Modern healthcare is complex, fast-paced and continually evolving. Biomedical Science graduates must be equipped with the necessary knowledge, understanding, skills and competence to work in multi-disciplinary teams and complex clinical environments. Anecdotal feedback from employers suggests that Biomedical Science graduates are not always workforce ready. Academic colleagues have responded to this feedback by introducing a variety of educational interventions and relevant pathology laboratory training exercises to better prepare students for graduate roles. This special issue shares some novel approaches to improve employability and graduate outcomes. By showcasing a range of interventions, we hope to disseminate best practice to educators and work-based trainers, and evidence their impact on graduate preparedness that can improve the delivery of effective patient care.

Feedback from employers on graduate skills indicates that although Biomedical Science graduates have excellent knowledge of scientific concepts, these do not always translate into what is needed in clinical laboratories. Employers comment on the additional practical and technical skill development that is required, the ability to work in teams and build resilience, plus detailed understanding of working well in busy and complex laboratory settings.

This special edition aims to showcase and promote best practice in clinical placement delivery and embedding transferable and technical skills to support positive graduate outcomes and employability within Biomedical Science. We encourage contributors to share innovative initiatives and evidence-based approaches that enhance student learning, professional development and career readiness. These examples might include work-based learning; support before, during and after clinical placements; embedding transferable skills and / or experience of ethical use of Generative AI. Contributors are encouraged to submit papers that evidence collaboration with employers to develop the knowledge, skills and professional behaviours expected in the workforce, thus strengthening the evidence base for effective practice across the profession.

Bringing together diverse perspectives from education and practice, we hope to foster collaboration, inspire communities of practice and support continuous improvement in education and employability.

This special edition welcomes contributions which demonstrate best practice in curriculum design, technical and professional skill development, employability initiatives, clinical placements, work-based learning and innovative partnerships between universities and healthcare providers / other employers. Topics may include, but are not limited to:

• Simulation
• Training in the use of GenAI to enhance graduate outcomes
• Interprofessional Education (IPE)
• Equality, Diversity and Inclusivity in employability initiatives
• Developing professional skills, transferable skills and graduate attributes
• Employer partnerships with universities that foster collaborative initiatives
• Applied placements and work-based learning
• Case studies of pedagogical approaches that demonstrate measurable impact or lessons learnt
• Evaluation of employability interventions
• Real-world biomedical science approaches in teaching

As with all scientific research, authors will need to ensure that their investigation, whether it be original research or a review article, has a strong evidence base for it to be considered for publication.

Authors

British Journal of Biomedical Science