Assessment of Learning in Health Sciences Education: MLT Case Study

Christopher Byalusaago Mugimu, Wilson Rwandembo Mugisha

Abstract


Assessment in health sciences education has become an extremely critical issue in recent years, given the rapidly
changing disease patterns and behavioral changes in communities among diverse cultural and economic contexts of
patients. Globally, there is increasing demand for highly qualified contemporary healthcare professionals.
Subsequently, learner assessment regimes need to have the capacity to accurately evaluate the competences (i.e.
attitudes, skills and knowhow) acquired during the training of healthcare professionals. This paper provides an
analysis of assessment of and for learning in health sciences education with a focus on clinical laboratory training at
MLT in Uganda. This study utilized both quantitative and qualitative research designs. The program evaluation
design principles were also utilized to measure the levels of compliance towards attainment of curriculum outcomes.
The instruments used during data collection included checklists, questionnaires, indepth interviews, and focus group
discussions (FDGs). The findings of this study showed that learners were achieving the intended curriculum
objectives progressively. The assessment tools used were prepared through a rigorous process to ensure that the basic
principles of assessment are identified and integrated during curriculum design and implementation. Results of the
study also showed that adequate institutional administrative support available enhanced the teaching and learning
processes and ensured that appropriate curriculum assessment schedules and strategies were strictly followed as
stated in the elements of the curriculum structures.This contributed meaningfully in preparing competent
contemporary healthcare professionals (clinical laboratory technicians). It was recommended that all healthcare
professional training institutions should take the use of aunthetic assessment of and for learning very seriously.


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DOI: https://doi.org/10.5430/jct.v6n1p21

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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