ATS Scholar

ATS Scholar is the education journal of the American Thoracic Society, founded in 2020 and published since 2026 by Oxford University Press, with four online issues a year and no paywall.《ATS 学者》是美国胸科学会（American Thoracic Society）的教育研究刊物，2020 年创刊，2026 年起由牛津大学出版社（Oxford University Press）出版，每年四期，只在线上发行，读者无需付费。

Its subject is health professions education in pulmonary, critical care and sleep medicine, which takes in how clinicians are taught, how their competence is judged, and which teaching methods survive a busy intensive care unit.收稿方向是肺病学、重症医学与睡眠医学的卫生职业教育，关心临床医师怎样被教、胜任力怎样被判定，以及哪些教学法在繁忙的重症病房里真正站得住。

Scope

• The aims page describes an open access journal publishing peer-reviewed health professions education manuscripts relevant to pulmonary, critical care and sleep medicine, with three strands named, namely teaching common clinical topics, training providers and scientists, and education research.宗旨页把它写成开放获取刊物，刊发卫生职业教育领域的同行评审稿件，选题限于肺病学、重症医学与睡眠医学，并点出三条主线，即常见临床课题的教学、临床人员与科研人员的培养，以及教育研究。
• A mission sentence ties that scholarship to outcomes, since the work published here is meant to bear on the care of people with respiratory disease, sleep disorders and critical illness.另有使命句把学术工作与结局挂钩，本刊发表的成果应当影响呼吸疾病、睡眠障碍与危重病患者的照护。
• Undergraduate teaching appears less often as a subject in itself, mostly as the baseline against which graduate training is measured, including how much physiology an incoming fellow still retains from medical school.本科教学较少单独成题，多作为衡量毕业后培训的基线出现，例如新入学的进修医师从医学院还带来多少生理学知识。
• Fellowship education carries the most weight, from recruitment and match behaviour through orientation boot camps and milestone progression to the passage from trainee to independent intensivist.进修培训分量最重。招生与匹配行为、入职训练营与里程碑进阶都在其列，从受训者到独立重症医师的转变同样在内。
• Curriculum papers report design and delivery rather than learner satisfaction, and the better ones follow a cohort long enough to see whether a skill held or decayed.课程类论文写设计与实施，不停在学员满意度上，做得扎实的会追踪同一批人足够久，看某项技能是留住还是退步。
• Simulation, procedural training and just-in-time instruction for clinicians outside intensive care hold a steady share of the output, running from ventilator waveform drills to central line complication rates.模拟教学、操作训练与面向非重症专业人员的即时培训占据稳定份额，从呼吸机波形判读到中心静脉置管并发症率都有涉及。
• Assessment work clusters around the pulmonary and critical care Milestones and around entrustable professional activities, asking whether a rating scale separates a competent trainee from a merely confident one.评估研究集中在肺病与重症的里程碑与可信赖专业活动上，追问评分量表能否把胜任的学员与只是自信的学员分开。
• Instrument development comes with an expectation of validity evidence, because a new checklist without reliability data adds little to a specialty already crowded with forms.工具开发类稿件须附效度证据，缺少信度数据的新核查表，对一个表格已经很多的专科帮助有限。
• Faculty development is treated as a research subject rather than an administrative one, covering how clinician educators learn to teach and why promotion committees still discount that work.师资发展被当作研究对象而非行政事务，临床教师如何学会教学、晋升委员会为何仍旧低估这类工作，都有人追问。
• Equity runs through the recruitment literature, with studies of how interview format, away rotations and implicit preference shape who ends up in a pulmonary or critical care fellowship.公平议题贯穿招生研究，面试形式、外院轮转与隐性偏好如何决定谁能进入肺病或重症进修项目，均有实证讨论。
• Quality improvement education overlaps with patient safety, and the usual design has trainees audit a real care process, build an intervention and then answer for whether the measure moved.质量改进教学与患者安全交叠，常见做法是让学员稽核真实诊疗流程，设计干预，再回答指标有没有动。
• Continuing professional development extends the remit past the fellowship years, into maintenance of certification, refresher courses and the education of practitioners who treat respiratory disease without specialist training.继续职业发展把范围推到进修结束之后，涵盖认证维持与复训课程，也包括未受专科训练却要诊治呼吸疾病的从业者。
• Digital scholarship is well represented, from social media and open access medical education to virtual interviews and, more recently, generative models used to draft feedback or stand in for a patient.数字学术占比不小，社交媒体与开放获取医学教育之外，线上面试近来又添了生成式模型，用来起草反馈或扮演病人。
• Methods are not prescribed. Interview studies, surveys, registry analyses and mixed designs all appear, and authors are asked to show that the design fits the question they posed.方法不设限定，访谈类定性研究、问卷分析与混合设计都能见到，作者须说明设计为何适配所提问题。
• Clinical trials and bench work stay outside, since a study of a drug belongs in the society's clinical titles and a study of how that drug is taught belongs here.临床试验与基础研究留在范围之外，药物本身的研究归入学会的临床刊物，药物如何被讲授的研究才投这里。

History

• The American Thoracic Society launched the title in 2020, adding an education outlet to the clinical and molecular journals it already published.美国胸科学会 2020 年推出这本刊物，在既有的临床刊与分子生物学刊之外添了一个教育出口。
• The society describes it as an education-themed journal covering medical education, clinical education, education research and quality improvement, a remit no other ATS title carried.学会的说明称其为教育主题刊物，覆盖医学教育、临床教育与教育研究，质量改进也在其中，这一范围此前没有别的学会刊物承担。
• Three founding editors signed the launch editorial in February 2020, and the first issue carried nine papers, among them a qualitative study of personal statements and a simulation-based crisis leadership curriculum.2020 年 2 月，三位创办编辑联署创刊社论，创刊号收九篇稿，其中一篇用定性方法分析入学自述，另一篇写基于模拟的危机领导力课程。^[1]
• No print edition exists. Papers appear online as they are accepted and are then gathered into four issues a year, which the National Library of Medicine records as articles published on an ongoing basis and organised in quarterly issues.刊物没有纸质版，稿件录用后即上线，再编入每年四期，美国国家医学图书馆（National Library of Medicine）的著录正是这一形态。
• Open access was written into the design, so the 2020 issues were free to read from the start, and the licence is CC BY-NC-ND, which permits reuse but not commercial use or adaptation.开放获取写进了创刊设定，2020 年的各期即可免费阅读，许可为 CC BY-NC-ND，转载允许，商业用途与改编除外。
• Authors pay 500 United States dollars for an accepted paper, and the Directory of Open Access Journals records the title as fully open access with no subscription income.作者按录用篇数支付 500 美元，开放获取期刊目录将其登记为全开放获取刊物，收入不来自订阅。
• Volume numbers track the calendar. Volume 1 is 2020 and volume 7 is 2026, each volume closing with four issues and between sixty and eighty items.卷号与年份同步，第 1 卷为 2020 年，第 7 卷为 2026 年，每卷四期，全年七十篇上下。
• Every paper carries a DOI under the prefix 10.34197 with a short code for its type, so an editorial and an original contribution can be told apart from the identifier alone.每篇论文的 DOI 以 10.34197 开头，末段字母标出稿件类型，单看标识符就能分辨社论与原创研究。
• PubMed indexed the first issue in March 2020 and full text went to PubMed Central at the same time, which put the material in front of readers who never visited the journal's own site.PubMed 自 2020 年 3 月创刊号起收录，全文同步进入 PubMed Central，这些材料因此触达从未访问过刊物网站的读者。
• MEDLINE followed from volume 5 issue 1 in March 2024, four years after launch, and the entry notes full indexing treatment rather than selected citations.MEDLINE 收录来得晚，自 2024 年 3 月第 5 卷第 1 期起算，距创刊已四年，著录为全文收录而非选摘。
• The impact factor rose from 1.7 in 2023 to 1.9 in 2024, held at 1.9 in 2025, and the five-year value stands at 2.0.影响因子 2023 年为 1.7，2024 年升至 1.9，2025 年维持 1.9，五年值为 2.0。
• Both ESCI categories place the title in the third quartile, 43rd of 66 in critical care medicine and 73rd of 107 in respiratory system.两个 ESCI 类目都把它放在第三分区，重症医学类 66 种中列第 43，呼吸系统类 107 种中列第 73。
• Citations accumulate slowly for an education journal, 449 in total at the 2025 count, with a cited half-life of 3.5 years and roughly 36 citable items a year.教育刊物的被引积累偏慢，2025 年统计的总被引为 449 次，被引半衰期 3.5 年，每年可被引论文约 36 篇。
• Publication moved in 2026. The National Library of Medicine now lists Oxford University Press in Oxford as publisher, Crossref carries the same name, and new papers appear under the 10.1093 prefix instead of 10.34197.2026 年出版方变更，美国国家医学图书馆现记牛津大学出版社在牛津出版，Crossref 登记同名，新论文的 DOI 前缀也从 10.34197 换成 10.1093。
• Portico holds the archive, which matters for a title whose entire output exists only as files on a publisher's server.长期保存交由 Portico 承担，对一个全部内容只以文件形式存放在出版方服务器上的刊物，这一步不算多余。

Editors

• Geneva Tatem, who works in the Division of Pulmonary and Critical Care Medicine at Henry Ford Health in Detroit, took over as editor-in-chief in 2025, succeeding the team that launched the title.（Geneva Tatem）在底特律亨利福特医疗集团（Henry Ford Health）肺病与重症医学部任职，2025 年接任主编，接替创刊时的编辑班底。
• Nitin Seam, of the Critical Care Medicine Department at the National Institutes of Health in Bethesda, was one of the three founding editors and signed the launch editorial in February 2020.美国国立卫生研究院（National Institutes of Health）贝塞斯达院区重症医学部的（Nitin Seam）是三位创办编辑之一，2020 年 2 月署名创刊社论。
• The other two founders were Kristin M. Burkart of Columbia University's Division of Pulmonary, Allergy and Critical Care Medicine and Patricia A. Kritek of the Division of Pulmonary, Critical Care and Sleep Medicine at the University of Washington.另两位创办编辑是哥伦比亚大学（Columbia University）肺脏过敏与重症医学部的（Kristin M. Burkart），以及西雅图华盛顿大学（University of Washington）肺病与重症睡眠医学部的（Patricia A. Kritek）。
• Kritek, Burkart and Seam introduced the How I Teach column in a 2022 editorial, and their five-year retrospective in 2025 named Tatem as the successor.三人 2022 年联署社论推出「How I Teach」专栏，2025 年的五年回顾则点名（Geneva Tatem）为继任者。^[2]
• Board members are listed by name on the editors page and act as handling editors for individual manuscripts, which keeps decisions with people who know the field.编委在编辑页逐名列示，各自承办具体稿件，决定因此落在熟悉该领域的人手里。
• Review is single anonymous. Referees learn who wrote the paper, authors never learn who judged it, and the Directory of Open Access Journals records the same model for the title.评审采单盲，审稿人知道作者身份，作者不知审稿人是谁，开放获取期刊目录对本刊的记载也是这一口径。
• Manuscripts are screened in house for scope and reporting quality before an editor takes charge and invites referees, so out-of-scope submissions do not consume review time.稿件先由编辑部核查范围与报告质量，再由一位编辑接手并邀请审稿人，范围不符的投稿不占用审稿时间。
• Eight categories carry the content: original research, perspectives, innovations, brief reports, reviews, editorials, letters and the How I Teach column.内容分八类，含原创研究、观点与创新实践，另有简报、综述与社论，来信与「How I Teach」专栏同列。
• Method is not prescribed, and interview studies, survey analyses and mixed designs all pass, so long as the design answers the question and the instrument has been validated.方法不设限定，访谈类定性研究、问卷分析与混合设计都能通过，前提是设计与问题相称，所用工具经过效度检验。
• House style follows the other ATS titles, which means titles broken by a full stop instead of a colon and a structured abstract for anything carrying data.体例沿用学会其他刊物的做法，题名用句点断开而非冒号，凡带数据的稿件须提交结构式摘要。
• Authors who study a disease are sent to the clinical journals, authors who study how the disease is taught stay here, and the line is drawn at screening.研究疾病本身的作者被引向临床刊物，研究疾病如何被讲授的留在本刊，分界在初审时就已划出。
• The journal also carries society material, notably chapters of the ATS Core Curriculum, which give fellows a readable account of a topic before they meet it on a ward.刊物也承担学会内容，例如 ATS Core Curriculum 各章，为进修医师在病房遇到某个课题之前备一份可读的综述。
• The society's diversity statement applies to the journal as well, and papers on equity in fellowship recruitment appear often enough to count as a standing interest.学会的多元声明同样适用于本刊，进修招生公平的稿件刊出频繁，已算固定关注点。