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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Bachelor of Medicine and Bachelor of Surgery |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 110341 | Bachelor of Medicine and Bachelor of Surgery | |||
| ORIGINATOR | ||||
| University of KwaZulu-Natal | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree(Min 480) | Field 09 - Health Sciences and Social Services | Curative Health | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 480 | Not Applicable | NQF Level 08 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered-data under construction | EXCO 0324/24 | 2024-07-01 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2034-06-30 | |||
Registered-data under construction The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered. |
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This qualification aims to provide the leaner with knowledge, skills, attitudes and applied competence in a number of fields traditionally associated with Medicine. It aims to provide leaners with the foundations for continued personal and intellectual growth, gainful economic activity and for contributing to society at large through innovation, scholarship and leadership. Rationale: The qualification is designed to provide a well-rounded, broad education that equips leaners in aspects of formative, informative and transformative learning as related to the Core Competencies (as defined by the Health Professions Council of South Africa (HPCSA). The leaner will also be equipped to practice in private practice and in private hospitals and in an academic institution. It also trains medical practitioners to fulfil the requirements of the HPCSA and obtain license to operate in a range of contexts including primary care clinics, community centres, and district, regional and tertiary hospitals. It meets the needs of leaners in that the successful leaner is eligible for registration as an intern with the Health Professions Council of South Africa (HPCSA). |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution. A leaner who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission. Entry Requirements: The minimum entry requirement for this qualification is: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) Level 8 Level totalling 968 Credits.
Compulsory Modules, 968 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Approach the practice of medicine with professional values, attitudes, behaviour and ethics (professionalism).
2. Have developed critical thinking (inquisitive and questioning attitude and applying rational process, recognising irrationality in oneself and others); competence in problem-posting and problem solving (formative, informative and transformative learning). 3. Recognise, explain and manage health problems based on principles of current scientific knowledge and the best available evidence (health care practitioner). 4. Demonstrate an ability to integrate scientific principles into clinical practice (scholar). 5. Know and understand diseases relevant to the context of practice. Demonstrate effective communication skills and teamwork as part of an integrated health care delivery system and employ general principles of good communication in all spheres and through all media, including dealings with the wider community where necessary (communicator). 6. Access, utilise and manage resources consistent with health promotion and the determinants of health and wellness by considering patient, family and community needs and be able to make referrals according to the current health systems organisation as available in context of practice (health advocate and leader/manager). 7. Demonstrate competency in the clinical method (communication skills, physical and mental examination, clinical reasoning and judgment) using a holistic, patient centred approach to ensure ethical decision-making and effective patient care within a multi professional team (collaborator). 8. Demonstrate competence in basic technical medical procedures. 9. Effectively manage (collect, store and use) information pertaining to patients and the practice of medicine making appropriate use of technology in order to maintain accurate patient records and ensure confidentiality of the information at all times (leader/manager). 10. Understand the scientific principles, basic designs, methods and techniques of medical research, epidemiology and biostatistics and know how to access and interpret medical literature (scholar). 11. Know and understand the fundamental facts, concepts and theories of health and its promotion (health advocate). 12. Demonstrate a capacity for self-awareness and reflection for ongoing personal professional development (scholar) given the specialised outcomes, there is no curriculum choice. |
| ASSOCIATED ASSESSMENT CRITERIA |
Integrated Assessment: Examinations, matching and extended-matching short answer questions, Objective Structured Practical (OSPE) and Direct Observation of Procedural Skills (DOPS). Theoretical knowledge may also be assessed by long-answer and short-modified questions. Knows how and shows how, refers mainly to knowing how to carry out tasks relating to the practice of medicine (formative learning) and demonstrating this skill to an examiner/assessor. These are assessed by methods including an Observed Structured Clinical examination (OSCE), direct observation and recording in log book, video recording and review of video recording, discussion around portfolios, posters and journals. Knows how also refers to the professionalism required by a medical graduate. Assessment of the various components of professionalism (informative learning) can be assessed by direct observation and recording in a log book. These competencies may also be assessed by reviewing role plays or by reviewing portfolios. A portfolio is a collection of the leaner's work which provides evidence that learning has taken place. It includes documentation of learning and progression, but most importantly a reflection on these learning competencies/Portfolio documentation may include case reports. Record of practical projects undertaken, video tapes of consultations, project reports, learning plans and written reflection about the evidence provided. The oral or viva voce (viva) examination has been a mainstay of assessment throughout the history of medical education and such a method can assess all Core Competencies. |
| INTERNATIONAL COMPARABILITY |
| This qualification is comparable with similar qualifications offered in various higher education institutions internationally. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification. |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
| This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
| NONE |
| All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |