We believe it is of utmost importance to communicate the facts of science relative to the process by which it was acquired. Scientific claims should be taken in light of epistemic uncertainty – i.e., the intrinsic incertitude about the validity of truth claims (including scientific), to avoid teaching students a false sense of certainty about ‘the facts’ of science. This idea is enshrined at the core of the open science movement, the credibility revolution, open access, and better measurement practices.
Central to the academic ethos, the relationship between mentor and mentee is one of scientific genesis, incremental contributions, and personal and professional development. This academic experience is optimized when students feel they can contribute to the supervisor’s research and the product of this contribution is valued. One way to achieve this is to expose students to the intricacies and procedures of science making, including the flaws and merits of any given research approach. Open and reproducible tenets serve an important role in mentorship pedagogy.