CE  Vol.3 No.3 , June 2012
The Epistemological Aspects of Curriculum Development and Implementation for the Medical Laboratory Technology Diploma in Uganda
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.

Cite this paper
Mugisha, W. & Mugimu, C. (2012). The Epistemological Aspects of Curriculum Development and Implementation for the Medical Laboratory Technology Diploma in Uganda. Creative Education, 3, 281-289. doi: 10.4236/ce.2012.33044.
References
[1]   Chinn, P. L., & Kramer, M. K. (1999). Theory and nursing: Integrated knowledge development. St. Louis: Mosby.

[2]   Clancey, W. J. (1997). Situated cognition: On human knowledge and computer representation. Cambrigde: Cambridge University Press.

[3]   De Vries, E. (1994). Structuring information for design problem solving. Eindhoven: Eindhoven University of Technology.

[4]   De Vries, E. (2003). Educational technology and multimedia from cognitive perspective: Knowledge from inside computer, onto the screen, and into our heads? In H. van Oostendorp (Ed.), Cognition in the digital world (pp. 135-150). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Publishers.

[5]   Engebretson, J. (1997). A multiparadigm approach to nursing. Advances in Nursing Science, 20, 21-33.

[6]   Ein-Dor, P. (2008). Taxonomies of knowledge. In M. E. Jennex (Ed.), Knowledge management: Concepts, methodologies, tools, and applications (pp. 162-170). Hershey, PA: Information Science Reference, IGI Global.

[7]   Higgs, P., & Smith, J. (2006). Rethinking truth (2nd ed.). Cape Town: Juta & Co. Ltd.

[8]   Kikuchi, J. F., & Simmons, H. (1992). Philosophic inquiry in nursing. London: Sage.

[9]   Kikuchi, J. F., & Simmons, H. (1994). Developing a philosophy of nursing. Thousand Oaks, CA: Sage.

[10]   Lovat, T., Holbrook, A., Bourke, S., Dally, K., & Morrison, K. (2003). Ways of knowing in assessing the PhD ramifications for the role of the supervisor. International Education Research Conference NZARE/ AARE, Auckland, 29 November-3 December 2003.

[11]   Lovat, T. J. (2004). Aristotelian ethics and Habermasian critical theory: A conjoined force for proportionism in ethical discourse and Roman Catholic moral theology. Australian eJournal of Theology, 3, 1-14.

[12]   Makerere University (2006). Mulago laboratory technical curriculum document. Kampala: Makerere University.

[13]   Ministry of Health Uganda (2002). Standard labaratory procedures manual. Kampala: MOH.

[14]   Mulago Paramedical Schools (2006). Learner’s practical record books (Logbooks). Kampala: Ministry of Education and Sports.

[15]   Nickols, F. (2000a). The tacit and explicit nature of knowledge, the knowledge in knowledge management. In J. W. Cortada & J. A. Woods (Eds.), The knowledge management yearbook 2000-2001 (pp. 12-21). Woburn, MA: Butterworth-Heinemann.

[16]   Nickols, F. (2000b). “What is” in the world of work and working: Some implications of the shift to knowledge work. In J. W. Cortada & J. A. Woods (Eds.), The knowledge management yearbook 2000-2001 (pp. 3-11). Woburn, MA: Butterworth-Heinemann.

[17]   Okello, V., & Ocheng, M. K. (1996). Curriculum studies. Kampala: Makerere University.

[18]   Ornstein, A. C., & Levine, D. U. (1993). Foundations of education. Boston, MA: Houghton Mifflin.

[19]   Reber, A. S., & Reber, E. S. (2001). The penguin disctionary of psychology. London: Penguin Books.

[20]   Ree, J., & Urmson, J. O. (2005). The concise encyclopedia of western philosophy (3rd ed.). London & New York: Routledge/Taylor & Francis Group.

[21]   Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91, 175-189. doi:10.1037/0022-0663.91.1.175

[22]   Russell, B. (1996). History of western philosophy and its connection with political and social circumustances from the earliest times to present day. New York: Routledge.

[23]   Sowell, E. J. (2010). Curriculum an integrated introduction. Upper Saddle River, NJ: Prentice Hall.

[24]   Zais, R. S. (2010). Curriculum Principles and Foundations. New York: Harper & Row.

 
 
Top