What question did this study set out to answer?

The aim is to assess the factors influencing the implementation of the medical laboratory technology curriculum.

April 19, 2026Open Access

Curriculum Implementation for the Medical Laboratory Technology Programme at an Allied Health School: A Case of Uganda Institute of Allied Health and Management Sciences

Key Points

The aim is to assess the factors influencing the implementation of the medical laboratory technology curriculum.
Descriptive cross-sectional survey design conducted at Uganda Institute of Allied Health and Management Sciences.
Data collected from 98 participants including students, lecturers, and non-teaching staff.
Self-administered structured questionnaire utilized for data collection.
Data analyzed using EpiData and STATA with multiple regression and correlation analyses.
Institutional factors showed a significant positive association with curriculum implementation (r = 0.549, p < 0.001).
Human resource factors and resource availability exhibited negative correlations but were not significant predictors.
Key challenges identified included inadequate staffing and insufficient teaching materials.

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 p -value of less than 0.05. 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. Keywords: curriculum implementation, institutional factors, human resource factors, resource availability, higher education

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