, and it is the ticket to having research accepted for presentation to a wider audience. For a study to receive the respect it deserves, the abstract should be as well written as possible. In practice, this means taking time to write the abstract, keeping it simple, reading the submission guidelines, checking the text, and showing the abstract to colleagues.

It is important to take the necessary time to write the abstract. Several months or years have been spent on this groundbreaking research, so take the time to show this. Five minutes before the call for abstracts closes is not the time to start putting it together.

Keep it simple, and think about the message that needs to be communicated. Some abstracts churn out lots of unrelated results and then have a conclusion that does not relate to the results, and this is just confusing. Plan what points need to be made, and then think about them a little more.

Read the submission guidelines and keep to the instructions provided in the call for abstracts. Don’t submit an unstructured abstract if the guidance has asked for a structured one. Comply with the word or letter count, and do not go over this.

An abstract comprises five parts of equal importance: the title, introduction and aims, methods, results, and conclusion. Allow enough time to write each part well.

The title should go straight to the point of the study. Make the study sound interesting so that it catches people’s attention. The introduction should include a brief background to the research and describe its aims. For every aim presented there needs to be a corresponding result in the results section. There is no need to go into detail in terms of the background to the study, as those who are reviewing the abstract will have some knowledge of the subject. The methods section can be kept simple—it is acceptable to write “retrospective case-control study” or “randomised controlled trial.”

The results section should be concrete and related to the aims. It is distracting and irritating to read results that have no apparent relation to the professed aims of the study. If something is important, highlight it or put it in italics to make it stand out. Include the number of participants, and ensure recognition is given if 10 000 charts have been reviewed. Equally, a percentage without a baseline number is not meaningful.

In the conclusion, state succinctly what can be drawn from the results, but don’t oversell this. Words like “possibly” and “may” can be useful in this part of the abstract but show that some thought has been put into what the results may mean. This is what divides the good from the not so good. Many people are capable of doing research, but the logical formation of a hypothesis and the argument of its proof are what make a real researcher.

Once you have written the abstract, check the spelling and grammar. Poor spelling or grammar can give the impression that the research is also poor. Show the abstract to the supervisor or principal investigator of the study, as this person’s name will go on the abstract as well. Then show the abstract to someone who knows nothing about the particular area of research but who knows something about the subject. Someone detached from the study might point out the one thing that needs to be said but that has been forgotten.

Then let it go; abstracts are not life and death scenarios. Sometimes an abstract will not be accepted no matter how wonderful it is. Perhaps there is a theme to the meeting, into which the research does not fit. Reviewers may also be looking for particular things. For one conference, we limited the number of case reports so that only about 10% were accepted. It may be that your research is in a popular or topical area and not all abstracts in that area can be chosen. On occasions, politics play a part, and individual researchers have little control over that.

Finally, remember that sometimes even the best reviewer may not appreciate the subtleties of your research and another audience may be more appreciative.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and have no relevant interests to declare.

How to Write an Abstract APA Format

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

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

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

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

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

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

An APA abstract summarizes, usually in one paragraph of between 150–250 words, the major aspects of a research paper or dissertation in a prescribed sequence that includes:

• The rationale: the overall purpose of the study, providing a clear context for the research undertaken.
• Information regarding the method and participants: including materials/instruments, design, procedure, and data analysis.
• Main findings or trends: effectively highlighting the key outcomes of the hypotheses.
• Interpretations and conclusion(s): solidify the implications of the research.
• Keywords related to the study: assist the paper’s discoverability in academic databases.

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

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

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

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

Structure of the Abstract

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

1) The Rationale

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

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

2) The Method

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

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

3) The Results

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

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

4) The Conclusion / Implications

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

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

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

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

The above examples of abstracts are from the following papers:

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

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

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

5) Keywords

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

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

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

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

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

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

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

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

The Abstract SHOULD NOT contain:

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

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

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

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

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

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

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

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

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

APA Style for Abstracts

An APA abstract must be formatted as follows:

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

Example APA Abstract Page

Download this example as a PDF

Further Information

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

How long should an APA abstract be?

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

Where does the abstract go in an APA paper?

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

What are the 4 C’s of abstract writing?

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

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

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

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

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

What is the abstract of a psychology paper?

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

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

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

Importance of a Good Abstract

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

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

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

Structure and Writing Style

I.  Types of Abstracts

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

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

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

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

II.  Writing Style

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

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

Composing Your Abstract

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

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

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

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

Writing Tip

Never Cite Just the Abstract!

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

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Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

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

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

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

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

The Contents of an Abstract

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

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

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

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

When to Write Your Abstract

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

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

Choosing Verb Tenses within Your Abstract

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

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

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

Sample Abstract 1

From the social sciences.

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

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

Sample Abstract 2

From the humanities.

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

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

Sample Abstract/Summary 3

From the sciences.

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

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

Sample Abstract 4, a Structured Abstract

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

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

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

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

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

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

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

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

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• J Can Chiropr Assoc
• v.52(4); 2008 Dec

Guidelines to the writing of case studies

Dr. brian budgell.

* Département chiropratique, Université du Québec à Trois-Rivières, 3351, boul des Forges, Trois-Rivières, Qc, Canada G9A 5H7

Dr. Brian Budgell, DC, PhD, JCCA Editorial Board

• Introduction

Case studies are an invaluable record of the clinical practices of a profession. While case studies cannot provide specific guidance for the management of successive patients, they are a record of clinical interactions which help us to frame questions for more rigorously designed clinical studies. Case studies also provide valuable teaching material, demonstrating both classical and unusual presentations which may confront the practitioner. Quite obviously, since the overwhelming majority of clinical interactions occur in the field, not in teaching or research facilities, it falls to the field practitioner to record and pass on their experiences. However, field practitioners generally are not well-practised in writing for publication, and so may hesitate to embark on the task of carrying a case study to publication. These guidelines are intended to assist the relatively novice writer – practitioner or student – in efficiently navigating the relatively easy course to publication of a quality case study. Guidelines are not intended to be proscriptive, and so throughout this document we advise what authors “may” or “should” do, rather than what they “must” do. Authors may decide that the particular circumstances of their case study justify digression from our recommendations.

Additional and useful resources for chiropractic case studies include:

• Waalen JK. Single subject research designs. J Can Chirop Assoc 1991; 35(2):95–97.
• Gleberzon BJ. A peer-reviewer’s plea. J Can Chirop Assoc 2006; 50(2):107.
• Merritt L. Case reports: an important contribution to chiropractic literature. J Can Chiropr Assoc 2007; 51(2):72–74.

Portions of these guidelines were derived from Budgell B. Writing a biomedical research paper. Tokyo: Springer Japan KK, 2008.

General Instructions

This set of guidelines provides both instructions and a template for the writing of case reports for publication. You might want to skip forward and take a quick look at the template now, as we will be using it as the basis for your own case study later on. While the guidelines and template contain much detail, your finished case study should be only 500 to 1,500 words in length. Therefore, you will need to write efficiently and avoid unnecessarily flowery language.

These guidelines for the writing of case studies are designed to be consistent with the “Uniform Requirements for Manuscripts Submitted to Biomedical Journals” referenced elsewhere in the JCCA instructions to authors.

After this brief introduction, the guidelines below will follow the headings of our template. Hence, it is possible to work section by section through the template to quickly produce a first draft of your study. To begin with, however, you must have a clear sense of the value of the study which you wish to describe. Therefore, before beginning to write the study itself, you should gather all of the materials relevant to the case – clinical notes, lab reports, x-rays etc. – and form a clear picture of the story that you wish to share with your profession. At the most superficial level, you may want to ask yourself “What is interesting about this case?” Keep your answer in mind as your write, because sometimes we become lost in our writing and forget the message that we want to convey.

Another important general rule for writing case studies is to stick to the facts. A case study should be a fairly modest description of what actually happened. Speculation about underlying mechanisms of the disease process or treatment should be restrained. Field practitioners and students are seldom well-prepared to discuss physiology or pathology. This is best left to experts in those fields. The thing of greatest value that you can provide to your colleagues is an honest record of clinical events.

Finally, remember that a case study is primarily a chronicle of a patient’s progress, not a story about chiropractic. Editorial or promotional remarks do not belong in a case study, no matter how great our enthusiasm. It is best to simply tell the story and let the outcome speak for itself. With these points in mind, let’s begin the process of writing the case study:

• Title: The title page will contain the full title of the article. Remember that many people may find our article by searching on the internet. They may have to decide, just by looking at the title, whether or not they want to access the full article. A title which is vague or non-specific may not attract their attention. Thus, our title should contain the phrase “case study,” “case report” or “case series” as is appropriate to the contents. The two most common formats of titles are nominal and compound. A nominal title is a single phrase, for example “A case study of hypertension which responded to spinal manipulation.” A compound title consists of two phrases in succession, for example “Response of hypertension to spinal manipulation: a case study.” Keep in mind that titles of articles in leading journals average between 8 and 9 words in length.
• Other contents for the title page should be as in the general JCCA instructions to authors. Remember that for a case study, we would not expect to have more than one or two authors. In order to be listed as an author, a person must have an intellectual stake in the writing – at the very least they must be able to explain and even defend the article. Someone who has only provided technical assistance, as valuable as that may be, may be acknowledged at the end of the article, but would not be listed as an author. Contact information – either home or institutional – should be provided for each author along with the authors’ academic qualifications. If there is more than one author, one author must be identified as the corresponding author – the person whom people should contact if they have questions or comments about the study.
• Key words: Provide key words under which the article will be listed. These are the words which would be used when searching for the article using a search engine such as Medline. When practical, we should choose key words from a standard list of keywords, such as MeSH (Medical subject headings). A copy of MeSH is available in most libraries. If we can’t access a copy and we want to make sure that our keywords are included in the MeSH library, we can visit this address: http://www.ncbi.nlm.nih.gov:80/entrez/meshbrowser.cgi

A narrative abstract consists of a short version of the whole paper. There are no headings within the narrative abstract. The author simply tries to summarize the paper into a story which flows logically.

A structured abstract uses subheadings. Structured abstracts are becoming more popular for basic scientific and clinical studies, since they standardize the abstract and ensure that certain information is included. This is very useful for readers who search for articles on the internet. Often the abstract is displayed by a search engine, and on the basis of the abstract the reader will decide whether or not to download the full article (which may require payment of a fee). With a structured abstract, the reader is more likely to be given the information which they need to decide whether to go on to the full article, and so this style is encouraged. The JCCA recommends the use of structured abstracts for case studies.

Since they are summaries, both narrative and structured abstracts are easier to write once we have finished the rest of the article. We include a template for a structured abstract and encourage authors to make use of it. Our sub-headings will be:

• Introduction: This consists of one or two sentences to describe the context of the case and summarize the entire article.
• Case presentation: Several sentences describe the history and results of any examinations performed. The working diagnosis and management of the case are described.
• Management and Outcome: Simply describe the course of the patient’s complaint. Where possible, make reference to any outcome measures which you used to objectively demonstrate how the patient’s condition evolved through the course of management.
• Discussion: Synthesize the foregoing subsections and explain both correlations and apparent inconsistencies. If appropriate to the case, within one or two sentences describe the lessons to be learned.
• Introduction: At the beginning of these guidelines we suggested that we need to have a clear idea of what is particularly interesting about the case we want to describe. The introduction is where we convey this to the reader. It is useful to begin by placing the study in a historical or social context. If similar cases have been reported previously, we describe them briefly. If there is something especially challenging about the diagnosis or management of the condition that we are describing, now is our chance to bring that out. Each time we refer to a previous study, we cite the reference (usually at the end of the sentence). Our introduction doesn’t need to be more than a few paragraphs long, and our objective is to have the reader understand clearly, but in a general sense, why it is useful for them to be reading about this case.

The next step is to describe the results of our clinical examination. Again, we should write in an efficient narrative style, restricting ourselves to the relevant information. It is not necessary to include every detail in our clinical notes.

If we are using a named orthopedic or neurological test, it is best to both name and describe the test (since some people may know the test by a different name). Also, we should describe the actual results, since not all readers will have the same understanding of what constitutes a “positive” or “negative” result.

X-rays or other images are only helpful if they are clear enough to be easily reproduced and if they are accompanied by a legend. Be sure that any information that might identify a patient is removed before the image is submitted.

At this point, or at the beginning of the next section, we will want to present our working diagnosis or clinical impression of the patient.

It is useful for the reader to know how long the patient was under care and how many times they were treated. Additionally, we should be as specific as possible in describing the treatment that we used. It does not help the reader to simply say that the patient received “chiropractic care.” Exactly what treatment did we use? If we used spinal manipulation, it is best to name the technique, if a common name exists, and also to describe the manipulation. Remember that our case study may be read by people who are not familiar with spinal manipulation, and, even within chiropractic circles, nomenclature for technique is not well standardized.

We may want to include the patient’s own reports of improvement or worsening. However, whenever possible we should try to use a well-validated method of measuring their improvement. For case studies, it may be possible to use data from visual analogue scales (VAS) for pain, or a journal of medication usage.

It is useful to include in this section an indication of how and why treatment finished. Did we decide to terminate care, and if so, why? Did the patient withdraw from care or did we refer them to another practitioner?

• Discussion: In this section we may want to identify any questions that the case raises. It is not our duty to provide a complete physiological explanation for everything that we observed. This is usually impossible. Nor should we feel obligated to list or generate all of the possible hypotheses that might explain the course of the patient’s condition. If there is a well established item of physiology or pathology which illuminates the case, we certainly include it, but remember that we are writing what is primarily a clinical chronicle, not a basic scientific paper. Finally, we summarize the lessons learned from this case.
• Acknowledgments: If someone provided assistance with the preparation of the case study, we thank them briefly. It is neither necessary nor conventional to thank the patient (although we appreciate what they have taught us). It would generally be regarded as excessive and inappropriate to thank others, such as teachers or colleagues who did not directly participate in preparation of the paper.

A popular search engine for English-language references is Medline: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi

• Legends: If we used any tables, figures or photographs, they should be accompanied by a succinct explanation. A good rule for graphs is that they should contain sufficient information to be generally decipherable without reference to a legend.
• Tables, figures and photographs should be included at the end of the manuscript.
• Permissions: If any tables, figures or photographs, or substantial quotations, have been borrowed from other publications, we must include a letter of permission from the publisher. Also, if we use any photographs which might identify a patient, we will need their written permission.

In addition, patient consent to publish the case report is also required.

Running Header:

• Name, academic degrees and affiliation

Name, address and telephone number of corresponding author

Disclaimers

Statement that patient consent was obtained

Sources of financial support, if any

Key words: (limit of five)

Abstract: (maximum of 150 words)

• Case Presentation
• Management and Outcome

Introduction:

Provide a context for the case and describe any similar cases previously reported.

Case Presentation:

• Introductory sentence: e.g. This 25 year old female office worker presented for the treatment of recurrent headaches.
• Describe the essential nature of the complaint, including location, intensity and associated symptoms: e.g. Her headaches are primarily in the suboccipital region, bilaterally but worse on the right. Sometimes there is radiation towards the right temple. She describes the pain as having an intensity of up to 5 out of ten, accompanied by a feeling of tension in the back of the head. When the pain is particularly bad, she feels that her vision is blurred.
• Further development of history including details of time and circumstances of onset, and the evolution of the complaint: e.g. This problem began to develop three years ago when she commenced work as a data entry clerk. Her headaches have increased in frequency in the past year, now occurring three to four days per week.
• Describe relieving and aggravating factors, including responses to other treatment: e.g. The pain seems to be worse towards the end of the work day and is aggravated by stress. Aspirin provides some relieve. She has not sought any other treatment.
• Include other health history, if relevant: e.g. Otherwise the patient reports that she is in good health.
• Include family history, if relevant: e.g. There is no family history of headaches.
• Summarize the results of examination, which might include general observation and postural analysis, orthopedic exam, neurological exam and chiropractic examination (static and motion palpation): e.g. Examination revealed an otherwise fit-looking young woman with slight anterior carriage of the head. Cervical active ranges of motion were full and painless except for some slight restriction of left lateral bending and rotation of the head to the left. These motions were accompanied by discomfort in the right side of the neck. Cervical compression of the neck in the neutral position did not create discomfort. However, compression of the neck in right rotation and extension produced some right suboccipital pain. Cranial nerve examination was normal. Upper limb motor, sensory and reflex functions were normal. With the patient in the supine position, static palpation revealed tender trigger points bilaterally in the cervical musculature and right trapezius. Motion palpation revealed restrictions of right and left rotation in the upper cervical spine, and restriction of left lateral bending in the mid to lower cervical spine. Blood pressure was 110/70. Houle’s test (holding the neck in extension and rotation for 30 seconds) did not produce nystagmus or dizziness. There were no carotid bruits.
• The patient was diagnosed with cervicogenic headache due to chronic postural strain.

Management and Outcome:

• Describe as specifically as possible the treatment provided, including the nature of the treatment, and the frequency and duration of care: e.g. The patient undertook a course of treatment consisting of cervical and upper thoracic spinal manipulation three times per week for two weeks. Manipulation was accompanied by trigger point therapy to the paraspinal muscles and stretching of the upper trapezius. Additionally, advice was provided concerning maintenance of proper posture at work. The patient was also instructed in the use of a cervical pillow.
• If possible, refer to objective measures of the patient’s progress: e.g. The patient maintained a headache diary indicating that she had two headaches during the first week of care, and one headache the following week. Furthermore the intensity of her headaches declined throughout the course of treatment.
• Describe the resolution of care: e.g. Based on the patient’s reported progress during the first two weeks of care, she received an additional two treatments in each of the subsequent two weeks. During the last week of care she experienced no headaches and reported feeling generally more energetic than before commencing care. Following a total of four weeks of care (10 treatments) she was discharged.

Discussion:

Synthesize foregoing sections: e.g. The distinction between migraine and cervicogenic headache is not always clear. However, this case demonstrates several features …

Summarize the case and any lessons learned: e.g. This case demonstrates a classical presentation of cervicogenic headache which resolved quickly with a course of spinal manipulation, supportive soft-tissue therapy and postural advice.

References: (using Vancouver style) e.g.

1 Terret AGJ. Vertebrogenic hearing deficit, the spine and spinal manipulation therapy: a search to validate the DD Palmer/Harvey Lillard experience. Chiropr J Aust 2002; 32:14–26.

Legends: (tables, figures or images are numbered according to the order in which they appear in the text.) e.g.

Figure 1: Intensity of headaches as recorded on a visual analogue scale (vertical axis) versus time (horizontal axis) during the four weeks that the patient was under care. Treatment was given on days 1, 3, 5, 8, 10, 12, 15, 18, 22 and 25. Headache frequency and intensity is seen to fall over time.

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Case Study Abstract

Writing a case study abstract is one of the most common and important academic tasks, which are assigned to students during their years of education. Students are often appointed a peculiar case that is related to their field of study and requires their detailed and comprehensive analysis. They are required to conduct research on the assigned case and reveal their findings in a thoughtful and argumentative scholar work. The paper, in most cases, features a case study abstract, which is an important element that allows the reader to become acquainted with the type and amount of research that was conducted. As a result, the task of writing a case study abstract helps the writer to recollect his or her thoughts and conduct a self-assessment that will assist the reader in understanding the scale of the accomplished scholar work.

Before writing, one should first understand the role and nature of an abstract in a case study paper. The abstract is the opening paragraph of a written work, which is usually found between the title and the first page. The abstract paragraph is commonly preceding the introduction paragraph in its position. In its size and structure, the abstract does not exceed the introduction section and is usually half of a page long, although a more detailed abstract of a larger case study can take up a whole page.

It is also important to note the differences between an abstract and an introduction because writers often confuse these two parts. While an introduction aims to shed light on the topical background of the case study, the sole purpose of an abstract is to inform the reader about the technical side of the research. In the same way, the thesis statement, which is the closing sentence of the introduction, and the purpose statement, which is the closing sentence of the abstract, are also often confused. While the role of the thesis is to clearly state the claim of the argument that will be defended in the case study, the purpose statement is aimed to reveal the goal of the conducted research. The following example of a case study abstract to a fictional research on gender studies and leadership would serve as a guideline on how to write a proper case study abstract.

Abstract In the recent decades, the contemporary business world has greatly evolved. The following case study is aimed to analyze the particular trends of gender behavior in management. The conducted research was accomplished in response to the common belief that men are better leaders than women. After analyzing a number of selected journal articles and scientific entries, one would come to a conclusion that such assumption is not correct. According to the surveys conducted in the case study, the experimental groups with leaders of different genders had little deviations in their test results. Purpose statement: The conducted research is bound to support the claim of the case study in order to dissolve the stereotype that women are not suitable for leadership roles in management.

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