Journal of Microbiology & Biology Education

Within our synchronous, online global health-focused upper-level microbiology course, we find that students struggle to translate learning to real-world applications. For examples, consider the recent measles outbreaks and major events such as the COVID-19 pandemic, which prompt many questions about how basic microbiological information is used by public health professionals. To address these points, we created a simulation-based curriculum that places students in an action role during an infectious disease outbreak. Our stand-alone curriculum walks through a historical measles outbreak that introduces outbreak investigation, community communication, and how these depend on microbiological knowledge. By using breakout groups, students have an opportunity to decide classifications, public messaging, and intervention metrics. We provide students with an outbreak investigation reference worksheet and interweave breakout rooms with didactic vignettes covering background information while revealing actual responses to outbreaks in conjunction with data obtained by responding scientists. Students synthesize material and apply it in real-time - allowing them to exercise critical thinking while bolstering relevance of microbiology and public health to popular media.

The iTHRIV Scholars Mentored Career Development Program initiated an Internal Grant Review (IGR) program in 2020 for current and recently graduated Scholars seeking funding through K and R awards from the NIH. The IGR program is designed to replicate the NIH review process and provide Scholars the opportunity to receive valuable feedback on their applications prior to NIH submission. A key characteristic of the program is the integration of REDCap, enabling automation and year-round offering while improving tracking and reporting efforts and capabilities. Results of the program have been overall positive, both in proposal development and participant feedback. IGR is a sustainable, valuable resource for early-career faculty competing for limited resources in the pursuit to become independently funded clinical translational scientists.

Adipose tissue (body fat) is increasingly recognized as a dynamic organ system essential to human health, with distinct depots that serve specialized biological functions. However, this understanding is not reflected in traditional human anatomy curricula, where adipose tissue is typically introduced only as connective tissue and treated in dissection as an obstacle to be removed rather than a structure worthy of study. Anatomy dissection courses have been identified as a source of negative weight bias in medical students, with students reporting disgust toward adipose tissue and frustration with its removal to visualize course-required anatomical structures. Here, we hypothesize that reframing adipose tissue as a functional organ system within anatomy curricula may improve students understanding of human anatomy and mitigate these negative perceptions. To test this, we created a human adipose atlas (AdipoAtlas) by identifying and photographing macroscopic adipose depots in an anatomical donor and organizing these images into an anatomical reference with evidence-based functional descriptions. The atlas was integrated into a human anatomy dissection course, followed by a survey assessing students perceptions of adipose tissue and attitudes related to weight bias, with a concurrent non-dissection anatomy course serving as a control. Students in the adipose-inclusive course reported more positive perceptions and improved understanding of adipose tissue as a multifunctional organ system, while responses related to weight-based discrimination and broader attitudes toward body size were similar between groups. These results support our hypothesis that integrating adipose tissue into anatomy education improves anatomical understanding and may reduce negative weight-related perceptions.

The health and wellbeing of living organisms and the environment are irrevocably interconnected. Animals constantly shape the environments in which they live, and environmental factors, in turn, shape the minds and behaviours of animals. The emerging discipline of environmental neuroscience studies this reciprocal interaction and offers a unique opportunity to integrate sustainability into undergraduate training. Here, we present and evaluate Forging Sustainable Research, an interdisciplinary undergraduate course that integrates teaching of neuroscience, biology, psychology, environmental science, and sustainable development. Students explore how research in these fields can be interlinked 24 and re-oriented towards addressing emerging environmental challenges. In parallel, students learn how to measure and mitigate the environmental impact of research activities. Student feedback suggests that the course is effective at raising awareness and understanding of sustainability in research, while also enhancing student perception of their own ability to promote positive change. As climate and ecosystem change impact all sectors, sustainability awareness in academic and professional spaces is increasingly sought after. Students in the course therefore receive training in transferable skills relevant for diverse career paths. In the long term, this course may serve as model for direct integration of sustainability training into undergraduate curricula in the natural sciences.

Biophysics is a rapidly advancing field with an incredible breadth of topics. Thus, undergraduate biophysics instructors have to strategize and decide what topics they will cover in their courses. Educational institutions utilize a variety of biophysics textbooks. A common deficiency of each of the existing texts is that it serves well a given set of topics (theory, illustrations, practice problems) and leaves out other areas. A typical example includes good theory and problems for thermodynamics and kinetics while presenting molecular dynamics and various spectroscopic methods in a lacking or outdated way. The authors of this manuscript teach a capstone Biophysical Chemistry three-quarter series (Western Washington University/WWU, Bellingham, WA) which ideally should resonate with the general and major-specific courses the students take within their major at WWU. To achieve this goal and to enrich the traditional lecture-based delivery, the instructors have developed and brought together key pedagogical elements: purpose-built online textbook with a uniform structure of the academic content and practice problems, a study sample (oligopeptide) of biophysical significance with a growing set of experimental and computational data and student-centric in-class activities including computer labs. Our Biophysical series emphasizes concepts and methods of computational structural biology (Molecular Dynamics) and spectroscopic approaches (IR, UV and NMR). Here we describe the details of our integrative approach, summarize key outcomes and chart ways to advance the biophysical chemistry series further. Our textbook can be found through LibreText.

Infectious disease dynamics is a growing, interdisciplinary field that aims to advance the understanding of how infectious diseases spread and how to control them. Most trainees enter the field through established disciplines and assemble ad hoc training and experience in infectious disease dynamics. As such, expectations for doctoral training remain largely implicit and highly variable across institutions. Other fields have formalized training expectations though defined training competencies, which promote transparency and alignment across institutions without prescribing specific approaches to training or research. In this paper, we set out to define the core competencies that characterize doctoral-level expertise in infectious disease dynamics. We assembled a team of seven people at the University of Utah and drafted a competency set. We then validated the competency set with experts in the field using an e-Delphi process. We did not restrict participation by location, job title, or sector. We set an a priori threshold for consensus to 70% and sent out two rounds of surveys to experts, asking them to rank the competencies by order of importance. Our team initially generated a list of 13 proposed Cross-cutting, 24 Applied Modeling, 17 Data Science, and 16 Theory competencies. After completing two rounds of validation, we validated two tracks comprised of 7 Cross-cutting, 10 Applied Modeling, and 12 Theory competencies. This study represents the first structured effort to define doctoral-level competencies in infectious disease that can help guide curriculum development, comprehensive exam preparation, and trainee evaluation, while also supporting alignment between academic training and workforce needs.

Research suggests that students realize a range of cognitive, affective, and motivation-related outcomes by participating in course-based undergraduate research experiences (CUREs). However, the overall effects of CUREs on student outcomes are unclear. We sought to address this knowledge gap by embarking on a meta-analysis of CURE studies using the Population, Intervention, Comparison/Control group, and Outcomes framework. We conducted a literature search to produce an analytic sample of 353 studies of the effects of CUREs instruction on undergraduates. We characterized the CUREs being studied in this sample, including their dose, duration, and design. We also examined each study to determine if outcomes were measured before and after the CURE and with a comparison or control group so that effects could be attributed to CURE. We found substantial limitations in studies of CUREs, which precluded meta-analysis. CUREs varied widely and were unevenly described, making it difficult to determine what could or should constitute CURE instruction as an intervention. Many outcomes were studied, often without a comparison or control group and with inconsistent measurement and reporting. Our results indicate that advancements are needed in the design and reporting of research on CUREs to gauge their effects on student outcomes. Highlight SummaryMany studies of CURE instruction aim to show effects on student outcomes. Yet, systematic review of these studies reveals limitations in study design, methods, and reporting that preclude meta-analysis and limit any cross-study conclusions.

Background: Neuroanatomy poses a significant challenge for Psychology students due to its spatial and conceptual complexity. Educational approaches that enhance the relevance and visualization of neuroanatomical content may improve students learning experiences. This study implemented a tractography-based activity focused on the virtual dissection of the arcuate fasciculus, a major white matter pathway, in undergraduate Psychology students and examined the relationships between perceived learning and students perceptions of utility, difficulty and handling, and organizational aspects of the activity. Methods: First-year undergraduate Psychology students participated in a two-session tractography-based activity combining instruction on white matter anatomy and diffusion tractography with a hands-on virtual dissection of the arcuate fasciculus using research-grade software routinely employed in neuroscience research. Following the activity, students completed an anonymous questionnaire assessing perceived learning, utility, difficulty and handling, and organizational aspects of the activity. Pearson correlations, multiple regression analyses, and relative importance analyses were performed. Results: Sixty-eight students completed the questionnaire. Students reported generally positive perceptions of the activity across the evaluated dimensions, with perceived learning receiving the highest mean score (M = 3.44, SD = .85). Perceived utility showed the strongest association with perceived learning (r = .64, p < .001). The regression model explained 41% of the variance in perceived learning (R2 = .41, adjusted R2 = .38, p < .001). Perceived utility was the only significant predictor in the model ({beta} = .59, p = .001), accounting for 67.9% of the explained variance. Conclusions: The findings support the feasibility of integrating authentic neuroimaging tools into undergraduate neuroanatomy teaching. Students who perceived the activity as more useful also reported higher perceived learning outcomes, with perceived utility emerging as the strongest predictor of perceived learning. In contrast, perceived difficulty and handling, and organizational aspects did not make significant independent contributions. These results suggest that students perceptions of educational relevance may play an important role in technology-enhanced STEM learning experiences.

PurposeDiscussions surrounding the biomedical faculty job market often focus on applicant competitiveness and external metrics such as number of publications and funding records. Consequently, there is typically less discussion about applicant readiness, the point at which applicants perceive themselves as prepared to enter the market. Since 2018 our group, the Faculty Job Market Collaboration (FJMC), has conducted annual end-of-cycle surveys of biomedical faculty job applicants, producing the largest longitudinal dataset on this process to date. MethodsWe employed a mixed-methods design examining faculty applicants in biological science fields in North America. Regression analyses were conducted on a longitudinal dataset of 729 respondents across multiple hiring cycles. To determine how applicants evaluated their own preparation, qualitative interviews were conducted with a separate cohort of biomedical postdoctoral applicants during the 2024-2026 job cycles. ResultsOur findings demonstrate that rather than depending on a single quantitative threshold, readiness is a multifaceted construct shaped by actionable and interpersonal drivers. Key factors influencing an applicants perceived readiness include taking agency to submit applications, receiving explicit support from a mentor, incorporating strategic use of artificial intelligence tools into application preparation, and their career stage. ConclusionBy distinguishing individual readiness from systemic assumptions of market competitiveness, this study highlights a blind spot in academic workforce development. Our results suggest that applicants can achieve readiness and successful outcomes through different combinations of support, strategy, and timing rather than a uniform metric profile. By integrating quantitative and qualitative data, our study provides an evidence-based framework for understanding applicant readiness and offers practical guidance to help trainees navigate the increasingly competitive academic job market. Teaser TextOur mixed-model analysis of the biomedical faculty job market is designed to help prospective faculty candidates assess their readiness to enter the job market. By integrating multiple indicators of academic productivity, funding success, and professional experience, our study provides evidence-based benchmarks that can guide applicants in evaluating their competitiveness and identifying areas for further development before pursuing faculty positions.

Background Training in grant proposal writing is an essential component of professional development for academic scientists in the biomedical and behavioral sciences. Despite the expansion of inter- and intra-institutional grant writing coaching groups as an approach to honing these skills, specific features that enhance or limit coaching group effectiveness have not been rigorously studied. Methods Qualitative inerviews were conducted with a subset of early-career investigators (n=204 and coaches (n=36) engaged in a national, U.S. based, group-randomized trial of grant writing coaching groups to test the effects of two variables on submission and funding of national-level proposals: (1) coaching duration (regular/extended dose) and (2) mode of engaging a scientific advisor (someone with content-aligned expertise) in the coaching process. This report focuses on interviews conducted upon completion of the regular coaching dose - 5 months of biweekly, group-based coaching sessions to support active proposal writing. Interviews were designed to identify which coaching group elements were perceived to be the most critical. Transcribed interviews were analyzed using deductive (participants) or open (coaches) coding to identify themes. Results Triangulation of results from participant and coach interviews showed strong concordance that coaches, peers, and scientific advisors all played key roles in supporting intervention efficacy. Sufficient alignment of scientific fields and/or methodologies among group members was important, although breadth of perspectives was also valued. Other critical group features were skilled and well-organized coaches, detailed feedback, peer-to-peer support (technical and psychosocial), and clear expectations for group functioning. Factors attenuating impact included variation in participants' engagement and "readiness to write," within-group mismatches of expertise or grant mechanisms, and limited research support at some participants' home institutions. Conclusion This study identified key elements of successful grant writing coaching groups and potential barriers to their effectiveness, while yielding insights about tailoring this approach for individuals at different stages of proposal development.

IntroductionThe acquisition of National Institutes of Health (NIH) grants is an increasingly competitive undertaking. Many early-career biomedical investigators lack sufficient grant writing skills. This pragmatic, 2x2 factorial, group-randomized trial tested the effects of coaching duration and mode of engagement of participants scientific mentors in a grant writing coaching group intervention on grant application outcomes. MethodsA national US sample of 367 faculty and postdoctoral fellows, organized into 76 coaching groups across 6 cohorts (2020-2022), was randomized to 1 of 4 arms that differed by coaching duration (5 months vs 5 months plus 18 months of access to 1:1 coaching) and mode of scientific mentor engagement (structured vs unstructured). Primary outcomes were national-level grant application submissions and awards, and success rate among submitters, assessed via surveys and verified through award databases 30 months after study initiation. ResultsAmong 271 faculty and 96 postdoctoral fellows, 69% submitted at least 1 national application and 32% were awarded at least 1 grant. Submission rates did not differ by experimental arm. Among faculty, the structured engagement of a mentor in coaching was associated with significantly higher odds of any award (adjusted OR = 1.87) and any NIH mentored career development (K) award (adjusted OR = 3.32), and with higher success rates for these proposal types. Extended coaching duration showed a positive but not statistically significant association with faculty awards after adjustment. Neither factor significantly affected outcomes for postdoctoral fellows. Faculty success rates exceeded national NIH-reported success rates for research project grants equivalent to the R01 mechanism (43% vs 17.6%) and K awards (51% vs 36.5%). ConclusionParticipation in a national, cross-institutional, group coaching model yielded high grant submission outcomes, and award rates were higher relative to NIH benchmarks. Structured integration of scientific mentors with the coaching intervention had a greater effect than extended coaching duration on faculty outcomes.

Background: The rapidly evolving United States (U.S.) health and science policy landscape in 2025 may have heterogeneous effects on academic medicine, biomedical research, physician workforce development and patient care. Research Question: How do academic pulmonary and critical care medicine (PCCM) physicians perceive U.S. health and science policy changes and which changes do they consider most influential on research, trainee education and clinical care? Study Design and Methods: We conducted a prospective survey from March 27, 2026 through April 29, 2026 among selected faculty at U.S. academic PCCM programs as part of the Alliance of Scholars and Professionals for Innovation, Research, and Education in Pulmonary and Critical Care Medicine (ASPIRE-PCCM). Results: Ninety-four of 99 ASPIRE-PCCM panel members completed the survey (response rate 95%), representing 18 of 19 ASPIRE-PCCM wave 1 institutions. All respondents reported the rate of changes in U.S. federal health and science policy in the first half of 2025 as 6 or higher on a scale of 1 ("typical pace of change") to 10 ("most change in my lifetime"), with 89 (96%) evaluating the changes as harmful or very harmful. Respondents identified cancellation of research grants, disruptions and changes to NIH scientific review processes, and changes to visa and immigration policies as key factors affecting early career recruitment. Reported negative effects on quality of care included increased vaccine hesitancy, changing reimbursement structures, and diminished research capacity. State-level and non-governmental efforts, including professional society advocacy, institutional bridge funding and personal advocacy efforts were identified as partially mitigating harms. Despite these concerns, 72% of respondents reported that would still pursue careers in PCCM. Interpretation: Academic pulmonary and critical care physicians reported challenges following recent U.S. health and science policy changes that may be mitigated, but not neutralized, by institutional, professional-society, and individual actions.

Active teaching methodologies have been widely used to promote meaningful learning and student autonomy. In this context, quantitative approaches can help assess how students organize and integrate knowledge throughout the learning process. Among these approaches, semantic co-occurrence networks stand out, as they are capable of identifying relationships between words and revealing the conceptual structure of textual productions. The objective of this study was to investigate whether semantic network analyses can characterize differences in students conceptual organization in Microbiology during their participation in the active teaching methodology "Adopt a Bacterium." To this end, a case study was conducted in the Bacteriology course at the Institute of Biomedical Sciences of the University of Sao Paulo, analyzing the textual productions of two groups of students in the years 2024 and 2025 during their study of the bacterial genus Bacillus. The texts were evaluated using semantic co-occurrence networks, taking into account metrics of structure and conceptual integration. The results showed that both groups covered the microbiological content outlined in the course, though with different thematic focuses and approaches to integrating the concepts. Although both years featured modular structures (a statistical mode of 9 subgraphs), in 2025 the network exhibited greater discursive robustness (2 to 4 times more words with high Betweenness centrality) than in 2024. It is concluded that semantic network analysis allows for the characterization of differences in conceptual organization among students using active learning methodologies, serving as a complementary tool for assessing meaningful learning in Microbiology.

Importance: Physician-scientist careers depend on sustained research funding, protected time, and institutional resources. However, data on career-retention attitudes across career stages are limited. Objective: To characterize career intentions and associated research-environment factors among MD-PhD students and early-career physician-scientists. Design: Two independent, national cross-sectional surveys were conducted during nonoverlapping periods in 2025; MD-PhD applicant and matriculant trends were also examined. Setting: Medical schools and academic health centers in the United States. Participants: MD-PhD students and early-career physician-scientists (ECPS). Exposures: MD-PhD exposures included perceived institutional support, training-related mental health impact, and research disruption. ECPS exposures included institutional support, adverse funding-related wellbeing, and direct National Institutes of Health funding-process disruption. Main Outcome and Measures: Primary outcomes were consideration of leaving the physician-scientist pathway among MD-PhD students and consideration of leaving academic medicine or research among ECPS. Secondary outcomes included likelihood of staying in academic medicine, research-intensive career preference, and consideration for leaving the US to continue research. Results: Among MD-PhD programs confirmed to have distributed the survey, 838 student responses were received (estimated response rate of 19.3%); 175 ECPS responses were received, with no calculable individual-level response rate. Among MD-PhD students, 423 of 835 (50.7%) reported considering leaving the physician-scientist pathway; 712 of 837 (85.1%) reported a high likelihood of remaining in academic medicine, and 664 of 836 (79.4%) preferred a research-intensive career. Adequate institutional support was associated with lower odds of considering leaving (adjusted odds ratio [aOR], 0.28; 95% CI, 0.14-0.54) and higher odds of staying in academic medicine (aOR, 5.65; 95% CI, 2.91-10.98). Training-related mental health impact (aOR, 2.34; 95% CI, 1.72-3.19) and research disruption (aOR, 1.83; 95% CI, 1.35-2.48) were associated with greater odds of considering leaving. Among ECPS, 57.7% considered leaving, 52.6% reported a high likelihood of staying, and 42.9% considered leaving the United States to continue research. Adverse funding-related well-being was associated with considering leaving academic medicine (aOR, 3.13; 95% CI, 1.52-6.63) and leaving the United States to continue research (aOR, 5.29; 95% CI, 2.35-13.12). Conclusions and Relevance: Consideration of leaving was common despite continued interest in academic and research-intensive careers. Institutional support, adverse well-being, and research disruptions were associated with career intentions.

Abstract Objective: Physician-scientists are a diminishing subset of the pediatrician work force, uniquely trained to advance child health through scientific discovery. The current financial landscape of academic medical centers makes traditional resource-intensive training programs untenable. Continued renewal of this critical pediatric workforce requires new resource-efficient methodologies. Thus, we evaluated the impact of the NICHD supported Vanderbilt K12 program, a personalized, intensive training program. Study Design: We tracked academic outcomes for scholars with K12 appointments between January 2015 and December 2022. Our primary outcome was receipt of a mentored career development award (K08 or K23). Successful transition from mentored to independent NIH funding (K to R transition) was used as a secondary outcome. Academic outcomes for faculty participating in a large, institutional training program, the Vanderbilt Faculty Research Scholars program (VFRS), served as a comparison cohort. A complementary qualitative evaluation of the K12 program was performed. Results: K12 scholars earned career development awards (73%) at an equivalent rate to VFRS faculty (71%) and transitioned K to R funding at equivalent rates, 45% of K12 scholars compared to 50% for VFRS. Qualitative analysis demonstrated K12 scholars valued a personalized training program that incorporated self-efficacy and adaptability, key tenets of Social Cognitive Career Theory. Conclusion: Personalized physician-scientist training programs may enhance efficient utilization of research resources in Pediatric academic departments and serve as a viable alternative to traditional programs. Our qualitative evaluation suggests scholar self-efficacy and adaptability can be achieved through a personalized training program.

Background As medical education transitions toward competency-based models, longitudinal programs emphasizing deliberate practice and repeated assessment are essential for mastery of complex concepts. Frequent formative assessment requirements, limited expert pools, and growing cohorts that outpace traditional infrastructure create substantial scalability constraints. Preceptorial programs, in which learners demonstrate mastery to expert educators, are particularly vulnerable. As enrollment expands, administrative demands for portfolio tracking, examination logistics, and case development fall disproportionately on the volunteer expert educators who sustain them. Objective We sought to implement a unified, zero-cost digital infrastructure to support scalable formative and summative assessment of a multi-center year-long mechanical ventilation preceptorial program while minimizing administrative burden for expert educators. Methods We implemented two complementary digital systems built on the Google ecosystem, requiring no institutional licensing or IT support. For formative tracking, we first deployed a standardized WP with defined milestone deadlines and a zero-cost automated tracking and reminder system. Completion of the fall milestone was compared between Fall 2024 (manual educator-dependent tracking and reminders) and Fall 2025 (standardized requirements plus automated tracking). For summative assessment, we also deployed an automatically graded multiple-choice case-based waveform examination (CBWE), operationalizing an expert-defined partial-credit scoring rubric. Results There was a 7.7-fold increase in the total number of waveforms submitted (194 images in Fall 2024 to 1498 images in Fall 2025). Portfolio submission rate rose from 45.6% (31/68 learners) in Fall 2024 to 68.5% (63/92 learners) in Fall 2025. Among learners who submitted their portfolios, the proportion submitting all required waveforms increased from 29.0% to 55.6%. Proof-of-concept automated CBWE grading confirmed scoring accuracy, eliminated 8.5 hours of manual grading per grader per cycle, generated item-level analytics, and demonstrated capacity for immediate individualized learner feedback. Conclusion A unified, zero-cost digital infrastructure addressed parallel administrative and content scarcity constraints limiting scalability of a national MV preceptorial program. By reallocating administrative burden away from expert faculty, these tools preserve the high-fidelity teaching relationship at the core of the preceptorial model while enabling it to operate at scale, ultimately providing a replicable model for competency-based assessment in diverse training environments.

Background and objective: Problem-based learning (PBL) strategies such as case studies and role-playing are increasingly adopted in medical education to promote critical thinking, communication, and teamwork. However, comparative evidence regarding their effectiveness in medical biochemistry remains limited. This study aims to evaluate and compare the impact of case studies and role-playing on learning outcomes, engagement and skill development among first year MBBS students. Material and methods: An educational randomized controlled trial (RCT) with a within-subjects crossover design was conducted in the Department of Biochemistry involving forty-five first-year MBBS students. Participants were randomly assigned to receive case studies and role-playing in a counterbalanced sequence. Learning outcomes were assessed using pre- and post- tests, a structured feedback questionnaire and qualitative reflections. Data were analysed using appropriate parametric and non-parametric tests, along with adjusted analysis using ANCOVA to account for baseline performance. Results: All participants completed both methods, with no significant difference in baseline knowledge between arms (P=0.12). Both case studies and role-playing produced significant pre- to post- test improvements (P<0.001). Unadjusted analyses showed higher learning gains with role-playing, but pre-crossover ANCOVA demonstrated comparable effectiveness after baseline adjustment. Exploratory pooled analysis suggested a moderate cumulative advantage for role-playing. Student feedback indicated higher engagement and perceived skill development with role-playing, while both methods were viewed as relevant and educationally valuable. Conclusion: Both case studies and role-playing were effective PBL strategies for improving understanding and application of medical biochemistry concepts. Although student feedback and unadjusted analyses indicated higher engagement with role-playing, adjusted analysis at initial exposure showed comparable effectiveness between the two methods. Role-playing supported interactive learning and AETCOM -related skills, while case studies strengthened structured analytical reasoning. A combined approach may therefore offer a balanced and comprehensive PBL framework in medical education.

This study aimed to examine entomologists' perceptions of equity, inclusion, and exclusion within the discipline, identifying perceived challenges and proposed solutions for advancing equity in the field. The present study surveyed 47 self-identified entomologists living in the United States in 2023. Using a mixed-methods design, the study examined entomologists' perceptions of inclusion and exclusion within the discipline through qualitative and quantitative measures. Respondents highlighted needs for race-conscious funding opportunities, comprehensive inclusion efforts through geographically diverse outreach, and access to role models and mentors with similar identities to future entomologists. Findings are discussed in relation to a smaller 2013 study on recruitment and retention of entomologists of color, which offers preliminary historical context. The 2013 respondents emphasized intrinsic and age-based barriers to recruitment (e.g., lack of interest, limited K-12 outreach), the 2023 findings point toward structural inequities and retention needs (e.g., systemic exclusion). The 2013 comparison is interpreted as exploratory given differences in sample size and scope between the two studies. The 2023 study highlights evolving perceptions of persistent inequities in entomology and identifies opportunities to build a more inclusive and representative discipline.

Interest in mentoring remains widespread within the scientific community, as mentorship is considered crucial to developing the scientific workforce. A longstanding focus on the positive aspects of mentorship obscures the reality that some mentoring relationships may be ineffective, counterproductive, or harmful. Progress has been limited by the absence of a scale capable of measuring both the positive and negative mentoring experiences of doctoral students. We addressed this need by developing a new scale: the Mentoring Experiences in Research and Graduate Education (MERGE). Results of three sequential multi-method studies (total N = 1,308) provide evidence for: (a) the content and response process validity of the MERGE; (b) a six-factor structure capturing the range of mentoring experiences; (c) negative mentoring experiences as empirically distinct from the absence of positive mentoring; (d) convergent, discriminant and criterion-related validity of the MERGE, with each factor demonstrating unique patterns of association with outcomes; and (e) the incremental validity of the MERGE in predicting outcomes beyond an existing measure of mentoring competence. We conclude by discussing implications for the use of the scale in doctoral education, including both theory advancement and applied practice.

Funding and publishing scientific research has become increasingly competitive, highlighting a growing need for clear and accurate scientific communication. Scientific editors are professionals who help ensure that grant proposals and research manuscripts meet the standards of funding agencies and peer-reviewed journals while effectively communicating research significance to diverse audiences. However, detailed information characterizing the scientific editing profession is scarce. While some organizations have conducted salary surveys, to our knowledge, no comprehensive survey of the scientific editing field has been conducted. Here, we report findings from a 2024 comprehensive survey of 132 scientific editors. We collected data on demographics and education, career experience and current employment, skills and types of editing, and outcomes and satisfaction. Our data reveal that scientific editors have homogenous demographic characteristics but considerable variability in job titles, employment mechanisms, and career pathways. As the responsibilities of many scientific editors, including supporting proposal development, applying best practices in grantsmanship, and identifying strategies to enhance competitiveness for research funding, overlap with those of research development professionals, our findings provide considerations for further incorporating or defining the role of scientific editors within research development offices. Our results also suggest avenues for scientific editors to start or advance their careers. We anticipate that our results will serve as a foundation for discussions on the future directions of the scientific editing profession as well as areas for future research and professional development.