Introduction

Hi, my name is Rhianne, and I am 33 years old. After deciding on a career change, I chose to study Biomedical Science at the University of Salford. I have received a placement offer at Manchester Royal Infirmary in the Haematology and Transfusion department. A limited number of placements in IBMS approved training laboratories were available across hospitals in Greater Manchester for students studying an IBMS-accredited degree, aiming to complete their IBMS Registration Training Portfolio alongside their studies to enable HCPC registration as a biomedical scientist upon successful completion of the portfolio and degree. Of these, 19 placements were allocated to the University of Salford students, all of whom attended the university's extracurricular IBMS portfolio club.

Why is the placement important?

• A placement is crucial for anyone aspiring to become a registered Biomedical Scientist in the UK. To achieve HCPC registration

• You must complete an IBMS-accredited degree in Biomedical Science

• Successfully compile the IBMS Registration Training Portfolio, which can only be completed in an IBMS-approved training laboratory, usually through a placement.

Key benefits of a placement

• Immersion in real lab work: handling patient samples, following SOPs, and working to clinical turnaround times.

• Builds real-world pressure tolerance and sharpens technical skills.

• Enhances final-year academic performance due to hands-on understanding.

• Develops professional behaviours: communication, collaboration, and accountability.

• Offers insight into whether the career truly suits you.

• Provides networking opportunities and potential job pathways.

Portfolio Club and building a portfolio

The University of Salford’s IBMS Registration Training Portfolio Club was founded and led by Tahmina Hussain, CSci FIBMS FHEA the Programme Lead for the Biomedical Science Degree Apprentices and Lecturer in Biomedical Science. With a career including a Specialist Biomedical Scientist role in Haematology and Blood Transfusion, alongside multiple positions within the IBMS itself, Tahmina brings a wealth of expertise to the initiative. The Portfolio Club has been recognised by the Times Higher Education Awards, with Tahmina shortlisted for the Outstanding Support for Students category. The Club offers targeted support to students, helping them understand the role of both the IBMS and the HCPC, navigate the initial stages of their registration portfolio, and identify course-based evidence that aligns with professional standards. Through structured guidance and placement preparation, the club significantly enhances students’ chances of securing valuable laboratory experience.

Being part of the Portfolio Club significantly enhanced my understanding of the HCPC Standards of Proficiency and the requirements to practice as a Biomedical Scientist. The club offered a range of valuable activities, including talks from former students about their placement experiences, lab tours across various hospital specialisms, mock interviews, and interactive stations simulating assessment centres. Tahmina also guided us through the portfolio-building process, providing consistent, constructive feedback to help us maintain a high standard of evidence.

To begin building your IBMS Registration Training Portfolio, start by gathering a few organisational essentials: a lever arch file and a pack of ten dividers. Print the IBMS module descriptors and allocate one divider to each of the ten modules. Within each section, include the relevant module descriptor and its mapping to the HCPC Standards of Proficiency (SoP). These mappings specify whether each descriptor falls under knowledge or competence , which determines the type of evidence required.

Each module must contain three pieces of evidence: one mandatory item defined by the IBMS, and two additional pieces of your choosing. Importantly, all SoPs, both knowledge and competence, must be evidenced. You can meet knowledge-based descriptors using some university work, whereas competence descriptors can only be evidenced through workplace experience. In some cases, a single well-chosen piece of university work may satisfy the majority or even all the knowledge descriptors for a module. This allows you to use your two remaining evidence slots to focus entirely on workplace competencies. Evidence may take a variety of formats, including annotated lecture slides, personal reflections, case studies, annotated screenshots from webinars or lab systems, audit forms, risk assessments, SOPs, and training records.

At Level 4, I collected module-specific Q&As set by Tahmina, an annotated Health and Safety lecture, screenshots from an EDI webinar, and a specimen reception activity completed during a lab session. At Level 5, I added annotated photographs from a massive haemorrhage simulation event run with nursing students, as well as a detailed case study from the Translational Research module.

Interview preparation and experience

To prepare for the interview, the Greater Manchester Pathology network held a Webinar for prospective placement students from all universities including Manchester Metropolitan University and University of Greater Manchester. It detailed key information, including recruitment procedures and important deadlines, what to expect from their selection event, introductions from the employers offering placements along with what they are looking for in a trainee. I took on board any guidance and tips provided to help strengthen my application.

The written application form and supporting document included more information about each trust and the number of placements for each specialism. I researched travel times for each placement location, role specification, Trust values, and I viewed IBMS webinars outlining the different specialisms, which helped me to choose my preferred disciplines. Additionally, all the knowledge I gained during my degree and through the Portfolio club helped build a strong understanding of the IBMS, HCPC standards of proficiency, and the responsibilities of a Biomedical scientist. Furthermore, there were numerous opportunities to enhance my skill set through activities that I mentioned on my application and during my interview. Some examples included volunteering for a role in a multidisciplinary massive haemorrhage event with nursing students, cell culture workshop, going on lab tours at local hospitals, volunteering as a student ambassador for open days. There is so much you can get involved with to develop your understanding and strengthen your skill set making you a more attractive candidate.

Selection event and interview

The selection event comprised a range of individual and group assessments, followed by two structured interviews. Applicants were rotated through several activity stations, each monitored by Trust representatives who carefully observed and recorded performance. Every station was time-constrained, adding pressure to simulate the demands of a real laboratory setting.

The individual tasks tested both theoretical understanding and practical reasoning. These included distinguishing between different white blood cell types, selecting appropriate measuring equipment with a justified rationale, arranging specimen slides based on optimal data points, and completing numeracy and data interpretation exercises. Each task required clear scientific judgment and time-efficient decision-making.

The group activities focused heavily on collaboration and SOP interpretation. One task involved working with a laboratory grid floor plan marked with access to electricity, water, and ventilation. Using an accompanying SOP, we had to determine the correct placement of equipment labels while ensuring operational requirements and spatial constraints were met. This activity required a strong grasp of technical information and collective reasoning under time pressure.

Each participant was scored individually across the assessments and ranked in comparison to their peers. This was followed by two short panel interviews with representatives from the hospital trusts I had applied to. I approached these interviews with confidence, using the STAR technique to ensure I gave complete and relevant responses. I drew on both university experiences and workplace scenarios that aligned closely with the Biomedical Scientist role and laboratory responsibilities.

I found the assessments quite stressful, particularly due to the unknown nature of the activities and the ticking clock; however, I felt more at ease during the interviews. Being thoroughly prepared allowed me to present myself authentically and confidently. It was clear that the aim was not just to evaluate technical ability, but to test how well we function under pressure, something that is deeply relevant to clinical practice.

When is the right time to start preparing?

Starting early in my first year gave me a clear advantage over many of my peers who began their IBMS portfolios in the second year. By then, I had already completed several pieces of evidence, while others were still trying to understand IBMS requirements, often during an assessment-heavy period.

In contrast, my ongoing portfolio work from first year not only lightened that burden but also helped me achieve higher marks in several assessments, thanks to the deeper understanding I had already developed. Additionally, a fellow student and I who engaged with the portfolio club during our first year achieved the highest rankings in our mock interviews.

How do I make my application stand out?

• Answer each question carefully and thoroughly.

• Highlight extracurriculars (e.g. Portfolio Club, webinars, journal clubs).

• Mention leadership roles and the impact you made.

• Join the IBMS as a student member and include it.

• Show genuine interest in lab work and professional standards.

• Use the role specification to guide your responses and match your skills to listed requirements.

Tips for future applicants

• Prepare well and review relevant knowledge and interview techniques.

• Arrive early to stay calm and focused.

• Stay composed under pressure

• Communicate clearly and respect others’ input.

• Make meaningful contributions that support the group’s goal.

Acknowledgements

I would like to express my sincere gratitude to Tahmina and the wider academic team for their unwavering support throughout my academic journey. Their guidance, encouragement, and genuine commitment to student development have made a profound difference. I am especially thankful for their role in helping me secure my placement, an opportunity that would not have been possible without their support.

As I move forward, I am excited to apply everything I have learned and continue growing as a future biomedical scientist. The foundation laid by my mentors has been instrumental, and I hope future students feel just as inspired and supported as I have.