Background <p>Although the professions of medical and dental assistants are some of the most popular apprenticeships among young women, the shortage of skilled workers in medical practices and medical care centers is growing alarmingly. Despite a&#xa0;high willingness to start training, apprenticeships in the field of medical and dental assistants are terminated prematurely more often than average.</p> Research question <p>Which profession-specific training structures in medical and dental practices may contribute to the educational programs not being completed as scheduled?</p> Methods <p>Training statistics and cross-occupational research findings are analyzed and related to results of occupation-specific surveys. Possible correlations of institutional factors influencing training conditions are discussed and research gaps are identified.</p> Results <p>Institutional and structural framework conditions for the training of medical and dental assistants are considered by various perspectives as needing improvement, and this is leading to below-average satisfaction rates among trainees. The current absence of uniform standards for the qualification of vocational trainers, in conjunction with concepts for the didactic organization of dual training, is a&#xa0;matter of concern. Furthermore, it has been demonstrated that a&#xa0;lack of appreciation and comparatively low training allowance are associated with high drop-out rates.</p> Conclusion <p>The findings highlight the essential importance of training-promoting framework conditions in the practical training institutions and the pedagogical–didactic development of the training as a&#xa0;factor that can be directly influenced by the actors in the genesis of training drop-outs.</p>