Recent years have seen an increase of distance learning in higher education, particularly accelerated due the COVID-19 pandemic with necessary social distancing measures. The present study concerns a systematic review focused on how educators foster and maintain a sense of community among distance learners in health and allied health disciplines. It uses a theoretical framework of communities of practice, groups united by shared interests, learning, and pursuit enhancement. Allied health students need a supportive environment that fosters resilience and camaraderie, preparing them for the collaborative nature of their profession. For the analysis, thematic content analysis was used on the content of nine relevant studies. This stepwise procedure of content analysis revealed three interconnected themes: instructor presence, collaborative interactions, and the learning environment's impact on students' sense of community. The results highlight the need for community-building in distance learning education and emphasize the importance of collaborative learning in virtual learning platforms to foster allied health student engagement and persistence. This research provides valuable insights for allied health educators seeking to enhance distance learning practices and create a more connected and inclusive learning environment for their students.