{"title":"Illegitimate Publishers in 1 Physiology: Attracting Citations and Infiltration into Legitimate Databases.","authors":"Owen W Tomlinson","doi":"10.1152/advan.00162.2024","DOIUrl":null,"url":null,"abstract":"<p><p>An increase in scholarly publishing has been accompanied by a proliferation of potentially illegitimate publishers (PIP), commonly known as \"predatory publishers\". These PIP often engage in fraudulent practices and publish articles that are not subject to the same scrutiny as those published in journals from legitimate publishers (LP). This places academics at risk, in particular students who utilize journal articles for learning and assignments. This analysis sought to characterise PIP in physiology, as this has yet to be determined, and identify overlaps in lists of PIP and LP used to provide guidance on legitimacy of journals. Searching seven databases (2 of PIP, 5 of LP), this analysis identified 67 potentially illegitimate journals (PIJ) that explicitly include \"physiology\" in their titles, with 8801 articles being published in them. Of these articles, 39% claimed to be indexed in GoogleScholar, and 9% were available on PubMed. This resulted in 17 publications 'infiltrating' PubMed and attracting >100 citations in the process. Overlap between lists of PIP and LP was present, with eight PIJ occurring in both LP and PIP lists. Two of these journals appeared to be 'phishing' journals, and six were genuine infiltrations into established databases; indicating that LP lists cannot be solely relied upon as proof a journal is legitimate. This analysis indicates that physiology is not immune to the threat of PIP, and that future work is required by educators to ensure students do not fall prey to their use.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Physiology Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1152/advan.00162.2024","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
An increase in scholarly publishing has been accompanied by a proliferation of potentially illegitimate publishers (PIP), commonly known as "predatory publishers". These PIP often engage in fraudulent practices and publish articles that are not subject to the same scrutiny as those published in journals from legitimate publishers (LP). This places academics at risk, in particular students who utilize journal articles for learning and assignments. This analysis sought to characterise PIP in physiology, as this has yet to be determined, and identify overlaps in lists of PIP and LP used to provide guidance on legitimacy of journals. Searching seven databases (2 of PIP, 5 of LP), this analysis identified 67 potentially illegitimate journals (PIJ) that explicitly include "physiology" in their titles, with 8801 articles being published in them. Of these articles, 39% claimed to be indexed in GoogleScholar, and 9% were available on PubMed. This resulted in 17 publications 'infiltrating' PubMed and attracting >100 citations in the process. Overlap between lists of PIP and LP was present, with eight PIJ occurring in both LP and PIP lists. Two of these journals appeared to be 'phishing' journals, and six were genuine infiltrations into established databases; indicating that LP lists cannot be solely relied upon as proof a journal is legitimate. This analysis indicates that physiology is not immune to the threat of PIP, and that future work is required by educators to ensure students do not fall prey to their use.
期刊介绍:
Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.