how to read research papers in biology

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Ten simple rules for reading a scientific paper

Maureen a. carey.

Division of Infectious Diseases and International Health, Department of Medicine, University of Virginia School of Medicine, Charlottesville, Virginia, United States of America

Kevin L. Steiner

William a. petri, jr, introduction.

“There is no problem that a library card can't solve” according to author Eleanor Brown [ 1 ]. This advice is sound, probably for both life and science, but even the best tool (like the library) is most effective when accompanied by instructions and a basic understanding of how and when to use it.

For many budding scientists, the first day in a new lab setting often involves a stack of papers, an email full of links to pertinent articles, or some promise of a richer understanding so long as one reads enough of the scientific literature. However, the purpose and approach to reading a scientific article is unlike that of reading a news story, novel, or even a textbook and can initially seem unapproachable. Having good habits for reading scientific literature is key to setting oneself up for success, identifying new research questions, and filling in the gaps in one’s current understanding; developing these good habits is the first crucial step.

Advice typically centers around two main tips: read actively and read often. However, active reading, or reading with an intent to understand, is both a learned skill and a level of effort. Although there is no one best way to do this, we present 10 simple rules, relevant to novices and seasoned scientists alike, to teach our strategy for active reading based on our experience as readers and as mentors of undergraduate and graduate researchers, medical students, fellows, and early career faculty. Rules 1–5 are big picture recommendations. Rules 6–8 relate to philosophy of reading. Rules 9–10 guide the “now what?” questions one should ask after reading and how to integrate what was learned into one’s own science.

Rule 1: Pick your reading goal

What you want to get out of an article should influence your approach to reading it. Table 1 includes a handful of example intentions and how you might prioritize different parts of the same article differently based on your goals as a reader.

1 Yay! Welcome!

2 A journal club is when a group of scientists get together to discuss a paper. Usually one person leads the discussion and presents all of the data. The group discusses their own interpretations and the authors’ interpretation.

Rule 2: Understand the author’s goal

In written communication, the reader and the writer are equally important. Both influence the final outcome: in this case, your scientific understanding! After identifying your goal, think about the author’s goal for sharing this project. This will help you interpret the data and understand the author’s interpretation of the data. However, this requires some understanding of who the author(s) are (e.g., what are their scientific interests?), the scientific field in which they work (e.g., what techniques are available in this field?), and how this paper fits into the author’s research (e.g., is this work building on an author’s longstanding project or controversial idea?). This information may be hard to glean without experience and a history of reading. But don’t let this be a discouragement to starting the process; it is by the act of reading that this experience is gained!

A good step toward understanding the goal of the author(s) is to ask yourself: What kind of article is this? Journals publish different types of articles, including methods, review, commentary, resources, and research articles as well as other types that are specific to a particular journal or groups of journals. These article types have different formatting requirements and expectations for content. Knowing the article type will help guide your evaluation of the information presented. Is the article a methods paper, presenting a new technique? Is the article a review article, intended to summarize a field or problem? Is it a commentary, intended to take a stand on a controversy or give a big picture perspective on a problem? Is it a resource article, presenting a new tool or data set for others to use? Is it a research article, written to present new data and the authors’ interpretation of those data? The type of paper, and its intended purpose, will get you on your way to understanding the author’s goal.

Rule 3: Ask six questions

When reading, ask yourself: (1) What do the author(s) want to know (motivation)? (2) What did they do (approach/methods)? (3) Why was it done that way (context within the field)? (4) What do the results show (figures and data tables)? (5) How did the author(s) interpret the results (interpretation/discussion)? (6) What should be done next? (Regarding this last question, the author(s) may provide some suggestions in the discussion, but the key is to ask yourself what you think should come next.)

Each of these questions can and should be asked about the complete work as well as each table, figure, or experiment within the paper. Early on, it can take a long time to read one article front to back, and this can be intimidating. Break down your understanding of each section of the work with these questions to make the effort more manageable.

Rule 4: Unpack each figure and table

Scientists write original research papers primarily to present new data that may change or reinforce the collective knowledge of a field. Therefore, the most important parts of this type of scientific paper are the data. Some people like to scrutinize the figures and tables (including legends) before reading any of the “main text”: because all of the important information should be obtained through the data. Others prefer to read through the results section while sequentially examining the figures and tables as they are addressed in the text. There is no correct or incorrect approach: Try both to see what works best for you. The key is making sure that one understands the presented data and how it was obtained.

For each figure, work to understand each x- and y-axes, color scheme, statistical approach (if one was used), and why the particular plotting approach was used. For each table, identify what experimental groups and variables are presented. Identify what is shown and how the data were collected. This is typically summarized in the legend or caption but often requires digging deeper into the methods: Do not be afraid to refer back to the methods section frequently to ensure a full understanding of how the presented data were obtained. Again, ask the questions in Rule 3 for each figure or panel and conclude with articulating the “take home” message.

Rule 5: Understand the formatting intentions

Just like the overall intent of the article (discussed in Rule 2), the intent of each section within a research article can guide your interpretation. Some sections are intended to be written as objective descriptions of the data (i.e., the Results section), whereas other sections are intended to present the author’s interpretation of the data. Remember though that even “objective” sections are written by and, therefore, influenced by the authors interpretations. Check out Table 2 to understand the intent of each section of a research article. When reading a specific paper, you can also refer to the journal’s website to understand the formatting intentions. The “For Authors” section of a website will have some nitty gritty information that is less relevant for the reader (like word counts) but will also summarize what the journal editors expect in each section. This will help to familiarize you with the goal of each article section.

Research articles typically contain each of these sections, although sometimes the “results” and “discussion” sections (or “discussion” and “conclusion” sections) are merged into one section. Additional sections may be included, based on request of the journal or the author(s). Keep in mind: If it was included, someone thought it was important for you to read.

Rule 6: Be critical

Published papers are not truths etched in stone. Published papers in high impact journals are not truths etched in stone. Published papers by bigwigs in the field are not truths etched in stone. Published papers that seem to agree with your own hypothesis or data are not etched in stone. Published papers that seem to refute your hypothesis or data are not etched in stone.

Science is a never-ending work in progress, and it is essential that the reader pushes back against the author’s interpretation to test the strength of their conclusions. Everyone has their own perspective and may interpret the same data in different ways. Mistakes are sometimes published, but more often these apparent errors are due to other factors such as limitations of a methodology and other limits to generalizability (selection bias, unaddressed, or unappreciated confounders). When reading a paper, it is important to consider if these factors are pertinent.

Critical thinking is a tough skill to learn but ultimately boils down to evaluating data while minimizing biases. Ask yourself: Are there other, equally likely, explanations for what is observed? In addition to paying close attention to potential biases of the study or author(s), a reader should also be alert to one’s own preceding perspective (and biases). Take time to ask oneself: Do I find this paper compelling because it affirms something I already think (or wish) is true? Or am I discounting their findings because it differs from what I expect or from my own work?

The phenomenon of a self-fulfilling prophecy, or expectancy, is well studied in the psychology literature [ 2 ] and is why many studies are conducted in a “blinded” manner [ 3 ]. It refers to the idea that a person may assume something to be true and their resultant behavior aligns to make it true. In other words, as humans and scientists, we often find exactly what we are looking for. A scientist may only test their hypotheses and fail to evaluate alternative hypotheses; perhaps, a scientist may not be aware of alternative, less biased ways to test her or his hypothesis that are typically used in different fields. Individuals with different life, academic, and work experiences may think of several alternative hypotheses, all equally supported by the data.

Rule 7: Be kind

The author(s) are human too. So, whenever possible, give them the benefit of the doubt. An author may write a phrase differently than you would, forcing you to reread the sentence to understand it. Someone in your field may neglect to cite your paper because of a reference count limit. A figure panel may be misreferenced as Supplemental Fig 3E when it is obviously Supplemental Fig 4E. While these things may be frustrating, none are an indication that the quality of work is poor. Try to avoid letting these minor things influence your evaluation and interpretation of the work.

Similarly, if you intend to share your critique with others, be extra kind. An author (especially the lead author) may invest years of their time into a single paper. Hearing a kindly phrased critique can be difficult but constructive. Hearing a rude, brusque, or mean-spirited critique can be heartbreaking, especially for young scientists or those seeking to establish their place within a field and who may worry that they do not belong.

Rule 8: Be ready to go the extra mile

To truly understand a scientific work, you often will need to look up a term, dig into the supplemental materials, or read one or more of the cited references. This process takes time. Some advisors recommend reading an article three times: The first time, simply read without the pressure of understanding or critiquing the work. For the second time, aim to understand the paper. For the third read through, take notes.

Some people engage with a paper by printing it out and writing all over it. The reader might write question marks in the margins to mark parts (s)he wants to return to, circle unfamiliar terms (and then actually look them up!), highlight or underline important statements, and draw arrows linking figures and the corresponding interpretation in the discussion. Not everyone needs a paper copy to engage in the reading process but, whatever your version of “printing it out” is, do it.

Rule 9: Talk about it

Talking about an article in a journal club or more informal environment forces active reading and participation with the material. Studies show that teaching is one of the best ways to learn and that teachers learn the material even better as the teaching task becomes more complex [ 4 – 5 ]; anecdotally, such observations inspired the phrase “to teach is to learn twice.”

Beyond formal settings such as journal clubs, lab meetings, and academic classes, discuss papers with your peers, mentors, and colleagues in person or electronically. Twitter and other social media platforms have become excellent resources for discussing papers with other scientists, the public or your nonscientist friends, or even the paper’s author(s). Describing a paper can be done at multiple levels and your description can contain all of the scientific details, only the big picture summary, or perhaps the implications for the average person in your community. All of these descriptions will solidify your understanding, while highlighting gaps in your knowledge and informing those around you.

Rule 10: Build on it

One approach we like to use for communicating how we build on the scientific literature is by starting research presentations with an image depicting a wall of Lego bricks. Each brick is labeled with the reference for a paper, and the wall highlights the body of literature on which the work is built. We describe the work and conclusions of each paper represented by a labeled brick and discuss each brick and the wall as a whole. The top brick on the wall is left blank: We aspire to build on this work and label this brick with our own work. We then delve into our own research, discoveries, and the conclusions it inspires. We finish our presentations with the image of the Legos and summarize our presentation on that empty brick.

Whether you are reading an article to understand a new topic area or to move a research project forward, effective learning requires that you integrate knowledge from multiple sources (“click” those Lego bricks together) and build upwards. Leveraging published work will enable you to build a stronger and taller structure. The first row of bricks is more stable once a second row is assembled on top of it and so on and so forth. Moreover, the Lego construction will become taller and larger if you build upon the work of others, rather than using only your own bricks.

Build on the article you read by thinking about how it connects to ideas described in other papers and within own work, implementing a technique in your own research, or attempting to challenge or support the hypothesis of the author(s) with a more extensive literature review. Integrate the techniques and scientific conclusions learned from an article into your own research or perspective in the classroom or research lab. You may find that this process strengthens your understanding, leads you toward new and unexpected interests or research questions, or returns you back to the original article with new questions and critiques of the work. All of these experiences are part of the “active reading”: process and are signs of a successful reading experience.

In summary, practice these rules to learn how to read a scientific article, keeping in mind that this process will get easier (and faster) with experience. We are firm believers that an hour in the library will save a week at the bench; this diligent practice will ultimately make you both a more knowledgeable and productive scientist. As you develop the skills to read an article, try to also foster good reading and learning habits for yourself (recommendations here: [ 6 ] and [ 7 ], respectively) and in others. Good luck and happy reading!

Acknowledgments

Thank you to the mentors, teachers, and students who have shaped our thoughts on reading, learning, and what science is all about.

Funding Statement

MAC was supported by the PhRMA Foundation's Postdoctoral Fellowship in Translational Medicine and Therapeutics and the University of Virginia's Engineering-in-Medicine seed grant, and KLS was supported by the NIH T32 Global Biothreats Training Program at the University of Virginia (AI055432). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

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• How to Read a Scientific Article
• Infographic: How to Read a Scientific Paper

Reading a Scientific Paper

Reading a scientific paper can seem like a daunting task. However, learning how to properly read a scholarly article can make the process much easier! Understanding the different parts of a scientific article can help the reader to understand the material. 

• The title of the article can give the reader a lot of information about its contents, such as the topic, major ideas, and participants. 
• Abstracts help to summarize the article and give the reader a preview of the material they are about to read. The abstract is very important and should be read with care. 

Introduction

• What is the article's purpose being stated in the introduction?
• Why would this article be of interest to experts in the field?
• What is already known, or not known, about this topic? 
• What specifically is the hypothesis? If one is not given, what are the expectations of the author?
• Having these questions in mind when reading the introduction can help the reader gain an understanding of the article as a whole. A good research article will answer these questions in the introduction and be consistent with their explanation throughout the rest of the article. 
• What are the specific methods used by the researcher?
• Does the researcher provide a coherent and viable plan for their experiment?
• Has the author missed any variables that could effect the results of their findings?
• How do the methods in this article compare with similar articles?
• Ex: they are correlated and support the hypothesis, they contradict they hypothesis, ect. 
• If there are differences from the hypothesis, what differences did the researcher find?
• Are the findings described in an unbiased way?
• Is there new information presented that wasn't known before?
• Is the researcher unbiased in their presentation?
• Ex: More research needs to be done, the findings show a solution to a known problem, etc.
• What suggestions are made about future research? If no suggestions are made, should there be?
• The conclusion points out the important findings from the experiment or research. Occasionally, it will incorporated into the discussion section of the paper. 

General Tips

• Fully comprehending a scientific article will most likely take more than one read. Don't be discouraged if you don't understand everything the first time, reading scientific papers is a skill that is developed with practice. 
• Start with the broad and then to the specific. Begin by understanding the topic of the article before trying to dig through all the fine points the author is making. 
• Always read the tables, charts, and figures. These will give a visual clue to the methods and results sections of the paper and help you to understand the data. The author put these in the paper for a reason, don't dismiss their importance. 
• Don't be afraid to ask questions or look up definitions. If you do not understand a term or concept, do not be afraid to ask for help or look up an explanation. 
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• How to Read a Scientific Article

Handout Summary: Reading a scientific article is a complex task. The worst way to approach this task is to treat it like the reading of a textbook—reading from title to literature cited, digesting every word along the way without any reflection or criticism. Rather, you should begin by skimming the article to identify its structure and features. As you read, look for the author’s main points. Generate questions before, during, and after reading. Draw inferences based on your own experiences and knowledge. And to really improve understanding and recall, take notes as you read. This handout discusses each of these strategies in more detail.

• Skim the article and identify its structure
• Distinguish main points
• Generate questions and be aware of your understanding
• Draw inferences
• Take notes as you read
• How to Read and Understand a Scientific Article

From Introduction

Reading a scientific paper is a completely different process from reading an article about science in a blog or newspaper. Not only do you read the sections in a different order than they are presented, but you also have to take notes, read it multiple times, and probably go look up other papers in order to understand some of the details. Reading a single paper may take you a very long time at first, but be patient with yourself. The process will go much faster as you gain experience.

The type of scientific paper discussed here is referred to as a primary research article. It is a peer-reviewed report of new research on a specific question (or questions). Most articles will be divided into the following sections: abstract, introduction, methods, results, and conclusions/interpretations/discussion.

• Begin by reading the introduction, not the abstract.
• Identify the big question.
• Summarize the background in five sentences or less.
• Identify the specific question(s).
• Identify the approach.
• Read the methods section.
• Read the results section.
• Determine whether the results answer the specific question(s).
• Read the conclusion/discussion/interpretation section.
• Go back to the beginning and read the abstract.
• Find out what other researchers say about the paper.
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How to read a scientific article

• How to (seriously) read a scientific paper A short article written by Elizabeth Pain in a 2016 volume of Science Magazine presents how individual scientists and researchers approach reading scientific literature.

As presented in the video, there are many different techniques to gain an understanding of a scientific journal article as a non-expert. One method is to change the reading order of the sections in the research article. Instead of reading the sections in the order the journal puts forth try: 

1.) Abstract

2.) Discussion

3.) Introduction

4.) Results

5.) Methods

• Last Updated: Oct 27, 2023 1:52 PM
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How to Read a Scientific Paper

To read a scientific paper effectively, you should focus on the results and ensure that you draw your own conclusions from the data and assess whether this agrees with the authors’ conclusions. You should also check that the methods are appropriate and make sense. Spend time attending journal clubs and reading online peer reviews of articles to help hone your critical analysis skills and make reading papers easier and quicker.

Keeping up with the scientific literature in your field of interest is incredibly important. It keeps you informed about what is happening in your field and helps shape and guide your experimental plans. But do you really know how to read a scientific paper, and can you do it effectively and efficiently?

Let’s face it, in our results-driven world, reading new scientific papers often falls by the wayside because we just don’t have the time! And when you do find some reading time, it’s tempting not to read the entire article and just focus on the abstract and conclusions sections.

But reading a scientific paper properly doesn’t need to take hours of your time. We’ll show you how to read a scientific paper effectively, what you can and can’t skim, and give you a checklist of key points to look for when reading a paper to make sure you get the most out of your time.

Step 1: Read the Title and Abstract

The title and abstract will give you an overview of the paper’s key points. Most importantly, it will indicate if you should continue and read the rest of the paper. The abstract is often able to view before purchasing or downloading an article, so it can save time and money to read this before committing to the full paper.

Checklist: What to Look for in the Abstract

• The type of journal article. Was it a systematic review? Clinical trial? Meta-analysis?
• The aim. What were they trying to do?
• The experimental setup. Was it in vivo or in vitro, or in silico?
• The key results. What did they find?
• The author’s conclusions. What does it mean? How does it impact the wider field?

Step 2: Skip the Introduction

The introduction is mostly background, and if you are already familiar with the literature, you can scan through or skip this as you probably know it all anyway. You can always return to the introduction if you have time after reading the meatier parts of the paper.

Checklist: What to Look for in the Introduction

• Is the cited literature up to date?
• Do the authors cite only review articles or primary research articles?
• Do they miss key papers?

Step 3: Scan the Methods

Don’t get too bogged down in the methods unless you are researching a new product or technique. Unless the paper details a particularly novel method, just scan through. However, don’t completely ignore the methods section, as the methods used will help you determine the validity of the results.

You should aim to match the methods with the results to understand what has been done. This should be done when reviewing the figures rather than reading the methods section in isolation.

A Note about qPCR Data

If the data is qPCR, take the time to look even more carefully at the methods. According to the MIQE guidelines , the authors need to explain the nucleic acid purification method, yields, and purities, which kits they used, how they determined the efficiency of their assays, and how many replicates they did. There are a lot of factors that can influence qPCR data, and if the paper is leaving out some of the information, you can’t make accurate conclusions from the data.

Checklist: What to Look for in the Methods Section

• Are the controls described? Are they appropriate?
• Are the methods the right choice for the aims of the experiment?
• Did they modify commercial kits, and if so, do they explain how?
• Do they cite previous work to explain methods? If so, access and read the original article to ensure what has been done.
• Ensure adherence to relevant guidelines, e.g., MIQE guidelines for qPCR data.

Step 4: Focus on the Figures

If you want to read a scientific paper effectively, the results section is where you should spend most of your time. This is because the results are the meat of the paper, without which the paper has no purpose.

How you “read” the results is important because while the text is good to read, it is just a description of the results by the author. The author may say that the protein expression levels changed significantly, but you need to look at the results and confirm the change really was significant.

While we hope that authors don’t exaggerate their results, it can be easy to manipulate figures to make them seem more astonishing than they are. We’d also hope this sort of thing would be picked up during editorial and peer review, but peer review can be a flawed process !

Don’t forget any supplementary figures and tables. Just because they are supplementary doesn’t mean they aren’t important. Some of the most important (but not exciting) results are often found here.

We’re not advocating you avoid reading the text of the results section; you certainly should. Just don’t take the authors’ word as gospel. The saying “a picture speaks a thousand words” really is true. Your job is to make sure they match what the author is saying.

And as we mentioned above, read the methods alongside the results and match the method to each figure and table, so you are sure what was done.

A Note About Figure Manipulation

Unfortunately, figure manipulation can be a problem in scientific articles, and while the peer-review process should detect instances of inappropriate manipulation, sometimes things are missed.

And what do we mean about inappropriate manipulation? Not all figure and image manipulation is wrong. Sometimes a western blot needs more brightness or contrast to see the results clearly. This is fine if it is applied to the whole image, but not if it is selectively applied to particular areas. Sometimes there is real intent to deceive, with cases of images swapped, cropped, touched up, or repeated. 

Graphs are particularly susceptible to image manipulation, with alterations to graphs changing how the data appears and a reader’s interpretation of a graph. Not starting the axis at 0 can make small differences appear bigger, or vice versa if a scale is too large on the axis. So make sure you pay careful attention to graphs and check the axes (yes, that’s the plural of axis) are appropriate (Figure 1). You should also check if graphs have error bars, and if so, what are they, and is that appropriate?

Statistics can scare many biologists, but it’s important to look at the statistical test and determine if the method is appropriate for the data. Also, be wary of blindly following p-values . You may find situations when an author says something is significant because the statistical test shows a significant p-value, but you can see from the data that it doesn’t look significant. Statistics are not infallible and can be fairly easily manipulated .

Checklist: What to Look for When Reviewing Results

• Are there appropriate scales on graphs?
• Do they use valid statistical analysis? Are results really significant?
• Have they used sufficient n numbers?
• Are the controls appropriate? Should additional controls have been used?
• Is the methodology clear and appropriate?
• Have any figures been inappropriately manipulated?
• Check the supplementary results and methods.

Step 5: Tackle the discussion

The discussion is a great place to determine if you’ve understood the results and the overall message of the paper. It is worth spending more time on the discussion than the introduction as it molds the paper’s results into a story and helps you visualize where they fit in with the overall picture. You should again be wary of authors overinflating their work’s importance and use your judgment to determine if their assertions about what they’ve shown match yours.

One good way to summarize the results of a paper and show how they fit with the wider literature is to sketch out the overall conclusions and how it fits with the current landscape. For example, if the article talks about a specific signaling pathway step, sketch out the pathway with the findings from the paper included. This can help to see the bigger picture, highlight, ensure you understand the impact of the paper, and highlight any unanswered questions.

Test Yourself

A useful exercise when learning how to read a scientific paper (when you have the time!) is to black out the abstract, read the paper and then write an abstract. Then compare the paper’s abstract to the one you wrote. This will demonstrate whether or not you are picking up the paper’s most important point and take-home message.

Checklist: What to Look For in the Discussion Section

• Do you agree with the author’s interpretation of their results?
• Do the results fit with the wider literature?
• Are the authors being objective?
• Do the authors comment on relevant literature and discuss discrepancies between their data and the wider literature?
• Are there any unanswered questions?

Step 6: File it Away

Spending a little time filing your read papers away now can save you A LOT of time in the future (e.g., when writing your own papers or thesis). Use a reference management system and ensure that the entry includes:

• the full and correct citation;
• a very brief summary of the article’s key methods and results;
• any comments or concerns you have;
• any appropriate tags.

Ways to Sharpen Your Critical Analysis Skills

While this article should get you off to a good start, like any muscle, your critical analysis skills need regular workouts to get bigger and better. But how can you hone these skills?

Attend Journal Clubs

Your critical thinking skills benefit dramatically from outside input. This is why journal clubs are so valuable. If your department runs a regular journal club, make sure you attend. If they don’t, set one up. Hearing the views of others can help hone your own critical thinking and allow you to see things from other perspectives. For help and advice on preparing and presenting a journal club session, read our ultimate guide to journal clubs .

Read Online Reviews

Whether in the comments section of the article published online, on a preprint server, or on sites such as PubPeer and Retraction Watch , spend time digesting the views of others. But make sure you apply the same critical analysis skill to these comments and reviews.

These sites can be a useful tool to highlight errors or manipulation you may have missed, but taking these reviews and comments at face value is just as problematic as taking the author’s conclusions as truth. What biases might these reviews have that affect their view? Do you agree with what they say and why?

Final Thoughts on How to Read A Scientific Paper

Reading a scientific paper requires a methodical approach and a critical (but not negative) mindset to ensure that you fully understand what the paper shows. 

Reading a paper can seem daunting, and it can be time-consuming if you go in unprepared. However, the process is quicker and smoother once you know how to approach a paper, including what you can and can’t skim. If you don’t have enough time, you can still read a paper effectively without reading the entire paper. Figure 2 highlights what sections can be skimmed and which sections need more of your attention.

Another tip for being more productive (and it’s better for the environment) is to read your papers on-screen . It’ll save time scrambling through a stack of papers and manually filing them away.

Do you have any tips on how to read a scientific paper? Let us know in the comments below.

Want an on-hand checklist to help you analyze papers efficiently despite being busy with research? Download our free article summary and checklist template.

For more tips on keeping track of the scientific literature, head to the Bitesize Bio Managing the Scientific Literature Hub .

Originally published November 20, 2013. Updated and revised September 2022.

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Home » References » Reading a Scientific Paper

Reading a Scientific Paper

When you first look at an article, skim for relevant information, in this order:

• Abstract :  Start with this, which should help you figure out if a paper will be useful to you. Some abstracts just tell you what’s going to be covered, but many include much of the key information you’ll need. If you are having trouble comprehending the abstract, don’t be afraid to Google key phrases to help you understand the essence of the material.
• Keywords :  Review the keywords. These should be representative of the paper’s topic and can give you a quick sense of whether a paper will be useful to you, especially if the abstract is particularly complex.
• Conclusion :  Jump to the end of the text and read the conclusion; it sometimes gives additional insight into the strategy or content.
• Graphics :  Page through the article and look at the photos, illustrations, graphs, and tables. Read the captions. When you’re done with the rest of the paper, you’ll probably come back to some of these and read what the results section says about them.
• Introduction :  The introduction gives you some context and often adds information from other literature that may lead you to additional sources. Scientists build off previous research, so the introduction might include valuable information that’s relevant to your strategy. However, a particular paper might elaborate on only one part of those previous results.
• Methods and Results :  Skip these and only come back to them if there’s something you don’t understand from the rest.
• Discussion :  The discussion is where the authors explain their results, and it is often written in more accessible language than the abstract. The discussion also is where the authors are allowed to do some speculation or conjecture, so watch for words that indicate which results they are sure about and which they are speculating about.
• References or Works Cited :  Skimming the titles and authors in this section often can lead you to other relevant works with more details about the topic or help you quickly understand who is likely an expert in this area, based on the number of previous publications they have had.

Reading a Scientific Paper PDF

Ncsu anatomy of a scholarly article, asu anatomy of an article, asu "dissected" article.

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2.5: Reading a Scientific Paper

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Reading papers takes practice and a development of scientific literacy, so don’t be discouraged if this feels really challenging – it should feel that way. Here are some questions to consider as you read:

• What was the rationale and how did the author(s) come to it?
• What did the author(s) do in this paper? Try to provide a succinct summary of the approach.
• How do the techniques work?
• What were the results? Nitty-gritty patterns in the data and whether they support the hypothesis.
• Why do the results matter? What is their broader application?
• How might you adapt their research?
• What was most interesting and why? What did you learn?
• What was the main idea – or the big picture finding?
• What unanswered questions do you have about the paper? These can be about the paper, or these can be new questions inspired by the paper.

Take notes as you read the paper and try to form answers to most of these questions. You can also write down other thoughts or questions that arise as you are reading the paper. If there are terms you are unfamiliar with, try to find a definition of them if you can. Bring these notes with you to the group discussion.

Example Reading Guide

Here is an example reading guide for a paper by Meissen et al. , 2020 [1] . Many of the questions can be easily repurposed for alternative paper readings.

Introduction

• What is the research problem they identified?
• Where do they propose implementing a solution to this research problem? Why do they propose implementing it in this particular location?
• What is the research gap they are addressing?
• What are their ideas for addressing this research gap?
• What do they test specifically?
• Provide a short description of their research methodology.
• How did they assess ecosystem services and was their assessment justified? Why or why not?
• What were their main findings?
• Look at each figure and summarize the information communicated by that figure. Do this for figures 1-4.
• What was the primary finding they identified in the discussion section? What were some of the results they highlighted that supported this finding?
• What are some future research directions they identify?
• What is the broader scope of their research? Consider what the implications of their research are for informing future conservation investments.
• What questions or critiques do you have for this paper?
• Meissen, JC et al. 2020. Seed mix design and first year management influence multifunctionality and cost-effectiveness in prairie reconstruction. Restoration Ecology. 28(4):807-816. doi.org/10.1111/rec.13013 ↵

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Biology Information Literacy Part I: Resources & the Library: How to Read a Scientific Paper

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How to Read a Scientific Paper

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• Part II Skills & Techniques ↗ This link opens in a new window

The following guides give pointers on how to read a scientific paper:

Video: Introduction to Scientific Journal Literature

Evaluating Websites

How do I determine if a website is credible or not?

Anyone with Internet access can publish a website and disseminate information online.  When you are determining how or if you should use a specific website in your work, you should evaluate the website using the following criteria:

• How recent is the information?
• How recently has the website been updated?
• Is the information current enough for your topic?
• Can the data be verified by other sources?
• Does the author have an obvious bias?
• Is the author identified?
• What are the author’s credentials?
• Who is the site intended for?  Scholars?  Professionals?  Students? 
• Does the site state its intended scope? 
• Is it designed to cover an entire subject or to give detailed information on one aspect of the subject?

Relative Value

• How does it compare to other sources of similar information? 
• Are there other more accurate or complete sources?

Primary Resources

What is a primary source.

Primary sources are original materials . These sources are from the time period involved and have not been filtered through interpretation or evaluation.  They are materials on which other research is based.  Primary sources represent original thinking, report a discovery, or share new information.  Some types of primary sources in the sciences include:

• Original research studies/journal articles that contain methods, materials, and results sections describing an experiment or observation performed by the authors.
• Proceedings of Meetings/Conferences
• Records of Organizations/Government Agencies (Annual reports, treaties, Environmental Impact Statements, etc.)
• Newspaper articles written at the time.

What is a secondary source?

A secondary source interprets and analyzes primary sources .  These sources are usually one or more steps removed from the event.  Secondary sources may have pictures, quotes or graphics of primary sources in them.  Some types of secondary sources include:

• PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias, reviews.

Scholarly vs. Popular Resources

In academic research, it is important to distinguish between scholarly and popular (non-scholarly) sources.  While one can argue the value of both, the scholarly sources are the ones that are usually preferred when doing academic research.

The following is a table comparing the general features of these two types of sources:

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How to Read a Scientific Paper: Home

• Structure of an Article
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Purpose of the Guide

This libguide intends to demystify scientific papers, and offers strategies on how to efficiently read and understand them. Reading a scientific article is not like reading a book, and learning how to efficiently read one is an important skill for scientific researchers and students.

Under the Structure of an Article section, you will learn about each part of a scientific paper, as well as questions to ask as you read through one. 

Under the Online Tutorials  section, you will find easily followed tutorials that take you through the anatomy of a paper!

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How to read and understand a scientific paper

How to read and understand a scientific paper: a guide for non-scientists, london school of economics and political science, jennifer raff.

From vaccinations to climate change, getting science wrong has very real consequences. But journal articles, a primary way science is communicated in academia, are a different format to newspaper articles or blogs and require a level of skill and undoubtedly a greater amount of patience. Here  Jennifer Raff   has prepared a helpful guide for non-scientists on how to read a scientific paper. These steps and tips will be useful to anyone interested in the presentation of scientific findings and raise important points for scientists to consider with their own writing practice.

My post,  The truth about vaccinations: Your physician knows more than the University of Google  sparked a very lively discussion, with comments from several people trying to persuade me (and the other readers) that  their  paper disproved everything that I’d been saying. While I encourage you to go read the comments and contribute your own, here I want to focus on the much larger issue that this debate raised: what constitutes scientific authority?

It’s not just a fun academic problem. Getting the science wrong has very real consequences. For example, when a community doesn’t vaccinate children because they’re afraid of “toxins” and think that prayer (or diet, exercise, and “clean living”) is enough to prevent infection, outbreaks happen.

“Be skeptical. But when you get proof, accept proof.” –Michael Specter

What constitutes enough proof? Obviously everyone has a different answer to that question. But to form a truly educated opinion on a scientific subject, you need to become familiar with current research in that field. And to do that, you have to read the “primary research literature” (often just called “the literature”). You might have tried to read scientific papers before and been frustrated by the dense, stilted writing and the unfamiliar jargon. I remember feeling this way!  Reading and understanding research papers is a skill which every single doctor and scientist has had to learn during graduate school.  You can learn it too, but like any skill it takes patience and practice.

I want to help people become more scientifically literate, so I wrote this guide for how a layperson can approach reading and understanding a scientific research paper. It’s appropriate for someone who has no background whatsoever in science or medicine, and based on the assumption that he or she is doing this for the purpose of getting a  basic  understanding of a paper and deciding whether or not it’s a reputable study.

The type of scientific paper I’m discussing here is referred to as a  primary research article . It’s a peer-reviewed report of new research on a specific question (or questions). Another useful type of publication is a  review article . Review articles are also peer-reviewed, and don’t present new information, but summarize multiple primary research articles, to give a sense of the consensus, debates, and unanswered questions within a field.  (I’m not going to say much more about them here, but be cautious about which review articles you read. Remember that they are only a snapshot of the research at the time they are published.  A review article on, say, genome-wide association studies from 2001 is not going to be very informative in 2013. So much research has been done in the intervening years that the field has changed considerably).

Before you begin: some general advice

Reading a scientific paper is a completely different process than reading an article about science in a blog or newspaper. Not only do you read the sections in a different order than they’re presented, but you also have to take notes, read it multiple times, and probably go look up other papers for some of the details. Reading a single paper may take you a very long time at first. Be patient with yourself. The process will go much faster as you gain experience.

Most primary research papers will be divided into the following sections: Abstract, Introduction, Methods, Results, and Conclusions/Interpretations/Discussion. The order will depend on which journal it’s published in. Some journals have additional files (called Supplementary Online Information) which contain important details of the research, but are published online instead of in the article itself (make sure you don’t skip these files).

Before you begin reading, take note of the authors and their institutional affiliations. Some institutions (e.g. University of Texas) are well-respected; others (e.g.  the Discovery Institute ) may appear to be legitimate research institutions but are actually agenda-driven.  Tip:  g oogle  “Discovery Institute” to see why you don’t want to use it as a scientific authority on evolutionary theory.

Also take note of the journal in which it’s published. Reputable (biomedical) journals will be indexed by  Pubmed . [EDIT: Several people have reminded me that non-biomedical journals won’t be on Pubmed, and they’re absolutely correct! (thanks for catching that, I apologize for being sloppy here). Check out  Web of Science  for a more complete index of science journals. And please feel free to share other resources in the comments!]  Beware of  questionable journals .

As you read, write down  every single word  that you don’t understand. You’re going to have to look them all up (yes, every one. I know it’s a total pain. But you won’t understand the paper if you don’t understand the vocabulary. Scientific words have extremely precise meanings).

Step-by-step instructions for reading a primary research article

1. Begin by reading the introduction, not the abstract.

The abstract is that dense first paragraph at the very beginning of a paper. In fact, that’s often the only part of a paper that many non-scientists read when they’re trying to build a scientific argument. (This is a terrible practice—don’t do it.).  When I’m choosing papers to read, I decide what’s relevant to my interests based on a combination of the title and abstract. But when I’ve got a collection of papers assembled for deep reading, I always read the abstract last. I do this because abstracts contain a succinct summary of the entire paper, and I’m concerned about inadvertently becoming biased by the authors’ interpretation of the results.

2. Identify the BIG QUESTION.

Not “What is this paper about”, but “What problem is this entire field trying to solve?”

This helps you focus on why this research is being done.  Look closely for evidence of agenda-motivated research.

3. Summarize the background in five sentences or less.

Here are some questions to guide you:

What work has been done before in this field to answer the BIG QUESTION? What are the limitations of that work? What, according to the authors, needs to be done next?

The five sentences part is a little arbitrary, but it forces you to be concise and really think about the context of this research. You need to be able to explain why this research has been done in order to understand it.

4.   Identify the SPECIFIC QUESTION(S)

What  exactly  are the authors trying to answer with their research? There may be multiple questions, or just one. Write them down.  If it’s the kind of research that tests one or more null hypotheses, identify it/them.

Not sure what a null hypothesis is? Go read this one  and try to identify the null hypotheses in it. Keep in mind that not every paper will test a null hypothesis.

5. Identify the approach

What are the authors going to do to answer the SPECIFIC QUESTION(S)?

6. Now read the methods section. Draw a diagram for each experiment, showing exactly what the authors did.

I mean  literally  draw it. Include as much detail as you need to fully understand the work.  As an example, here is what I drew to sort out the methods for a paper I read today ( Battaglia et al. 2013: “The first peopling of South America: New evidence from Y-chromosome haplogroup Q” ). This is much less detail than you’d probably need, because it’s a paper in my specialty and I use these methods all the time.  But if you were reading this, and didn’t happen to know what “process data with reduced-median method using Network” means, you’d need to look that up.

Image credit: author

You don’t need to understand the methods in enough detail to replicate the experiment—that’s something reviewers have to do—but you’re not ready to move on to the results until you can explain the basics of the methods to someone else.

7.   Read the results section. Write one or more paragraphs to summarize the results for each experiment, each figure, and each table. Don’t yet try to decide what the results  mean , just write down what they  are.

You’ll find that, particularly in good papers, the majority of the results are summarized in the figures and tables. Pay careful attention to them!  You may also need to go to the Supplementary Online Information file to find some of the results.

 It is at this point where difficulties can arise if statistical tests are employed in the paper and you don’t have enough of a background to understand them. I can’t teach you stats in this post, but  here , and here   are some basic resources to help you.  I STRONGLY advise you to become familiar with them.

Things to pay attention to in the results section:

• Any time the words “significant” or “non-significant” are used. These have precise statistical meanings. Read more about this  here .
• If there are graphs, do they have  error bars  on them? For certain types of studies, a lack of confidence intervals is a major red flag.
• The sample size. Has the study been conducted on 10, or 10,000 people? (For some research purposes, a sample size of 10 is sufficient, but for most studies larger is better).

8. Do the results answer the SPECIFIC QUESTION(S)? What do you think they mean?

Don’t move on until you have thought about this. It’s okay to change your mind in light of the authors’ interpretation—in fact you probably will if you’re still a beginner at this kind of analysis—but it’s a really good habit to start forming your own interpretations before you read those of others.

9. Read the conclusion/discussion/Interpretation section.

What do the authors think the results mean? Do you agree with them? Can you come up with any alternative way of interpreting them? Do the authors identify any weaknesses in their own study? Do you see any that the authors missed? (Don’t assume they’re infallible!) What do they propose to do as a next step? Do you agree with that?

10. Now, go back to the beginning and read the abstract.

Does it match what the authors said in the paper? Does it fit with your interpretation of the paper?

11. FINAL STEP:  (Don’t neglect doing this)  What do other researchers say about this paper?

Who are the (acknowledged or self-proclaimed) experts in this particular field? Do they have criticisms of the study that you haven’t thought of, or do they generally support it?

Here’s a place where I do recommend you use google! But do it last, so you are better prepared to think critically about what other people say.

(12. This step may be optional for you, depending on why you’re reading a particular paper. But for me, it’s critical! I go through the “Literature cited” section to see what other papers the authors cited. This allows me to better identify the important papers in a particular field, see if the authors cited my own papers (KIDDING!….mostly), and find sources of useful ideas or techniques.)

UPDATE: If you would like to see an example of how to read a science paper using this framework, you can find one  here .

I gratefully acknowledge Professors José Bonner and Bill Saxton for teaching me how to critically read and analyze scientific papers using this method. I’m honored to have the chance to pass along what they taught me.

I’ve written a shorter version of this guide for teachers to hand out to their classes. If you’d like a PDF, shoot me an email: jenniferraff (at) utexas (dot) edu. For further comments and additional questions on this guide, please see the Comments Section on  the original post .

This piece originally appeared on the  author’s personal blog  and is reposted with permission.

Featured image credit:  Scientists in a laboratory of the University of La Rioja  by  Urcomunicacion  (Wikimedia CC BY3.0)

Note: This article gives the views of the authors, and not the position of the LSE Impact blog, nor of the London School of Economics. Please review our  Comments Policy  if you have any concerns on posting a comment below.

Jennifer Raff (Indiana University—dual Ph.D. in genetics and bioanthropology) is an assistant professor in the Department of Anthropology, University of Kansas, director and Principal Investigator of the KU Laboratory of Human Population Genomics, and assistant director of KU’s Laboratory of Biological Anthropology. She is also a research affiliate with the University of Texas anthropological genetics laboratory. She is keenly interested in public outreach and scientific literacy, writing about topics in science and pseudoscience for her blog ( violentmetaphors.com ), the Huffington Post, and for the  Social Evolution Forum .

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How to read a scholarly article.

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• How to Read a Scholarly Article - brief video from Western Libraries
• Infographic: How to read a scientific paper "Because scientific articles are different from other texts, like novels or newspaper stories, they should be read differently."
• How to Read and Comprehend Scientific Research Articles brief video from the University of Minnesota Libraries
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How to read a scientific paper?: Resources

• Terminology to get familiar with
• How to tackle reading a scientific paper?

General Resources

Discipline specific resources.

• How To Read Scientific Papers by Christoph Schmidl (April 2020) more... less... From towardsdatascience.com
• How to read a scientific paper By Adam Ruben in Science Magazine (2016)
• How to (seriously) read a scientific paper By Elizabeth Pain in Science magazine (2016)
• Guide to Reading Academic Research Papers Learn to tackle this laborious process with a systematic approach! more... less... By Kyle M Shannon from towardsdatascience.com
• Reading Scientific Papers Recommendations by Dr. Robert Siegel
• Infographic: How to read a scientific paper Mastering this skill can help you excel at research, peer review – and writing your own papers
• Ten simple rules for reading a scientific paper Carey, Maureen A., Kevin L. Steiner, and William A. Petri Jr. "Ten simple rules for reading a scientific paper." (2020): e1008032.
• Art of reading a journal article: Methodically and effectively Subramanyam, Rv. “Art of reading a journal article: Methodically and effectively.” Journal of oral and maxillofacial pathology : JOMFP vol. 17,1 (2013): 65-70. doi:10.4103/0973-029X.110733
• How to read a scientific article by Mary Purugganan, Ph.D. [email protected] Jan Hewitt, Ph.D. [email protected] Cain Project in Engineering and Professional Communication
• AstroPhysics Astronomy paper seminar participation and guide and reading walk through more... less... Cooke, Kevin C., et al. "Astronomy Paper Seminar Participation Guide & Reading Walkthrough." arXiv preprint arXiv:2006.12566 (2020).
• All Sciences This article outlines a practical and efficient three-pass method for reading research papers. more... less... Keshav, Srinivasan. "How to read a paper." ACM SIGCOMM Computer Communication Review 37.3 (2007): 83-84.
• Chemistry It was commissioned by the Royal Society of Chemistry and written by Katharine Thompson at Imperial College London. Resource image © iStock / Royal Society of Chemistry.
• Journal Articles made easy (Chemistry)
• Reading a Scientific Paper for Psychology and the Social Sciences: A Critical Guide Cordeiro, Pedro, Victor E. C. Ortuño, Maria Paula Paixão, & João Marôco. "Reading a Scientific Paper for Psychology and the Social Sciences: A Critical Guide." Psychology, Community & Health [Online], 4.3 (2015): 114-122. Web. 9 Nov. 2021
• Mathematics Alet Roux University of Hull 18 November 2003
• Biology Mimimally modified from: John W. Little and Roy Parker, University of Arizona, Advanced Biochemistry

These resources are being complied with input from your faculty and librarians at Dartmouth College. If you have any recommendations for additions or any comments/suggestions please don't hesitate to reach out to the [email protected] .

Finally, be aware that keeping abreast of the literature in a field takes time and discipline. Here is an article on how some scientists keep track of all the new publications in their field. 

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• Last Updated: Oct 5, 2023 1:39 PM
• URL: https://researchguides.dartmouth.edu/readasciencepaper

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Collection  12 March 2020

Top 50 Life and Biological Sciences Articles

We are pleased to share with you the 50 most read Nature Communications  articles* in life and biological sciences published in 2019. Featuring authors from around the world, these papers highlight valuable research from an international community.

Browse all Top 50 subject area collections here .

*Based on data from Google Analytics, covering January-December 2019 (data has been normalised to account for articles published later in the year)

Genome-wide analysis identifies molecular systems and 149 genetic loci associated with income

Household income is used as a marker of socioeconomic position, a trait that is associated with better physical and mental health. Here, Hill et al. report a genome-wide association study for household income in the UK and explore its relationship with intelligence in post-GWAS analyses including Mendelian randomization.

• W. David Hill
• Neil M. Davies
• Ian J. Deary

A 5700 year-old human genome and oral microbiome from chewed birch pitch

Birch pitch is thought to have been used in prehistoric times as hafting material or antiseptic and tooth imprints suggest that it was chewed. Here, the authors report a 5,700 year-old piece of chewed birch pitch from Denmark from which they successfully recovered a complete ancient human genome and oral microbiome DNA.

• Theis Z. T. Jensen
• Jonas Niemann
• Hannes Schroeder

A short translational ramp determines the efficiency of protein synthesis

Several factors contribute to the efficiency of protein expression. Here the authors show that the identity of amino acids encoded by codons at position 3–5 significantly impact translation efficiency and protein expression levels.

• Manasvi Verma
• Junhong Choi
• Sergej Djuranovic

Early coauthorship with top scientists predicts success in academic careers

By examining publication records of scientists from four disciplines, the authors show that coauthoring a paper with a top-cited scientist early in one's career predicts lasting increases in career success, especially for researchers affiliated with less prestigious institutions.

• Tomaso Aste
• Giacomo Livan

Ancient DNA from the skeletons of Roopkund Lake reveals Mediterranean migrants in India

Remains of several hundred humans are scattered around Roopkund Lake, situated over 5,000 meters above sea level in the Himalayan Mountains. Here the authors analyze genome-wide data from 38 skeletons and find 3 clusters with different ancestries and dates, showing the people were desposited in multiple catastrophic events.

• Éadaoin Harney
• Ayushi Nayak

Ketamine can reduce harmful drinking by pharmacologically rewriting drinking memories

Memories linking environmental cues to alcohol reward are involved in the development and maintenance of heavy drinking. Here, the authors show that a single dose of ketamine, given after retrieval of alcohol-reward memories, disrupts the reconsolidation of these memories and reduces drinking in humans.

• Ravi K. Das
• Sunjeev K. Kamboj

Sequential LASER ART and CRISPR Treatments Eliminate HIV-1 in a Subset of Infected Humanized Mice

Here, the authors show that sequential treatment with long-acting slow-effective release ART and AAV9- based delivery of CRISPR-Cas9 results in undetectable levels of virus and integrated DNA in a subset of humanized HIV-1 infected mice. This proof-of-concept study suggests that HIV-1 elimination is possible.

• Prasanta K. Dash
• Rafal Kaminski
• Howard E. Gendelman

XX sex chromosome complement promotes atherosclerosis in mice

Men and women differ in their risk of developing coronary artery disease, in part due to differences in their levels of sex hormones. Here, AlSiraj et al. show that the XX sex genotype regulates lipid metabolism and promotes atherosclerosis independently of sex hormones in mice.

• Yasir AlSiraj
• Lisa A. Cassis

Early-career setback and future career impact

Little is known about the long-term effects of early-career setback. Here, the authors compare junior scientists who were awarded a NIH grant to those with similar track records, who were not, and find that individuals with the early setback systematically performed better in the longer term.

• Benjamin F. Jones
• Dashun Wang

Ideological differences in the expanse of the moral circle

How do liberals and conservatives differ in their expression of compassion and moral concern? The authors show that conservatives tend to express concern toward smaller, more well-defined, and less permeable social circles, while liberals express concern toward larger, less well-defined, and more permeable social circles.

• Jesse Graham

A metabolic profile of all-cause mortality risk identified in an observational study of 44,168 individuals

Biomarkers that predict mortality are of interest for clinical as well as research applications. Here, the authors analyze metabolomics data from 44,168 individuals and identify key metabolites independently associated with all-cause mortality risk.

• Joris Deelen
• Johannes Kettunen
• P. Eline Slagboom

New insects feeding on dinosaur feathers in mid-Cretaceous amber

Numerous feathered dinosaurs and early birds have been discovered from the Jurassic and Cretaceous, but the early evolution of feather-feeding insects is not clear. Here, Gao et al. describe a new family of ectoparasitic insects from 10 specimens found associated with feathers in mid-Cretaceous amber.

• Taiping Gao
• Xiangchu Yin

Acoustic enrichment can enhance fish community development on degraded coral reef habitat

Healthy coral reefs have an acoustic signature known to be attractive to coral and fish larvae during settlement. Here the authors use playback experiments in the field to show that healthy reef sounds can increase recruitment of juvenile fishes to degraded coral reef habitat, suggesting that acoustic playback could be used as a reef management strategy.

• Timothy A. C. Gordon
• Andrew N. Radford
• Stephen D. Simpson

Phagocytosis-like cell engulfment by a planctomycete bacterium

Phagocytosis is a typically eukaryotic feature that could be behind the origin of eukaryotic cells. Here, the authors describe a bacterium that can engulf other bacteria and small eukaryotic cells through a phagocytosis-like mechanism.

• Takashi Shiratori
• Shigekatsu Suzuki
• Ken-ichiro Ishida

Hippocampal clock regulates memory retrieval via Dopamine and PKA-induced GluA1 phosphorylation

The neural mechanisms that lead to a relative deficit in memory retrieval in the afternoon are unclear. Here, the authors show that the circadian - dependent transcription factor BMAL1 regulates retrieval through dopamine and glutamate receptor phosphorylation.

• Shunsuke Hasegawa
• Hotaka Fukushima
• Satoshi Kida

Agreement between two large pan-cancer CRISPR-Cas9 gene dependency data sets

Integrating independent large-scale pharmacogenomic screens can enable unprecedented characterization of genetic vulnerabilities in cancers. Here, the authors show that the two largest independent CRISPR-Cas9 gene-dependency screens are concordant, paving the way for joint analysis of the data sets.

• Joshua M. Dempster
• Clare Pacini
• Francesco Iorio

Phylogenomics of 10,575 genomes reveals evolutionary proximity between domains Bacteria and Archaea

The authors build a reference phylogeny of 10,575 evenly-sampled bacterial and archaeal genomes, based on 381 markers. The results indicate a remarkably closer evolutionary proximity between Archaea and Bacteria than previous estimates that used fewer “core” genes, such as the ribosomal proteins.

Pan-cancer molecular subtypes revealed by mass-spectrometry-based proteomic characterization of more than 500 human cancers

Mass-spectrometry-based profiling can be used to stratify tumours into molecular subtypes. Here, by classifying over 500 tumours, the authors show that this approach reveals proteomic subgroups which cut across tumour types.

• Fengju Chen
• Darshan S. Chandrashekar
• Chad J. Creighton

CRISPR-Switch regulates sgRNA activity by Cre recombination for sequential editing of two loci

Inducible genome editing systems often suffer from leakiness or reduced activity. Here the authors develop CRISPR-Switch, a Cre recombinase ON/OFF-controlled sgRNA cassette that allows consecutive editing of two loci.

• Krzysztof Chylinski
• Maria Hubmann
• Ulrich Elling

CRISPR-Cas3 induces broad and unidirectional genome editing in human cells

Class 1 CRISPR systems are not as developed for genome editing as Class 2 systems are. Here the authors show that Cas3 can be used to generate functional knockouts and knock-ins, as well as Cas3-mediated exon-skipping in DMD cells.

• Hiroyuki Morisaka
• Kazuto Yoshimi
• Tomoji Mashimo

Genetic evidence for assortative mating on alcohol consumption in the UK Biobank

From observational studies, alcohol consumption behaviours are known to be correlated in spouses. Here, Howe et al. use partners’ genotypic information in a Mendelian randomization framework and show that a SNP in the ADH1B gene associates with partner’s alcohol consumption, suggesting that alcohol consumption affects mate choice.

• Laurence J. Howe
• Daniel J. Lawson
• Gibran Hemani

The autophagy receptor p62/SQST-1 promotes proteostasis and longevity in C. elegans by inducing autophagy

While the cellular recycling process autophagy has been linked to aging, the impact of selective autophagy on lifespan remains unclear. Here Kumsta et al. show that the autophagy receptor p62/SQSTM1 is required for hormetic benefits and p62/SQSTM1 overexpression is sufficient to extend C. elegans lifespan and improve proteostasis.

• Caroline Kumsta
• Jessica T. Chang
• Malene Hansen

The coincidence of ecological opportunity with hybridization explains rapid adaptive radiation in Lake Mweru cichlid fishes

Recent studies have suggested that hybridization can facilitate adaptive radiations. Here, the authors show that opportunity for hybridization differentiates Lake Mweru, where cichlids radiated, and Lake Bangweulu, where cichlids did not radiate despite ecological opportunity in both lakes.

• Joana I. Meier
• Rike B. Stelkens
• Ole Seehausen

Flagellin-elicited adaptive immunity suppresses flagellated microbiota and vaccinates against chronic inflammatory diseases

Gut microbiota alterations, including enrichment of flagellated bacteria, are associated with metabolic syndrome and chronic inflammatory diseases. Here, Tran et al. show, in mice, that elicitation of mucosal anti-flagellin antibodies protects against experimental colitis and ameliorates diet-induced obesity.

• Hao Q. Tran
• Ruth E. Ley
• Benoit Chassaing

Possible role of L-form switching in recurrent urinary tract infection

The reservoir for recurrent urinary tract infection in humans is unclear. Here, Mickiewicz et al. detect cell-wall deficient (L-form) E. coli in fresh urine from patients, and show that the isolated bacteria readily switch between walled and L-form states.

• Katarzyna M. Mickiewicz
• Yoshikazu Kawai
• Jeff Errington

Dual microglia effects on blood brain barrier permeability induced by systemic inflammation

Although it is known that microglia respond to injury and systemic disease in the brain, it is unclear if they modulate blood–brain barrier (BBB) integrity, which is critical for regulating neuroinflammatory responses. Here authors demonstrate that microglia respond to inflammation by migrating towards and accumulating around cerebral vessels, where they initially maintain BBB integrity via expression of the tight-junction protein Claudin-5 before switching, during sustained inflammation, to phagocytically remove astrocytic end-feet resulting in impaired BBB function

• Koichiro Haruwaka
• Ako Ikegami
• Hiroaki Wake

Mice with hyper-long telomeres show less metabolic aging and longer lifespans

Telomere shortening is associated with aging. Here the authors analyze mice with hyperlong telomeres and demonstrate that longer telomeres than normal have beneficial effects such as delayed metabolic aging, increased longevity and less incidence of cancer.

• Miguel A. Muñoz-Lorente
• Alba C. Cano-Martin
• Maria A. Blasco

Extracellular matrix hydrogel derived from decellularized tissues enables endodermal organoid culture

Organoid cultures have been developed from multiple tissues, opening new possibilities for regenerative medicine. Here the authors demonstrate the derivation of GMP-compliant hydrogels from decellularized porcine small intestine which support formation and growth of human gastric, liver, pancreatic and small intestinal organoids.

• Giovanni Giuseppe Giobbe
• Claire Crowley
• Paolo De Coppi

Engineered E. coli Nissle 1917 for the delivery of matrix-tethered therapeutic domains to the gut

Anti-inflammatory treatments for gastrointestinal diseases can often have detrimental side effects. Here the authors engineer E. coli Nissle 1917 to create a fibrous matrix that has a protective effect in DSS-induced colitis mice.

• Pichet Praveschotinunt
• Anna M. Duraj-Thatte
• Neel S. Joshi

Ambient black carbon particles reach the fetal side of human placenta

Exposure to air pollution during pregnancy has been associated with impaired birth outcomes. Here, Bové et al. report evidence of black carbon particle deposition on the fetal side of human placentae, including at early stages of pregnancy, suggesting air pollution could affect birth outcome through direct effects on the fetus.

• Hannelore Bové
• Eva Bongaerts
• Tim S. Nawrot

Real-time decoding of question-and-answer speech dialogue using human cortical activity

Speech neuroprosthetic devices should be capable of restoring a patient’s ability to participate in interactive dialogue. Here, the authors demonstrate that the context of a verbal exchange can be used to enhance neural decoder performance in real time.

• David A. Moses
• Matthew K. Leonard
• Edward F. Chang

In-cell identification and measurement of RNA-protein interactions

RNA-interacting proteome can be identified by RNA affinity purification followed by mass spectrometry. Here the authors developed a different RNA-centric technology that combines high-throughput immunoprecipitation of RNA binding proteins and luciferase-based detection of their interaction with the RNA.

• Antoine Graindorge
• Inês Pinheiro
• Alena Shkumatava

A bacterial gene-drive system efficiently edits and inactivates a high copy number antibiotic resistance locus

Genedrives bias the inheritance of alleles in diploid organisms. Here, the authors develop a gene-drive analogous system for bacteria, selectively editing and clearing plasmids.

• J. Andrés Valderrama
• Surashree S. Kulkarni

Flavonoid intake is associated with lower mortality in the Danish Diet Cancer and Health Cohort

The studies showing health benefits of flavonoids and their impact on cancer mortality are incomplete. Here, the authors perform a prospective cohort study in Danish participants and demonstrate an inverse association between regular flavonoid intake and both cardiovascular and cancer related mortality.

• Nicola P. Bondonno
• Frederik Dalgaard
• Jonathan M. Hodgson

Senescent cell turnover slows with age providing an explanation for the Gompertz law

One of the underlying causes of aging is the accumulation of senescent cells, but their turnover rates and dynamics during ageing are unknown. Here the authors measure and model senescent cell production and removal and explore implications for mortality.

• Amit Agrawal

Optimizing agent behavior over long time scales by transporting value

People are able to mentally time travel to distant memories and reflect on the consequences of those past events. Here, the authors show how a mechanism that connects learning from delayed rewards with memory retrieval can enable AI agents to discover links between past events to help decide better courses of action in the future.

• Chia-Chun Hung
• Timothy Lillicrap

Mutant p53 drives clonal hematopoiesis through modulating epigenetic pathway

Ageing is associated with clonal hematopoiesis of indeterminate potential (CHIP), which is linked to increased risks of hematological malignancies. Here the authors uncover an epigenetic mechanism through which mutant p53 drives clonal hematopoiesis through interaction with EZH2.

A systematic evaluation of single cell RNA-seq analysis pipelines

There has been a rapid rise in single cell RNA-seq methods and associated pipelines. Here the authors use simulated data to systematically evaluate the performance of 3000 possible pipelines to derive recommendations for data processing and analysis of different types of scRNA-seq experiments.

• Beate Vieth
• Swati Parekh
• Ines Hellmann

Cryo-EM structure and polymorphism of Aβ amyloid fibrils purified from Alzheimer’s brain tissue

Alzheimer’s disease is characterised by the deposition of Aβ amyloid fibrils and tau protein neurofibrillary tangles. Here the authors use cryo-EM to structurally characterise brain derived Aβ amyloid fibrils and find that they are polymorphic and right-hand twisted, which differs from in vitro generated Aβ fibrils.

• Marius Kollmer
• William Close
• Marcus Fändrich

Droplet Tn-Seq combines microfluidics with Tn-Seq for identifying complex single-cell phenotypes

Culturing transposon-mutant libraries in pools can mask complex phenotypes. Here the authors present microfluidics mediated droplet Tn-Seq, which encapsulates individual mutants, promotes isolated growth and enables cell-cell interaction analyses.

• Derek Thibault
• Paul A. Jensen
• Tim van Opijnen

An artificial metalloenzyme biosensor can detect ethylene gas in fruits and Arabidopsis leaves

Existing methods to detect ethylene in plant tissue typically require gas chromatography or use ethylene-dependent gene expression as a proxy. Here Vong et al . show that an artificial metalloenzyme-based ethylene probe can be used to detect ethylene in plants with improved spatiotemporal resolution.

• Kenward Vong
• Katsunori Tanaka

Artificially cloaked viral nanovaccine for cancer immunotherapy

Cancer therapy using oncolytic virus has shown pre-clinical and clinical efficacy. Here, the authors report ExtraCRAd, an oncolytic virus cloaked with tumour cell membrane and report its therapeutic effects in vitro and in vivo in multiple mouse tumour models.

• Manlio Fusciello
• Flavia Fontana
• Vincenzo Cerullo

A transposable element insertion is associated with an alternative life history strategy

Tradeoffs are central to life history theory and evolutionary biology, yet almost nothing is known about their mechanistic basis. Here the authors characterize one such mechanism and find a transposable element insertion is associated with the switch between alternative life history strategies.

• Alyssa Woronik
• Kalle Tunström
• Christopher W. Wheat

Patterns of genetic differentiation and the footprints of historical migrations in the Iberian Peninsula

The Iberian Peninsula has a complex history. Here, the authors analyse the genetic structure of the modern Iberian population at fine scale, revealing historical population movements associated with the time of Muslim rule.

• Clare Bycroft
• Ceres Fernandez-Rozadilla
• Simon Myers

Single-cell transcriptomics of human T cells reveals tissue and activation signatures in health and disease

Immune cells are shaped by the tissue environment, yet the states of healthy human T cells are mainly studied in the blood. Here, the authors perform single cell RNA-seq of T cells from tissues and blood of healthy donors and show its utility as a reference map for comparison of human T cell states in disease.

• Peter A. Szabo
• Hanna Mendes Levitin
• Peter A. Sims

Genomic risk score offers predictive performance comparable to clinical risk factors for ischaemic stroke

Stroke risk is influenced by genetic and lifestyle factors and previously a genomic risk score (GRS) for stroke was proposed, albeit with limited predictive power. Here, Abraham et al. develop a metaGRS that is composed of several stroke-related GRSs and demonstrate improved predictive power compared with individual GRS or classic risk factors.

• Gad Abraham
• Rainer Malik
• Martin Dichgans

Mitochondrial oxidative capacity and NAD + biosynthesis are reduced in human sarcopenia across ethnicities

Sarcopenia is the loss of muscle mass and strength associated with physical disability during ageing. Here, the authors analyse muscle biopsies from 119 patients with sarcopenia and age-matched controls of different ethnic groups and find transcriptional signatures indicating mitochondrial dysfunction, associated with reduced mitochondria numbers and lower NAD +  levels in older individuals with sarcopenia.

• Eugenia Migliavacca
• Stacey K. H. Tay
• Jerome N. Feige

NAD + augmentation restores mitophagy and limits accelerated aging in Werner syndrome

The molecular mechanisms of mitochondrial dysfunction in the premature ageing Werner syndrome were elusive. Here the authors show that NAD + depletion-induced impaired mitophagy contributes to this phenomenon, shedding light on potential therapeutics.

• Evandro F. Fang
• Vilhelm A. Bohr

Novel approach reveals genomic landscapes of single-strand DNA breaks with nucleotide resolution in human cells

Single strand breaks represent the most common form of DNA damage yet no methods to map them in a genome-wide fashion at single nucleotide resolution exist. Here the authors develop such a method and apply to uncover patterns of single-strand DNA “breakome” in different biological conditions.

• Lorena Salazar-García
• Philipp Kapranov

Evaluation of 16S rRNA gene sequencing for species and strain-level microbiome analysis

Here, the authors explore the potential of the 16S gene for discriminating bacterial taxa and show that full-length sequencing combined with appropriate clustering of intragenomic sequence variation can provide accurate representation of bacterial species in microbiome datasets.

• Jethro S. Johnson
• Daniel J. Spakowicz
• George M. Weinstock

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Page 1 of 12

Cx43 hemichannels and panx1 channels contribute to ethanol-induced astrocyte dysfunction and damage

Alcohol, a widely abused drug, significantly diminishes life quality, causing chronic diseases and psychiatric issues, with severe health, societal, and economic repercussions. Previously, we demonstrated that...

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Galectins in epithelial-mesenchymal transition: roles and mechanisms contributing to tissue repair, fibrosis and cancer metastasis

Galectins are soluble glycan-binding proteins that interact with a wide range of glycoproteins and glycolipids and modulate a broad spectrum of physiological and pathological processes. The expression and subc...

Glutaminolysis regulates endometrial fibrosis in intrauterine adhesion via modulating mitochondrial function

Endometrial fibrosis, a significant characteristic of intrauterine adhesion (IUA), is caused by the excessive differentiation and activation of endometrial stromal cells (ESCs). Glutaminolysis is the metabolic...

The long-chain flavodoxin FldX1 improves the biodegradation of 4-hydroxyphenylacetate and 3-hydroxyphenylacetate and counteracts the oxidative stress associated to aromatic catabolism in Paraburkholderia xenovorans

Bacterial aromatic degradation may cause oxidative stress. The long-chain flavodoxin FldX1 of Paraburkholderia xenovorans LB400 counteracts reactive oxygen species (ROS). The aim of this study was to evaluate the...

MicroRNA-148b secreted by bovine oviductal extracellular vesicles enhance embryo quality through BPM/TGF-beta pathway

Extracellular vesicles (EVs) and their cargoes, including MicroRNAs (miRNAs) play a crucial role in cell-to-cell communication. We previously demonstrated the upregulation of bta-mir-148b in EVs from oviductal...

YME1L-mediated mitophagy protects renal tubular cells against cellular senescence under diabetic conditions

The senescence of renal tubular epithelial cells (RTECs) is crucial in the progression of diabetic kidney disease (DKD). Accumulating evidence suggests a close association between insufficient mitophagy and RT...

Effects of latroeggtoxin-VI on dopamine and α-synuclein in PC12 cells and the implications for Parkinson’s disease

Parkinson’s disease (PD) is characterized by death of dopaminergic neurons leading to dopamine deficiency, excessive α-synuclein facilitating Lewy body formation, etc. Latroeggtoxin-VI (LETX-VI), a proteinaceo...

Glial-restricted progenitor cells: a cure for diseased brain?

The central nervous system (CNS) is home to neuronal and glial cells. Traditionally, glia was disregarded as just the structural support across the brain and spinal cord, in striking contrast to neurons, alway...

Carbapenem-resistant hypervirulent ST23 Klebsiella pneumoniae with a highly transmissible dual-carbapenemase plasmid in Chile

The convergence of hypervirulence and carbapenem resistance in the bacterial pathogen Klebsiella pneumoniae represents a critical global health concern. Hypervirulent K. pneumoniae (hvKp) strains, frequently from...

Endometrial mesenchymal stromal/stem cells improve regeneration of injured endometrium in mice

The monthly regeneration of human endometrial tissue is maintained by the presence of human endometrial mesenchymal stromal/stem cells (eMSC), a cell population co-expressing the perivascular markers CD140b an...

Embryo development is impaired by sperm mitochondrial-derived ROS

Basal energetic metabolism in sperm, particularly oxidative phosphorylation, is known to condition not only their oocyte fertilising ability, but also the subsequent embryo development. While the molecular pat...

Fibroblasts inhibit osteogenesis by regulating nuclear-cytoplasmic shuttling of YAP in mesenchymal stem cells and secreting DKK1

Fibrous scars frequently form at the sites of bone nonunion when attempts to repair bone fractures have failed. However, the detailed mechanism by which fibroblasts, which are the main components of fibrous sc...

MSC-derived exosomes protect auditory hair cells from neomycin-induced damage via autophagy regulation

Sensorineural hearing loss (SNHL) poses a major threat to both physical and mental health; however, there is still a lack of effective drugs to treat the disease. Recently, novel biological therapies, such as ...

Alpha-synuclein dynamics bridge Type-I Interferon response and SARS-CoV-2 replication in peripheral cells

Increasing evidence suggests a double-faceted role of alpha-synuclein (α-syn) following infection by a variety of viruses, including SARS-CoV-2. Although α-syn accumulation is known to contribute to cell toxic...

Lactadherin immunoblockade in small extracellular vesicles inhibits sEV-mediated increase of pro-metastatic capacities

Tumor-derived small extracellular vesicles (sEVs) can promote tumorigenic and metastatic capacities in less aggressive recipient cells mainly through the biomolecules in their cargo. However, despite recent ad...

Integration of ATAC-seq and RNA-seq identifies MX1-mediated AP-1 transcriptional regulation as a therapeutic target for Down syndrome

Growing evidence has suggested that Type I Interferon (I-IFN) plays a potential role in the pathogenesis of Down Syndrome (DS). This work investigates the underlying function of MX1, an effector gene of I-IFN,...

The novel roles of YULINK in the migration, proliferation and glycolysis of pulmonary arterial smooth muscle cells: implications for pulmonary arterial hypertension

Abnormal remodeling of the pulmonary vasculature, characterized by the proliferation and migration of pulmonary arterial smooth muscle cells (PASMCs) along with dysregulated glycolysis, is a pathognomonic feat...

Electroacupuncture promotes neurogenesis in the dentate gyrus and improves pattern separation in an early Alzheimer's disease mouse model

Impaired pattern separation occurs in the early stage of Alzheimer’s disease (AD), and hippocampal dentate gyrus (DG) neurogenesis participates in pattern separation. Here, we investigated whether spatial memo...

Role of SYVN1 in the control of airway remodeling in asthma protection by promoting SIRT2 ubiquitination and degradation

Asthma is a heterogenous disease that characterized by airway remodeling. SYVN1 (Synoviolin 1) acts as an E3 ligase to mediate the suppression of endoplasmic reticulum (ER) stress through ubiquitination and de...

Advances towards the use of gastrointestinal tumor patient-derived organoids as a therapeutic decision-making tool

In December 2022 the US Food and Drug Administration (FDA) removed the requirement that drugs in development must undergo animal testing before clinical evaluation, a declaration that now demands the establish...

Melatonin alleviates pyroptosis by regulating the SIRT3/FOXO3α/ROS axis and interacting with apoptosis in Atherosclerosis progression

Atherosclerosis (AS), a significant contributor to cardiovascular disease (CVD), is steadily rising with the aging of the global population. Pyroptosis and apoptosis, both caspase-mediated cell death mechanism...

Prenatal ethanol exposure and changes in fetal neuroendocrine metabolic programming

Prenatal ethanol exposure (PEE) (mainly through maternal alcohol consumption) has become widespread. However, studies suggest that it can cause intrauterine growth retardation (IUGR) and multi-organ developmen...

Autologous non-invasively derived stem cells mitochondria transfer shows therapeutic advantages in human embryo quality rescue

The decline in the quantity and quality of mitochondria are closely associated with infertility, particularly in advanced maternal age. Transferring autologous mitochondria into the oocytes of infertile female...

Development of synthetic modulator enabling long-term propagation and neurogenesis of human embryonic stem cell-derived neural progenitor cells

Neural progenitor cells (NPCs) are essential for in vitro drug screening and cell-based therapies for brain-related disorders, necessitating well-defined and reproducible culture systems. Current strategies em...

Heat-responsive microRNAs participate in regulating the pollen fertility stability of CMS-D2 restorer line under high-temperature stress

Anther development and pollen fertility of cytoplasmic male sterility (CMS) conditioned by Gossypium harknessii cytoplasm (CMS-D2) restorer lines are susceptible to continuous high-temperature (HT) stress in sum...

Chemogenetic inhibition of NTS astrocytes normalizes cardiac autonomic control and ameliorate hypertension during chronic intermittent hypoxia

Obstructive sleep apnea (OSA) is characterized by recurrent episodes of chronic intermittent hypoxia (CIH), which has been linked to the development of sympathoexcitation and hypertension. Furthermore, it has ...

SARS-CoV-2 spike protein S1 activates Cx43 hemichannels and disturbs intracellular Ca 2+ dynamics

Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) causes the ongoing coronavirus disease 2019 (COVID-19). An aspect of high uncertainty is whether the SARS-CoV-2 per se or the systemic inflammation ...

The effect of zofenopril on the cardiovascular system of spontaneously hypertensive rats treated with the ACE2 inhibitor MLN-4760

Angiotensin converting enzyme 2 (ACE2) plays a crucial role in the infection cycle of SARS-CoV-2 responsible for formation of COVID-19 pandemic. In the cardiovascular system, the virus enters the cells by bind...

Two murine models of sepsis: immunopathological differences between the sexes—possible role of TGFβ1 in female resistance to endotoxemia

Endotoxic shock (ExSh) and cecal ligature and puncture (CLP) are models that induce sepsis. In this work, we investigated early immunologic and histopathologic changes induced by ExSh or CLP models in female a...

An intracellular, non-oxidative factor activates in vitro chromatin fragmentation in pig sperm

In vitro incubation of epididymal and vas deferens sperm with Mn 2+ induces Sperm Chromatin Fragmentation (SCF), a mechanism that causes double-stranded breaks in toroid-linker regions (TLRs). Whether this mechani...

Focal ischemic stroke modifies microglia-derived exosomal miRNAs: potential role of mir-212-5p in neuronal protection and functional recovery

Ischemic stroke is a severe type of stroke with high disability and mortality rates. In recent years, microglial exosome-derived miRNAs have been shown to be promising candidates for the treatment of ischemic ...

S -Nitrosylation in endothelial cells contributes to tumor cell adhesion and extravasation during breast cancer metastasis

Nitric oxide is produced by different nitric oxide synthases isoforms. NO activates two signaling pathways, one dependent on soluble guanylate cyclase and protein kinase G, and other where NO post-translationa...

Identifying pyroptosis- and inflammation-related genes in intracranial aneurysms based on bioinformatics analysis

Intracranial aneurysm (IA) is the most common cerebrovascular disease, and subarachnoid hemorrhage caused by its rupture can seriously impede nerve function. Pyroptosis is an inflammatory mode of cell death wh...

Drosophila Atlastin regulates synaptic vesicle mobilization independent of bone morphogenetic protein signaling

The endoplasmic reticulum (ER) contacts endosomes in all parts of a motor neuron, including the axon and presynaptic terminal, to move structural proteins, proteins that send signals, and lipids over long dist...

Mucin1 induced trophoblast dysfunction in gestational diabetes mellitus via Wnt/β-catenin pathway

To elucidate the role of Mucin1 (MUC1) in the trophoblast function (glucose uptake and apoptosis) of gestational diabetes mellitus (GDM) women through the Wnt/β-catenin pathway.

Human umbilical cord mesenchymal stem cells (hUC-MSCs) alleviate paclitaxel-induced spermatogenesis defects and maintain male fertility

Chemotherapeutic drugs can cause reproductive damage by affecting sperm quality and other aspects of male fertility. Stem cells are thought to alleviate the damage caused by chemotherapy drugs and to play role...

Exploring the Neandertal legacy of pancreatic ductal adenocarcinoma risk in Eurasians

The genomes of present-day non-Africans are composed of 1–3% of Neandertal-derived DNA as a consequence of admixture events between Neandertals and anatomically modern humans about 50–60 thousand years ago. Ne...

Identification and analysis of key hypoxia- and immune-related genes in hypertrophic cardiomyopathy

Hypertrophic cardiomyopathy (HCM), an autosomal dominant genetic disease, is the main cause of sudden death in adolescents and athletes globally. Hypoxia and immune factors have been revealed to be related to ...

How do prolonged anchorage-free lifetimes strengthen non-small-cell lung cancer cells to evade anoikis? – A link with altered cellular metabolomics

Malignant cells adopt anoikis resistance to survive anchorage-free stresses and initiate cancer metastasis. It is still unknown how varying periods of anchorage loss contribute to anoikis resistance, cell migr...

Single nucleotide polymorphisms associated with wine fermentation and adaptation to nitrogen limitation in wild and domesticated yeast strains

For more than 20 years, Saccharomyces cerevisiae has served as a model organism for genetic studies and molecular biology, as well as a platform for biotechnology (e.g., wine production). One of the important eco...

Investigating the dark-side of the genome: a barrier to human disease variant discovery?

The human genome contains regions that cannot be adequately assembled or aligned using next generation short-read sequencing technologies. More than 2500 genes are known contain such ‘dark’ regions. In this st...

Hyperbaric oxygen treatment increases intestinal stem cell proliferation through the mTORC1/S6K1 signaling pathway in Mus musculus

Hyperbaric oxygen treatment (HBOT) has been reported to modulate the proliferation of neural and mesenchymal stem cell populations, but the molecular mechanisms underlying these effects are not completely unde...

Polar microalgae extracts protect human HaCaT keratinocytes from damaging stimuli and ameliorate psoriatic skin inflammation in mice

Polar microalgae contain unique compounds that enable them to adapt to extreme environments. As the skin barrier is our first line of defense against external threats, polar microalgae extracts may possess res...

Correction: Utility of melatonin in mitigating ionizing radiation‑induced testis injury through synergistic interdependence of its biological properties

The original article was published in Biological Research 2022 55 :33

Beyond energy provider: multifunction of lipid droplets in embryonic development

Since the discovery, lipid droplets (LDs) have been recognized to be sites of cellular energy reserves, providing energy when necessary to sustain cellular life activities. Many studies have reported large num...

Retraction Note: Tridax procumbens flavonoids: a prospective bioactive compound increased osteoblast differentiation and trabecular bone formation

Electroacupuncture protective effects after cerebral ischemia are mediated through mir-219a inhibition.

Electroacupuncture (EA) is a complementary and alternative therapy which has shown protective effects on vascular cognitive impairment (VCI). However, the underlying mechanisms are not entirely understood.

Topsoil and subsoil bacterial community assemblies across different drainage conditions in a mountain environment

High mountainous environments are of particular interest as they play an essential role for life and human societies, while being environments which are highly vulnerable to climate change and land use intensi...

Functional defects in hiPSCs-derived cardiomyocytes from patients with a PLEKHM2-mutation associated with dilated cardiomyopathy and left ventricular non-compaction

Dilated cardiomyopathy (DCM) is a primary myocardial disease, leading to heart failure and excessive risk of sudden cardiac death with rather poorly understood pathophysiology. In 2015, Parvari's group ident...

Human VDAC pseudogenes: an emerging role for VDAC1P8 pseudogene in acute myeloid leukemia

Voltage-dependent anion selective channels (VDACs) are the most abundant mitochondrial outer membrane proteins, encoded in mammals by three genes, VDAC1 , 2 and 3 , mostly ubiquitously expressed. As 'mitochondrial ...

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Columns education, how can we teach how to read a research paper to undergraduate students, anuttama kulkarni.

A lot of emphasis is given to introducing research in undergraduate curricula. On the other hand, there is little to no discussion about how to introduce the students to reading primary literature critically, or how to assess their understanding of it. Can there be a structured way of getting a regular undergraduate, who may or may not be interested in a research career, enthused about reading a research paper? How to test whether they have understood what they have read? These were the questions dealt with by the educators of the Homi Bhabha Centre for Science Education (HBCSE), Mumbai while developing a three-day module for reading research papers. In this article, one of the facilitators of the module walks us through their process.

Conventionally, teaching biology in undergraduate courses involves delivering content from textbooks. This approach is inefficient for teaching how to read a research paper. Reading a research article becomes frustrating for undergraduate students when they cannot comprehend it. Hence, ​ ‘ teaching’, here, is about taking the frustration out and enabling learning. To that end, we used a structured and timed approach and observed encouraging feedback from the students. Additionally, their test scores indicated a good understanding of the paper by them. We would like to share our experience here. 

About the initiative 

Our first batch of students comprised 29 first-year undergraduate students from different regions of the country who were selected under the National Initiative for Undergraduate Science (NIUS) program of HBCSE in December 2018. The next three modules were conducted online with a total of 62 regular undergraduates in July and August 2020. Participants were second- and third-year B.Sc. students from three colleges who had chosen life sciences or related sub-disciplines as major subjects. 

Research paper reading is one of the most effective and inexpensive ways of introducing scientific inquiry in undergraduate courses. Yet, there are roadblocks (Table 1) that hinder the inclusion of a systematic approach to reading research papers in many of the regular undergraduate courses. While some of these problems are universal, others are more prominent in our Indian colleges and universities. 

How can we work around these limitations? 

• Choosing the ​ ‘ right’ paper

Our process to work along with these limitations began with choosing the ​ ‘ right’ paper. We considered the following factors in making our choice. We looked for papers that were landmarks in their field, as they are excellent examples of how to practice science. We also wanted the paper to be relevant to some topic in students’ curriculum to make comprehension easier. We avoided recent publications with complex techniques and statistics in the introductory session – we didn’t want to burden the students with technicalities at this stage. We also avoided articles describing huge, classical discoveries, like DNA polymerase, and DNA structure/​function. This was simply because the students already know about the crux of these famous discoveries and can easily guess their impact on the field, even without reading the article. Lastly, we wanted the facilitator to be comfortable with the paper. Considering all the above, the paper we chose was related to the effects of extracellular matrix on cell differentiation. The title of the article was ​ ‘ Control of mammary epithelial differentiation: basement membrane induces tissue-specific gene expression in the absence of cell-cell interaction and morphological polarity’, published in The Journal of Cell Biology by Streuli et al ., in the year 1991. We used this paper in all of our modules.

• Taking the ​ ‘ before’ lecture

We started each of our modules with an introductory lecture to make students feel more confident about their ability to comprehend the paper. This ​ ‘ before’ lecture covered the background of the field, for example, cell-matrix interactions, adherence junctions, and so on. It also covered the techniques used in the paper. We also discussed what a scientific method is, what a research paper is, and why students should read it (Table 2).

• Dividing the paper into two parts 

After the lecture, students read the first half of the paper on their own. The next day, we asked them to answer multiple-choice as well as subjective questions about the research question addressed by the article, the hypothesis, their understanding of the figures and the results in the first half of the results section, and the conclusions drawn from them. After the students answered the questions, the facilitator took them through the details of what they read and understood. The students were then asked to read the second half of the paper.

On the third day, we conducted another test based on the second half of the paper and following that, we asked the students to lead the discussion. We think that having read half of the paper just a day before with the entire class and the facilitator encourages the students to persist in reading and discussing the rest of the article on their own. A detailed schedule for all three days is outlined in table 3.

• Assessing students- the open book/​internet test 

We assessed the students for their ability to understand the research article. Hence, the questions were analytical in nature. We allowed them to keep the article and reference books, and access the internet as they answered the test. The only restriction during the test was that they do not discuss with their peers. This was a requirement for individual assessment. 

Students’ answers were graded using the following four criteria: if the answer was copy-pasted or irrelevant (graded — 0), if the answer revealed some / incomplete understanding (graded ‑1), if the answer indicated satisfactory understanding (graded‑2), and finally, if the understanding was good to excellent (graded‑3). Figure 1 shows an example of the questions asked and the learning outcomes of three online classrooms (n = 62) where these sessions were conducted. 

• Taking feedback and improvising 

After the three days were over, we requested feedback from the students. Most of the students of our first batch rated the experience to be very good or excellent. But, while interacting with them, we realized that we had to tell them why they are reading a paper. Also, we had to cover ​ ‘ all’ the figures in our tests and presentations. We noticed that students would not understand the methods or the future directions/​impact of the findings in detail in a three-day schedule. So these topics were reserved for discussions and omitted from tests from the later three workshops. 

In the online modules, more than 80% of the students rated the experience to be very good or excellent on all aspects. As science educators, we found the students’ comments encouraging and interesting. We list some selected comments below; words in bold indicate that the students were intellectually enthused. 

“ Excellent experience, the analyzing portion induced curiosity ”

“ This workshop has been great throughout. Gives a completely different aspect of research. Would love to learn more !!”

“ It was a fun workshop; we were so influenced and motivated by the speakers. They provided [us] with great knowledge. [We] would like to attend more workshops and would like to do the experiment in person, as it would be [better] to also have practical knowledge. Thank you so much to all the people who made this possible. And we would like to have this one more time in future..” 

“ It was a very beneficial session. A number of previously known concepts have become clearer . The discussions conducted made it much better to understand a paper that I wouldn’t have [understood] otherwise”

“ The session was very informative. It was a great exercise for my brain ”

• Parting thoughts

Reading a virology paper can be very different from reading an ecology paper. An undergraduate student studies a variety of sub-disciplines of biology. 44 out of 57 students who filled out the feedback form wanted to discuss another research paper on a topic of their interest. The choice of the research paper depends a lot on the comfort zone of the teacher/​local facilitators. And to be honest, most of us are not equipped with in-depth background knowledge of all the fields. 

Can we have scientists/​postdoctoral researchers/​PhD scholars select the right papers from their field, and record a ​ ‘ before’ lecture for undergraduates or the facilitators? Can there be an online resource for teaching how to read research papers? Would that minimize the need for a specialized facilitator for reading discipline-wise research papers? We would like to part with this thought for all of us. 

Princeton University

Princeton engineering, can language models read the genome this one decoded mrna to make better vaccines..

By Scott Lyon

April 8, 2024

Princeton researchers led by Mengdi Wang have developed a language model to home in on partial genome sequences and optimize those sequences to improve function for the development of mRNA vaccines and other therapies. Illustration from Adobe Stock.

The same class of artificial intelligence that made headlines coding software and passing the bar exam has learned to read a different kind of text — the genetic code.

That code contains instructions for all of life’s functions and follows rules not unlike those that govern human languages. Each sequence in a genome adheres to an intricate grammar and syntax, the structures that give rise to meaning. Just as changing a few words can radically alter the impact of a sentence, small variations in a biological sequence can make a huge difference in the forms that sequence encodes.

Now Princeton University researchers led by machine learning expert Mengdi Wang are using language models to home in on partial genome sequences and optimize those sequences to study biology and improve medicine. And they are already underway.

In a paper published April 5 in the journal Nature Machine Intelligence, the authors detail a language model that used its powers of semantic representation to design a more effective mRNA vaccine such as those used to protect against COVID-19.

Found in Translation

Scientists have a simple way to summarize the flow of genetic information. They call it the central dogma of biology. Information moves from DNA to RNA to proteins. Proteins create the structures and functions of living cells.

Messenger RNA, or mRNA, converts the information into proteins in that final step, called translation. But mRNA is interesting. Only part of it holds the code for the protein. The rest is not translated but controls vital aspects of the translation process.

Governing the efficiency of protein production is a key mechanism by which mRNA vaccines work. The researchers focused their language model there, on the untranslated region, to see how they could optimize efficiency and improve vaccines.

After training the model on a small variety of species, the researchers generated hundreds of new optimized sequences and validated those results through lab experiments. The best sequences outperformed several leading benchmarks for vaccine development, including a 33% increase in the overall efficiency of protein production.

Increasing protein production efficiency by even a small amount provides a major boost for emerging therapeutics, according to the researchers. Beyond COVID-19, mRNA vaccines promise to protect against many infectious diseases and cancers.

Wang, a professor of electrical and computer engineering and the principal investigator in this study, said the model’s success also pointed to a more fundamental possibility. Trained on mRNA from a handful of species, it was able to decode nucleotide sequences and reveal something new about gene regulation. Scientists believe gene regulation, one of life’s most basic functions, holds the key to unlocking the origins of disease and disorder. Language models like this one could provide a new way to probe.

Wang’s collaborators include researchers from the biotech firm RVAC Medicines as well as the Stanford University School of Medicine.

The Language of Disease

The new model differs in degree, not kind, from the large language models that power today’s AI chat bots. Instead of being trained on billions of pages of text from the internet, their model was trained on a few hundred thousand sequences. The model also was trained to incorporate additional knowledge about the production of proteins, including structural and energy-related information.

The research team used the trained model to create a library of 211 new sequences. Each was optimized for a desired function, primarily an increase in the efficiency of translation. Those proteins, like the spike protein targeted by COVID-19 vaccines, drive the immune response to infectious disease.

Previous studies have created language models to decode various biological sequences, including proteins and DNA, but this was the first language model to focus on the untranslated region of mRNA. In addition to a boost in overall efficiency, it was also able to predict how well a sequence would perform at a variety of related tasks.

Wang said the real challenge in creating this language model was in understanding the full context of the available data. Training a model requires not only the raw data with all its features but also the downstream consequences of those features. If a program is designed to filter spam from email, each email it trains on would be labeled “spam” or “not spam.” Along the way, the model develops semantic representations that allow it to determine what sequences of words indicate a “spam” label. Therein lies the meaning.

Wang said looking at one narrow dataset and developing a model around it was not enough to be useful for life scientists. She needed to do something new. Because this model was working at the leading edge of biological understanding, the data she found was all over the place.

“Part of my dataset comes from a study where there are measures for efficiency,” Wang said. “Another part of my dataset comes from another study [that] measured expression levels. We also collected unannotated data from multiple resources.” Organizing those parts into one coherent and robust whole — a multifaceted dataset that she could use to train a sophisticated language model — was a massive challenge.

“Training a model is not only about putting together all those sequences, but also putting together sequences with the labels that have been collected so far. This had never been done before.”

The paper, “A 5′ UTR Language Model for Decoding Untranslated Regions of mRNA and Function Predictions,” was published in Nature Machine Learning. Additional authors include Dan Yu, Yupeng Li, Yue Shen and Jason Zhang, from RVAC Medicines; Le Cong from Stanford; and Yanyi Chu and Kaixuan Huang from Princeton.

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Posted by daviskd2 on Tuesday, April 9, 2024 in News .

Congratulations to Walter Chazin , founder and former director of the Center of Structural Biology, on being named senior associate dean of BRET !

Walter takes over from Kathleen Gould, who steps down after 14 years of leading the BRET Office to return her focus to her research program.

Read the full announcement on the Basic Sciences website .

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How pregnancy may speed up the aging process

The fatigue and pangs of pregnancy have made many women feel older than their years. Now there’s new research that suggests pregnancy may, in fact, accelerate the aging process.

Two new studies of genetic markers in the blood cells of pregnant women suggest that their cells seem to age at an exaggerated clip, adding extra months or even years to a woman’s so-called biological age as her pregnancy progresses.

But one of the studies also suggests this process may reverse itself once a woman gives birth, rewinding time so that some mothers’ cells seemingly end up biologically younger afterward than they’d been during gestation, especially if a mother breastfeeds her baby.

Together, the studies underscore how physically demanding pregnancy is. But they also raise important questions about aging itself and whether it really can be sped up, slowed or reversed by pregnancy.

Aging in pregnancy

The newest of the studies , published today in Proceedings of the National Academy of Sciences, found pregnancy “has a big impact on a woman’s body” and biological age, said Calen P. Ryan, an associate research scientist at the Columbia Aging Center at Columbia University in New York, who led the new research.

In it, scientists used several different biological-age “clocks” and other measures to analyze DNA markers in blood samples. These clocks aren’t timepieces but, instead, algorithms, developed using artificial intelligence programs, that examine the patterns of specialized chemical markers found on the outside of some genes. These markers accumulate and change in response to our age, health and lifestyles, a process known as epigenetics.

The algorithms can use these epigenetic markers to estimate the relative age of cells. This measure, often referred to as biological age, can differ from someone’s chronological age, which just means how long he or she’s been alive.

In the new study, the researchers checked blood samples from 825 young women in the Philippines, all born in the same year. Some had been or were pregnant, and others hadn’t conceived. Analyzing these samples, the epigenetic clocks broadly agreed that the biological age of the young women who’d been or were pregnant tended to be higher than that of the others, by at least several months, even after the researchers controlled for economic disparities and other social and health factors.

Pregnancy as a stress test

Similarly, the other new study, published in March in Cell Metabolism , used several different epigenetic clocks to estimate the changing internal age of pregnant women at several points during their pregnancies.

“We were very interested in looking at the impacts of pregnancy as a naturally occurring stress test,” said Kieran J. O’Donnell, an assistant professor at the Yale Child Study Center and Yale School of Medicine, who oversaw one of the new studies.

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With blood samples from 119 pregnant American women and five different clocks, the researchers tracked the epigenetic changes related to the women’s biological age, starting early in gestation and ending three months after they’d given birth.

The clocks again agreed that pregnancy seemed to be aging the incipient moms as they approached full term, making their blood cells’ DNA appear to be as much as two years older than it had been earlier in the pregnancy.

More encouraging, though, O’Donnell said, is that this aging seemed to reverse for most of the women within three months after birth. In general, their patterns of DNA markers soon reverted to an earlier, more-youthful state, and for some new moms who’d breastfed exclusively in the first three months postpartum, overshot the mark, leaving them apparently “younger” biologically than before, by as much as eight years, the study’s authors wrote, “indicating a pronounced reversal of biological aging.”

Disagreement about aging

But some researchers who study aging, longevity and epigenetics are skeptical of the studies’ findings and conclusions. “It seems unlikely to me that pregnancy induces a whole-body acceleration of biological aging which is then reversed soon after pregnancy,” said Matt Kaeberlein, a longtime longevity researcher who serves as CEO of Optispan, a company that promotes longevity and produces the “Optispan” podcast.

Charles Brenner, who studies metabolism, cancer and aging at the Beckman Research Institute of the City of Hope National Medical Center in California was blunter in an email. “100%, it’s a misuse of aging biomarkers,” he wrote.

Both scientists, as well as others who’ve discussed the studies online, speculate that the epigenetic shifts seen during pregnancy probably reflect the profound physiological demands of carrying a child. They’re “a transient response to the stress of pregnancy, particularly in the immune system,” Kaeberlein said.

What they aren’t is evidence that pregnant women suddenly get older and then younger, these researchers say, or experience lasting effects that could directly shorten or lengthen their life spans.

But the cellular changes being picked up and analyzed by the epigenetic clocks might someday be useful health indicators. If a pregnant woman’s epigenetic markers don’t soon bounce back once she’s no longer pregnant, she and her doctor might want to closely monitor her blood pressure, blood sugar and other standard measures of health, not because she suddenly seems older after becoming pregnant, but because, Ryan said, “pregnancy is such a big deal, physically.”

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Prestigious cancer research institute has retracted 7 studies amid controversy over errors

Seven studies from researchers at the prestigious Dana-Farber Cancer Institute have been retracted over the last two months after a scientist blogger alleged that images used in them had been manipulated or duplicated.

The retractions are the latest development in a monthslong controversy around research at the Boston-based institute, which is a teaching affiliate of Harvard Medical School. 

The issue came to light after Sholto David, a microbiologist and volunteer science sleuth based in Wales, published a scathing post on his blog in January, alleging errors and manipulations of images across dozens of papers produced primarily by Dana-Farber researchers . The institute acknowledged errors and subsequently announced that it had requested six studies to be retracted and asked for corrections in 31 more papers. Dana-Farber also said, however, that a review process for errors had been underway before David’s post. 

Now, at least one more study has been retracted than Dana-Farber initially indicated, and David said he has discovered an additional 30 studies from authors affiliated with the institute that he believes contain errors or image manipulations and therefore deserve scrutiny.

The episode has imperiled the reputation of a major cancer research institute and raised questions about one high-profile researcher there, Kenneth Anderson, who is a senior author on six of the seven retracted studies. 

Anderson is a professor of medicine at Harvard Medical School and the director of the Jerome Lipper Multiple Myeloma Center at Dana-Farber. He did not respond to multiple emails or voicemails requesting comment. 

The retractions and new allegations add to a larger, ongoing debate in science about how to protect scientific integrity and reduce the incentives that could lead to misconduct or unintentional mistakes in research. 

The Dana-Farber Cancer Institute has moved relatively swiftly to seek retractions and corrections. 

“Dana-Farber is deeply committed to a culture of accountability and integrity, and as an academic research and clinical care organization we also prioritize transparency,” Dr. Barrett Rollins, the institute’s integrity research officer, said in a statement. “However, we are bound by federal regulations that apply to all academic medical centers funded by the National Institutes of Health among other federal agencies. Therefore, we cannot share details of internal review processes and will not comment on personnel issues.”

The retracted studies were originally published in two journals: One in the Journal of Immunology and six in Cancer Research. Six of the seven focused on multiple myeloma, a form of cancer that develops in plasma cells. Retraction notices indicate that Anderson agreed to the retractions of the papers he authored.

Elisabeth Bik, a microbiologist and longtime image sleuth, reviewed several of the papers’ retraction statements and scientific images for NBC News and said the errors were serious. 

“The ones I’m looking at all have duplicated elements in the photos, where the photo itself has been manipulated,” she said, adding that these elements were “signs of misconduct.” 

Dr.  John Chute, who directs the division of hematology and cellular therapy at Cedars-Sinai Medical Center and has contributed to studies about multiple myeloma, said the papers were produced by pioneers in the field, including Anderson. 

“These are people I admire and respect,” he said. “Those were all high-impact papers, meaning they’re highly read and highly cited. By definition, they have had a broad impact on the field.” 

Chute said he did not know the authors personally but had followed their work for a long time.

“Those investigators are some of the leading people in the field of myeloma research and they have paved the way in terms of understanding our biology of the disease,” he said. “The papers they publish lead to all kinds of additional work in that direction. People follow those leads and industry pays attention to that stuff and drug development follows.”

The retractions offer additional evidence for what some science sleuths have been saying for years: The more you look for errors or image manipulation, the more you might find, even at the top levels of science. 

Scientific images in papers are typically used to present evidence of an experiment’s results. Commonly, they show cells or mice; other types of images show key findings like western blots — a laboratory method that identifies proteins — or bands of separated DNA molecules in gels. 

Science sleuths sometimes examine these images for irregular patterns that could indicate errors, duplications or manipulations. Some artificial intelligence companies are training computers to spot these kinds of problems, as well. 

Duplicated images could be a sign of sloppy lab work or data practices. Manipulated images — in which a researcher has modified an image heavily with photo editing tools — could indicate that images have been exaggerated, enhanced or altered in an unethical way that could change how other scientists interpret a study’s findings or scientific meaning. 

Top scientists at big research institutions often run sprawling laboratories with lots of junior scientists. Critics of science research and publishing systems allege that a lack of opportunities for young scientists, limited oversight and pressure to publish splashy papers that can advance careers could incentivize misconduct. 

These critics, along with many science sleuths, allege that errors or sloppiness are too common , that research organizations and authors often ignore concerns when they’re identified, and that the path from complaint to correction is sluggish. 

“When you look at the amount of retractions and poor peer review in research today, the question is, what has happened to the quality standards we used to think existed in research?” said Nick Steneck, an emeritus professor at the University of Michigan and an expert on science integrity.

David told NBC News that he had shared some, but not all, of his concerns about additional image issues with Dana-Farber. He added that he had not identified any problems in four of the seven studies that have been retracted. 

“It’s good they’ve picked up stuff that wasn’t in the list,” he said. 

NBC News requested an updated tally of retractions and corrections, but Ellen Berlin, a spokeswoman for Dana-Farber, declined to provide a new list. She said that the numbers could shift and that the institute did not have control over the form, format or timing of corrections. 

“Any tally we give you today might be different tomorrow and will likely be different a week from now or a month from now,” Berlin said. “The point of sharing numbers with the public weeks ago was to make clear to the public that Dana-Farber had taken swift and decisive action with regard to the articles for which a Dana-Farber faculty member was primary author.” 

She added that Dana-Farber was encouraging journals to correct the scientific record as promptly as possible. 

Bik said it was unusual to see a highly regarded U.S. institution have multiple papers retracted. 

“I don’t think I’ve seen many of those,” she said. “In this case, there was a lot of public attention to it and it seems like they’re responding very quickly. It’s unusual, but how it should be.”

Evan Bush is a science reporter for NBC News. He can be reached at [email protected].

Using pulp and paper waste to scrub carbon from emissions

Researchers at McGill University have come up with an innovative approach to improve the energy efficiency of carbon conversion, using waste material from pulp and paper production.

The technique they've pioneered using the Canadian Light Source at the University of Saskatchewan not only reduces the energy required to convert carbon into useful products, but also reduces overall waste in the environment.

"We are one of the first groups to combine biomass recycling or utilization with CO 2 capture," said Ali Seifitokaldani, Assistant Professor in the Department of Chemical Engineering and Canada Research Chair (Tier II) in Electrocatalysis for Renewable Energy Production and Conversion. The research team, from McGill's Electrocatalysis Lab, published their findings in the journal RSC Sustainability .

Capturing carbon emissions is one of the most exciting emerging tools to fight climate change. The biggest challenge is figuring out what to do with the carbon once the emissions have been removed, especially since capturing CO 2 can be expensive. The next hurdle is that transforming CO 2 into useful products takes energy. Researchers want to make the conversion process as efficient and profitable as possible.

• Energy and Resources
• Energy Technology
• Energy and the Environment
• Environmental Science
• Renewable Energy
• Global Warming
• Hazardous waste
• Photosynthesis
• Climate change mitigation
• Radioactive waste
• Carbon cycle
• Carbon dioxide

Story Source:

Materials provided by McGill University . Note: Content may be edited for style and length.

Journal Reference :

• Roger Lin, Haoyan Yang, Hanyu Zheng, Mahdi Salehi, Amirhossein Farzi, Poojan Patel, Xiao Wang, Jiaxun Guo, Kefang Liu, Zhengyuan Gao, Xiaojia Li, Ali Seifitokaldani. Efficient integration of carbon dioxide reduction and 5-hydroxymethylfurfural oxidation at high current density . RSC Sustainability , 2024; 2 (2): 445 DOI: 10.1039/D3SU00379E

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