FACTORS AFFECTING PRESERVICE TRAINING OF MEDICAL STUDENTS: A SYSTEMATIC REVIEW

Nancy Wanjiku Mugo*

ABSTRACT

Background: Medical education is evolving rapidly, driven by technological advancements, changing clinical demands, and shifting pedagogical paradigms. Understanding the factors that influence preservice training is essential to improving educational outcomes. Objective: This systematic review aims to synthesize the evidence on factors affecting preservice training of medical students, encompassing pedagogical, technological, institutional, and psychosocial domains. Methods: A comprehensive search was conducted using Google Scholar and databases including PubMed, Scopus, and Web of Science from January 2000 to May 2025. Studies included addressed interventions, challenges, or innovations in preservice medical training. The PRISMA guidelines were followed, and data were extracted from 38 eligible studies and summarized in a tabular format. Results: Key themes included simulation-based training, digital/online education, feedback and assessment strategies, competency-based education, and wellness initiatives. While simulation and blended learning approaches improved skill acquisition and satisfaction, digital inequality and insufficient faculty preparation were major barriers. Conclusion: Preservice medical training is enhanced by integrating technology, evidence-based pedagogy, and learner-centered environments. However, implementation success depends on institutional support, access equity, and cultural relevance.

Keywords: preservice training, medical education, simulation, e-learning, competency-based education.