ArticleBMC medical education2025
Student motivations and identity in biomedical sciences: a social cognitive careers theory approach.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
backgroundThis research explores the identity and career aspirations of biomedical science students across disciplines such as cell biology, anatomy, physiology, pharmacology, and pathology. The study examines students' motivations for choosing these programmes and perceptions of career preparation, with analysis by programme, ethnicity, and gender.
methodsUsing a longitudinal cross-sectional survey guided by Social Cognitive Career Theory, we gathered responses from 172 students in 2023 and 184 in 2024. The questionnaire included both closed and open-ended questions, which we analysed using descriptive and thematic methods.
resultsMost students (76.8%) enrolled due to strong interest in the field. Clinical, research, and industry roles were seen as desirable, while academia, allied health, regulatory affairs, and teaching were less appealing. Postgraduate study became a more prominent career goal for more students enrolled in their capstone courses in the third and final year of the programme (stage III) than for students enrolled in courses/papers taken in the second year of the programme (stage II). Most students (83.7%) felt their programme adequately prepared them for career success, citing labs, field trips, problem-based learning, and assignments as key contributors. However, 22% viewed creativity and entrepreneurship as irrelevant to their future work. Most (73.9%) were confident about career prospects, though grades and competitive entry were concerns.
conclusionsFindings are discussed in relation to Social Cognitive Career Theory, highlighting the importance of authentic work experiences, professional identity development, and clear career pathways for improving student engagement and retention.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.