In this commentary, the authors respond to the allegation that the title "scientist" has lost much of its classical meaning because of the highly specialized nature of biomedical graduate training programs that produce "researchers" and "supertechnologists." Scientists, by this definition, have a firm grasp of the historical, philosophical, and biological contexts in which their work exists, whereas their researcher and supertechnologist counterparts are limited by narrowly focused, technologically driven experimentation and data collection with little knowledge or appreciation of the integrated nature of biological systems and the historical basis of discovery. With these definitions in mind, the authors discuss how to ensure that innovative thinking and the ability to integrate molecular knowledge into a higher-order context remain alive and well, complementing today's highly technological environment. In this regard, examples of new emphasis from both scientific societies and funding agencies are provided. However, effective mentoring strategies, practiced on a daily basis, remain the best means for assuring that narrowly focused researchers and supertechnologists do not become the norm of the future. Technological innovation is critical for acquiring new insight into fundamental questions, but using that information for a greater understanding will always favor the prepared intellect. Multidisciplinary teams are emerging as the future of biomedical research. The authors propose a course of action to ensure that trainees are given the necessary opportunities and guidance to help them function effectively in a contemporary teamwork environment with scientific reasoning and logic at its core.