Journal of Microbiology & Biology Education

Mentoring is a critical component of graduate education. However, conflicts can occur between faculty mentors and their graduate students, which can undermine the quality of these relationships. We leveraged attribution theory and relationship science to develop a novel professional development intervention that combines attribution retraining to enhance faculty beliefs that they can improve their mentoring relationships, and conflict management training to build faculty skills in having productive problem-solving conversations with their graduate students. We piloted and refined the intervention, then conducted a field test of the intervention with life science faculty (n = 71) from U.S. universities. Participants were randomly assigned to an asynchronous self-guided condition or to a self-guided + synchronous facilitated peer discussion condition. We measured faculty beliefs, perceived skills, and self-reported behaviors when encountering conflicts before and after participating in the intervention. Faculty in both conditions reported significant reductions in the frequency of conflicts with their students, the time and energy they spent addressing conflicts, and the extent to which conflicts disrupted their research productivity. Faculty also expressed increased confidence that they could manage conflicts. Our results suggest that the intervention has the potential to improve faculty capacity to effectively navigate conflicts with their graduate students. Highlight summaryA mentoring intervention for faculty combining attribution-retraining and conflict management skill-building strengthened faculty self-efficacy and motivational beliefs and reduced mentoring conflicts.

In the United States, STEM graduate programs and workforce do not represent the demographics of the population. Obstacles, including a lack of transparency, community, and accessible information in navigating academia, disproportionately affect students from underserved backgrounds. Peer mentoring networks can address these disparities. Here, we describe Cientifico Latino, Inc.s Graduate Student Engagement and Community (CL-GSEC) program, a nationwide, group-based peer mentorship program that has served first-year graduate students across the U.S., especially those from underserved backgrounds. Surveys indicate CL-GSEC positively impacts the first-year graduate experience. We highlight key program features, challenges, and insights, such as financial strains faced by first-year graduate students. We offer suggestions for how faculty and departments can better support students during this critical early stage of graduate training. We hope that reporting on CL-GSECs program structure, evaluations, and findings will guide educational leaders in expanding programming for junior graduate students.

Over the past two decades, Higher Education Institutions have increasingly prioritised transferrable skills to enhance graduate employability. Graduate Attributes (GAs) now act as key indicators of student competencies for both learners and employers. Final-year research projects, typically high in credit value, represent capstone experiences that promote subject expertise and GA development through research, written work, and oral presentations. This study analyses pre- and post-project survey data from RQF Level 6 biomedical and biomolecular science students at a Russell Group University over four years (2019-2023). Most projects were laboratory-based, though the 2020-2021 cohort completed theirs remotely due to COVID-19. Students reflected on expectations and experiences of GA development, subject knowledge, and employability. Initial responses revealed anxiety and uncertainty, particularly among the 2020-2021 cohort, but most anticipated gains in skills and employability. Post-project feedback confirmed this, identifying critical thinking, confidence, resilience, collaboration, and future focus as key outcomes. Digital capability was notably strengthened, especially during remote delivery. The findings emphasise the importance of a shared understanding of GAs in bioscience education and the value of embedding structured reflection and preparatory support to help students recognise and articulate their evolving skills.

The increasing prominence and accessibility of microbiomics has provided an opportunity for authentic research experiences in the undergraduate practical classroom. In recent years, this approach has contributed to published research projects. However, there is little information evaluating the quality of student-generated data compared to that of trained researchers. To investigate this, we designed an undergraduate practical component in which 37 final-year genetics students generated microbial profiles of 22 echidna scats using matched samples that were also profiled by an experienced researcher. DNA yield, 16S PCR success, sequencing library size and microbial diversity were compared between the groups in order to assess both the ability and accuracy of students in characterising faecal microbiota. Our research revealed that students were able to produce research-grade microbiome data comparable to a postgraduate researcher. Importantly, we found that students did not introduce contamination at a higher rate than the trained researcher. These findings reinforce that the undergraduate classroom is a valuable approach for microbiome research in addition to its benefits for student engagement and experience. The design and successful implementation of these practicals provide a template for a variety of research-led microbiome teaching.

Developing scientific reading skills is critical for undergraduate STEM students due to scientific literatures unique formatting and use of specialized jargon. Generative AI tools such as ChatGPT offer students the ability to ask questions about what they are reading interactively. Previously, we reported the development of a ChatGPT-assisted reading guide that combined structured, active reading strategies with using ChatGPT to clarify unfamiliar words and concepts in real time. In the initial study, undergraduates found the use of the ChatGPT-assisted reading guide helpful in their understanding of an abstract and introduction of a journal article. Here, the ChatGPT-assisted reading guide was used in a journal club assignment for an undergraduate chemistry course. ChatGPT transcripts were analyzed for common types of interactions, and students were surveyed about their experience. Overall, students reported that using the ChatGPT-assisted reading guide was helpful in understanding the article and helped them have more productive class discussions. However, some students also expressed skepticism about using AI tools, citing concerns about accuracy of AI-generated information and the effect of using AI on their own learning.

Biodesign is an interdisciplinary research domain that incorporates principles from design and the life sciences to develop new systems, processes, and objects. Collegiate biodesign educators face unique pedagogical challenges, including an absence of relevant scholarship on curriculum design and instructional best practices for cultivating student scientific literacy. These difficulties may be overcome with newly available technologies, like generative AI systems, that enable personalized learning through domain-specific semantic spaces. This article examines the instructional value of one such domain-specific LLM, Biodesign Buddy, through a mixed-methods analysis of an eight-week study involving 64 students participating in an international biodesign competition. Results indicate strong support for integrating AI into biodesign coursework. Surveys captured attitudes toward AI, scientific literature, and learning experiences to assess AIs impact on learning outcomes. Findings suggest that integrating AI into biodesign pedagogy can meaningfully redress conceptual issues in biodesign while informing broader debates on AIs role in higher education. Impact StatementThis article introduces Biodesign Buddy, a domain-specific generative AI system for collegiate biodesign education, and reports on its exploratory deployment, offering design principles and preliminary findings to inform the development of AI-supported pedagogies for interdisciplinary biodesign instruction.

BackgroundThe global decline in the number of physician-scientists, despite an increase in practicing physicians, underscores a critical need for integrating research training into medical education. Addressing this issue, we established an international research exchange program aimed to enhance scientific literacy, foster transferable skills, and align curricula with European standards through collaborative research experiences. MethodologyThe program enabled reciprocal student mobility, involving eleven medical undergraduates who conducted month-long basic science research projects. Participants also completed comprehensive pre-training in scientific communication, safety protocols, and ethics, and were required to participate in local public engagement events. Feedback from participants, which we present here, was collected via three anonymous, voluntary questionnaires: pre-program, post-program and post-1-year follow-up, which we provide here to support similar initiatives. ResultsDespite challenges and delays due to the COVID-19 pandemic, the program met its objectives, demonstrating adaptability and effective resource management. Feedback revealed significant improvements in participants confidence in research methodologies, critical appraisal of scientific literature, and motivation for future research involvement. ConclusionThis project highlights the potential of structured international exchange programs, particularly among smaller institutions, to address gaps in medical education, enhance scientific training and opportunities in translational research for undergraduates, and cultivate the next generation of physician-scientists.

Deoxyribonucleic acid (DNA) stands as one of the most foundational concepts in life sciences, essential for students to master. However, when surveyed about the forces that stabilize the double-stranded DNA structure, many students exhibited a conceptual bias-- favoring base pairing as the primary stabilizing force, while overlooking the equally critical role of base stacking interactions. To investigate the origins of this misconception, students conducted a comprehensive analysis of 35 widely used textbooks. Their findings revealed that one-third of these texts explicitly emphasized base pairing as the sole stabilizing force in their written content. Furthermore, two-thirds of the textbook contained illustrations that reinforced this bias, visually highlighting base pairing while neglecting base stacking. Recognizing this bias, students embarked on a literature review to gain a more accurate and nuanced understanding of DNA stabilization. Through this research, we identified three concept areas--DNA structure and function, environmental effects on DNA, and DNA-protein interactions--to illustrate how base pairing and base stacking work in concert to stabilize the antiparallel double helical structure of DNA. This interplay between base pairing and base stacking is crucial not only for the structural integrity of DNA, but also for its biological functionality. By addressing this conceptual bias, we aim to promote a more balanced and scientifically accurate representation of DNA stabilization in educational materials.

BackgroundParticipating in research during medical school is supported by institutional programs and may influence subsequent professional development. ObjectiveWe aimed to describe the current status and heterogeneity of scholarly research programs for medical students in the United States, including expectations, support, and key structural features. MethodsWe conducted a cross-sectional web audit of official webpages for all accredited US MD- and DO-granting medical schools (search performed September 2024 to January 2025). Extracted variables included participation requirements, mentorship, timing and duration (overall and dedicated research time), expected scholarly outputs, funding sources, stipend information, and stated program goals. We compared Carnegie tier R1 (Very high research activity) versus other institutions, QS Top-50 versus other institutions, and MD versus DO schools using {chi}2/Fisher exact tests for 2x2 tables and exact trend or Freeman-Halton tests for multicategory variables. ResultsPrograms were identified for all 202 institutions. Funding was explicitly mentioned by 61.9% (125/202) of programs, 27.0% (51/189) were compulsory, 98.9% (188/190) reported faculty mentorship, and 91.0% (171/188) were exclusive for medical students. Program duration, dedicated time, expected outcomes, stipend reporting, funding sources, and stated goals varied widely. Carnegie R1 institutions had longer duration (P=.002) and tended to report external funding more often than other institutions (25/104, 24.0% vs 9/98, 9.2%; OR 3.13, 95% CI 1.38-7.10; P=.008). QS Top-50 institutions were more likely to require compulsory participation than other institutions (11/19, 57.9% vs 40/170, 23.5%; OR 4.47, 95% CI 1.68-11.87; P=.003). No significant differences were observed between MD and DO programs across most measured characteristics. ConclusionsScholarly research programs for medical students are ubiquitous across US medical schools but heterogeneous in structure, expectations, and support. Research-intensive and top-ranked institutions may have more external funding and sometimes may put together longer and compulsory programs Further evaluation of student experiences and outcomes is warranted.

Creating a psychologically safe and supportive environment is important for everyone who works and learns within an academic health center (AHC) as well as important to AHC overall success. Recognizing a need to better understand the strengths and areas for improvement in an AHCs environment, we developed and fielded an environment survey tailored to our many student, resident, postdoctoral researcher, staff, and faculty constituencies. This paper outlines the methodological and practical considerations and outcomes in developing and deploying the survey, including information on how it was received and the activities it subsequently stimulated. Three elements were central to our efforts: (a) analyzing and reporting findings at the individual department, center, and learner group level, where individuals directly experience the environment day-to-day, (b) characterizing the environment through three core dimensions of peoples experiences, which were perceiving that the department strives to be supportive; feeling embraced, appreciated, and supported within the environment; and feeling accepted in ones beliefs, and (c) prioritizing the dissemination of findings to all members of the community. We provide our questionnaire and outline the findings report design, a document received favorably by departments and their leaders. All of these documents can be adapted by other AHCs aiming to assess their environments, learn where to target interventions, while also monitoring progress.

Stem cell research offers unique opportunities for authentic scientific engagement, yet infrastructure requirements have confined participation to elite institutions, perpetuating workforce disparities. We developed an integrated framework combining engineered biology, cloud-connected microscopy, and validated psychometric assessment to make pluripotent stem cell (PSC) experimentation widely accessible. The framework comprises three components: a doxycycline-inducible NGN2 mouse embryonic stem cell line for rapid neuronal specification, low-cost cloud microscopy for remote observation, and the validated Stem Cell Research Identity Scale (SCRIS) for quantifying educational outcomes. Implementation across a Title I high school and urban community college demonstrated significant increases in scientific identity. Students using differentiating PSCs showed broader science identity development than those using neuroblastoma cells, particularly in competence, research readiness, and recognition. High school students showed enhanced research competence gains compared to community college students despite equivalent intervention duration. Demographic analyses revealed enhanced effectiveness for Hispanic and first-generation college students. This framework provides a scalable model for broadening participation in advanced biomedical research.

BackgroundChest radiograph interpretation is a foundational skill in physician associate (PA) education, and competence in diagnostic imaging is an accreditation standard. While a larger body of research on radiology education exists in undergraduate medical education, considerable variability in instructional approaches limits clear conclusions regarding the most effective method. Growing evidence supports the use of active learning strategies in radiology instruction. However, little published research specifically addresses radiology education within PA programs. Team-Based Learning (TBL), an active learning approach grounded in social constructivism that emphasizes preparation, collaboration, and application, may be well suited to teaching image interpretation. This study evaluates the effectiveness of TBL compared with traditional lecture-based instruction for chest radiograph interpretation. MethodsA mixed-methods, quasi-experimental cohort comparison using a pre-post design was conducted with two consecutive PA student cohorts at a single institution. One cohort received a 90-minute lecture-based session; another cohort participated in a 90-minute TBL session. Academic performance was assessed using validated pre- and post-tests. Student satisfaction and self-efficacy were evaluated using post-session surveys derived from the Kirkpatrick model and Banduras self-efficacy theory. Independent sample t-tests compared quantitative outcomes, and qualitative responses were analyzed thematically. ResultsBoth cohorts demonstrated improvement in chest radiograph interpretation scores, with no statistically significant differences between groups in post-test performance or score improvement (p = 0.841). Survey results indicated favorable perceptions of both instructional approaches. The TBL cohort reported significantly higher ratings for engagement and peer interaction (p = <0.001). Self-efficacy ratings were higher among TBL participants for selected confidence-related items (p=0.003, p = 0.021, p = <0.001). Qualitative responses on what contributed most to self-efficacy emphasized peer discussion in the TBL group and structured explanations in the lecture group. ConclusionsTBL produced academic performance comparable to lecture-based instruction while supporting greater learner engagement and confidence. These findings support TBL as a feasible instructional approach for chest radiograph interpretation in PA education.

ObjectivesEffective communication about genetics concepts is essential for collaborative anthropological genetics research. However, communication can be challenging because many ideas are abstract and may be especially unfamiliar to communities with limited access to formal education. Indeed, there are no widely adopted models for communicating such information, nor a clear understanding of the social factors that may shape participant engagement. Here, we conducted a qualitative and quantitative, community-driven study to understand how illustrations can be useful to support concept sharing with two Indigenous groups--the Orang Asli of Peninsular Malaysia and the Turkana of Kenya. MethodsWe used a two phase approach to create and evaluate how illustrations can bolster communication about genetics concepts. First, we created images illustrating answers to frequently asked questions about genetics, iteratively updating the illustrations based on participant feedback. Second, we conducted 92 interviews to evaluate the finalized illustrations effectiveness. Finally, we analyzed the interview data using thematic analyses, multivariable modeling, and multiple correspondence analyses to identify patterns in participant understanding and feedback, including age, sex, market integration, and schooling. ResultsParticipants reported high interest in genetics research (92%) and broadly positive perceptions of the illustrations. Familiar, locally-grounded imagery was preferred and associated with greater perceived clarity, while more technical illustrations were more frequently reported as confusing. Quantitative analyses showed strong internal consistency across measures of engagement and understanding, with modest variation by degree of market-integration, schooling, and sex. DiscussionOur findings demonstrate that community-specific visualizations, co-developed through iterative feedback, can effectively support engagement with genetics research in participant communities.

The experimental use of antibodies that have not been validated for context-specific use frequently misdirects biomedical research. Experimental results that derive from the use of inadequately validated antibodies are estimated to waste over $1 billion annually in the United States alone and to consume millions of animal and human biological samples in experiments whose conclusions may be unreliable. Community validation frameworks, reporting standards, and independent characterisation initiatives have made important progress, and multi-stakeholder coordination efforts are emerging. However, the research community lacks a formally developed, consensus-based action plan that specifies what each stakeholder group should do, by when, and with what priority. We conducted a modified Delphi study with international experts representing academic researchers, scientific publishers, research funders, antibody manufacturers, and institutional research leaders to develop actionable recommendations for improving antibody validation, selection, and reporting practices. Thirty-two participants rated 33 proposed actions on effectiveness and feasibility using 9-point scales, with consensus assessed using the RAND/UCLA Appropriateness Method. Over two rounds, the panel achieved consensus on 15 items as both effective and feasible for implementation by 2030. These spanned institutional actions (training in antibody validation, integration into research integrity frameworks, support for local expertise networks), funder actions (dedicated validation budgets, grant application requirements, endorsement of community reporting standards), publisher actions (complete antibody reporting packages, clear validation standards), manufacturer actions (assignment of unique identifiers at source), and cross-stakeholder coordination (a shared roadmap for improvement). An additional 15 items were rated as effective but with uncertain feasibility, reflecting a consistent pattern in which the panel agreed on the value of proposed interventions but expressed reservations about realistic implementation timelines. One item was rejected by the panel with concerns around effectiveness and feasibility. Participants described four interconnected barriers to progress: diffuse ownership of the problem across stakeholders; market dynamics that inadequately reward antibody quality; difficulty justifying investment when returns are distributed across the research system; and coordination challenges among actors with different incentive structures. These barriers are addressable through coordinated action, and the findings complement existing technical and data-sharing initiatives by providing the structured, stakeholder-endorsed policy framework needed to translate awareness of the problem into concrete practice and policy changes.

The transition to higher education is characterized by increased academic demands and psychosocial stress, which may negatively affect cognitive functioning and student well-being. Executive functions (working memory, inhibitory control, and cognitive flexibility) are critical for academic adaptation and can be enhanced through structured interventions. Physical exercise, mind-body practices, and cognitive training have demonstrated potential benefits for executive functioning and stress reduction; however, few randomized controlled trials have directly compared interventions with different physical and cognitive demands in university students, particularly in Latin America. In addition, most studies have relied on self-report measures and physiological stress biomarkers such as salivary cortisol. This protocol describes a three-arm, parallel-group randomized controlled trial designed to evaluate the effects of a 12-week intervention on executive functions and stress in first-year university students. The study will recruit 120 first-year health-science students aged 18-25 years. Participants will be randomly assigned (1:1:1), using block randomization stratified by sex, to one of three interventions delivered twice weekly (24 sessions of 60 minutes): (1) moderate-to-vigorous motor-cognitive dual-task exercise (DT); (2) low-to-moderate intensity Tai Chi (TC); or (3) supervised digital cognitive stimulation (CS) using structured graphomotor tasks. Primary outcomes include executive functions assessed through standardized neuropsychological measures. Secondary outcomes include stress will be evaluated using the Academic Stress Inventory, Depression Anxiety Stress Scales and salivary cortisol collected in the morning using passive drool and analyzed by competitive ELISA.Other outcomes include physical activity levels, anthropometric and body composition measures, and handgrip strength. Data will be analyzed following an intention-to-treat approach using repeated-measures models, with multiple imputation for missing data. The study has received institutional ethics and biosafety approval. Trial registration: ClinicalTrials.gov Identifier: NCT07443904.

BackgroundClimate change is an escalating health crisis, yet its influence on medical students career decisions remains underexplored. ObjectiveThis study uses the "Six Americas" framework to assess students climate views and the impact on residency and career decisions. MethodsA survey was distributed to students at four North American medical schools from October 2024 to January 2025. The instrument assessed demographic information, climate change views utilizing the Six Americas Super Short Survey, and the impact of climate change on residency and career decisions. Respondents were classified as Alarmed, Concerned, Cautious, Disengaged, Doubtful, or Dismissive using the Six Americas framework. Associations between climate attitudes, training year, and intended specialty were analyzed using Kruskal-Wallis tests. ResultsA total of 105 medical students completed the survey. 93% agreed climate change is a major health threat, 66% valued residency program sustainability efforts, and 41% indicated commitment to sustainability influences their rank list. Most students were Alarmed (62%), Concerned (19%), or Cautious (12%). Climate attitudes did not vary by specialty interest. Training year was associated with Six Americas classification (p < 0.05), MS2s had the most Alarmed respondents. ConclusionsMedical students overwhelmingly view climate change as a serious health threat and expect residency programs to demonstrate commitment to sustainability. Nearly half consider environmental values when ranking programs. These findings suggest climate-conscious training environments may gain a competitive recruitment advantage. Given the high proportion of "Alarmed" students, embedding climate-resilient education and sustainable practices into residency programs may align with future physician priorities.

PurposeThis study examined the association between traditional physical practice participation and vision-related quality of life among junior secondary school students and tested the mediating roles of exercise self-efficacy and visual function anomalies within a serial mediation framework. MethodsA four-wave time-lagged survey was conducted among 1,579 students in Grades 7-9 from schools implementing traditional physical practice activities. Variables were assessed at two-week intervals. Mediation effects were tested using the bias-corrected percentile bootstrap method with 5,000 resamples. ResultsThe total effect of traditional physical practice participation on vision-related quality of life was significant ({beta} = 0.591, p < .001). After including the mediators, the direct effect remained significant ({beta} = 0.404, 95% CI [0.348, 0.457]), accounting for 68.36% of the total effect. The total indirect effect was significant ({beta} = 0.187, 95% CI [0.160, 0.218]), representing 31.64% of the total effect. The indirect effect via exercise self-efficacy was significant ({beta} = 0.088, 95% CI [0.068, 0.112], 14.89%), as was the indirect effect via visual function anomalies ({beta} = 0.065, 95% CI [0.048, 0.086], 11.00%). The serial mediation pathway through exercise self-efficacy and visual function anomalies was also significant ({beta} = 0.034, 95% CI [0.025, 0.045], 5.75%). All confidence intervals excluded zero, supporting partial mediation. ConclusionTraditional physical practice participation was associated with vision-related quality of life both directly and indirectly through exercise self-efficacy and visual function anomalies, including a significant serial mediation pathway. The findings highlight the combined psychological and functional mechanisms underlying adolescents vision-related quality of life.

Generative artificial intelligence (genAI) tools are increasingly used by prospective higher education (HE) applicants seeking guidance on university and programme selection. Despite rapidly expanding use, little is known about how genAI systems may introduce or amplify bias in undergraduate admissions decision-making. Here, we systematically examined patterns of bias across three widely used genAI chatbots (ChatGPT, Copilot, Gemini) using neuroscience as a representative UK undergraduate programme. We constructed 216 prompts that varied by applicant characteristics (e.g. gender, study type, academic attainment). Each prompt was submitted to all three chatbots, generating 648 responses and 3240 individual programme recommendations. Output responses underwent text analysis (e.g. n-grams, gender-coded language), and national HE markers of esteem (REF21, TEF23, NSS24) were analysed. Applicant grades and priorities produced the strongest effects on genAI outputs. Higher-grade applicants and those prioritising research received significantly more masculine-coded language, independent of applicant gender. N-gram patterns also diverged: high-grade prompts more frequently elicited terms relating to excellence and research intensity, whereas lower-grade prompts produced greater emphasis on widening access. Recommendations were systematically skewed, with higher grades, private schooling, and research-focused priorities increasing the likelihood of recommending elite institutions and programmes with higher entry requirements. Critically, the gender-coded language of outputs predicted institutional characteristics: masculine-coded responses were associated with recommendations featuring higher entry thresholds and stronger research performance, while feminine-coded responses favoured institutions with higher student satisfaction. These findings reveal clear, systematic biases in how genAI guides prospective HE applicants. Such biases risk reinforcing existing educational and socioeconomic inequalities, underscoring the need for transparency, regulation, and oversight in the use of genAI within HE decision-making. HighlightsO_LIGenAI is widely used by HE applicants despite little study of its biases. C_LIO_LI216 prompts across 3 chatbots generated 3240 programme suggestions. C_LIO_LIGrades and priorities drove major shifts in language and recommendations. C_LIO_LIGender-coded wording mapped onto research strength and entry standards. C_LIO_LIGenAI biases may reinforce inequalities in HE admissions decision-making. C_LI

Disparities in formal bioinformatics training exacerbate the global skills gap, impeding the democratized application of advanced genomic technologies. To bridge this divide, we introduce a scalable, hybrid training framework designed to rapidly accelerate regional bioinformatics capacity. We exemplify this approach through the Eastern European Bioinformatics and Genomics (EEBG) workshop series -- a cross-disciplinary initiative that pairs international faculty with local institutions to deliver modular, hands-on curricula. Functioning as a structured knowledge-transfer pipeline, the series has catalyzed a sustainable educational ecosystem, evidenced by the establishment of multiple independent summer schools across the region. The assessment of the 2025 EEBG workshop in Krakow, Poland, validates the models viability; participant metrics confirm high efficacy in skill acquisition (mean satisfaction: 4.4/5.0) and community building. Crucially, the hybrid delivery mode dismantled geographic barriers, serving as a vital mechanism for maintaining scientific continuity for researchers facing displacement and crisis. Synthesizing these outcomes, we define the core features of a replicable blueprint for scientific readiness in resource-constrained environments. We conclude by presenting a strategic roadmap -- organized around infrastructure standardization, governance sustainability, and geographical expansion -- for adapting this regional proof-of-concept into a global export-ready model, offering a critical path toward ensuring universal access to genomic innovation.

Research using model organisms to tackle questions in life sciences and biomedical sciences has been in the spotlight of scientific literature for the better part of the twentieth century. This attention has perceptibly faded over the last twenty years, at least. We set to document this process by examining the publication trends of 48 journals encompassing a broad range of topics and impact factors for eight classic model organisms. We found that the representation of model-organism research has been in continuous decline in the last three decades, with a significant acceleration since 2010. We investigated the origin of the change, from the size of research communities to the shifts in topics and in use of model organisms. While model organism communities appear stable, model organism papers are outpaced by the rest of scientific literature. Also, among papers using model organisms, we note a progressive shift toward applied research, with differences between different model organism species. The mouse, in particular, logically remains the preferred system to study diseases, while non-mouse model organisms continue to be used predominantly to dissect mechanisms of life. We reflect on the consequences of the fading representation that we measured for the future of life sciences. Fundamentally, model organisms afford a direct access to causality in life sciences and their fading from the picture may impact life sciences as a whole. More pragmatically, it will also affect funding, and thereby jeopardizes the maintenance of model organism resources such as repositories built over decades.