ArticleAdvances in medical education and practice2026
Curriculum Implementation for the Medical Laboratory Technology Programme at an Allied Health School: A Case of Uganda Institute of Allied Health and Management Sciences.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Analytical Rigor and Conceptual Clarity in Curriculum Implementation Research [Letter].Advances in medical education and practice · 2026Article
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Authors and funding
5 authors.
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Abstract
Background: A curriculum is a cornerstone of any educational program, and its practical implementation in medical colleges plays a pivotal role in producing flexible, competent and agile medical personnel. This study assessed the factors influencing curriculum implementation at the Uganda Institute of Allied Health and Management Sciences - Mulago. Methods: This study employed a descriptive cross-sectional survey design conducted at the Uganda Institute of Allied Health and Management Sciences, Mulago, among 98 participants who included second-year medical laboratory technology students (n=44), lecturers/facilitators (n=40), and non-teaching staff (n=14). Data were collected using a self-administered structured questionnaire to assess factors influencing curriculum implementation. The data were entered into EpiData version 3.1 for cleaning and coding and subsequently analyzed using STATA version 14. Descriptive statistics, correlation, and multiple regression analyses were performed. Statistical significance for all tests was set at a Results: Institutional factors showed a moderate, positive, and statistically significant association with curriculum implementation (r = 0.549, p < 0.001) and were the only significant predictors (β = 0.433, p < 0.001). Human resource factors (r = -0.466, p = 0.003) and resource availability (r = -0.380, p = 0.001) demonstrated negative correlations and were not significant predictors in the regression model. Key challenges included inadequate staffing, limited professional development, insufficient teaching materials, and poor infrastructure. Conclusion: Institutional factors play a central role in curriculum implementation, while human and material resource challenges persist but show limited predictive influence. Strengthening institutional support systems, improving staff capacity and enhancing resource provision are critical to improving curriculum outcomes.
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