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<p>Medical laboratory workforce readiness is critical for strengthening health systems in fragile and post-conflict settings. However, empirical evidence on how educational quality translates into employability remains limited. This study examined the associations between curriculum relevance, practical training exposure, and instructor competency on employment outcomes among medical laboratory students and graduates in Mogadishu, Somalia, with student self-efficacy and job readiness modeled as mediating mechanisms. Using a quantitative cross-sectional design, data were collected from 291 final-year students and recent graduates and analyzed using Partial Least Squares Structural Equation Modeling. The measurement model demonstrated satisfactory reliability and validity. The structural results indicated that curriculum relevance, practical training exposure, and instructor competency significantly predicted student self-efficacy, whereas curriculum relevance and self-efficacy significantly predicted job readiness. Student self-efficacy also had a significant positive effect on employment outcomes, whereas job readiness did not exhibit a direct effect. Mediation analysis further revealed that student self-efficacy significantly mediated the relationship between practical training exposure and both job readiness and employment outcomes, while job readiness did not serve as a significant mediator, and sequential mediation pathways were not supported. The model explained 68.3% of the variance in student self-efficacy and 58.2% in job readiness, but only 2.3% in employment outcomes, indicating limited predictive power for the final outcome variable. These findings highlight the central role of psychological readiness mechanisms in understanding the relationship between training quality and employability in post-conflict health education systems. The study contributes theoretically by testing a multistage mediation framework grounded in Social Cognitive and Human Capital theories and offers policy-relevant insights for curriculum reform, experiential learning enhancement, and faculty development to strengthen health workforce preparedness.</p>

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Training quality, laboratory skills readiness, and employability of medical laboratory graduates in post-conflict Somalia: a Structural Equation Modeling (SEM) study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月15日

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  • Abdirahman Ibrahim Abdi,
  • Anas Ali Alhur,
  • Ahmed Mohamed Yusuf,
  • Mohamed Osman Abdi Idris

摘要

Medical laboratory workforce readiness is critical for strengthening health systems in fragile and post-conflict settings. However, empirical evidence on how educational quality translates into employability remains limited. This study examined the associations between curriculum relevance, practical training exposure, and instructor competency on employment outcomes among medical laboratory students and graduates in Mogadishu, Somalia, with student self-efficacy and job readiness modeled as mediating mechanisms. Using a quantitative cross-sectional design, data were collected from 291 final-year students and recent graduates and analyzed using Partial Least Squares Structural Equation Modeling. The measurement model demonstrated satisfactory reliability and validity. The structural results indicated that curriculum relevance, practical training exposure, and instructor competency significantly predicted student self-efficacy, whereas curriculum relevance and self-efficacy significantly predicted job readiness. Student self-efficacy also had a significant positive effect on employment outcomes, whereas job readiness did not exhibit a direct effect. Mediation analysis further revealed that student self-efficacy significantly mediated the relationship between practical training exposure and both job readiness and employment outcomes, while job readiness did not serve as a significant mediator, and sequential mediation pathways were not supported. The model explained 68.3% of the variance in student self-efficacy and 58.2% in job readiness, but only 2.3% in employment outcomes, indicating limited predictive power for the final outcome variable. These findings highlight the central role of psychological readiness mechanisms in understanding the relationship between training quality and employability in post-conflict health education systems. The study contributes theoretically by testing a multistage mediation framework grounded in Social Cognitive and Human Capital theories and offers policy-relevant insights for curriculum reform, experiential learning enhancement, and faculty development to strengthen health workforce preparedness.