Embedding equitable placement opportunities in undergraduate science degrees

Work placements is widely recognized as critical to preparing workforce-ready graduates across the science and health professions. Yet, in non-accredited science programmes, access to meaningful work experience often depends on students independently sourcing placements. This model privileges students with financial resources and professional networks while disadvantaging students from lower socioeconomic or international backgrounds, reinforcing structural inequities in higher education. This Perspective article argues that embedding structured, equitable, and assessed work experience into non-accredited biomedical and health sciences degrees is both a moral imperative and a strategic necessity for universities. Drawing on examples such as the University of Exeter's Professional Training Year and Singapore Management University's embedded internship model, we demonstrate how inclusive, scalable frameworks can bridge the gap between academic learning and professional practice. These approaches highlight the benefits of integrating reflective assessment, institutional support, and employer partnerships to strengthen student outcomes and confidence. We propose seven key recommendations to guide future practice: (1) establish joint industry and academic curriculum steering committees; (2) embed transferrable skills development within science curricula; (3) provide job-hunting and employability training; (4) ensure equitable access to placement opportunities; (5) deliver structured support to enhance student placement experiences; (6) assess work-based learning through reflective and practical outputs; and (7) align policy reforms with inclusive research and placement opportunities. Embedding equitable work placements at scale will not only improve employability and readiness for healthcare and research roles but also advance widening participation, close awarding gaps, and cultivate a socially mobile, resilient graduate workforce.