Pathways and pitfalls: a qualitative study of student experiences in biomedical science education

Innovative pedagogies and support systems are critical for engaging diverse students in biochemistry and molecular biology education. This qualitative study explored biomedical science students' experiences of teaching, learning and support at a UK post-92 university through surveys and focus groups (n = 15). Reflexive thematic analysis revealed three themes. Students' motivations were shaped by scientific curiosity and career aspirations in bioscience. Barriers to progression included financial strain, pandemic-related disruption to laboratory access and cultural exclusion. Support and belonging were mediated through peer networks, while institutional support was inconsistently accessed and curriculum gaps limited experiential skill development in practical laboratory work. The findings underscore the need for pedagogies that blend active, experiential learning with codesigned curricula and integrated support. Such innovations are crucial for creating inclusive bioscience learning environments, improving retention and addressing structural inequalities in science education. These insights provide actionable guidance for biochemistry and molecular biology educators seeking to enhance student engagement and success.