Studies submitted to this category should be hypothesis and data driven, with a clear justification grounded in learning theory or published research. Articles should state a central hypothesis and specific aims, and they should include a succinct review of the relevant background literature. The research design, educational context, methods for qualitative or quantitative data collection and analysis, and statistical analysis of quantitative data should be described in detail. The relevance of the research findings to physiology or general science education should be made clear in the discussion. Studies from physiology or associated life sciences, as well as from biomedical education, are welcome.
These studies typically arise from educational innovations that are designed to improve teaching and learning but that do not have rigorous assessment or evaluation. These may describe classroom teaching, distance and experiential learning, or outreach. Papers that describe the use of technology, mathematical modeling, or simulation in teaching are particularly encouraged. Papers related to laboratory teaching may be more appropriate for the Laboratory Sourcebook section described below. Innovations describe a teaching strategy and its assessment, with sufficient detail of how the strategy was implemented to allow readers to duplicate the innovation. The introduction should state the educational problem that is addressed and justify the innovation with references from the published literature. Outcome data should be included to demonstrate the success of the intervention; these data may include student and teacher perceptions as well as quantitative or qualitative assessment of the activity’s impacts on learning. If you have an innovation you would like to share and have questions, please contact Dr. Beth Beason-Abmayr, the Associate Editor who oversees Innovations.
As educators, we continually design new ways to enhance learning. During this process, good ideas are conceived and then tested in the classroom, or once-promising ideas are tested and found wanting when they are implemented. Nonetheless, each of these kinds of ideas may help improve the teaching and learning of physiology. Illuminations is a section designed to facilitate the sharing of these ideas or illuminations. The format of the submissions is quite simple: a concise description of some strategy or approach you have implemented in your teaching. You may include one or two simple figures and a limited number of references. Informal assessments of your idea are helpful. If you have an illumination you would like to share and have questions, please contact Dr. Christopher Trimby, the Associate Editor who oversees Illuminations.
Manuscripts in this section address curriculum development and assessment for undergraduate and graduate courses and programs in physiology and associated life sciences, as well as from medical, dental, and other professional schools. Outcome data should be included to demonstrate the success of the intervention; these data may include student and teacher perceptions, as well as quantitative or qualitative assessment of the changes on learning and teaching.
These studies typically arise from projects related to training and mentoring students and other scientists. The innovations or methods should have been shown to enhance learning goals for the trainees. The article should include evaluation of learning outcomes appropriate to the design of the project.
This section contains detailed descriptions of activities or experiments that can be used for hands-on exploration in student laboratory settings. All submissions should have been previously class tested by the author(s) and include sample data, as well as precautions about safety and common student mistakes. To avoid duplication, submissions to the Sourcebook may be made only with prior approval from Dr. Dee Silverthorn, the Associate Editor who oversees the Sourcebook. All submissions must conform to a specific template that is unique to this section, and they will undergo the usual peer review process of the journal.
Authors who have a substantial addition to a previously published Sourcebook paper should request permission to submit a Sourcebook Update article. Commentary or simple suggestions for variations on a published experiment may be submitted as a Letter to the Editor.
Historical Perspectives are scholarly essays that pertain to the history of physiology or particular physiologists. Included within this section are memoirs by distinguished physiologists. If you would like to have an informal assessment of your essay before formal submission of a Historical Perspective article, please contact Ryan Downey, the Associate Editor who oversees this section.
Personal Views are substantive essays that present philosophical perspectives on physiology education. These essays must be scholarly but can be provocative, pointed, candid, or reflective. Articles from the Claude Bernard Distinguished Lecturer from the APS Teaching Section and from the Arthur C. Guyton Physiology Educator of the Year are invited as Personal Views.
This section consists of short reviews intended to help educators stay current with recent advances or new methods in physiology and learning science. These reviews highlight important concepts that students should understand or that teachers of physiology need to understand in order to better teach a concept. Contributions that review new advances in educational technology or educational pedagogy are encouraged.
To avoid duplication of topics, please contact Editor-in-Chief Dr. Barb Goodman or Associate Editor Dee U. Silverthorn
Editorials provide commentary by the Editor, Associate Editors, and other scientists and experts on issues related to the Journal’s mission, as well as of general interest to our readers. Unsolicited editorials will be considered for publication. Acceptance will reside with the editors. Editorials must be authored by experts in the field under discussion, with such expertise having been demonstrated by original research published by the author(s) in peer-reviewed journals.
Mini-Reviews are concise and up-to-the-minute summaries of important new and emerging fields. The purpose of Mini-Reviews is to introduce readers to advances and trends in physiology that are outside their own area of expertise. Mini-Reviews should provide a synthesis of new areas of biology in a manner that is accessible to non-specialists in the field. They should focus on advances in the past 1-3 years, although some historical context is permissible. Authors are encouraged to use figures to summarize biological processes. The manuscript should be approximately 3,000 words, excluding references, with 1-3 figures and/or tables, and up to 50 references. The inclusion of previously published figures is permitted, provided that permission is obtained from the copyright holder and the source is acknowledged.
Note: Prior to publication, all Mini-Reviews will be examined for originality using CrossCheck screening software to compare the submitted text to all available literature, including previous publications from the same author(s).
A Meeting Report is a concise summary of an international or national meeting hosted by an academic institution or a professional society that describes the meeting’s educational activities (for example, symposia, workshops, or poster sessions). Reports do not have an abstract or references. They should conform to the posted template.
In all cases, determining whether a proposed Letter to the Editor is acceptable for publication is a matter committed to the discretion of the editors. Letters, including an informative title, should be short, approximately one journal column (500 words) long. Letters are reviewed by the appropriate editor and are subject to editing and possible abridgment. Letters to the Editor should not include original, unpublished data. If a proposed Letter is found acceptable, a copy will be sent to the author of the original article if applicable; that author will have an opportunity to provide a rebuttal with new material that will be considered for publication with the Letter. Letters to the Editor may also simply address matters of general interest to the readership.
Perspectives - Advances is designed to allow members of the physiology educator community of practice to share reflections or new and original lines of thinking in physiology education. Perspectives may offer timely commentary, ideas, or opinions. Perspectives will be subject to peer review. Some articles will be invited but unsolicited articles are welcome. Perspectives should not include original, unpublished data. In all cases, determining whether a proposed Perspective is within the scope and acceptable for publication is at the discretion of the editors. Perspectives articles may be up to 1,500 words long, excluding references, and may include two figures.
Advances in Physiology Education welcomes other categories of scholarly essays and activities. If you are unsure about what article type is most appropriate for your contribution, please contact the Editor-in-Chief Dr. Barb Goodman.
Advances in Physiology Education welcomes other categories of scholarly essays and activities. If you are unsure about what article type is most appropriate for your contribution, please contact the Editor-in-Chief Dr. Barb Goodman.