W. R. MUGISHA, C. B. MUGIMU
Semantic knowledge refers to highly organised knowledge
found in long-term memory and includes major concepts, vo-
cabulary, facts and relationships (Ree & Urmson, 2005; Wads-
worth, 1989). In MLT semantic knowledge is applied when
results of analyses of patient’s samples are compared with the
results of known standards. It is also applied in new terms,
concepts and facts that are established and integrated into rou-
tine professional use.
Practical-technical knowledge refers to what people know
and can do (Clancey, 1997). It includes the understanding of the
structure of work activities in organizations. It is the knowledge
that individual use when deciding to take some action basing on
their beliefs and values. Practical-technical knowledge is
learned on the job through experience and adaptation to the
working environment. The technical knowledge includes the
ability to demonstrate the expertise while performing the tasks
(de Vries, 2003; Lovat, Holbrook, Bourke, Dally, & Morrison,
2003). It requires technical analytical skills. It helps laboratory
managers to relate with different laboratory departments and
hospitals in general.
Social knowledge involves the enhancement of cultural or
social groups to come to agree by convention. It is based on the
belief that knowledge can be acquired through social interaction
especially when people engage into dialogue, conversation,
copying, practicing, having feelings and establishing connec-
tions and relationships with others. Social knowledge is there-
fore socially mediated and is community bound. It promotes
shared meaning and creation of new knowledge as a result of
agreement between people of different backgrounds. Profe-
ssions are in themselves specialised communities or societies.
The senior professionals influence the young ones who copy
good practices as they grow into the profession.
Figure 1 shows that, curriculum content provides a founda-
tion for the acquisitions of various forms of knowledge and that
through internalization and experiences based on the curricu-
lum implementation processes and strategies, an individual is
able to undergo a state of knowing or constructing their own
meaning.
Knowing
The notion of knowing refers to one’s ability to construct
meaning as a result of internalization and experiences (see Fig-
ure 1). It involves internal mental cognitive changes within the
individual as a result of learning. Knowing emerges through
various forms such as empirical-analytical, interpretive-her-
meneutical, self-awareness, ethical, self-reflective, and aesthe-
tic. Higgs and Smith (2006) argue that empirical-analytical
perspective assumes that knowing is acquired after observation
and documentation of situations in an objective and timely
manner. It is objective, abstract and provides theoretical expla-
nations for phenomena (Kikuchi & Simmons, 1992). It entails
acquisition of factual subject matter in the natural sciences,
biological sciences and human sciences. This way of knowing
is of particular importance in the health sciences in general,
including the medical laboratory sciences. Empirical knowing
informs health professionals in their scientific decisions,
choices, and practices.
On the other hand, the interpretive-hermeneutic perspective
emphasises that knowing is acquired through self-discovery of
the learner. It assumes that it is humans who create knowledge
and understanding; therefore, it is based on knowing of what
has been created by human beings. Furthermore, it entails hav-
ing constructed meanings through the processes of critical in-
terpretation of issues or personal experiences, which often in-
volves interpersonal dialogue. As such, through dialogue indi-
viduals attain insights to convey the underlying meanings that
are inherent in what was studied or experienced (Higgs &
Smith, 2006). Indeed through practices of professionals new
meanings emerge thus acquiring interpretive-hermeneutic ways
of knowing.
The concept of knowing is also linked to moral issues to be
transmitted to learners (Kikuchi & Simmons, 1994). The ethi-
cal perspective assumes that individuals acquire knowledge to
enable them make moral decisions. It is concerned with ques-
tions on what is good, valuable and desirable in society. The
ethical way of knowing entails developing ethical decision-
making skills and ability to resolve ethical dilemmas. The
moral decisions are made as informed choices in accordance
with societal or professional norms and values. To obtain ethi-
cal knowledge, it is necessary to study content that is related to
morality, professional ethical codes, legislation and human
rights. Individuals with ethical knowledge act professionally
and responsibly and become ethically and morally accountable
for their actions. Ethical practice entails demonstrating will-
ingness to doing the right and responsible things and in accor-
dance with the value system of the health professions (Kikuchi
& Simmons, 1994).
Kikuchi and Simmons (1994) argue that personal way of
knowing refers to achieving self-awareness and knowing one-
self, thus, the individual gains self-consciousness. Self-con-
sciousness allows one to discover oneself and to know one’s
own strength and weaknesses. Self-consciousness is acquired
through participation in self-awareness and self-evaluation
activities (Engebretson, 1997; Lovat, 2004). This way of know-
ing is gained through exposure to content and learning experi-
ences through which learners can discover their preconceived
ideas, attitudes and fears. People who possess self-conscious-
ness/self-knowledge are better able to relate with other people.
Thus, educational institutions should develop among learners
an understanding of self and others in order to make them de-
velop practical ways of knowing.
In MLT education and practice, personal way of knowing is
acquired by learners and professionals in the process of receiv-
ing feedback of their individual contributions, as they work
with colleagues on joint project. The process also applies as
they get the feedback out of their participation in meetings,
seminars and conferences.
The aesthetical perspective assumes that knowing entails
synthesis of acquired knowledge and establishing relationships
in general. The knowledge in this case is intuitive, contextual
and subjective. It enables an individual to intuitively grasp the
meanings inherent in particular clinical situations, and to crea-
tively contribute towards transforming the situation.
Another perspective of knowing is the personal way of
knowing. The aesthetical perspective assumes that knowing
entails synthesis of acquired knowledge and establishing rela-
tionships in general. The knowledge in this case is intuitive,
contextual and subjective. It enables an individual to intuitively
grasp the meanings inherent in particular clinical situations, and
to creatively contribute towards transforming the situation.
Thomasson (2005) contends that aesthetic knowing is char-
acterised by empathetic awareness and morality in interpersonal
relationships, emphasizing humanity and dignity. It is required
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