Experiences of Ethnic Minority Students in Health Sciences Programmes in High-Income Countries: A Scoping Review

Background Ethnic minority students in health science programmes continue to face inequalities in academic outcomes and well-being, despite growing participation in higher education in high-income countries. These programmes are crucial for shaping future healthcare workforce, yet evidence on students’ experiences is fragmented across disciplines. Educational environments often fail to address systemic inequities or student’s specific support needs. This scoping review aimed to map existing evidence, identify barriers and facilitators, and highlight gaps to inform future research. Methods A scoping review was conducted using Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-SCr) guidelines. Nine databases, including MEDLINE, CINAHL, Scopus, and Web of Science, were searched for English-language, peer-reviewed studies published between 2004 and 2024 on the experiences of ethnic minority students in health science programmes in high-income countries. Two reviewers screened records, with a third resolving disagreements. Data were extracted, then synthesised to map experiences, barriers, and facilitators. Results From 2,158 records identified through databases and supplementary searches, 58 studies met the inclusion criteria. Most were published since 2020 and conducted in the United States or the United Kingdom, with research predominantly in medicine and fewer studies in nursing or allied health programmes. The reported experiences were summarised into four broad categories, namely: 1) academic, 2) social and interpersonal, 3) psychosocial well-being and support and 4) discrimination and racism. Negative experiences were more common than positive across all programme types. Key challenges included educational inequities, social exclusion, underrepresentation, mental health strain, and racism/microaggressions. Facilitators of positive experiences included supportive staff, mentorship (particularly from staff of similar ethnic backgrounds), peer and family support, and culturally responsive learning environments. Conclusions Ethnic minority students in health science programmes continue to face systemic, institutional, and interpersonal barriers that shape their educational experiences and outcomes. Racism and discrimination remain central and unresolved influences across disciplines. Addressing these challenges requires sustained institutional commitment to inclusive and anti-racist practices, alongside targeted academic and psychosocial support. Future research should strengthen evidence base in underrepresented disciplines and explore how intersecting identities shape student experiences.