Educational Inclusion in Health Sciences: A Systematic Review of Attitudes and Sociodemographic Factors in Higher Education
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The purpose of this article is to analyze attitudes toward the inclusion of students with disabilities in health sciences programs in higher education, based on a literature review conducted using the SALSA methodology (Search, Appraisal, Synthesis and Analysis). Educational inclusion in this field is a priority challenge, given that health training requires not only technical but also ethical competences, which must embrace human diversity. The review was carried out in international and regional academic databases (Scopus, Web of Science, Scielo, Redalyc, and Dialnet), focusing on literature published between 2013 and 2023. Inclusion and exclusion criteria prioritized empirical studies, reviews, and educational policy documents addressing students’ and teachers’ attitudes, sociodemographic factors, as well as institutional barriers and facilitators. Findings reveal five thematic areas: (i) persistence of social representations of disability rooted in deficit and emergent paradigms; (ii) coexistence of inclusive and prejudiced attitudes among students and teachers; (iii) influence of sociodemographic variables such as gender, previous experience, and socioeconomic level; (iv) shortcomings in teacher training to address diversity; and (v) institutional good practices aimed at fostering inclusive environments. In conclusion, the literature highlights important progress toward building a more inclusive higher education system, although challenges remain concerning the sensitization of the academic community and the need to transform institutional culture. This review provides an updated overview that may inform university policies and future research on educational inclusion in health sciences.
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