What question did this study set out to answer?

February 9, 2026Open Access

Investigating the Barriers Faced by Biomedical Science Undergraduates in Completing a Placement Year

KDKathryn DudleyUniversity of Wolverhampton ABAmreen BashirAston University

Key Points

The aim is to identify barriers faced by biomedical science undergraduates in completing a placement year and suggest strategies for inclusivity.
Invited Level 5 and Level 6 students from four universities to complete a questionnaire.
Utilized Likert scale and free-text responses to assess perceptions about placements.
Analyzed Likert scale data quantitatively using Mann Whitney U or Kruskal Wallis tests.
Employed thematic analysis on free-text responses.
107 students completed the questionnaire, revealing significant financial barriers.
Students with disabilities were less likely to pursue unpaid placements (p = 0.013).
33.3% of students with caring responsibilities opted out of placement applications compared to 18.2% without such responsibilities (p = 0.020).
88.8% of participants considered funding important for pursuing a placement.
Recurring themes included financial support and availability of placements in geographical areas.

Abstract

Introduction Research shows completing a placement year is associated with improved academic and employment outcomes. For Biomedical science courses, pathology placements allow completion of the Institute of Biomedical Science (IBMS) registration training portfolio and obtaining Health and Care Professions Council (HCPC) registration post-graduation. This study sought to identify the barriers biomedical science students across the West Midlands region of England face when completing a placement year, to identify strategies which promote inclusivity to overcome these barriers. Materials and Methods Level 5 and Level 6 students from Aston, Coventry, Keele and Wolverhampton universities were invited to complete a questionnaire which included a mixture of Likert scale and free-text responses. A range of questions assessed student perceptions on the importance of placement opportunities, as well as identifying factors which were important when pursuing a placement year. Likert scale data was analysed quantitatively, and a Mann Whitney U or Kruskal Wallis test were used to infer significance, whereas free text responses were analysed using thematic analysis. Results A total of 107 students completed the questionnaire. Students who declared a disability were less likely to undertake an unpaid placement compared to their peers (p = 0.013). Of those students who declared caring responsibilities, 33.3% chose not to apply for a placement year compared to 18.2% of those who did not have caring responsibilities (p = 0.020). Participants reported that funding was important when deciding whether to pursue a placement (88.8%). Thematic analysis revealed several recurring themes deterring student placement applications, including financial support and placement availability within their geographical area. Students valued the importance of professional recognition following the placement and the development of technical and transferable skills. Discussion Many of the barriers are fuelled by financial constraints which deter students from applying to placement positions. Despite the need to increase the Biomedical Scientist workforce, the strategies to increase training opportunities are not well established. Equity in placement funding from centralised sources is key to ensuring Biomedical Scientists can excel in their professional careers. Through availability of funding, marginalised populations will have the same opportunities as their peers therefore producing more employable graduates to meet pathology workforce demands.

AI से पूछें

Bookmark

View Full Paper