ArticleFEBS open bio2026
Pathways and pitfalls: a qualitative study of student experiences in biomedical science education.
Article in FEBS open bio, 2026. 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
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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.