Programmatic strategies for academic success in graduate health professions education: A scoping review

Students face unique challenges to academic success. Downwards trends in licensure pass rates suggest institutions must better understand effective teaching and student supports. This scoping review assessed recent literature on the characteristics and effectiveness of strategies to improve student success in graduate health professions programs. The search was conducted through Medline (OVID), CINAHL (EBSCO), Web of Science, and ERIC (Proquest) in April 2024. Interventional studies published after 2017 reporting on programmatic strategies instituted after admission were included to target contemporary strategies investigated in graduate health professions students. Analysis of included studies (n=24) revealed six programmatic approaches: bridging programs, mentorship, tutoring, remediation, curriculum design, and wellness support. All strategies reported varying levels of positive impact on student success. Across these interventions, three themes emerged: the importance of early identification of students at risk for academic difficulty, professional identity formation, and contextual learning. While many programs have implemented interventional strategies, reporting their impact on academic outcomes is limited. Successful strategies targeting early identification, professional identity formation, and contextual learning demonstrate potential, but require careful implementation with adequate resources at all institutional levels. Future research should determine which strategies are most impactful longitudinally while measuring universal objective outcomes.

学生在学业成功之路上面临着独特的挑战。执业资格考试通过率的下滑趋势表明，各院校亟需进一步厘清高效教学与学生支持举措的内在逻辑。本项范围综述针对近年来有关研究生健康职业项目中提升学生学业成功之策略的特征与有效性的相关文献展开系统评估。本次文献检索于2024年4月完成，检索数据库涵盖Medline（OVID平台）、CINAHL（EBSCO平台）、Web of Science以及ERIC（ProQuest平台）。本研究纳入2017年后发表的干预性研究，旨在聚焦针对研究生健康职业学生的当代干预策略，所纳入研究需报告入学后实施的项目化支持举措。对纳入的24项研究（n=24）进行分析后，共提炼出六类项目化干预路径：衔接项目、导师制、课业辅导、学业补救、课程设计以及身心健康支持。所有上述策略均被报道对学生学业成功产生了不同程度的积极影响。通过对上述干预措施的梳理，本研究提炼出三大核心主题：及早识别学业困难风险学生的重要性、职业身份建构以及情境化学习。尽管诸多项目已落地实施干预策略，但针对其对学业成果影响的相关报告仍较为匮乏。针对早期风险识别、职业身份建构与情境化学习的有效干预策略展现出应用潜力，但需在院校各层级配备充足资源的前提下开展精细化落地实施。未来研究应通过纵向追踪设计，明确哪些策略的影响最为显著，同时辅以通用客观指标进行效果评估。