Support for Medical Students at Risk of University Dropout: Systematic Review

Abstract

Introduction: Dropping out of medical school is rarely a simple or isolated decision; more often, it is the result of a series of silent, accumulating challenges. Factors such as financial hardship, lack of guidance, mental health issues, or the pressure of having to work while studying gradually weaken the student’s connection to their academic path.
Objective: To analyze strategies and programs aimed at supporting students at risk of university dropout in international and Latin American contexts, identifying best practices to guide the design of effective interventions in higher education.
Methods: This systematic review compiles fragmented academic evidence on support strategies for medical students at risk of dropout, focusing on international and Latin American contexts. An exhaustive search was conducted in PubMed, Science Direct, Scielo, and Google Scholar over a 10-year period (2015–2025), retrieving 263 articles. After removing duplicates and assessing relevance, 220 documents were reviewed, and 27 were selected based on their significance.
Results: Dropout among medical students is a multifactorial phenomenon. Strategies such as early warning systems, mentorship, psychological support, and curricular flexibility have proven effective in reducing dropout rates, especially in Latin America. Peer mentoring programs and formative assessment improve retention, well-being, and academic performance. Their integration into sustainable institutional models shows greater long-term effectiveness.
Conclusions: Dropout in medical education is a multifactorial issue that goes beyond statistics and demands a holistic understanding of the student. The most effective strategies are those that humanize support, adapting to students' real and diverse needs.