Abstract
ObjectivesHigh attrition rate in first year health science courses including allied health is a common problem in the higher education sector. This systematic review aims to explore the tools used by educators in identifying first year, at-risk students studying health science courses within higher education. The review identifies the tools and investigates their effectiveness in identifying at-risk students. MethodsA mixed-methods systematic review of original research was undertaken exploring the tools used or developed for identification of the at-risk health science students in their first year of study. Following databases were searched: Academic OneFile, CINAHL PLUS, ERIC, ScienceDirect and Google Scholar. ResultsCollectively, the included studies (n = 13) revealed that a combination of both academic and non-academic factors are most effective in identifying at-risk students. All 13 identified studies developed tools based on one or more of the following three categories: those examining the personal background, academic preparedness and the student perceptions of their own abilities and readiness. ConclusionWith students enrolling into health science courses coming from various diverse academic and personal backgrounds, the tools identified in this systematic review could enhance early identification of at-risk students, thereby enabling educational institutions to take timely educational interventions to support them.
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