Teaching peer review and the process of scientific writing

American Journal of Physiology - Advances in Physiology Education

Volumn 25, Issue 1-4, 2001, Pages 167-175

  Guilford, William H ^a,b  

^a University of Virginia   (United States)

^b Box 800759 ^*  (United States)

Author keywords

Cell biology; Molecular biology; Referees; Term paper; Undergraduate; Writing assignments

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; ATTITUDE; CURRICULUM; EDUCATION; HUMAN; MEDICAL EDUCATION; MEDICAL LITERATURE; MEDICAL RESEARCH; MEDICAL STUDENT; METHODOLOGY; MOLECULAR BIOLOGY; PEER REVIEW; PSYCHOLOGICAL ASPECT; PUBLICATION; QUALITY CONTROL; QUESTIONNAIRE; SCIENCE; STUDENT; TEACHING; WRITING; ORGANIZATION AND MANAGEMENT;

ATTITUDE; CURRICULUM; EDUCATION, GRADUATE; EDUCATION, MEDICAL, UNDERGRADUATE; HUMANS; MOLECULAR BIOLOGY; PEER REVIEW; QUESTIONNAIRES; SCIENCE; STUDENTS; TEACHING; WRITING;

EID: 0035673776     PISSN: 10434046     EISSN: None     Source Type: Journal    
DOI: 10.1152/advances.2001.25.3.167     Document Type: Article

References (9)

1. Teaching graduate students to write for publication
2. A different method of teaching peer review systems
3. Completing the bridge: Report writing in 'real life' engineering courses
4. Teaching students how to publish in nursing journals: A group approach
5. Teaching writing and thinking skills
6. Four effective writing strategies for engineering classes
7. Mentoring students in writing: 'Gourmet express' versus 'fast food service'
8. Teaching students to write for publication