Empowering Students to Identify Their Own Skill Sets Through a Final Year Biomedical Science Job Interview Assessment

Abstract

Introduction: The final year Professional Development for Biomedical Scientists module at Aston University strives to create competent practitioners upon graduation. Recent research identified that 93% of NHS pathology employers within the United Kingdom, do not believe that new Biomedical Scientist graduates possess the skills required for a Band 5 interview. Additionally, 73% of these employers believed students were not fully prepared for the NHS interview process. Therefore, Aston University redeveloped an existing mock interview component to align directly with NHS interview processes. This research aimed to evaluate the effectiveness of the redesigned “Job interview” assessment upon student understanding of their own transferable skills and readiness for future laboratory employment.  Methods: Researchers evaluated the effectiveness of the assessment through a mixed-method approach survey. The survey was launched to students following their completion of the Medical Laboratory Assistant video interview, using the interview software Interview360. The survey sought to identify if after the interview assessment students felt they could demonstrate with examples, using the STAR technique, several key skills sought by employers.  Results: Data was collected from both the 2023-2024 and 2024-2025 final year Biomedical Science cohort. Collected data has been overwhelmingly positive, with 97% of students agreeing that they “understand the types of questions they would be asked in an NHS interview” (p < 0.0001). In terms of the key skills sought for by employers, 93% of respondents agreed or strongly agreed that they felt they could communicate within a specific situation example their understanding of “Basic equipment skills” (p < 0.0001) and their “understanding of laboratory results” (p < 0.0001). Whilst 99% of respondents agreed or strongly agreed that they could demonstrate their “understanding of laboratory health and safety” (p < 0.0001). Furthermore, respondents reported that the job interview assessment assisted them to demonstrate their transferable skills, including teamwork (81.6%) and organisational skills (71.05%).  Discussion: Student responses identify a positive change to their job interview skills and understanding of the NHS interview process. Here, researchers present the re-modelled graded job interview assessment with the NHS aligned mark scheme, along with four pre-assessment workshops as a process to embed employability into the Biomedical Science curriculum.