Impact of Retakes in Health Training Institutions in Sub-Saharan Africa
Author Information
Author(s): Kibuuka Ronald, Katuramu Richard, Owusu-Sekyere Samuel, Atuhairwe Irene, Agaba Brian, Nakattudde Prossy, Amponsah Abigail, Chizoma Ndikom, Oluwakemi Ogah, Kiyimba Kennedy, Baker Obakiro Samuel, Kaminga Atipasta, Epuitai Joshua, Kagoya Kawala Enid, Chimbe Etta, Baluwa Masumbuko, Munthali Getrude, Tamala Phiri Getrude, Kibuuke Dan, Mpasa Ferastas
Primary Institution: Busitema University
Hypothesis
What is the impact of academic retakes on medical and nursing students in Sub-Saharan Africa?
Conclusion
The study reveals that retakes in health professions education lead to significant emotional and psychological challenges for students, highlighting the need for improved support systems.
Supporting Evidence
- 12.6% of students reported having a retake in clinical assessments.
- Many students experienced emotional challenges such as anxiety and suicidal thoughts due to retakes.
- Students reported a lack of feedback after assessments, making it hard to improve.
- Peer and family support were crucial for students facing retakes.
- Students suggested the need for better institutional support and feedback mechanisms.
Takeaway
When students in health training fail exams, it can make them feel really sad and stressed, and they need more help to do better next time.
Methodology
Mixed-methods explanatory sequential study with quantitative surveys and qualitative interviews.
Potential Biases
Potential biases in assessment due to personal relationships between students and lecturers.
Limitations
The study may not represent all health training institutions in Sub-Saharan Africa.
Participant Demographics
Participants included 764 medical and nursing students, predominantly female (61.9%), aged 18-48 years, with a mean age of 25.38 years.
Statistical Information
P-Value
p<0.001
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
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