Prevalence and factors associated with retakes in pre-clinical courses among undergraduate health professions at Makerere University, Uganda

Abstract

Introduction: Evidence on the prevalence and determinants of retakes in pre-clinical courses among health profession students in Uganda is limited. This study determined the prevalence and factors associated with retakes in pre-clinical courses among undergraduate health profession students at the College of Health Sciences, Makerere University. Methods: A cross-sectional study was conducted among 375 undergraduate health profession students selected through stratified random sampling. Data were collected using a questionnaire comprising structured and open-ended questions and analyzed using STATA version 19.5. Descriptive statistics summarized participant characteristics and prevalence of retakes. Variables with p ≤ 0.20 at bivariate analysis were included in a multivariable logistic regression model. Statistical significance was set at p ≤ 0.05. Findings were presented using frequencies, percentages, tables, and logistic regression outputs. Results: The prevalence of retakes in pre-clinical courses was 45.6% (n=171, 95% CI: 40.6%–50.6%). Anatomy (30%), Biochemistry (21%), and Pathology (19%) accounted for the highest proportion of retakes. Students admitted in 2022 (AOR = 7.01, 95% CI: 1.89–25.96), 2021 (AOR = 5.36, 95% CI: 1.36–21.19), and 2020 or earlier (AOR = 6.53, 95% CI: 1.98–21.49) had higher odds of retakes than those admitted in 2023. Compared with Nursing students, Medicine and Surgery (AOR = 0.16, 95% CI: 0.05–0.53) and Pharmacy students (AOR = 0.17, 95% CI: 0.05–0.64) had lower odds. Studying mainly during examination periods increased the odds of retakes (AOR = 1.88, 95% CI: 1.09–3.26), while studying in private or personal rooms reduced the odds (AOR = 0.49, 95% CI: 0.26–0.91). conclusions: Retakes in pre-clinical courses were common among undergraduate health profession students. They were significantly associated with year of entry, programme of study, and study habits. Targeted academic support, improved study practices, and interventions focusing on high-burden courses and at-risk student groups are recommended.