Beyond admissions: A scoping review of supports for students underrepresented in medicine in the U.S

This scoping review mapped peer-reviewed literature on support resources available to underrepresented in medicine (URM) medical students during the pre-clerkship phase. The review examined what types of support mechanisms have been documented and how research on URM student support has evolved over time, particularly given the elimination of affirmative action policies and the rollback of diversity, equity, and inclusion initiatives.

The PRISMA-ScR framework guided the methodology. Comprehensive searches were conducted across Medline-Ovid, PsycINFO-Ovid, and Scopus, supplemented by Google Scholar libraries and citation tracing. Scopus citation tracking identified publication trends from 1960-2024. Inclusion criteria required peer-reviewed, English-language studies focusing on URM pre-clerkship populations in the United States. Article screening, de-duplication, and data extraction were completed using Covidence.

Of 463 identified articles, 190 duplicates were removed, leaving 273 for screening. Full-text review yielded 37 articles spanning qualitative, quantitative, mixed-methods, and evidence synthesis designs. Analysis revealed six primary support categories: social support, mentorship and advising, financial support, academic support, mental health support, and basic needs support. Publication volume demonstrated steady growth since the early 2000s, with notable increases between 2019 and 2024.

The findings challenge deficit-based models by demonstrating that URM student persistence requires multi-dimensional support beyond academic preparation. Research attention across categories was notably uneven, with basic needs, mental health, and financial support receiving less attention despite their importance. American Indian, Alaska Native, Native Hawaiian, and Pacific Islander populations were absent as specific study populations.

Significant gaps persist regarding intervention effectiveness, technology-enhanced learning, and support for underrepresented Indigenous populations. These findings underscore the need for evidence-based retention strategies as institutions navigate a rapidly changing policy landscape. This review establishes a pre-AI baseline against which future shifts in student support can be measured.