The Editors of Advances in Physiology Education have recently changed Advances article types to clarify the broadness of articles in physiology and life science education which Advances would like to publish.   Details of the article types are found at https://journals.physiology.org/advances/article-types.  Advances articles do not have page charges and the journal is available online from publication.  While the kinds of articles are not new, the new titles of the article types broaden the definitions of how educators can get credit for scholarship for many of the responsibilities that they have.  Article types include:

• Education Research – hypothesis and data driven research papers with succinct reviews of background literature
• Teaching Innovations – educational innovations to improve teaching and learning that may not have rigorous assessment or evaluation
• Illuminations – good ideas conceived and tested in the classroom that may or may not have been successful
• Curriculum Development and Assessment – design and implementation of curricula at any level in any program with some references to its success
• Training and Mentoring – descriptions of projects for training and mentoring of students or other faculty with some evaluation of learning outcomes
• Sourcebook of Laboratory Activities in Physiology – detailed descriptions of activities and experiments for student laboratory settings with class testing (specific template)
• Historical Perspectives – scholarly essays about the history of physiology or particular physiologists
• Personal Views – essays that present philosophical perspectives on physiology education which may be provocative, pointed, candid, or reflective
• Staying Current – short reviews intended to help educators stay current with recent advances or new methods in physiology and learning science in order to better teach a concept
• Editorials related to the journal’s mission, Mini-Reviews as summaries of important new and emerging fields (often from presentations), Meeting Reports of an international or national meeting hosted by an academic institution or professional society (specific template), and Letters to the Editor (reaction to previously published work in Advances).

All types of papers are peer-reviewed except for Letters to the Editor.  The Editors of Advances encourage you to write up some of these scholarly activities and submit them to the journal.  Articles do not need to specifically be about physiology education.  For more information, contact Barb Goodman at Barb.Goodman@usd.edu.

Barbara E. Goodman, Ph.D., Professor of Physiology, Sanford School of Medicine of the University of South Dakota, Editor-in-Chief, Advances in Physiology Education. Barb received her Ph.D. in Physiology from the University of Minnesota and is currently a Professor in the Basic Biomedical Sciences Department of the Sanford School of Medicine at the University of South Dakota. Her research focuses on improving student learning through innovative and active pedagogy.