Educational Practices, Curriculum Design and Implementation at the MLT Diploma Program in Uganda

Christopher B. Mugimu, Wilson Rwandembo Mugisha

Department Foundations and Curriculum Studies, College of Education and External Studies, Makerere University, Kampala, Uganda.
Uganda Institute of Allied Health and Management Science (UIAHMS)-Mulago, Kampala, Uganda.

DOI: 10.4236/ce.2013.412A2016                

Abstract

Contemporary curriculum design and implementation require the use of appropriate educational practices to enhance positive teaching and learning outcomes. This article discusses the study of educational practices and related curriculum antecedents applied during the design and implementation of the Medical Laboratory Technology (MLT) at Mulago Paramedical Schools in Uganda. This study utilized mixed methods (quantitative and qualitative) in which checklists, document analysis, questionnaires, focus group discussions, and interviews were used to gather data at different compliance levels. The sample comprised of 10 educators, 30 clinical supervisors and 63 students. This study revealed that the MLT diploma curriculum was implemented with a multi-disciplinary focus in order to develop confident and dependable health professionals that could function harmoniously in interdisciplinary collaborative teams. The study also revealed that the curriculum designers and educators complied with important curriculum antecedents in its design and implementation process and it’s clear that student-centered approaches were used. Furthermore, practicum training and strategies used oriented students to basic practical clinical skills and competencies. The use of a variety of educational practices during curriculum implementation made the teaching and learning process more friendly and interesting. It was concluded that considerable utilization of appropriate educational practices during curriculum development was critical. This area of curriculum development being extremely dynamic further research is needed to ensure continued relevance of curricula in the medical field.

Keywords

Educational Practices; Learning Theories; Curriculum Design; Curriculum Implementation

Conflicts of Interest

The authors declare no conflicts of interest.

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