Becoming biomedical laboratory scientists: exploring students’ professional development through communities of practice

Abstract Background Professional development is a central component of healthcare education, yet little is known about how Biomedical Laboratory Scientist (BLS) students develop their understanding of the profession throughout their education. This study explored Biomedical Laboratory Scientist students’ professional development from a communities of practice perspective (CoP), examining how knowledge, practices, values, and professional understanding were described across three years of undergraduate education. Methods A qualitative, cross-sectional study was conducted with 24 BLS students from the first, second, and third years of a Swedish university programme. Students participated in semi-structured peer interviews using a shared interview guide and recorded their discussions. Data was analyzed using qualitative content analysis, informed by Wenger's Communities of Practice framework, with imagination, engagement, and alignment serving as analytical lenses. Results Professional development can be understood as an evolving process shaped by educational experiences, clinical placements, peer dialogue, and personal reflection. Early in the programme, the profession was primarily imagined through prior expectations and limited experience. As education progressed, engagement in laboratory practice and clinical learning broadened the understanding of professional responsibilities. Towards the end of the programme, professional values became increasingly aligned, while future roles within the BLS community were being negotiated and explored. Conclusions This study explored BLS students’ professional development across three years using Wenger’s Communities of Practice perspective. Findings indicate that professional development was an evolving process involving imagination, engagement, and alignment, rather than a linear progression towards professional belonging. Educational and clinical experiences supported developing professional knowledge, practices, and understanding, while also prompting critical reflection and, for some students, professional distancing. These processes support competence, development and application in practice, contributing to quality and patient safety.