Workplace Learning in Clinical Laboratories: Health Professionals’ Perceptions and Practices of Training Students

Introduction Clinical placements, where students learn through participation in everyday work, are a central component of many health education programs, including biomedical laboratory science (BLS). While research has primarily focused on students’ experiences, less is known about how participating staff perceive their role. This study explores how BLS staff perceive and enact clinical training. Materials and methods A qualitative study was conducted comprising four focus groups with BLS staff from two hospital settings, including both experienced and newly employed staff. Interviews were analysed using inductive thematic analysis. Activity theory guided a subsequent analysis of workplace learning tensions. Results Six themes were identified, reflecting staff perceptions related to student training: (1) professional pride and ambassador for the field, (2) organisational aspects, (3) interpretations and perceptions of student motivation and engagement, (4) aspects of own motivation and engagement, (5) responses to perceived student engagement and methods to engage students, and (6) confidence in students, students as helpers. Staff expressed a positive commitment to supporting students and fostering professional identity. However, an Activity Theory analysis identified five interconnected tensions related to production, laboratory quality, onboarding of newly hired, division of responsibility, and pedagogical resources. These tensions shaped staffs’ opportunities to involve and support students in clinical work. Discussion Side-by-side training is an integrated and often implicit part of everyday work. Strengthening clinical education requires recognising training as a shared organisational responsibility and creating conditions that support student participation.