A Comprehensive Evidence-Based Review and Analysis of Factors Contributing to Low Performance in Undergraduate Health Programs

Abstract

Academic performance in undergraduate health programs is a critical determinant of professional success and healthcare quality, yet many students face systemic barriers that hinder their achievement. This literature review explores the evidence-based factors contributing to poor academic outcomes, categorizing them into Cognitive and Non-Cognitive: Psychological and Emotional, Socioeconomic and Environmental, Cultural and Gender Role, and Institutional and Systemic Factors. Cognitive challenges, such as information overload, ineffective study strategies, and mismatched learning styles, interact with psychological stressors like anxiety, burnout, and mental health disorders to undermine performance. Socioeconomic disparities, including financial strain and limited access to resources, exacerbate these challenges, while institutional factors like rigid curricula, passive teaching methods, and high-stakes assessments further disadvantage students. Cultural and gender-related barriers, such as language proficiency, discrimination, and conflicting role expectations, also contribute to inequities in academic success. Through a comprehensive review of empirical evidence, this study highlights the need for targeted interventions, including active learning pedagogies, mental health support, financial aid programs, and inclusive curriculum design. By addressing these interconnected factors, institutions can foster equitable academic achievement and better prepare future healthcare professionals.