Abstract
A study was conducted to investigate the epistemological aspects found in the curriculum, teaching, learning and practice of Medical Laboratory Technology (MLT) in Uganda. The study involved the analysis of the curriculum document for the diploma in MLT implemented at Mulago Paramedical Schools (MPS) in Kampala Uganda. It further involved getting the views of learners, educators and clinical supervisors of the MLT diploma programme. The results of the study revealed that various epistemological aspects were applied during the development and implementation of the MLT curriculum as well as during the practice of MLT in Uganda. Application of these aspects during curriculum development and implementation led to acquisition of various types of knowledge. It further led to the development of different and appropriate ways of knowing that is necessary for the training and practice of MLT.
Highlights
Medical Laboratory Technology (MLT) training in Uganda has been going on since the late 1920s
It is against this background that this study focused on establishing whether the epistemological aspects of curriculum exist in the MLT training in Uganda
We present results to highlight how various epistemological aspects have been applied in the curriculum development and implementation processes at the school of MLT at Mulago Paramedical Schools in Uganda
Summary
Medical Laboratory Technology (MLT) training in Uganda has been going on since the late 1920s. This study investigated whether epistemological curricula issues have been applied in the training practices and processes as well as professional MLT practices. The notion of epistemology is central in curriculum development and implementation. It is against this background that this study focused on establishing whether the epistemological aspects of curriculum exist in the MLT training in Uganda. This paper presents current research on epistemology in relation to curriculum development and implementation. We present results to highlight how various epistemological aspects have been applied in the curriculum development and implementation processes at the school of MLT at Mulago Paramedical Schools in Uganda. We discuss the manner in which the different types of knowledge and ways of knowing have been reflected in the training processes and practices of MLT, drawing on the Ugandan experience
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