CAREERS


Profession Dietetics


Speech and language therapy


Standard-seting body British Dietetic Association Royal College of Speech


and Language Therapists Diagnostic radiography The College of Radiographers Occupational therapy Physiotherapy Biomedical science


Royal College of Occupational Therapists


Chartered Society of Physiotherapy Institute of Biomedical Science;


Health and Care Professions Council


Simulation allowance Up to 350 hours


Up to 187.5 hours of non-clinical learning, which may include formal simulation


120 hours (within the 1,200-hour requirement)


~40 hours (contributing to the 1,000-hour requirement)


No single pre-registration figure identified No formal simulation provision in


registration training


Table 2. Simulation within practice-based learning across the comparator professions. Four of the five allied health professions formally permit simulation, with allowances varying in size and status (firm cap, permited contribution, or research-informed recommendation); no equivalent provision exists in biomedical science registration training. Figures are profession-specific and not directly comparable.


their reach, bringing that professional mirror forward to enable more effective theory/practice integration. To achieve this however, a number of questions will need to be answered. What are those messy transformative moments that might be replicated in this approach? How do they shape professional identity? How do we build a shared understanding of what professional identity looks like for biomedical scientists?


References 1 Ding Z, Weng H, Yang L, Zhang B, Luo Y,


Wang Q. Transition shock, future time perspective, professional self-concept, and professional identity among nursing interns: A cross-sectional study. Heliyon. 2024;10(5):e26207. doi:10.1016/j.heliyon.2024. e26207


2


Institute of Biomedical Science. Strategy 2026–2029: strengthening visibility, promoting value and championing biomedical science. (IBMS, 2026) www.ibms.org/resource/ibms-strategy- 2026-29-published.html


3 Carter, P. Pathology Transformation Review (IBMS, 2026) htps://pathologytransformation.org


4 Tan CP, Molen HT, Schmidt HG. A measure of professional identity development for professional education. Studies in Higher Education. 2017; 42(8):1504–1519. doi:10.1080 /03075079.2015.1111322


5 Lewis A, Jamieson J, Smith CA. Professional Identity Formation in Allied Health: A Systematic Review with Narrative Synthesis. Teach Learn Med. 2025;37(1):24- 40. doi:10.1080/10401334.2023.2290608


6 Institute of Biomedical Science. BSc Initial Accreditation Guidance for Cohorts from Sept 2025. (IBMS, 2025) www.ibms.org/resources/documents/bsc- initial-accreditation-guidance-for-cohorts- from-sept-2025/


7 Owen G. CPD practice-based learning: Part 1. (The Chartered Society of Physiotherapy, 2017) www.csp.org.uk/ frontline/article/cpd-practice-based- learning-part-1


PPi


8 Royal College of Occupational Therapists. Learning and development standards for pre-registration education. (RCOT, 2019) www.rcot.co.uk/explore-resources/ standards-guidelines/learning- development-standards


9 British Dietetic Association. Pre-registration Dietetic Practice-based Learning Guidance. (BDA, 2023). www.bda.uk.com/static/c20607b6-6f03- 4b58-82ab10a2dbc3b554/Pre-registration- Dietetic-PBL-Guidance-v3.pdf


10 The College of Radiographers. College of Radiographers update on practice- based learning hours for pre-registration diagnostic radiography and therapeutic radiography programmes. (CoR, 2025) www.sor.org/getmedia/180b6671-57d7-4d4f- a0f4-bbf9c8e8d9e6/1-2-Position-Statement- PBL_D1-3_final-for-upload.pdf


11 Royal College of Speech and Language Therapists. Practice-based learning guidance. (RCSLT, 2026) www.rcslt.org/ learning/information-for-education- providers/practice-based-learning/ practice-based-learning-guidance/


12 Tynjälä P, Häkkinen P, Hämäläinen R. Integration of theory and practice. Br J Educ Technol. 2014;45(6):990- 1000. doi:10.1111/bjet.12164.


13 Tynjälä P. Toward a 3-P Model of Workplace Learning: a Literature Review. Vocations and Learning. 2013;6(1):11–36 doi:10.1007/ s12186-012-9091-z.


14 Dudley K, Bashir A. Investigating the Barriers Faced by Biomedical Science Undergraduates in Completing a Placement Year. Br J Biomed Sci. 2026;83:14947. doi:10.3389/bjbs.2026.14947


15 Hussain T, Hicks M. Assessing employability


skills. The Biomedical Scientist. 2022 Sept. htps://thebiomedicalscientist. net/2022/09/05/assessing-employability- skills


16 Dudley K, Matheson D. Identification of a Theory-Practice Gap in the Education of Biomedical Scientists. Br J Biomed Sci. 2024;81:12629. doi:10.3389/bjbs.2024.12629


17 Pit SJ, Cunningham JM. Biomedical scientist training officers’ evaluation of integrated (co-terminus) Applied Biomedical Science BSc programmes: a multicentre study. Br J Biomed Sci. 2011;68(2):79-85. doi:10.1080/09674845.2011.1 1730328


18 NHS England. Submission to the NHS Pay Review Body – evidence for the 2025/26 pay round. (NHSE 2025) www.england.nhs.uk/long-read/submission- to-the-nhs-pay-review-body-evidence-for- the-2025-26-pay-round/


19 Rouse N, Rienties B. Readiness to Practice for Biomedical Scientists and Screen-Based Simulated Learning Experiences: A Scoping Review. Information. 2025;16(9): 747. doi:10.3390/info16090747.


Nicky Rouse CSci FIBMS FHEA, is a Lecturer in Biomedical Science at The Open University and a doctoral researcher (EdD) exploring professional identity formation and the theory–practice gap in pre- registration biomedical scientists. With over fifteen years of NHS experience in haematology and transfusion, she holds FIBMS, FHEA and Chartered Scientist status. She serves on IBMS Council as Member for the East Midlands, is part of the IBMS’s Strategic Research Group, and mentors early-career biomedical scientists. Her work focuses on workforce development, professional identity and the visibility of biomedical scientists.


Nicola.Rouse@open.ac.uk October 2026 WWW.PATHOLOGYINPRACTICE.COM 47 Type of provision Firm cap (must not exceed) Cap on the non-clinical allowance


Research-informed recommendation (under review)


Permited contribution


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