ARTICLE TYPES: Advances in Physiology Education
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 assessment 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 to
APS Central.
TEACHING IN THE LABORATORY
Peer-reviewed papers in this section usually fall into two categories.
"How We Teach in the Laboratory" papers should meet the criteria described
above in the "How We Teach" section. "Curriculum and Materials" papers are
more descriptive contributions that describe innovative laboratory
activities for students and suggestions for constructing or adapting
equipment or existing curriculum. These papers should have sufficient detail
to allow readers to duplicate the activity. They should include the
rationale for the activity, a description of what happens when students
engage in the activity, typical results that students would obtain, and
qualitative or quantitative assessment of the activity's effect on learning.
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 (http://www.the-aps.org/publications/classics/).
Papers published in this category will describe, in detail, how a classic
paper published in an APS journal selected from the Legacy Project (http://www.the-aps.org/publications/legacy/)
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 Education manuscript, please contact
Associate Editor Hershel Raff, Ph.D. (E-mail:
hraff@mcw.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.
Features (usually not peer-reviewed)
LETTERS TO THE EDITOR
The editors welcome letters expanding on
any topic previously discussed. Comments about articles in Advances
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).
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