Pedagogical strategies and educational dynamics that promote student retention in health sciences

Abstract

This study analyzed the influence of pedagogical strategies, teaching methods, and dynamics of the educational environment on student retention in a health sciences degree program over six years. To do so, a quantitative, descriptive, and longitudinal design with a retrospective approach was used. It was observed that active methodologies, personalized tutoring, and the combination of face-to-face and virtual activities significantly favored student retention. These strategies not only fostered commitment and motivation, but also responded better to the individual and collective needs of students. The results highlighted that flexibility in teaching modalities and individualized academic attention contributed to reducing dropout rates, evidencing the importance of adapting pedagogical practices to the changing realities of students. In addition, it was observed that access to quality institutional resources and social interaction in the educational environment strengthened the sense of belonging, promoting academic continuity. In contrast, traditional approaches and the transition to exclusively virtual modalities without sufficient support showed limitations. It is recommended to prioritize the development of inclusive and flexible educational environments, which integrate pedagogical innovation and institutional resources adapted to the needs of the student, to improve retention and academic success.