The study was a secondary analysis of data collected for the Africa Health Collaborative in Lusaka, Kafue, Kitwe and Ndola. It combined a digital questionnaire completed by 859 people with 64 key-informant interviews and five focus group discussions involving educators, employers, regulators, professional associations and health workers. Participants came from nine tertiary training institutions and four health facilities offering internships or early-career placements. Programmes represented medicine, nursing, public health, environmental health, pharmacy, clinical medicine, physiotherapy, midwifery and related primary health care disciplines.

Employment readiness was operationalised narrowly but transparently: respondents had to report that they felt prepared for the labour market and say that they had prepared a curriculum vitae. On that basis, 357 participants were classified as employment-ready and 502 were not. Readiness was reported by 27% of respondents aged 18–24, 53% of those aged 25–29, 75% of those aged 30–34 and 66% of respondents aged 35 or older. The descriptive pattern persisted in multivariable logistic regression, with adjusted odds ratios of 2.05 for ages 25–29, 4.31 for ages 30–34 and 3.28 for ages 35 or older, each compared with the youngest group.

Education and career status were also strongly associated with readiness. Respondents with undergraduate education or higher had nearly three times the odds of readiness compared with diploma holders, with an adjusted odds ratio of 2.91 and a 95% confidence interval of 1.89–4.48. Volunteers and early-career professionals had 17.55 times the odds of readiness compared with students, with a 95% confidence interval of 8.56–36.00, while interns had 2.97 times the odds, with a 95% confidence interval of 1.39–6.38. These are associations from a cross-sectional model and do not establish that internships or volunteering caused later employment or objectively improved competence.

District differences were observed, although the analysis cannot explain their causes. Compared with Kitwe, participants in Kafue had 3.22 times the adjusted odds of reporting readiness and those in Lusaka had 2.49 times the odds. The estimate for Ndola was also elevated, at 2.11, but did not meet the study’s threshold for statistical significance. The model reported a pseudo-R-squared of 0.2019, and a Hosmer–Lemeshow test did not indicate poor calibration, with a p-value of 0.9191. The survey also found that blended-learning participants were more likely to report readiness than those receiving exclusively in-person instruction, although only three respondents attended purely online programmes, making that category too small for a robust comparison.

Competency results exposed a gap between what participants knew and how confident they felt about applying their skills. Most respondents described themselves as very knowledgeable about their general training area, but their mean confidence across six technical domains was only 2.21 on a four-point scale. Communication scored highest at 2.42, followed by critical thinking at 2.26. Networking was lowest at 2.08, while technical skills scored 2.15 and leadership 2.19. The six-item scale had acceptable internal consistency, with Cronbach’s alpha of 0.78. These measures were self-reported, but interviews helped identify concerns that some training placed too much emphasis on theory and provided too little supervised practice with real patients.

Interviews and focus groups pointed to uneven training quality, weak regulation and insufficient clinical exposure as important barriers. Participants described concerns about training institutions prioritising enrolment and graduation over practical competence, alongside inadequate infrastructure and variable supervision. Some trainees reported short or poorly organised attachments and differences between classroom teaching and real workplace settings. Respondents also described anxiety about performing procedures, handling patients and entering an unfamiliar professional environment. These findings concern the sampled institutions and districts and cannot be assumed to describe every Zambian training programme or placement.

Employment was only one stage of the pathway examined: retention depended heavily on working conditions. Key informants cited staff shortages, heavy workloads, dilapidated facilities, limited equipment, low remuneration and a lack of incentives for difficult locations. Contract instability, including delays in absorbing volunteers and uncertainty over continued funding, added to the problem. Limited study leave, sponsorship and career progression restricted further education, while inadequate recognition and mentorship reduced morale. Participants described poor conditions and growth prospects as contributing to migration from public services; non-governmental organisations were viewed as offering more attractive support, including education opportunities and stronger work-life arrangements.

The study also found interest in employment beyond conventional clinical posts. Respondents most often preferred hospital facilities, selected by 80.7%, followed by non-governmental organisations at 66.5%, community settings at 40.5% and overseas work at 30.5%. They also identified opportunities in health education, community awareness, occupational health and safety, environmental management, entrepreneurship, private clinics, policy and sustainable development. The authors argue that primary health care should therefore be viewed as an employment ecosystem rather than a narrow set of clinical occupations, while stressing that career guidance, regulation, training quality and working conditions remain necessary for that ecosystem to support both services and workers.

Several limitations constrain what can be concluded. The cross-sectional design captures perceptions at one point and cannot establish causal relationships or track changes in readiness, job acquisition or retention over time. Employment readiness depends on self-reported confidence and possession of a curriculum vitae rather than standardized competency tests, employer evaluations or confirmed employment. Social-desirability and response biases may therefore influence the findings. The four districts were purposively selected because they host relevant training and employment institutions, the survey was concentrated in urban areas and the sample cannot fully represent remote rural health systems. The evidence supports closer attention to regulated training, supervised internships, mentorship, career progression and employment conditions, but longitudinal studies would be needed to show which pathways actually produce sustained jobs and better health services.

Subject of Research: Determinants of youth employment readiness in Zambia’s primary health care workforce

Article Title: Youth employment in the primary health care ecosystem in Zambia: barriers and opportunities

Article References: Mwila, G., Lakati, A., Sakanga, V., Bulanda, D., Mkandawire, L., Omogi, J., Banda, L., Gatumia, B., Abdi, O., Agukoh, A., Matiang’i, M., & Masibo, P. (2026). Youth employment in the primary health care ecosystem in Zambia: barriers and opportunities. Frontiers in Health Services, 6, Article 1869977. https://doi.org/10.3389/frhs.2026.1869977

Image Credits: AI Generated

DOI: 10.3389/frhs.2026.1869977

Keywords: Zambia, youth employment, primary health care, health workforce, employment readiness, internships, training quality, workforce retention, Youth, employment, primary, health

The authors frame their argument around a challenge statement that will resonate with anyone who has hired, or been, a first-year engineer. Undergraduate programs pour enormous energy into technical expertise, and rightly so, because employers still expect graduates to read schematics, interpret data, and understand regulatory constraints. But surveys of employer expectations and studies of the school-to-work transition consistently reveal a misalignment between what early-career engineers believe constitutes engineering expertise and what industry actually demands. Engineering work in practice is social, iterative, and frequently interrupted by failure. A design review can demolish months of effort in an afternoon. A regulatory submission can bounce back with a stack of deficiencies. Graduates trained primarily to execute well-defined academic assignments often find that the emotional and professional texture of industrial work was never part of the syllabus.

What makes the new framework notable is that it treats resiliency not as a personality trait students either possess or lack, but as a trainable professional competence that can be scaffolded across an entire undergraduate curriculum. The authors draw on a rich literature spanning resilience engineering in healthcare systems, psychological research on resilience enhancement in adults, and engineering education studies of design thinking. In the resilience engineering tradition, resilience is understood as the ability of a system to anticipate, absorb, and adapt to disturbances while continuing to function. Translated to the individual engineer, that means tolerating failed prototypes, revising assumptions under deadline pressure, and communicating honestly when a project slips. Psychological studies add that resilience can be strengthened through deliberate practice, reflective habits, and graduated exposure to manageable adversity, precisely the structure a well-designed curriculum can provide.

The framework begins in the first year, which the authors identify as the pivotal on-ramp. Rather than deferring design until a senior capstone, students encounter an introductory engineering design course immediately, one that normalizes iteration and failure from the outset. The pedagogical logic is grounded in decades of design education research showing that novice and expert engineers approach design problems in qualitatively different ways, and that early, structured exposure to open-ended problems accelerates the development of expert-like design processes. First-year students learn to define problems, brainstorm without attachment to their first idea, build rough prototypes, test them, and document what broke. Each cycle is a low-stakes rehearsal for the high-stakes failures of professional practice, and each recovery builds what education researchers call self-efficacy, the belief in one’s own capability to organize and execute the actions required to manage a task.

Self-efficacy is the study’s central measurable outcome, and the authors report that their data suggest introductory design courses, exposure to research opportunities, and team-based design projects led to improved self-efficacy and industry preparation among undergraduate biomedical engineers. This matters because self-efficacy is not mere confidence; it is a well-characterized psychological construct that predicts persistence in the face of difficulty. A student who has watched a fluidic device clog, diagnosed the failure, and rebuilt it is measurably more likely to persist through an industrial project crisis than a student who has only ever seen successful demonstrations. The framework deliberately engineers these experiences, sequencing them so that difficulty escalates as competence grows, following the scaffolded approach that has become standard in evidence-based curriculum design.

The second pillar of the framework is the transition from bench research at the student’s home institution to internships in industry, a pathway the authors describe as increasingly competitive. Internships have become the de facto gatekeepers of biomedical engineering careers, yet the skills that win a research assistantship in a university laboratory overlap only partially with those that secure a position at a medical device firm. The framework therefore treats the internship search itself as a design problem to be taught: students learn to translate academic project experience into industry-relevant narratives, to articulate teamwork and communication competencies alongside technical ones, and to present failed experiments as evidence of problem-solving rather than as liabilities. The authors outline a progression in which hands-on experience is layered deliberately, so that by the time students apply for industrial placements they have already practiced the professional behaviors those placements demand.

Teamwork receives particular emphasis, and for good reason. Biomedical products are built by cross-disciplinary teams of engineers, biologists, clinicians, regulatory specialists, and business strategists, and studies of workplace data on twenty-first-century STEM competencies consistently rank collaboration and communication among the most valued skills. The framework embeds team design projects throughout the curriculum, requiring students to navigate the same interpersonal frictions, unequal workloads, and conflicting technical opinions they will encounter professionally. The authors also address what education scholars call the hidden curriculum, the unwritten norms and professionalization pressures that shape how students learn to behave as engineers, arguing that making these norms explicit, including ethical reasoning and reflection, produces graduates who are not only skilled practitioners but thoughtful leaders committed to serving society with integrity and purpose.

Assessment in the framework relies on tools familiar to education researchers but underused in engineering programs. The authors describe the use of reflective instruments, including minute-paper style exercises in which students briefly record what they learned and where they struggled, allowing instructors to track the evolution of student perspectives across the academic journey from cornerstone to capstone. This longitudinal view is essential because research comparing freshman and senior design processes shows that growth in design thinking is gradual and uneven, and because studies of capstone courses alone suggest that a single culminating experience cannot compensate for four years without embedded professional skill development. By measuring self-efficacy repeatedly, the framework can identify which curricular interventions actually move the needle, rather than relying on end-of-program surveys that capture only a snapshot.

The broader significance of the work lies in its reframing of what biomedical engineering education owes its students. Accreditation bodies such as ABET have long required design content, and debates within the field have clarified why research experience cannot substitute for design experience in preparing students for clinical and industrial realities. But the Wheaton and Colorado-Denver framework goes further, arguing that design courses are not merely a vehicle for technical competence but the ideal training ground for professional resilience, because design is inherently a cycle of proposal, failure, revision, and persistence. In an industry where products take years to clear development and regulatory hurdles, and where the first prototype almost never ships, graduates who can metabolize failure quickly may be the single most valuable asset a company can hire.

The authors distill their aspiration into two postgraduation outcomes: that students will be prepared for professional endeavors and will demonstrate readiness for real-world challenges. Achieving those outcomes, they suggest, requires the kind of deliberate, scaffolded, four-year architecture their framework describes, one that starts with a first-year design course, weaves in research exposure and team projects, and treats resilience as a competency to be built rather than assumed. For faculty designing curricula, the message is that the path from bench to business runs not only through technical mastery but through the accumulated experience of failing, recovering, and trying again in an environment engineered to make that practice safe. For students, the message is equally direct: the setbacks you encounter in your first-year design course are not obstacles to your education. They are the education.

Subject of Research: Professional resilience training in undergraduate biomedical engineering curricula

Article Title: Bench to Business? Preparing Undergraduate Engineers for Careers in Biomedical Industry

Article References: Vazquez, K. J., & Benninger, R. K. P. (2026). Bench to Business? Preparing Undergraduate Engineers for Careers in Biomedical Industry. Biomedical Engineering Education. https://doi.org/10.1007/s43683-026-00253-6

Image Credits: AI Generated

DOI: 10.1007/s43683-026-00253-6

Keywords: biomedical engineering, engineering education, professional resilience, self-efficacy, design curriculum, undergraduate, internships, scaffolding, team-based learning, ABET accreditation, capstone design, industry readiness

The conceptual heart of the study lies in a distinction that has long divided educational theorists. Competencies, on one side, are complex, durable abilities that weave together theoretical knowledge, practical skill, and professional attitude, allowing an individual to act effectively across varied situations. Student outcomes, on the other, are narrower academic targets, such as mastering a specific technique or concept, typically measured at fixed points like the end of a course. The authors argue that conventional evaluation systems over-rely on exams and standardized tests, which verify short-term understanding but say little about whether a student can mobilize knowledge, skills, and attitudes in a complex professional setting. The result, they warn, is an educational culture that optimizes for quantifiable academic results at the expense of preparing people for evolving careers.

To ground their framework, the researchers turned to the world of international accreditation, comparing two complementary philosophies. ABET, the dominant accreditation body in the United States, emphasizes clearly defined, measurable student outcomes for each program, requiring robust evidence that graduates can apply scientific knowledge, design systems, and solve complex problems. The French Commission des Titres d’Ingénieur, or CTI, takes a competency-oriented view, stressing long-term abilities such as complex project management, multicultural teamwork, and the integration of ethical, economic, and environmental considerations. The authors are careful to note that neither framework is presented as a universal gold standard; other systems, including EUR-ACE, the Washington Accord, ABEEK in Korea, and CEAB in Canada, pursue similar goals. ABET and CTI were selected because the case-study program was simultaneously engaged in accreditation processes with both, making them a natural analytical pairing.

From this comparison emerged the concept the authors call student competencies, a unifying term meant to capture both immediate learning outcomes and the longer-term professional capabilities students must develop. Within the university’s College of Engineering and Architecture, six general competencies were defined for all engineering programs: scenario and problem solving; innovative design and experimental methods; team management and strategic leadership; adaptation, integration, and effective communication; principles of integrity and professional ethics; and self-learning and continuous development. These align with the seven student outcomes ABET prescribes for engineering programs while incorporating the transversal elements CTI requires. Each specific program then adds its own specialized competencies. For the Energetics and Renewable Energy Engineering program under study, three were defined: renewable energy, covering the design and maintenance of renewable systems; energy efficiency, focused on assessing and improving buildings; and energy management, encompassing the planning, monitoring, and control of energy flows.

The framework’s technical machinery is where it becomes genuinely distinctive. Every course component, from lectures and tutorials to laboratory work, projects, and internships, is mapped against each competency and assigned a weight of important, medium, or low, with the relationship one important unit equals two medium units equals three low units. Student grades, regardless of the assessment method that produced them, are converted to a scale level from one to five, where level five corresponds to a class average between 18 and 20 out of 20 and represents full competency acquisition. A weighted achievement rate is then calculated for each competency by averaging the weighted scale levels across all contributing teaching elements. The resulting rate classifies each competency into four categories: not acquired below 50 percent, initiation between 50 and 60 percent, operational between 60 and 80 percent, and advanced at 80 percent or above. A fifth level, expert, is deliberately reserved for graduates several years into their careers, to be confirmed through alumni feedback rather than classroom data.

Assessment itself is split into four complementary streams. Direct assessment measures competencies through exams, laboratory experiments, and oral presentations across the curriculum. Project-based assessment centers on a multidisciplinary, multi-constrained design project in the final year, evaluated not only for technical achievement but also for project management, teamwork, innovation, and adherence to constraints. Internship-based assessment examines the transfer of competencies to professional settings through three instruments: a detailed project report, an oral presentation before a jury that includes industrial supervisors, and an evaluation of actual work performance by the industry supervisor. Indirect assessment, finally, captures the perceptions of students, alumni, and industry partners through satisfaction surveys, providing an external check on whether the numbers reflect reality. The authors describe these four streams as complementary sources of evidence rather than competing methods, though they single out project and design-based assessment as the most integrative component when prioritization is needed.

The case study that validated the approach is substantial. The Energetics and Renewable Energy Engineering program is a five-year curriculum involving roughly 350 students and about 105 courses, with heavy emphasis on practical work. Students complete three industry internships, a one-month worker internship, a one-month technician internship, and a final-year placement of four to six months, alongside a mini-project in the third year and two design projects in the fourth and fifth years. The framework was implemented over three assessment cycles, during which quality committees measured competency acquisition, analyzed results, identified gaps, and fed the findings back into curriculum revisions. Project-based assessment evaluated 25 multidisciplinary student groups, typically of three members each, using a common evaluation grid, while internship-based assessment individually evaluated 45 final-year students on their reports, presentations, and workplace performance.

The results, according to the authors, demonstrate significant enhancement of competency acquisition across multiple dimensions and effectively bridge the gap between academic outcomes and industry expectations. Survey data from current students and alumni showed that all general competencies received positive ratings of 70 percent or higher, and the program subsequently obtained the international accreditations it was pursuing, which the authors present as practical confirmation of the framework’s relevance. Beyond the headline numbers, the layered analysis proved diagnostically useful: direct assessment revealed which competencies had low validation rates, prompting revisions to course syllabi, while project and internship data provided independent, more authentic corroboration of whether classroom learning survived contact with real engineering problems.

The authors are candid about the framework’s limitations. Coordinating four assessment streams demands sustained engagement from faculty and industrial supervisors, and questions remain about how to weight different learning modes and standardize evaluation criteria across multidisciplinary and multicultural contexts. Extending competency evaluation beyond graduation, and validating the approach in other engineering disciplines and institutional settings, are flagged as key directions for future research. The datasets underlying the study, which contain student results and institutional data, are not publicly available but can be requested from the corresponding author.

Even with those caveats, the significance of the work extends well beyond one Moroccan campus. As Industry 5.0 pushes human-centricity, resilience, and sustainability to the foreground, and as Education 5.0 models push universities toward learner-centered, AI-supported pedagogy, the pressure to prove that graduates are genuinely competent will only intensify. This study offers those institutions something rare in the accreditation literature: a fully specified, mathematically transparent method for turning grades, projects, internships, and stakeholder feedback into a single coherent picture of competency development, one that satisfied two of the world’s most demanding accreditation bodies at once. If it generalizes, the era of judging engineers by exams alone may finally be drawing to a close.

Subject of Research: An integrated assessment framework for competency-based engineering education aligning learning outcomes, project-based learning, and industry internships

Article Title: An integrated assessment framework for competency-based engineering education aligning learning outcomes, project-based learning, and industry internships

Article References: Barkaoui, A., Bettaibi, S., Ouldasine, R., Jamart-Gregoire, B., & Ezbakhe, A. (2026). An integrated assessment framework for competency-based engineering education aligning learning outcomes, project-based learning, and industry internships. Discover Education, 5(1), Article 1126. https://doi.org/10.1007/s44217-026-02069-6

Image Credits: AI Generated

DOI: 10.1007/s44217-026-02069-6

Keywords: engineering education, competency-based education, assessment framework, project-based learning, internships, ABET accreditation, CTI accreditation, learning outcomes, quality assurance, renewable energy engineering, Industry 5.0, student competencies