Student motivations and identity in biomedical sciences: a social cognitive careers theory approach

Abstract

Background: This 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. Methods: Using 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. Results: Most 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. Conclusions: Findings 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.