Social determinants of academic performance among undergraduate health professional students at Mbarara University of Science and Technology, Uganda

Abstract

Academic performance among health professional students is influenced by social determinants. This study assessed factors associated with academic performance among undergraduate health professional students at Mbarara University of Science and Technology (MUST), Uganda. We conducted a cross-sectional survey among 335 undergraduate students using a self-administered questionnaire. Academic performance was categorized as poor or good. Bivariable and multivariable logistic regression analyses were performed to identify factors independently associated with poor academic performance. Of the 335 students (mean age 23.86 ± 6.4 years), 70.8% demonstrated good academic performance. In multivariable analysis, female students had significantly higher odds of poor academic performance compared with male students (AOR = 1.95; 95% CI: 1.01–3.78). Third-year students were more likely to have poor academic performance than fifth-year students (AOR = 4.27; 95% CI: 1.06–17.20). In contrast, students with high online social media engagement had significantly lower odds of poor academic performance compared with those with low engagement (AOR = 0.30; 95% CI: 0.12–0.74). Female gender and being in the third year of study were associated with higher odds of poor academic performance, while high online social media engagement was associated with lower odds of poor academic performance. Targeted academic support for vulnerable student groups and structured approaches to online engagement may help improve academic outcomes.