Browse by author
Lookup NU author(s): Dr Kamar Ameen-Ali, Dr Tora Smulders-Srinivasan, Dr Ahmad Khundakar
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
© 2026 The Author(s). FEBS Open Bio published by John Wiley & Sons Ltd on behalf of Federation of European Biochemical Societies. 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.
Author(s): Russell OJ, Ross C, Filippou PS, Lopes BS, Gilchrist D, Dean P, Ameen-Ali K, Smulders-Srinivasan TK, Khundakar AA
Publication type: Article
Publication status: Published
Journal: FEBS Open Bio
Year: 2026
Pages: Epub ahead of print
Online publication date: 08/06/2026
Acceptance date: 01/06/2026
Date deposited: 23/06/2026
ISSN (electronic): 2211-5463
Publisher: John Wiley and Sons Inc.
URL: https://doi.org/10.1002/2211-5463.70285
DOI: 10.1002/2211-5463.70285
Data Access Statement: The data that support the findings of this study are available from the corresponding author upon reasonable request. Due to the sensitive nature of the qualitative data, including potentially identifiable information from focus group participants, the data are not publicly available.
Altmetrics provided by Altmetric
