Preparing Tomorrow’s Biomedical Science Workforce
The biomedical science field is rapidly evolving, with advancements in healthcare delivery, cutting-edge technology, and groundbreaking scientific research. Whether a biomedical science graduate is entering a regulated healthcare profession or using their expertise as a stepping stone for further study and varied career paths, it is crucial that educational providers deliver high-quality programmes that equip students with the essential skills needed for the workforce of the future.
Higher qualifications in biomedical science open the door to a diverse range of career opportunities and ongoing professional development. Graduates may find employment in clinical laboratory environments across disciplines such as medical microbiology, clinical chemistry, haematology, transfusion, cell pathology, immunology and genetics. Others may pursue roles in research and development, teaching, communication, bioinformatics, or careers encompassing environmental, pharmaceutical, nutritional and forensic sectors. Irrespective of the chosen path, the skills and knowledge required are a key concern in curriculum development.
This editorial provides context and a snapshot of the pedagogical approaches showcased in a recent Special Issue on “Education and Training in Biomedical Science” published in the British Journal of Biomedical Science. The last few years have seen a transformation in how biomedical science education is delivered and assessed, driven in part by the unprecedented changes brought about by the COVID-19 pandemic.
Adapting to the Digital Age
The pandemic necessitated a rapid shift to online and blended learning approaches, as universities had to quickly adapt to ensure students could complete their higher education programmes. Papers in the Special Issue discuss the benefits and challenges of these digital pedagogies, such as the flexibility of online study and the reduced environmental impact, but also the potential impact on student engagement, peer interaction and satisfaction.
Researchers explored how group assessments can help build online learning communities in biomedical science distance learning programmes, finding that students valued the opportunity to develop digital skills, gain knowledge, and experience collegiality. The incorporation of scientific communication and digital capabilities into the curriculum was also highlighted, enabling students to enhance their creative, analytical, and scientific communication abilities.
Embracing Interprofessional Learning
Recent changes to the Health and Care Professions Council (HCPC) Standards of Proficiency and the Quality Assurance Agency (QAA) Biomedical Science benchmark statement have further driven curriculum enhancements in biomedical science programmes. Aspects such as science communication, quality assurance, equality, diversity and inclusion, point-of-care-testing (POCT), and sustainability are now required components.
Importantly, these changes have also emphasized the need for interprofessional learning opportunities and service user involvement in applied biomedical science undergraduate courses. Students are now expected to demonstrate the ability to build and sustain professional relationships, and participate in training that supports high standards of practice, professional conduct, and positive interpersonal relationships.
Several studies in the Special Issue explored these themes, including workshops where patients discussed their experiences with pathology services, and case studies involving both biomedical science and audiology students. These initiatives helped reinforce the importance of understanding the roles of different healthcare professions for successful career development.
Bridging the Theory-Practice Gap
A key component of clinical modules in biomedical science programmes is the requirement for students to be able to apply theory to practice, particularly in the form of clinical case interpretation and patient diagnosis from presented results. Researchers explored the use of problem-based learning and case study presentations to improve student engagement, skill acquisition, and the overall student experience.
These active, student-centred approaches were found to enhance students’ confidence in their knowledge of clinical conditions, presentation skills, and critical thinking abilities. Importantly, they also highlighted the valuable collaborative partnerships between higher education institutions and pathology laboratories.
Ensuring Graduate Employability
Higher education providers strive to produce high-quality biomedical science graduates who are attractive to employers. In addition to discipline-specific knowledge and skills, graduates must also possess the transferable skills essential for HCPC regulation.
Researchers explored stakeholder opinions on the Biomedical Scientist role, seeking to understand how to recognize that graduates are meeting HCPC standards and other professional guidelines to support the achievement of patient outcomes. Putting the patient at the centre was identified as an essential aspect, but a potential gap between theory and practice was also noted, particularly among academic and student groups.
This research raises important questions about strategies to bridge any such gaps and ensure students graduate with the required skills and knowledge. Recent studies have highlighted perceived employability skills gaps among biomedical science graduates, which could negatively impact the future workforce pipeline and service delivery.
Innovative Pedagogical Approaches
To address these challenges, researchers have explored a variety of innovative pedagogical approaches. These include the use of scenario-based learning and gamification, which have been shown to improve student engagement and performance compared to traditional didactic teaching methods.
Active learning pedagogies that promote student participation and interactivity have also been found to significantly correlate with increased student performance. Partnerships between students and supervisors have been highlighted as crucial for enhancing student outcomes, with increased engagement, motivation, ownership, and metacognitive learning.
Preparing for the Future
As the biomedical science field continues to evolve, educators and trainers must consider how to prepare future professionals for an ever-changing landscape. This may involve integrating emerging technologies, such as automation and artificial intelligence (AI) platforms, as well as addressing the critical need for sustainable working practices.
Future Special Issues will likely explore how these aspects have been incorporated into biomedical science curricula, as the sector adapts to meet the demands of a rapidly changing world. By staying at the forefront of pedagogical advances and forging strong industry partnerships, educational providers can ensure that biomedical science graduates are equipped with the knowledge, skills, and adaptability to thrive in their chosen careers.
The Frontiers Publishing Partnerships provide a valuable platform for researchers, educators, and industry stakeholders to share their insights and best practices, furthering the development of high-quality biomedical science education and training programmes. By exploring the cutting-edge approaches highlighted in this editorial, Stanley Park High School can help prepare its students for rewarding careers that contribute to the advancement of biomedical science and healthcare.
