Currents in Pharmacy Teaching and Learning is devoted to dissemination of high quality, peer-reviewed scholarship relevant to all areas of pharmacy education-promoting educational research excellence. The Journal maintains a particular focus in two major areas: pharmacy faculty development in the scholarship of teaching and learning and the scholarship of inter-professional pharmacy education. With diverse editorial board members, authors, and peer reviewers, the Journal engages a variety of stakeholders in pharmacy education: educators, researchers, faculty practitioners, as well as inter-professional colleagues. Diverse author contributions are within original research, review articles, commentaries, and letters categories.
Original research topics include, but are not limited to:
• Scholarship of Teaching and Learning: teaching/learning strategies; inter-professional education
• Quality Improvement - assessment of programmatic/curricular outcomes
• Curricular Revision - design, implementation, evaluation
• New school/program strategies
• Attitudes/perceptions within pharmacy education
Types of Paper (additional information is available for each manuscript type - contact Editor-in-Chief at firstname.lastname@example.org)
1. Research Paper
Clear and direct communication of the scientific process is a vital guiding principle for both Original Research Articles and Research Notes. An important part of research is the potential for replication by others, which is very difficult if the study methods and procedures are poorly described. Many of these reporting guidelines can be found online at the EQUATOR Network clearinghouse (http://www.equator-network.org).This type of manuscript should report completed qualitative or quantitative original research. The manuscript should include discrete sections including introduction, methods, results, discussion, and conclusions. Authors are encouraged to use subheadings throughout their manuscript, especially with the Methods and Results sections. Limitations of the research should be included in the Discussion section. A thorough review of the literature should be conducted and a discussion of the same should be included in the manuscript text in the Introduction section. Consideration of the literature in other relevant healthcare professions is recommended. The length of the manuscript text should not exceed 5000 words not including the title page, tables, figures, or references.
1. Who is best served by reading/using this book (e.g., faculty, researchers, students, teaching assistants, practitioners)?
3. Would you suggest others read this book cover-to-cover, by chapter, or based on an acute need?
5. How much of the content is relevant to a PharmD curriculum vs. of value to a pharmacy educator and/or practitioner?
7. If applicable, what kind of student would benefit from using this book (e.g., in need of remediation or refresher, currently enrolled in PharmD curriculum, a FPGEE student)?
9. How does this book complement (or duplicate) other books that are available? When comparing this book to others like it - what are this book's strengths and weaknesses?
11. If possible, provide your opinion on a couple of pointers or comments to the author(s) that could be of value to those using this book as well.
. 1000 word limit
The aim of this article type is to encourage sharing the wisdom that is gained through a scholarly approach to teaching. By sharing this knowledge, it is hoped that others will be (1) inspired to utilize the techniques discussed and (2) join in enhancing the scholarship by supporting the technique. In order to accomplish these goals, the scholarship must be written to a caliber that merits recognition and dissemination. Therefore, this article provides guidance as it relates to the expectations for manuscripts submitted under this category.
o Basic overview of the learning environment suf?cient to understand the strategy's ?t and context, including attributes of learners
o Impetus for change
o If a novel use of an existing technique: Clear articulation of the adaptation of the activity/strategy/technique/ approach or its novelty
o Required resources, such as physical space, personnel and relevant expertise, training and preparation processes, time to create, and technology ?Educational Activity
o Methods of assessment of student learning and/or evaluation of strategy:
o An overview of methods used and rationaleo Description of assessment's and/or evaluation's tie to the course grade/?nal assessment (if applicable)
o Data supporting students learning and/or evaluation of strategy, which may include the following:. Learning evaluation (including tool(s) if applicable) (e.g., summaries of rubric ratings and scores)
. Student evaluations of activity (e.g., course evaluations, focus groups, and surveys). Peer evaluations of educational materials (e.g., slides, exams, assignments, and online support materials)
. Peer evaluations of instructional delivery. Peer review of outcomes of teaching advancement (e.g., student work products)
. Peer recommendations for improvements of teaching advancementCritical analysis of the educational activity
o Criteria by which educational activity is critically analyzed, which may include the following:o Resources to implement (e.g., time)
o Publically available or locally established standards, thresholds, or benchmarks used to interpret the data on student learning and/or evaluation of the strategyo Evidence of drawing together data from multiple sources
. Summary of analysis-a clear and concise statement of the ?ndings of your analysis of the educational activity. Lessons learned:
o Most rewarding part(s) of developing and implementing this educational activityo Most challenging part(s) of developing and implementing this educational activity
o Planned improvements for this educational activity. Statement of the work's contribution to previous scholarship
. Implications for the curriculum, to other colleges/schools of pharmacy and/or the professionA structured abstract using these section headings also should be submitted.
For more information, see the Teaching and Learning Matters announcement in CPTL.Teaching and Learning Matters (TALM) Format Guidelines:
. 5000 word limit (somewhat flexible - contact Editor-in-Chief). Use graphs and tables as appropriate to best present the study results; however, do not duplicate data in graphs, tables, and text.
. Tables, figures, and references are not included in the word limit.Quality Improvement (QI) Article Content Guidelines:
These articles are focused on the cycle of continuous quality improvement (CQI) as applied to pharmacy education in its broadest sense. The focus should reside on the CQI process. The inclusion of institutional or other study data that is not specifically germane to this process is not appropriate. Authors are encouraged to consult the Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines (www.squire-statement.org). While these guidelines were originally developed for quality improvement in health care, the recommendations in these guidelines are useful in concept for CQI activities in educational settings. QI articles include the following components: [NOTE: bolded headers below are required as the article section headers]
Problem Description. Describe the nature and significance of the education-related problem that inspired the work, including how the need was identified.
. Describe the relevance of your process to readers and the academy-at-large.
. Describe your process in developing the improvements, including the members, activities and timeline.
. Describe the methods by which your improvements were evaluated.
. Explain the findings from your CQI process.
(Note: While results and evaluative data are not the central issue in this article section, a discussion of their role in your CQI process is needed.)
. Discuss any limitations.
. Provide a concise description of stakeholder observations (e.g., what went well? what challenges were encountered?)
. Discuss future implications for the academy-at-large (what would you suggest to others based on this experience?)
. Address only the objectives and do not overstate your findings.
. Provide a summary statement of the implications of your work for your program and for others.
Quality Improvement Article Format Guidelines:
. Use graphs and tables as appropriate to best present the study results; however, do not duplicate data reporting in graphs, tables, and text.
This type of manuscript should report the results from preliminary studies or when limited data is available from qualitative or quantitative original research. The length of the manuscript should not exceed 3000 words not including the title page, tables, figures, or references. The manuscript components are dependent on the type of short communication submitted (see below). These manuscripts will fall into one of the following four categories.
Description and Section Headers: See Research Article
While articles in the Teaching and Learning Matters section focus on development and evaluation of a teaching and learning approach that make a substantial contribution to or advancement in pharmacy education, EiTL articles report efforts that make a more modest contribution to the pharmacy education literature. Articles in this section generally focus on application and implementation of a previously developed teaching and learning approach, or are focused on application of a teaching and learning approach to a different setting, discipline, or audience. An EiTL article may also report an experience with a modification or improvement over a previously reported technique.
Interprofessional Education (IPE) Report:
Live and Learn:
Faculty, preceptors, administrators, professional students, graduate students, and residents are invited as authors. Manuscripts can comment on insights derived from one-to-one interactions (e.g. advising, mentoring, teaching), group work (e.g. teaching teams, classrooms, task forces) or institutional/multi-institutional initiatives (e.g. curriculum reform, regional collaborations, new administrative structures). Manuscripts may be inspired by reflections on didactic, experiential, and/or laboratory teaching experiences. Manuscripts may also be inspired by career transitions or significant moments of self-reflection and review, such as the promotion and tenure process, nomination, application or receipt of awards, or peer-observations of teaching. Authors should be conscious of and identify shifts in their own perspective or paradigm.
. Explains the gap in the teaching-learning literature that this reflective work begins to fill
.Presents an objective, complete and well-expressed description* of the experience in an authentic and engaging manner.
o Considers characteristics of participants, content or context
o Identifies shifts in own perspective or paradigm
. Explore the implications and value of the learning to others (i.e. individuals, institutions, the academic community).
A brief structured abstract using these section headings also should be submitted.
Wisdom of Experience Article Format Guidelines:
. No more than ten references (not included in word limit)
. Provide a clear, succinct critique and/or comment on an issue in an article published in the Journal in the previous 12 months. A letter must not duplicate other material that has been published or submitted for publication
. Letter authors must disclose any competing or conflicts-of-interest; in the absence of competing or conflicts-of-interest, authors must provide a statement that they do not have any competing or conflicts-of-interest.There is no need to provide an abstract for this article type.
For more information, see Letter to the Editor announcement in CPTL.Letter to the Editor Format Guidelines:
. 500 word limit. No more than six references
My (or our) Situation (or Issue, Problem):. This section situates your review within a particular problem, as well as includes a poignant objective for the review-this section will set the stage for this article.
. Briefly note the importance of this topic as it relates to education scholarship.. As appropriate, point out your expertise (e.g., Does the situation described represent questions you frequently receive? Is this something you have encountered frequently as an expert peer-reviewer?).
Methodological Literature Review:. Clearly and succinctly discuss poignant literature that informs this methodology topic. Help readers to understand the basis for your upcoming recommendations.
. Make sure this review's concepts and terminology are described for readers without substantial training in research methods, analysis, or educational measurement.My Recommendations and their Application(s):
. Provide clear, logical, and practical advice/recommendations.. Connect your recommendations to the existing literature base and/or evidence
. If applicable, give your solution to the situation at beginning of this article (this also can serve as your example/application, unless you want to point out other examples in the literature). Describe other examples of the recommended course of action (these may not come from the pharmacy education literature, but examples from the health sciences are preferred-please keep in mind AMA-style/article length when giving examples from outside articles).
Potential Impact:. Discuss benefits and limitations of your recommendations
. Describe the manner in which your recommendations could potentially change/impact educational scholarship in pharmacy.If applicable, briefly provide any theoretical implications from your situation and recommendations
. If applicable, briefly discuss any recommendations for changes at the broader level that may avoid the potential for encountering these problems/issues or diminish their impact in the future (e.g., changes in education or practice). Supply a Box 1 (table) of recommended resources for interested readers to further explore.
A structured abstract using these section headings also should be submitted.For more information, see Methodology Matters announcement in CPTL.
Methodology Matters Review Articles Format Guidelines:. 7500 word limit (somewhat flexible - contact Editor-in-Chief)
. These review articles should not include any new data or data analyses. Tables, figures, boxes and references are not included in the word limit.http://www.campbellcollaboration.org/) or the Cochrane Collaboration (http://www.cochrane.org/) for guidance on systematic review procedures and to consult appropriate reporting guidelines (e.g., PRISMA). For narrative reviews, consult appropriate guidelines, such as the RAMESES projects (http://www.ramesesproject.org). Reviews in Education include the following components: [NOTE: bolded headers below are required as the article section headers]
. Some areas evolve faster than others (e.g., use of technology in educational settings) and therefore may warrant more frequent reviews (i.e., a shorter review timeframe.
. Provide sufficient background to situate your review (i.e., show relevance for readers)
. For systematic reviews, explicit criteria for including or excluding identified articles from the review should be included, as well as an explicit timeframe over which the review was conducted
. Report your software and analysis for meta-analyses (e.g., MIX 2.0 or RevMan).
. As appropriate to your objective and methods, provide quantitative- or qualitative-synthesis of data from identified articles (Do not simply restate results from those articles)
. Highlight unconventional or unexpected relationships noted during your review.
. Provide clear applications for pharmacy education and implications to theory and/or future investigations from the results of the review.
A structured abstract using these section headings also should be submitted.
. 5000 word limit (somewhat flexible - contact Editor-in-Chief)
. Tables, figures, and references are not included in word limit.Commentary
Issues in Pharmacy Education Article Content Guidelines
Articles in this category are informed opinions that foster scholarly dialogue on issues, trends, or findings believed to be important in the context of pharmacy education and related areas. Descriptions of original research results and educational innovations are not accepted as a Commentary, but may be appropriate for one of the other sections of the Journal. Articles in this category include the following components: [NOTE: bolded words represent the required article section headings]Introduction
. Explain the controversy, issue, trend, or innovation in pharmacy education. Describe your perspective and/or provide a framework for the commentary.
. Discuss its importance for readers and the academy-at-large.Perspective or Commentary
. Discuss your perspective, while using an informed, scholarly tone. Provide information to support your perspective (e.g. citations, experience).
Implications. Provide suggestions and/or implications for moving forward for the academy-at-large.
A brief structured abstract using these section headings also should be submitted.For more information, see Commentary announcement in CPTL.
Issues in Pharmacy Education Article Format Guidelines:. 1500 word limit (somewhat flexible - contact Editor-in-Chief)
. No more than six references (not included in word limit). No more than a total of two figures and/or tables (not included in word limit)
. Commentaries should not include the description or analysis of new dataTeachable Moments Matter
Teachable Moments Matter (TMM) Content Guidelines:
TMM articles are intended to be instructive for readers and the academy-at-large. A TMM article is published alongside or within one issue of the original parent Original Research Article, Case Report, or Short Communication. The Editor-in-Chief will invite individuals with appropriate expertise to write these when a commentary may offer helpful suggestions on methodology for readers and the academy-at-large. These articles are written in collaboration with the original contributor(s). Articles in this category include the following components: [NOTE: bolded words represent the required article section headings]
. Identify and describe the problem and/or limitation encountered during the associated study
. Describe the impact of this problem and/or limitation on study results, analysis, and/or generalizability/interpretation
. For other researchers, describe how this problem/limitation could have been prevented or avoided
Teachable Moments Matter (TMM) Format Guidelines:
. No more than six references (not included in word limit)
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Please submit your article via http://ees.elsevier.com/cptl.PREPARATION
This journal uses double-blind review, which means that both the reviewer and author name(s) are not allowed to be revealed to one another for a manuscript under review. The identities, institutional affiliation, and location of the authors are concealed from the reviewers, and vice versa. For more information please refer to http://www.elsevier.com/reviewers/peer-review. To facilitate this, please include the following separately:
Corresponding author contact information format example:
Professor of Pharmaceutical Sciences
Midwestern University Chicago College of Pharmacy
555 31st Street
Downers Grove, IL 60515
Blinded manuscript (no author details): The main body of the paper (including the references, figures, tables and any Acknowledgements) should not include any identifying information, such as the authors' names, affiliations, and locations.
It is important that the file be saved in the native format of the wordprocessor used. The text should be in single-column format. Keep the layout of the text as simple as possible. Most formatting codes will be removed and replaced on processing the article. In particular, do not use the wordprocessor's options to justify text or to hyphenate words. However, do use bold face, italics, subscripts, superscripts etc. When preparing tables, if you are using a table grid, use only one grid for each individual table and not a grid for each row. If no grid is used, use tabs, not spaces, to align columns. The electronic text should be prepared in a way very similar to that of conventional manuscripts (see also the Guide to Publishing with Elsevier: http://www.elsevier.com/guidepublication). Note that source files of figures, tables and text graphics will be required whether or not you embed your figures in the text. See also the section on Electronic artwork. To avoid unnecessary errors you are strongly advised to use the 'spell-check' and 'grammar-check' functions of your wordprocessor.Article structure
Subdivision - unnumbered sections
Divide your article into clearly defined sections. Each subsection is given a brief heading. Each heading should appear on its own separate line. Subsections should be used as much as possible when cross-referencing text: refer to the subsection by heading as opposed to simply 'the text'.
Appendices, Tables, and Figures
Essential title page information
o Author names and affiliations. Where the family name may be ambiguous (e.g., a double name), please indicate this clearly. Present the authors' affiliation addresses (where the actual work was done) below the names. Provide the full postal address of each affiliation, including the country name and, if available, the phone number and e-mail address of each author. Do not use superscripts.
o Present/permanent address. If an author has moved since the work described in the article was done, or was visiting at the time, a 'Present address' (or 'Permanent address') may be indicated as a footnote to that author's name. The address at which the author actually did the work must be retained as the main, affiliation address. Superscript Arabic numerals are used for such footnotes.
A structured abstract, by means of appropriate headings, should provide the context or background for the research and should state its purpose, basic procedures (selection of study subjects or laboratory animals, observational and analytical methods), main findings (giving specific effect sizes and their statistical significance, if possible), and principal conclusions. It should emphasize new and important aspects of the study or observations. Section headings are the same as within the manuscript.Keywords
Immediately after the abstract, provide a maximum of 6 keywords, using American spelling and avoiding general and plural terms and multiple concepts (avoid, for example, 'and', 'of'). Be sparing with abbreviations: only abbreviations firmly established in the field may be eligible. These keywords will be used for indexing purposes.
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This journal has an embargo period of 12 months.
Researcher Academy is a free e-learning platform designed to support early and mid-career researchers throughout their research journey. The "Learn" environment at Researcher Academy offers several interactive modules, webinars, downloadable guides and resources to guide you through the process of writing for research and going through peer review. Feel free to use these free resources to improve your submission and navigate the publication process with ease.
Please write your text in good English (American or British usage is accepted, but not a mixture of these). Authors who feel their English language manuscript may require editing to eliminate possible grammatical or spelling errors and to conform to correct scientific English may wish to use the English Language Editing service available from Elsevier's WebShop http://webshop.elsevier.com/languageediting/ or visit our customer support site http://support.elsevier.com for more information.The Editorial Office reserves the right to require authors to produce evidence (e.g., paid invoice) that this type of service was employed.
Teaching and Learning Matters (TaLM):
Articles in this category focus on describing advancements in teaching and learning practices in pharmacy education. It provides an opportunity to share, in a peer-reviewed environment, the teaching and learning techniques currently being used to advance pharmacy education. While not minimizing the importance of evidence-based teaching and student outcomes, this category is tailored to those authors whose work is in the early stages of implementation. As such, much of or even all of the evidence of the impact of the teaching and learning techniques described in manuscripts in this section of Currents in Pharmacy Teaching and Learning (CPTL) will rely on smaller cohorts of learners, critical reviews conducted by instructors and students, instructor, peer and/or student reactions to teaching initiatives, and pilot student outcome data. It is anticipated that manuscripts in this category may have no or minimal comparative controls. The niche for this category is dissemination of the everyday opportunities, risks, challenges, and rewards experienced by the authors for the benefit and growth of the CPTL readership and the profession.
This journal operates a double blind review process. All contributions will be initially assessed by the editor for suitability for the journal. Papers deemed suitable are then typically sent to a minimum of two independent expert reviewers to assess the scientific quality of the paper. The Editor is responsible for the final decision regarding acceptance or rejection of articles. The Editor's decision is final. More information on types of peer review.
This journal uses double-blind review, which means the identities of the authors are concealed from the reviewers, and vice versa. More information is available on our website. To facilitate this, please include the following separately:
Title page (with author details): This should include the title, authors' names, affiliations, acknowledgements and any Declaration of Interest statement, and a complete address for the corresponding author including an e-mail address.
Blinded manuscript (no author details): The main body of the paper (including the references, figures, tables and any acknowledgements) should not include any identifying information, such as the authors' names or affiliations.
Use of word processing software
It is important that the file be saved in the native format of the word processor used. The text should be in single-column format. Keep the layout of the text as simple as possible. Most formatting codes will be removed and replaced on processing the article. In particular, do not use the word processor's options to justify text or to hyphenate words. However, do use bold face, italics, subscripts, superscripts etc. When preparing tables, if you are using a table grid, use only one grid for each individual table and not a grid for each row. If no grid is used, use tabs, not spaces, to align columns. The electronic text should be prepared in a way very similar to that of conventional manuscripts (see also the Guide to Publishing with Elsevier). Note that source files of figures, tables and text graphics will be required whether or not you embed your figures in the text. See also the section on Electronic artwork.
To avoid unnecessary errors you are strongly advised to use the 'spell-check' and 'grammar-check' functions of your word processor.
Subdivision - unnumbered sections
Divide your article into clearly defined sections. Each subsection is given a brief heading. Each heading should appear on its own separate line. Subsections should be used as much as possible when cross-referencing text: refer to the subsection by heading as opposed to simply 'the text'.
State the objectives of the work and provide an adequate background, avoiding a detailed literature survey or a summary of the results.
Material and methods
Provide sufficient details to allow the work to be reproduced by an independent researcher. Methods that are already published should be summarized, and indicated by a reference. If quoting directly from a previously published method, use quotation marks and also cite the source. Any modifications to existing methods should also be described.
Results should be clear and concise.
This should explore the significance of the results of the work, not repeat them. A combined Results and Discussion section is often appropriate. Avoid extensive citations and discussion of published literature.
The main conclusions of the study may be presented in a short Conclusions section, which may stand alone or form a subsection of a Discussion or Results and Discussion section.
If there is more than one appendix, they should be identified as A, B, etc. Formulae and equations in appendices should be given separate numbering: Eq. (A.1), Eq. (A.2), etc.; in a subsequent appendix, Eq. (B.1) and so on. Similarly for tables and figures: Table A.1; Fig. A.1, etc.
The following list will be useful during the final checking of an article prior to sending it to the journal for review. Please consult this Guide for Authors for further details of any item.
Ensure that the following items are present:
•Full postal address
All necessary files have been uploaded, and contain:
•Abstract with appropriate section headings, Keywords, Disclosure statements (title page)
•Ethics statement (approval, exempt) (manuscript text)
•All figure captions
•All tables/figures/appendices (including title, description, footnotes; each uploaded separately)
•Manuscript has been 'spell-checked', 'grammar-checked', and appropriate section headings used
•All identifiers (author names/initials, affiliations, and locations) have been removed from all components of the manuscript, including the file names.
•All abbreviations in text, tables, and figures are defined the first time used (text) and in the appropriate table and/or figure legends.
References are in the correct format for this journal (AMA Style)
•All references mentioned in the Reference list are cited in the text using AMA Style format, and vice versa
•Volume, issue, and page range are included for each relevant citation.
•Permission has been obtained for use of copyrighted material from other sources (including the Web)
•Color figures are clearly marked as being intended for color reproduction on the Web (free of charge) and in print, or to be reproduced in color on the Web (free of charge) and in black-and-white in print
•If only color on the Web is required, black-and-white versions of the figures are also supplied for printing purposes
Essential title page information
• Title. Concise and informative. Titles are often used in information-retrieval systems. Avoid abbreviations and formulae where possible.
• Author names and affiliations. Please clearly indicate the given name(s) and family name(s) of each author and check that all names are accurately spelled. You can add your name between parentheses in your own script behind the English transliteration. Present the authors' affiliation addresses (where the actual work was done) below the names. Indicate all affiliations with a lower-case superscript letter immediately after the author's name and in front of the appropriate address. Provide the full postal address of each affiliation, including the country name and, if available, the e-mail address of each author.
• Corresponding author. Clearly indicate who will handle correspondence at all stages of refereeing and publication, also post-publication. This responsibility includes answering any future queries about Methodology and Materials. Ensure that the e-mail address is given and that contact details are kept up to date by the corresponding author.
• Present/permanent address. If an author has moved since the work described in the article was done, or was visiting at the time, a 'Present address' (or 'Permanent address') may be indicated as a footnote to that author's name. The address at which the author actually did the work must be retained as the main, affiliation address. Superscript Arabic numerals are used for such footnotes.
A structured abstract, by means of appropriate headings, should provide the context or background for the research and should state its purpose, basic procedures (selection of study subjects or laboratory animals, observational and analytical methods), main findings (giving specific effect sizes and their statistical significance, if possible), and principal conclusions. It should emphasize new and important aspects of the study or observations.
•Make sure you use uniform lettering and sizing of your original artwork.
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•Aim to use the following fonts in your illustrations: Arial, Courier, Times New Roman, Symbol, or use fonts that look similar.
•Number the illustrations according to their sequence in the text.
•Use a logical naming convention for your artwork files.
•Provide captions to illustrations separately.
•Size the illustrations close to the desired dimensions of the printed version.
•Submit each illustration as a separate file.
A detailed guide on electronic artwork is available on our website: http://www.elsevier.com/artworkinstructions
You are urged to visit this site; some excerpts from the detailed information are given here.
If your electronic artwork is created in a Microsoft Office application (Word, PowerPoint, Excel) then please supply 'as is' in the native document format.
Regardless of the application used other than Microsoft Office, when your electronic artwork is finalized, please 'Save as' or convert the images to one of the following formats (note the resolution requirements for line drawings, halftones, and line/halftone combinations given below):
TIFF (or JPEG): Color or grayscale photographs (halftones), keep to a minimum of 300 dpi.
TIFF (or JPEG): Combinations bitmapped line/half-tone (color or grayscale), keep to a minimum of 500 dpi.
•Supply files that are optimized for screen use (e.g., GIF, BMP, PICT, WPG); these typically have a low number of pixels and limited set of colors;
•Supply files that are too low in resolution;
•Submit graphics that are disproportionately large for the content.
Elsevier's WebShop (http://webshop.elsevier.com/illustrationservices) offers Illustration Services to authors preparing to submit a manuscript but concerned about the quality of the images accompanying their article. Elsevier's expert illustrators can produce scientific, technical and medical-style images, as well as a full range of charts, tables and graphs. Image 'polishing' is also available, where our illustrators take your image(s) and improve them to a professional standard. Please visit the website to find out more.
Ensure that each illustration has a caption. If necessary, supply captions separately. A caption should comprise a brief title (not on the figure itself) and a description of the illustration. Keep text in the illustrations themselves to a minimum but explain all symbols and abbreviations used. Each figure should be uploaded separately in its original format.
Number tables consecutively in accordance with their appearance in the text. Place footnotes to tables below the table body and indicate them with superscript lowercase letters. Avoid vertical rules. Be sparing in the use of tables and ensure that the data presented in tables do not duplicate results described elsewhere in the article. Each table should be uploaded separately in its original format.References
Citation in text
Please ensure that every reference cited in the text is also present in the reference list (and vice versa). Any references cited in the abstract must be given in full. Unpublished results and personal communications are not recommended in the reference list, but may be mentioned in the text. If these references are included in the reference list they should follow the standard reference style of the journal (AMA style) and should include a substitution of the publication date with either 'Unpublished results' or 'Personal communication'. Citation of a reference as 'in press' implies that the item has been accepted for publication.
List: Number the references in the list in the order in which they appear in the text.
Reference to a journal publication:
1. Van der Geer J, Hanraads JAJ, Lupton RA. The art of writing a scientific article. J Sci Commun. 2010;163:51-59.
Reference to a book:
3. Mettam GR, Adams LB. How to prepare an electronic version of your article. In: Jones BS, Smith RZ, eds. Introduction to the Electronic Age. New York, NY: E-Publishing Inc; 2009:281-304.Reference management software
Most Elsevier journals have their reference template available in many of the most popular reference management software products. These include all products that support Citation Style Language styles, such as Mendeley and Zotero, as well as EndNote. Using the word processor plug-ins from these products, authors only need to select the appropriate journal template when preparing their article, after which citations and bibliographies will be automatically formatted in the journal's style. If no template is yet available for this journal, please follow the format of the sample references and citations as shown in this Guide. If you use reference management software, please ensure that you remove all field codes before submitting the electronic manuscript. More information on how to remove field codes.
Users of Mendeley Desktop can easily install the reference style for this journal by clicking the following link:
When preparing your manuscript, you will then be able to select this style using the Mendeley plug-ins for Microsoft Word or LibreOffice.
Journal abbreviations source
Journal names should be abbreviated according to the List of Title Word Abbreviations.
Include interactive data visualizations in your publication and let your readers interact and engage more closely with your research. Follow the instructions here to find out about available data visualization options and how to include them with your article.
Elsevier accepts electronic supplementary material to support and enhance your scientific research. Supplementary files offer the author additional possibilities to publish supporting applications, high-resolution images, background datasets, sound clips and more. Supplementary files supplied will be published online alongside the electronic version of your article in Elsevier Web products, including ScienceDirect: http://www.sciencedirect.com. In order to ensure that your submitted material is directly usable, please provide the data in one of our recommended file formats. Authors should submit the material in electronic format together with the article and supply a concise and descriptive caption for each file. For more detailed instructions please visit our artwork instruction pages at http://www.elsevier.com/artworkinstructions.
If you have made your research data available in a data repository, you can link your article directly to the dataset. Elsevier collaborates with a number of repositories to link articles on ScienceDirect with relevant repositories, giving readers access to underlying data that gives them a better understanding of the research described.
There are different ways to link your datasets to your article. When available, you can directly link your dataset to your article by providing the relevant information in the submission system. For more information, visit the database linking page.For supported data repositories a repository banner will automatically appear next to your published article on ScienceDirect.
In addition, you can link to relevant data or entities through identifiers within the text of your manuscript, using the following format: Database: xxxx (e.g., TAIR: AT1G01020; CCDC: 734053; PDB: 1XFN).Mendeley Data
This journal supports Mendeley Data, enabling you to deposit any research data (including raw and processed data, video, code, software, algorithms, protocols, and methods) associated with your manuscript in a free-to-use, open access repository. During the submission process, after uploading your manuscript, you will have the opportunity to upload your relevant datasets directly to Mendeley Data. The datasets will be listed and directly accessible to readers next to your published article online.
For more information, visit the Mendeley Data for journals page.Data statement
To foster transparency, we encourage you to state the availability of your data in your submission. This may be a requirement of your funding body or institution. If your data is unavailable to access or unsuitable to post, you will have the opportunity to indicate why during the submission process, for example by stating that the research data is confidential. The statement will appear with your published article on ScienceDirect. For more information, visit the Data Statement page.http://dx.doi.org/10.1016/j.physletb.2010.09.059
When you use a DOI to create links to documents on the web, the DOIs are guaranteed never to change.
Online proof correction
We will do everything possible to get your article published quickly and accurately - please upload all of your corrections within 48 hours. It is important to ensure that all corrections are sent back to us in one communication. Please check carefully before replying, as inclusion of any subsequent corrections cannot be guaranteed. Proofreading is solely your responsibility. Note that Elsevier may proceed with the publication of your article if no response is received.Online proof correction
Corresponding authors will receive an e-mail with a link to our online proofing system, allowing annotation and correction of proofs online. The environment is similar to MS Word: in addition to editing text, you can also comment on figures/tables and answer questions from the Copy Editor. Web-based proofing provides a faster and less error-prone process by allowing you to directly type your corrections, eliminating the potential introduction of errors.
If preferred, you can still choose to annotate and upload your edits on the PDF version. All instructions for proofing will be given in the e-mail we send to authors, including alternative methods to the online version and PDF.
We will do everything possible to get your article published quickly and accurately. Please use this proof only for checking the typesetting, editing, completeness and correctness of the text, tables and figures. Significant changes to the article as accepted for publication will only be considered at this stage with permission from the Editor. It is important to ensure that all corrections are sent back to us in one communication. Please check carefully before replying, as inclusion of any subsequent corrections cannot be guaranteed. Proofreading is solely your responsibility. AUTHOR INQUIRES
For inquiries relating to the submission of articles (including electronic submission) please visit this journal's homepage. For detailed instructions on the preparation of electronic artwork, please visit http://www.elsevier.com/artworkinstructions. Contact details for questions arising after acceptance of an article, especially those relating to proofs, will be provided by the publisher. You can track accepted articles at http://www.elsevier.com/trackarticle. You can also check our Author FAQs at http://www.elsevier.com/authorFAQ and/or contact Customer Support via http://support.elsevier.com.