Advances publishes several types of peer-reviewed articles. Non-peer-reviewed contributions include short articles submitted to columns and special features or letters expanding on any topic previously published. The length of articles is determined by their content; a pointed, concise style is desirable. The title should be designated to attract readers. For peer-reviewed contributions, an abstract of 170 words or less should make clear the significance of the topic and summarize its key points.
A brief description of the sections of the journal follows.
Peer-reviewed submissions
How We Teach
These papers are descriptions of strategies for teaching and assessment in which authors state the educational problem addressed and describe the intervention. The project should have explicit pedagogical justification arising from learning theory or published research findings. References to these should be cited.
The paper should include information about the educational context in which the intervention took place, a description of the content, and sufficient detail of how the strategy was implemented to allow readers to duplicate the intervention. Evaluation of the strategy's success is highly desirable. This may include student and teacher perceptions as well as quantitative assess ment of the strategy's effects on learning. When appropriate, statistical analysis of quantitative assessment should be included.
Papers addressing the teaching application of technology should include the rationale for using technology to teach a particular topic, detailed information about resources, the educational context in which the activity took place, and sufficient detail of how the technology was used to allow readers to attempt to duplicate the activity. Evaluation of the success of the activity is highly desirable. This may include students' and teachers' perceptions as well as quantitative assessment of the activity's effects on learning. When appropriate, statistical analysis of quantitative assessment should be included.
A new feature in this section will be reviews of teaching software. Readers who would like to submit reviews or descriptions of software they have used are asked to contact the Associate Editor in charge of this section, John Griffin, at jdgri2@wm.edu before submitting their manuscript atadvances.msubmit.net.
Teaching in the Laboratory
Manuscripts submitted for this section of the journal will contribute to the Sourcebook of Laboratory Activities in Physiology, a collection of class-tested and effective experiments for students of all levels. The descriptions are intended to guide faculty in planning and writing a laboratory for their students and are not simply student handouts. A template for the submission format with instructions is available on the Advances website.
Historical Perspectives
Historical perspectives are scholarly essays pertaining to the history of the discipline and profession of physiology. Also included within this section are the living history profiles of distinguished members selected by the society.
Personal Views
Personal Views are substantive essays that present philosophical perspectives on physiological education. They must be scholarly but can be provocative, pointed, candid and reflective.
Using Classic Papers to Teach Physiology
Advances in Physiology Education is soliciting submission of original manuscripts in concert with the APS Legacy Project and its accompanying Essays on APS Classic Papers.
Papers published in this category will describe, in detail, how a classic paper published in an APS journal selected from the Legacy Project can be used to teach physiological principles to undergraduate or graduate students. A vital component of this paper is a section entitled “Teaching Points” which clearly outlines how an instructor might use the classic paper in the classroom or laboratory. Also encouraged is the selection of a figure and/or table from the classic paper that, along with a descriptive legend with homework questions, can provide a handout for instructors to distribute to students as a "discovery learning" project. The manuscript should also have a short abstract giving a general description of the overall goal of the submission.
The responding authors should indicate in their cover letter that the submitted manuscript is in response to this call for papers. The manuscript will undergo normal peer review. If published, the article will be highlighted together with others appearing in response to this call.
Since it is vital that each APS classic paper result in only one Advances in Physiology Educationmanuscript, please contact Editor-in-Chief Robert Carroll (carrollr@ecu.edu) if you are interested in preparing a manuscript.
Staying Current
This section is intended to help readers stay current in physiology and education. Contributions will consist of short reviews that describe recent advances in and/or new methods in physiology and are expected to highlight important concepts that should be taught to students. In addition, contributions that review new advances in educational technology or educational pedagogy are encouraged. When applicable, contributions to this section will include a list of links to content in the teaching archives and other articles of interest. Papers and abstracts from the annual Refresher Course held at the Experimental Biology meeting will be published in this section.
Contributions to this section may be unsolicited or commissioned by the Editorial Board. Readers who wish to contribute manuscripts pertaining to one of the above mentioned categories are encouraged to contact the Editor.
Illuminations
As educators, we are continually designing new methods and procedures to enhance learning. During this process, good ideas are frequently generated and tested, but the extent of such activities may not be adequate for a full manuscript. Nonetheless, the ideas may be quite beneficial in improving the teaching and learning of physiology. Illuminations is a column designed to facilitate the sharing of these ideas (illuminations). The format of the submissions is quite simple: a succinct description of something you have used for the classroom, teaching, laboratory, conference room, etc. You may include one or two simple figures or references. Submit ideas for inclusion in Illuminations directly to the Associate Editor in charge, Terrence G. Favero (e-mail: favero@up.edu).
Features (usually not peer-reviewed)
Letters to the Editor
The editors welcome letters expanding on any topic previously discussed. Comments about articles inAdvances may also be posted with the article in the APS Archives of Teaching Resources (http://www.apsarchive.org).
Meeting Reports and Announcements
This section will include reports from meetings of interest and announcements of upcoming meetings around the world. Readers who know of a meeting that should be included are encouraged to send as much information as possible to the Editor. Announcements must be submitted no later than three months prior to the issue in which the announcement is to appear (i.e., announcements for the June issue must be submitted no later than March 1).