Chintu Simweene
Scientist at Mulungushi University
Simweene Chintu Choolwe is a Laboratory Demonstrator at Mulungushi University with over eight years of laboratory experience and three years of experience in academia. She holds a Bachelor’s Degree in Biomedical Sciences from University of Zambia and a Master’s Degree in Immunopathology from Mulungushi University.
Her professional work focuses on lecturing, laboratory instruction, research, and student mentorship within the biomedical sciences field. She is passionate about advancing scientific knowledge, supporting practical laboratory training, and contributing to the development of future healthcare and biomedical professionals.
Beyond her academic and laboratory responsibilities, Simweene serves as the Matron for Biomedical Science students at Mulungushi University, where she provides guidance, mentorship, and student support aimed at fostering both academic and personal growth.
Abstract
Impact of Outdated Curriculum and Limited Technology Integration on Student Learning Outcomes in Zambian Medical Universities Zambia’s medical education system continues to face significant structural challenges rooted in colonial-era curricular frameworks and unequal access to educational technology. Despite increasing global adoption of Technology-Enhanced Learning (TEL), many medical universities in Zambia—particularly in rural regions—still struggle with limited digital infrastructure, inadequate faculty training, unreliable internet connectivity, and unsustainable technology implementation models. This study investigates how outdated curricula and limited technology integration collectively affect student learning outcomes, graduate competence, and healthcare workforce preparedness across Zambian medical universities. Using a mixed-methods convergent parallel design, the research combines quantitative surveys with qualitative interviews and focus group discussions involving final-year medical students, faculty members, and recent graduates from both urban and rural institutions. The study explores curriculum relevance, technological inequities, and barriers to TEL adoption, including infrastructural limitations, funding instability, and gaps in competency-based pedagogy training. Findings are expected to demonstrate how curricular misalignment and digital inequity contribute to poor clinical preparedness, reduced engagement with virtual learning tools, and continued healthcare workforce migration. The project further proposes context-sensitive recommendations for curriculum reform, sustainable digital learning ecosystems, faculty capacity building, and equitable educational policy implementation aligned with Zambia’s National Health Strategic Plan and broader Sustainable Development Goals (SDGs). This poster contributes to ongoing discussions at the intersection of education, healthcare and technology by highlighting how Python-driven educational technologies, digital health systems, data-informed policy design, and low-resource innovation can support more resilient and equitable medical education systems across Africa.