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Creative Steps to Write a Nutrition Case Study

Table of Contents

Nutrition plays a vital role in improving a patient’s health. However, each patient has unique nutritional needs requiring a personalized healthcare approach. That’s where nutrition case studies come in. These case studies comprehensively assess a patient’s nutritional status and help develop an individualized nutrition plan. They also help to monitor and evaluate the patient’s progress toward their health goals over time. In this article, we will provide a step-by-step guide on  how to write a nutrition case study . This post will help you understand the importance of nutrition case studies, whether you are a healthcare professional or a student.

What Is a Nutrition Case Study?

A nutrition case study comprehensively reports an individual’s nutritional status, dietary habits, and health outcomes . Healthcare professionals typically use these case studies to evaluate and treat patients. This is with various nutritional concerns, such as obesity, malnutrition, or chronic diseases. If you are a nutrition student or practitioner, learning how to write a nutrition case study is an essential skill to have. 

Importance of Nutrition Case Study

Nutrition case studies are a crucial tool for healthcare professionals in nutrition and dietetics. Here are some of the reasons why nutrition case studies are essential:

Provides a Comprehensive Assessment of a Patient’s Nutritional Status

 Nutrition case studies involve a detailed analysis of a patient’s dietary intake, medical history, and lifestyle factors that may impact their nutritional status. This information is used to develop a personalized nutrition plan tailored to the patient’s needs.

Develops an Individualized Nutrition Plan

A nutrition case study’s personalized approach to healthcare leads to an individualized nutrition plan. This approach can lead to better patient outcomes, improved health outcomes, and a higher quality of life for the patient.

Monitors and Evaluates Progress Over Time

Nutrition case studies track a patient’s food intake, weight, body composition, and other health outcomes over time. This enables healthcare professionals to monitor and evaluate the patient’s progress toward their health goals and adjust the nutrition plan as needed.

Provides Education About Healthy Eating Habits and Lifestyle Changes

Nutrition case studies can help educate patients about healthy eating habits and lifestyle changes. By providing a detailed assessment of a patient’s nutritional status, healthcare professionals can help patients make sustainable changes to their diet and lifestyle.

Supports Evidence-Based Practice

Nutrition case studies are based on evidence-based practice, meaning the nutrition plan is grounded in scientific research and clinical expertise. This approach ensures that the patient receives the best care based on the latest research and clinical knowledge.

Steps on How to Write a Nutrition Case Study

Selecting the patient.

The first step in writing a nutrition case study is selecting the patient. Typically, the patient has sought out nutritional counseling or treatment for a specific reason. These reasons include weight management, a chronic disease, or a food allergy. The patient should be willing to participate in the case study and provide detailed information about their diet, health history, and lifestyle habits. When selecting a patient, obtaining their written consent to participate in the case study is essential. This should include an explanation of the purpose of the case study and how their information will be used. It should also add any potential risks or benefits of participating. The patient should know that they can stop participating in the research at any moment if they don’t want to.

Gathering Information

The next step in writing a nutrition case study is gathering information about the patient. This includes a comprehensive assessment of their dietary habits, health status, medical history, and lifestyle factors that may impact their nutrition. To gather this information, you may need to conduct a nutrition assessment, which typically includes the following components:

Anthropometric Measurements

This involves measuring the patient’s height, weight, body mass index (BMI), and other body composition measures.

Dietary Intake Assessment

This involves collecting information about the patient’s dietary habits, including food preferences, allergies, and cultural or religious dietary restrictions.

Biochemical Assessment

This involves analyzing the patient’s blood, urine, or other biological samples to assess their nutritional status.

Medical History

This involves collecting information about the patient’s past and current medical conditions, medications, and surgeries.

Lifestyle Assessment

This involves collecting information about the patient’s physical activity, stress, and other lifestyle factors that may impact their nutrition status. Gathering as much information as possible is essential to create a comprehensive nutrition case study. This information will help you develop an individualized nutrition plan addressing the patient’s needs and concerns.

Developing a Nutrition Plan

Once you have gathered all the necessary information, the next step is to develop a nutrition plan for the patient. The nutrition plan should be based on the patient’s dietary needs, health goals, and lifestyle factors. It should also consider any medical conditions or medications that may impact the patient’s nutritional status. The nutrition plan should include the following components:

Macronutrient and Micronutrient Recommendations

This involves recommending specific amounts of carbohydrates, protein, fat, and other essential nutrients the patient should consume daily.

Food Group Recommendations

This involves recommending specific food groups for the patient, such as fruits, vegetables, whole grains, and lean proteins.

Meal and Snack Recommendations

This involves recommending specific meals and snacks for the patient to meet their nutritional needs throughout the day.

Nutritional Supplements

This involves recommending specific nutritional supplements, such as vitamins, minerals, or protein powders, that may help patients meet their nutritional needs.

Behavioral Recommendations

This involves recommending specific behavioral changes that may impact the patient’s nutrition status, such as increasing physical activity or reducing stress. The nutrition plan should be individualized to the patient’s needs and preferences. It should also be realistic and achievable, considering any barriers the patient may face in following the plan.

Implementing the Nutrition Plan

Once the nutrition plan has been developed, the next step is implementing it with the patient. This may involve educating the patient about healthy eating habits and strategies for making dietary changes. The patient should also be encouraged to track their food intake and monitor their progress toward their health goals. Working collaboratively with the patient throughout the implementation process is essential, as ongoing support and guidance are needed. This may involve regular follow-up appointments or communication via phone or email. The patient should be encouraged to ask questions and share any concerns or challenges they may be experiencing.

Monitoring and Evaluating Progress

The final step in writing a nutrition case study is monitoring and evaluating the patient’s progress. This involves tracking the patient’s food intake, weight, body composition, and other health outcomes. The patient’s progress should be regularly assessed, and adjustments made to the nutrition plan as needed. Objective measures such as laboratory values or body composition assessments are essential to evaluate the patient’s progress. This can help ensure that the nutrition plan is effective and that the patient is progressing toward their health goals.

How to Write a Nutrition Case Study

Once the nutrition plan has been implemented and the patient’s progress has been evaluated, it is time to write the case study. The case study should be organized in a logical and easy-to-read format, and should include the following sections:

Introduction

This should provide an overview of the patient’s case and outline the purpose of the case study.

Patient History

You should provide a comprehensive overview of the patient’s medical history, dietary habits, and lifestyle factors that may impact their nutritional status.

Nutrition Assessment

This should provide a detailed assessment of the patient’s nutritional status, including anthropometric measurements, dietary intake, biochemical markers, and medical history.

Nutrition Plan

This should provide a comprehensive overview of the patient’s individualized nutrition plan. They include macronutrient and micronutrient recommendations, food group recommendations, meal and snack recommendations, nutritional supplement recommendations, and behavioral recommendations.

Implementation and Follow-Up

This should provide an overview of the patient’s progress in implementing the nutrition plan, including any challenges or barriers encountered. It should also outline the follow-up appointments or communication that took place between the patient and healthcare provider.

This should provide an overview of the patient’s progress towards their health goals, including any changes in weight, body composition, or laboratory values.

This should provide an interpretation of the patient’s results, including any limitations or strengths of the case study. It should also provide a summary of the key takeaways and implications for future practice.

Writing a nutrition case study may not be the most exciting task in the world, but it is a crucial one. By following these steps and using a bit of wit and creativity, healthcare professionals can effectively communicate their patient’s nutritional needs . This shows progress toward their health goals. Who knows, maybe writing a nutrition case study will be more fun than you thought!

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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Implementation of a Case Presentation Program for Clinical Nutrition Students

Shaahin shahbazi.

1 Department of Gastroenterology, Faculty of Medicine, Ilam University of Medical Sciences, Ilam, Iran

Maryam Vahdat Shariatpanahi

2 Department of Psychiatry, Faculty of Medicine, Azad University of Medical Sciences, Tehran, Iran

Saba Vahdatshariatpanahi

3 Simon Fraser University, Burnaby, BC, Canada

Erfan Shahbazi

4 School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

Zahra Vahdat Shariatpanahi

5 Department of Clinical Nutrition and Dietetics, Faculty of Nutrition and Food Technology, National Nutrition and Food Technology Research Institute, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Associated Data

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Background and Aims

To implement a training method increase clinical nutritionists' knowledge and make doctors more familiar with this specialty.

The study was conducted in an internship course of all third semester clinical nutrition students. At first, conventional training was presented for students, and then, in the same duration, case presentation training program was implemented. The presentations were filmed and uploaded to the Internet, and the link was placed on the hospital's website. At the end of the 2 phases, the students were asked to answer the survey questionnaire. Additionally, consultation report sheets were evaluated and scored by 2 physicians. Number of consultation requests was also recorded in 2 study phases.

The mean satisfaction score was statistically higher in the case presentation training program than in the conventional program. All the students recommended similar case report program courses for the students in the future. Although the mean consultation report score was not statistically different between the two training programs, case presentation program resulted in significantly better scores in 4 items of nutrition focused physical examinations, assessment of malnutrition, assessment of related laboratory tests, and food-drug interactions. Number of consultation requests was significantly increased during the case presentation program training compared to the conventional training from 194 to 272 ( P < 0.001).

From the students' perspective, the case-based learning report was preferred to the conventional method. From the physicians' viewpoint, the answer to the counseling sheets was more complete and helpful.

Introduction

Clinical nutrition as part of the process of disease management has become highly important ( 1 ). In fact, the clinical nutritionist is a member of the treatment team. Each hospitalized patient needs nutritional care. Ideally, a team of doctors, nurses, nutritionists and pharmacists should work together to provide patients with care ( 2 ). When the staff work as a team, it is more cost-effective, more efficient, and ultimately with reduced mortality and morbidity ( 2 ). The importance of malnutrition in suppressing the immune function and disease progression is well-known ( 3 ). An important duty of clinical nutritionists is to diagnose patients with malnutrition at admission in the hospital and the occurrence of malnutrition during hospitalization ( 4 ). Performing this task requires full knowledge of the patient. This knowledge includes taking a complete medical and food intake history, nutrition focused physical examination, anthropometric measurements, interpretation of related laboratory tests, and assessment of food and drug interactions ( 5 ). Furthermore, the significance of clinical nutrition for many physicians is still unclear ( 6 ).

The Master Program of Clinical Nutrition, which has been taught for more than 50 years in many countries, has been launched in our country since 2017.

In our hospitals, unfortunately, nutrition counseling is provided at a low level, and minor importance is attached to clinical nutrition. Therefore, we aimed to implement a training method to increase clinical nutritionists' knowledge and make doctors more familiar with this specialty. This program was a case report presentation, filming it and uploading it to the hospital's educational website to be seen by physicians, nutrition students, and other students.

This study aimed to present a teaching program to obtain a complete and uniform history and physical examination, to increase the students' ability to gain and analyze information about the patients, and to familiar the physicians with the key role of clinical nutritionists.

Materials and Methods

Participants and intervention.

The study was conducted from 23 September 2019 to 20 February 2019 on all third-semester students of clinical nutrition at Taleghani University Hospital. They were eight female students entering the hospital to undergo clinical courses. Annually, 8 clinical nutrition students in the third semester are admitted to our university to spend their internship course. These students receive their theoretical training in the two first trimesters. Initially, we intended to conduct this study in two different entrances in a duration of 3 semesters, but due to the incidence of COVID-19 disease, this study was conducted only on one group of students in 2019. The third semester of clinical nutrition students, which is their internship phase, was divided into three phases. In the first phase, with a duration of 10 days, the necessary training was provided, including familiarity with the medical record, how to extract important points from the medical record, how to communicate with the staff, how to communicate with the patient, how to take a history, diet history, physical examination of the patient, how to interpret the related laboratory data, food-drug interaction, and how to respond to physicians' consultation. The second and third phases were the studied phases with equal duration, in which the counseling was answered by the students themselves.

In the second phase, training was provided traditionally. Patients who had nutrition counseling, were visited by the professor (clinical nutritionist) and students, and necessary training and guidance on response to consultation were provided.

In the third phase, all students were instructed how to prepare a case and present it. Each student was assigned 2–3 sessions to present one patient per session. This patient was selected by the mentioned professor. Extraction of information from the medical record, examination of the patient, and preparation of a PowerPoint were carried out with the professor's the guidance. PowerPoint preparation and discussion with the professor took about 3 days. During this time, the students had to perform literature searches to better understand the patients' conditions. She also interacted regularly with the professor. One day before the presentation, the PowerPoint file was reviewed and corrected by the professor. The presentation time was ~20 min, and free time was given to questions asked by the presenter and the professor. The PowerPoint presentation session was filmed with a mobile camera. The professor added English subtitles to the films. Finally, the films were uploaded to the Internet ( https://www.aparat.com/nutritiondata ). The link to the films was placed on the hospital's website.

At the end of the second and third phases, the students were asked to answer the survey questionnaire. The questionnaire included 9 graded questions using a 5-point Likert scale with the options: strongly agree, agree, neutral, disagree, and strongly disagree (score 5 to score 1). Table 1 shows the questionnaire presented to the students.

Survey questionnaire given to clinical nutrition students before and after the intervention.

Consultation Report Sheet

Consultation report sheet had 14 components, including: date and time of the consultation; history; nutrition focused physical examinations; related anthropometric measurements; assessment of malnutrition; calculation of calorie requirement; recording macronutrients requirements; recording micronutrients requirements; assessment of related laboratory tests; food and drug interaction; listing the result of consultation; name of the responsible faculty member; stamp, signature, and attachment of the diet sheet. Consultation report sheets were scored using a 3-point Likert scale with the options: complete (score of 1), incomplete (score of 2) and poor (score of 3) with scores ranging from 0 to 42. Two university physicians scored the consultation report sheets in a blinded way, and their mean scores were recorded as shown in Table 2 .

Scoring consultation reports before and after the intervention.

The outcome measures were: (1) Investigation of the students' perceptions of learning a case report program using a five-point scale; (2) Assessment of the students' performance by evaluating the consultation report sheets; (3) Feedback of the hospital physicians by number of consultation requests.

Statistical Analysis

The SPSS version 21 was used for statistical analyses. P < 0.05 was considered significant. Kolmogorov-Smirnov test showed the normal distribution of data, and the paired-sample t -test was used to determine the difference between items of two methods of training and consultation reports.

The reliability of the questionnaire was determined using the Cronbach alpha coefficient by 8 senior clinical nutrition students, which was higher than 0.8.

To assess the qualitative face validity, the questionnaire was evaluated by 8 senior clinical nutrition students. They examined the questionnaire in terms of relevancy, ambiguity, and difficulty. For qualitative content validity, the questionnaire was distributed among 10 experts composed of nutrition professors and statistics specialists. The changes were made in the questionnaire according to their opinions about the appearance, grammar, wording, item allocation, scaling, writing style of questions, and putting the proper words in the sentence.

All the eight students were female. As Table 1 shows, the mean scores of 7 items out of 9 items of the survey questionnaire were significantly higher in the case report program than in the conventional program. All students recommended similar case report program courses for the students in the future. All of them strongly agreed that the course boosted their confidence and improved their presentation skills. All of them agreed that the course improved their literature searching skills and identification of relevant learning resources. All the students claimed that this training had prepared them to enter the employment.

Table 2 presents the results of consultation reports. Although the average consultation report scores were not statistically different between the two training programs, the case report program training resulted in significantly better scores for 4 items of consultation reports. These items were nutrition focused physical examinations, assessment of malnutrition, assessment of related laboratory tests, and food-drug interactions.

We also compared the rate of nutritional consultation request during the second and third phases of the study periods. The results indicated that number of consultation requests was significantly increased during the case report program training compared to the conventional training from 194 to 272. In other words, it was about 24 consultation requests vs. 34 consultation requests for each student in the second and third phases sequentially ( P < 0.001).

The present study demonstrated students' high degree of satisfaction with the case report program training in improving their skills, knowledge, self-esteem, and preparation for work independently in the hospital. Moreover, all of them recommended this course for the students in the future. In addition, the quality of response to consultations was increased. Furthermore, the physicians' feedback assessed by number of consultations was excellent owing to their familiarity with clinical nutrition.

In fact, we attempted to teach clinical nutrition students a complete and uniform model to receive history and physical examination, to interpret with laboratory data, to consider the food-drug interaction, and finally to provide complete results as recommended ( 7 ). During this time, the students had to perform literature searches, study the patient, and since their presentations were uploaded to the hospital website, they did their best to ensure that the presentation was complete, up-to-date, and perfect. The students also had to interact more with the professor, so that they used the professor's knowledge and experiences appropriately.

Additionally, the films uploaded to the website made it usable for every clinical nutrition students in other centers whenever they needed them. By viewing the films, the physicians became more familiar with clinical nutrition and the importance of nutrition therapy, as demonstrated by our results.

To the best of our knowledge, no study similar to ours has been conducted on clinical nutrition students; however, some studies evaluated the case-based learning method. In one study conducted on 29 senior students in the clinical nutrition and dietetics course at the University of Sharjah, a case-based learning method of teaching was studied by evaluating students through a pre-test-post-test mechanism. Their results exhibited learning improvements after holding the case-based learning sessions ( 8 ). Case-based learning method is more studied and employed in other medical sciences disciplines. The most represented fields are medicine ( 9 ), nursing, occupational therapy, allied health, child development, and dentistry ( 10 – 12 ).

Oral presentation is an essential skill for clinical nutritionists ( 13 ), and despite its obvious significance, it has not been consistently and effectively taught for clinical nutritionists. In fact, it has received less attention in the educational curriculum. As this method of learning is included in medical education curricula ( 14 ), it appears that this method of learning should be strongly considered in clinical nutrition education curricula.

The strengths of our study were that, firstly, this educational method was implemented for the first time, and secondly, with this method, we identified the weaknesses of clinical students and improved their learning. Finally, we were able to draw the attention of other fields, particularly physicians, to this field to emphasize its importance in the medical management of patients. Our most important limitation in this study was the emergence of COVID-19 disease. The study was designed to run in two semesters, but dedicating some parts of the hospital to hospitalizing COVID-19 patients, the sudden reduction in nutrition counseling, and the reduced number of students in the hospital caused us to finish the study quickly. Another limitation of the study was that it was time-consuming for the professor; therefore, the presentation of such teaching methods depends on the professor's motivation. It can be made easier with the help of senior students and their participation in this educational program under the professor's supervision.

Oral presentation is an essential skill for clinical nutritionists that should be seriously considered in the educational curriculum, as it enhances students' skills and learning as well as the interaction and collaboration of the medical team.

Data Availability Statement

Author contributions.

All authors reviewed and commented on subsequent drafts of the manuscript.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

We acknowledge our gratitude to Shahid Beheshti University of Medical Sciences, Tehran, Iran. The authors thank the students who participated in this study.

Case report

Nutrition Journal  welcomes well-described reports of cases that include the following:

• Unreported or unusual side effects or adverse interactions involving medications
• Unexpected or unusual presentations of a disease
• New associations or variations in disease processes
• Presentations, diagnoses and/or management of new and emerging diseases
• An unexpected association between diseases or symptoms
• An unexpected event in the course of observing or treating a patient
• Findings that shed new light on the possible pathogenesis of a disease or an adverse effect

Case reports submitted to  Nutrition Journal  should make a contribution to medical knowledge and must have educational value or highlight the need for a change in clinical practice or diagnostic/prognostic approaches. The journal will not consider case reports describing preventive or therapeutic interventions, as these generally require stronger evidence.

Authors are encouraged to describe how the case report is rare or unusual as well as its educational and/or scientific merits in the covering letter that accompanies the submission of the manuscript.

For case reports,  Nutrition Journal  requires authors to follow the CARE guidelines . The  CARE checklist should be provided as an additional files. Submissions received without these elements will be returned to the authors as incomplete.

Nutrition Journal recommends the use of person-first language to speak appropriately about individuals with a disability. For example, when referring to a person with a stroke or diabetes, refer to the person first using a phrase such as 'a person with a stroke' or 'a person affected by diabetes’. This also pertains to descriptions of body weight and eating disturbances, for example, refer to ‘people with obesity’ or ‘people affected by overweight and obesity’ or ‘people affected by disordered eating’.

Preparing your manuscript

The information below details the section headings that you should include in your manuscript and what information should be within each section.

Please note that your manuscript must include a 'Declarations' section including all of the subheadings (please see below for more information).

Title page 

The title page should:

• "A versus B in the treatment of C: a randomized controlled trial", "X is a risk factor for Y: a case control study", "What is the impact of factor X on subject Y: A systematic review, A case report etc."
• or, for non-clinical or non-research studies: a description of what the article reports
• if a collaboration group should be listed as an author, please list the Group name as an author. If you would like the names of the individual members of the Group to be searchable through their individual PubMed records, please include this information in the “Acknowledgements” section in accordance with the instructions below
• Large Language Models (LLMs), such as ChatGPT , do not currently satisfy our authorship criteria . Notably an attribution of authorship carries with it accountability for the work, which cannot be effectively applied to LLMs. Use of an LLM should be properly documented in the Methods section (and if a Methods section is not available, in a suitable alternative part) of the manuscript
•  indicate the corresponding author

The Abstract should not exceed 350 words. Please minimize the use of abbreviations and do not cite references in the abstract. The abstract must include the following separate sections:

• Background: why the case should be reported and its novelty
• Case presentation: a brief description of the patient’s clinical and demographic details, the diagnosis, any interventions and the outcomes
• Conclusions: a brief summary of the clinical impact or potential implications of the case report

Keywords 

Three to ten keywords representing the main content of the article.

The Background section should explain the background to the case report or study, its aims, a summary of the existing literature.

Case presentation

This section should include a description of the patient’s relevant demographic details, medical history, symptoms and signs, treatment or intervention, outcomes and any other significant details.

Discussion and Conclusions

This should discuss the relevant existing literature and should state clearly the main conclusions, including an explanation of their relevance or importance to the field.

List of abbreviations

If abbreviations are used in the text they should be defined in the text at first use, and a list of abbreviations should be provided.

Declarations

All manuscripts must contain the following sections under the heading 'Declarations':

Ethics approval and consent to participate

Consent for publication, availability of data and materials, competing interests, authors' contributions, acknowledgements.

• Authors' information (optional)

Please see below for details on the information to be included in these sections.

If any of the sections are not relevant to your manuscript, please include the heading and write 'Not applicable' for that section. 

Manuscripts reporting studies involving human participants, human data or human tissue must:

• include a statement on ethics approval and consent (even where the need for approval was waived)
• include the name of the ethics committee that approved the study and the committee’s reference number if appropriate

Studies involving animals must include a statement on ethics approval and for experimental studies involving client-owned animals, authors must also include a statement on informed consent from the client or owner.

See our editorial policies for more information.

If your manuscript does not report on or involve the use of any animal or human data or tissue, please state “Not applicable” in this section.

If your manuscript contains any individual person’s data in any form (including any individual details, images or videos), consent for publication must be obtained from that person, or in the case of children, their parent or legal guardian. All presentations of case reports must have consent for publication.

You can use your institutional consent form or our consent form if you prefer. You should not send the form to us on submission, but we may request to see a copy at any stage (including after publication).

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Hao Z, AghaKouchak A, Nakhjiri N, Farahmand A. Global integrated drought monitoring and prediction system (GIDMaPS) data sets. figshare. 2014. http://dx.doi.org/10.6084/m9.figshare.853801

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Web links and URLs: All web links and URLs, including links to the authors' own websites, should be given a reference number and included in the reference list rather than within the text of the manuscript. They should be provided in full, including both the title of the site and the URL, as well as the date the site was accessed, in the following format: The Mouse Tumor Biology Database. http://tumor.informatics.jax.org/mtbwi/index.do . Accessed 20 May 2013. If an author or group of authors can clearly be associated with a web link, such as for weblogs, then they should be included in the reference.

Example reference style:

Article within a journal

Smith JJ. The world of science. Am J Sci. 1999;36:234-5.

Article within a journal (no page numbers)

Rohrmann S, Overvad K, Bueno-de-Mesquita HB, Jakobsen MU, Egeberg R, Tjønneland A, et al. Meat consumption and mortality - results from the European Prospective Investigation into Cancer and Nutrition. BMC Medicine. 2013;11:63.

Article within a journal by DOI

Slifka MK, Whitton JL. Clinical implications of dysregulated cytokine production. Dig J Mol Med. 2000; doi:10.1007/s801090000086.

Article within a journal supplement

Frumin AM, Nussbaum J, Esposito M. Functional asplenia: demonstration of splenic activity by bone marrow scan. Blood 1979;59 Suppl 1:26-32.

Book chapter, or an article within a book

Wyllie AH, Kerr JFR, Currie AR. Cell death: the significance of apoptosis. In: Bourne GH, Danielli JF, Jeon KW, editors. International review of cytology. London: Academic; 1980. p. 251-306.

OnlineFirst chapter in a series (without a volume designation but with a DOI)

Saito Y, Hyuga H. Rate equation approaches to amplification of enantiomeric excess and chiral symmetry breaking. Top Curr Chem. 2007. doi:10.1007/128_2006_108.

Complete book, authored

Blenkinsopp A, Paxton P. Symptoms in the pharmacy: a guide to the management of common illness. 3rd ed. Oxford: Blackwell Science; 1998.

Online document

Doe J. Title of subordinate document. In: The dictionary of substances and their effects. Royal Society of Chemistry. 1999. http://www.rsc.org/dose/title of subordinate document. Accessed 15 Jan 1999.

Online database

Healthwise Knowledgebase. US Pharmacopeia, Rockville. 1998. http://www.healthwise.org. Accessed 21 Sept 1998.

Supplementary material/private homepage

Doe J. Title of supplementary material. 2000. http://www.privatehomepage.com. Accessed 22 Feb 2000.

University site

Doe, J: Title of preprint. http://www.uni-heidelberg.de/mydata.html (1999). Accessed 25 Dec 1999.

Doe, J: Trivial HTTP, RFC2169. ftp://ftp.isi.edu/in-notes/rfc2169.txt (1999). Accessed 12 Nov 1999.

Organization site

ISSN International Centre: The ISSN register. http://www.issn.org (2006). Accessed 20 Feb 2007.

Dataset with persistent identifier

Zheng L-Y, Guo X-S, He B, Sun L-J, Peng Y, Dong S-S, et al. Genome data from sweet and grain sorghum (Sorghum bicolor). GigaScience Database. 2011. http://dx.doi.org/10.5524/100012 .

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