SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Philosophy in Paediatric Critical Care

SAQA QUAL ID	QUALIFICATION TITLE
111125	Master of Philosophy in Paediatric Critical Care
ORIGINATOR
Stellenbosch University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 09 - Health Sciences and Social Services		Promotive Health and Developmental Services
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Not Applicable	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-08-16	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Master of Philosophy in Paediatric Critical Care qualification is to:
a) Ensure that learners acquire a high level of theoretical knowledge as well as practical skills and experience in the field of Paediatric Critical Care, via appropriate assimilation and analysis of new information, the ability to find workable solutions to problems and challenges, as well as practical application of knowledge accrued.
b) Prepare learners for a career as paediatric critical care specialists.
c) Ensure that learners acquire the necessary skills to identify key research opportunities, initiate well-structured research studies, complete such studies, and apply the results thereof.
d) Prepare learners who aspire to move to a higher level of academic research work for Doctoral Studies and to promote an approach based on academic integrity and professional ethics.
e) Contribute to the pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Paediatric Critical Care and to make provision for the country's needs in a skilled scientific workforce of the highest calibre.
f) Prepare learners who can apply their skills to the task of answering the relevant questions and meeting the critical needs of the country.

Qualifying learners will be able to:
1. Identify complex problems and solve problems through critical and innovative thinking, responsible and independent decision-making, and application of basic and advanced scientific methods.
2. Apply basic and advanced scientific methods and technology efficiently and responsibly.
3. Manage the collection, organisation, analysis, evaluation, integration and application of information from various sources, including advanced databases.
4. Manage and organise themselves to ensure independence at an advanced level.
5. Apply personal self-development with emphasis on insight, responsibility, accountability, continued learning, self-criticism, acceptance of criticism from others, and the ability to work independently at a high level.
6. Work as part of a team and to add value to the larger group through constructive collaboration, cooperation and self-initiated new actions.
7. Communicate effectively through competent presentation of information and data by means of oral, audio-visual and written skills and by demonstrating appropriate graphical, statistical, linguistic and computer proficiency at a high level.
8. Develop and demonstrate a holistic approach to problem solving within the context of respect and sensitivity for other people, the community, and the environment.
9. Understand the importance and the potential applications of health sciences in general and intensive care in particular to the community through the communication of knowledge and results and the transfer of relevant technology.
10. Be familiar with the opportunities, challenges, requirements and ethical principles that apply to research and good practice in the health science professions at an advanced level.

Qualifying learners will also be able to:
1. Function as a paediatric critical care specialist and to adequately take care of patients with a variety of acute and chronic diseases related to various paediatric medical and surgical diseases.
2. Independently design a clinical (or basic science) research project, to obtain ethical approval, to obtain funding, to perform such a project, to present the results and conclusions in a scientific format, and to accept the responsibility and accountability for the performed work within the context of the respiratory sciences.
3. Demonstrate sound and systematic knowledge of the theoretical aspects of the subject matter as defined for the clinical syllabus as well as the selected research project.
4. Work independently on Research Projects, including research projects which require the appropriate theoretical and practical skills.
5. Critically evaluate and utilise a wide range of basic and complex information to solve problems effectively using appropriate methods that are relevant to paediatric intensive care and to communicate knowledge, findings and potential implications to other people.

Rationale:
Critical illness and the severity of medical and surgical disease burden has made appropriate training and research in paediatric critical care a priority. South Africa is no exception and the need for paediatric critical care has now reached staggering proportions. Not only is critical patient care required, but more clinical research on the epidemiology, clinical manifestations, risk factors, prevention and appropriate management has become mandatory especially for conditions such as septicaemia, shock, cardiac disease and severe extensive pneumonia.

This qualification aims to address the need to properly train clinicians with a thorough understanding of and experience in clinical research in the field of intensive care medicine. Similar to all the subspecialty qualifications in Medicine, learners will be qualified physicians whom have obtained their Master in Medicine (Paediatric) or Fellowship of the College of Paediatricians of South Africa (FC Paed (SA)). Learners enrolled in this qualification will be fully trained and receive the experience, stimulation and environment to prepare them for productive careers as paediatric critical care specialists who will continue to contribute actively to the scientific and clinical advancement of this subspecialty throughout their careers. The goal is to provide learners with a base of scientific skills and expertise that will ultimately allow them to become independently functioning and funded investigators, as well as the skills to equip them to provide expert clinical care for children and adolescents with acute medical, surgical, neurosurgical, thoracic/cardiac surgical, neurosurgical and neonatal conditions. Learners will be able to teach others the fundamentals of critical care and clinical care, and to administer a programme dedicated to the care of critically ill children.

The learners will develop advanced scientific and intellectual capacity to solve important clinical problems, and through their research projects, contribute to the development of a healthier South African society. Learners are mentored in the development of their own research interests with the active participation and direction of the attending critical care staff and other sub-specialty services within the hospital.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The qualification conforms to the institution's Policy for the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT).

In the case of RPL for exemption and CAT for transfer:

Exemption and credit transfer may only be granted on a per-module basis, i.e. a complete module of an academic qualification is the smallest learning unit for which credits may be exempted or transferred.

The time since the learning was completed may be taken into account, since learning that occurred too long ago may not be relevant at the time of application.

A specific set of learning on the grounds of which admission to any Postgraduate qualification is granted under RPL, cannot also be used for granting exemption of credits within the same qualification.

Exemption from module(s), as RPL, can be granted on the strength of short course(s) outside the Higher Education Qualifications Sub-Framework (HEQSF) (in other words, non-credit-bearing) completed by the learner, on condition that the course contents, duration and assessment of the short course are at least equivalent to that of the module(s).

Each credit exempted or transferred, must correspond to ten notional study hours.

In the case of RPL for access:

Applications for admission to postgraduate qualifications, the normal admission requirements may be waived based on prior learning, subject to approval.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Emergency Medical Care, NQF Level 8.
Or

Bachelor of Health Sciences in Emergency Medical Care, NQF Level 8.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) Level 9 totalling 180 Credits.

Compulsory Modules:

Clinical Critical Care, 135 Credits.

Research project, 45 Credits.

EXIT LEVEL OUTCOMES

1. Function as a clinical critical care paediatrician with a high level of theoretical knowledge about a variety of acute and chronic diseases related to a variety of paediatric medical and surgical diseases and critical illnesses.
2. Design a clinical (or basic science) research project, to obtain ethical approval, to obtain funding, to perform such a project, to present the results and conclusions in a scientific format, and to accept the responsibility and accountability for the performed work within the context of the pediatric critical care.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

Work effectively with others as a member of a team, group, organisation, community.

Organise and manage oneself and one's activities responsibly and effectively.

Collect, analyse, organise and critically evaluate information.

Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.

Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

Reflect on and explore a variety of strategies to learn more effectively.

Participate as responsible citizens in the life of local, national and global communities.

Be culturally and aesthetically sensitive across a range of social contexts.

Explore education and career opportunities.

Develop entrepreneurial opportunities.

Associated Assessment Criteria for Exit Level Outcome 2:

Formulate clear, answerable research questions as they pertain to the discipline of pulmonology.

Decide on the most appropriate methodology to address the research question(s).

Find all relevant information, including research and review articles, textbooks and guidelines, by accessing Internet databases and employing appropriate search strategies.

Critically evaluate the relevant literature.

Write an appropriate literature review.

Formulate and write a research protocol.

Conduct the study and analyse the data.

Draw logical, evidence-based conclusions from the data.

Present and defend the results of the research in an acceptable scientific format.

Integrated Assessment:
Formative assessments are performed on a continuous basis. This is done via monitoring procedures and helps to identify specific weaknesses in the learner's knowledge before engaging in a formal assessment process.

The Summative Assessment of a learner is performed by a process of formal internal and external examination of the two programme modules viz. Module I: Clinical competency is evaluated by a formal national written examination and clinical assessment, set and marked by the Colleges of Medicine of South Africa. Module II: The Mini Research Assignment is assessed by two independent examiners, one of whom should be an external examiner. Examiners are appointed by the Postgraduate Committee of the Department of Paediatrics and Child Health. The Mini Research Assignment, together with a copy of the guidelines for assessment and a copy of the standard (pro forma) report form, must be submitted by the Postgraduate Committee to the examiners for assessment. The examiners must return the completed standard report form together with a more detailed report. The examiners must be allowed a period of grace of one month for assessing the Mini Research Assignment.

INTERNATIONAL COMPARABILITY

Paediatric Critical Care is offered in the United States of America (USA), Canada and the United Kingdom (UK). The broad based fellowship training resembles the institution's qualification.

Paediatric Critical Care Fellowship, Vanderbilt University School of Medicine (USA):
The goal is to create an environment of collegial scholarship and apprenticeship for trainees that fosters learning and growth for both fellows and faculty. Within this environment, the institution nurtures the development of empathy, respect, professionalism, scholarly inquiry clinical excellence, and effective leadership as traits essential to practitioners of paediatric critical care medicine. The Paediatric Critical Care Fellowship is an Accreditation Council for Graduate Medical Education (ACGME) accredited three-year program for Board eligible/certified physicians in Paediatrics or Medicine-Paediatrics. The program is accredited for 12 paediatric intensive care unit (PICU) fellows and matches three to four learners per year. Research training is an integral part of the fellowship. The 36 months of fellowship includes 15 months of clinical service, 9 weeks of vacation and 18 months of scholarly activity.

Fellows are expected to participate in a core curriculum of lectures in the basics of research; including study design, data analysis, and preparation of manuscripts and grants. Extensive options for both basic science and clinical research experiences are available through collaboration with the broad spectrum of lab-based and clinical scientists at Vanderbilt University. The Vanderbilt Institute for Clinical and Translational Research (VICTR) will play an integral role in the successful completion of a project.

Paediatric Critical Care Medicine Fellowship, University of North Carolina (USA):
The Paediatric Critical Care Medicine (PCCM) Fellowship is a three-year qualification accredited by the American Board of Paediatrics. The fellowship is designed to provide excellent educational opportunities, clinical training in all aspects of critical care and strong research opportunities in both basic and clinical research.

About half of the three-year fellowship is spent in clinical training and half is spent on research. The first year of the fellowship places emphasis on clinical practice. Fellows have a four week anaesthesia rotation early in their first year to acquire necessary training in managing airways with additional advanced/difficult airway learning in the last year of training. The second year is focused on research, while the final year is flexible and designed to provide individuals with clinical, research and educational opportunities to meet their educational and training needs.

At University of North Carolina (UNC), the PCCM Fellowship's broad clinical training is heavily supplemented with an academic education curriculum that includes a mix of didactic and simulation based learning. The didactic qualification includes multidisciplinary conferences with our neurosurgery, cardiothoracic surgery, cardiology, pulmonary, and paediatric general surgery colleagues. In addition, the core PCCM curriculum involves a recurring lecture series designed to cover core PCCM topics over a 12 month period including lessons on pathophysiology, evidence- based medicine, and new and upcoming therapies. The simulation training involves high-fidelity simulators to cover a range of topics from skills training to crisis management to difficult conversations at the bedside. The PCCM Fellows at UNC also participate in a biannual Extracorporeal Membrane Oxygenation (ECMO) course, first as learners and subsequently as teachers, as well as a regional boot camp at the start of fellowship followed by a regional boot camp for senior fellows.

The UNC Paediatric Critical Care Medicine Fellowship is designed to provide the best possible research opportunities for fellows. Recognising the individual nature of each fellow, several qualifications are tailored to achieve the goals defined by the individual fellow. Critical care fellows are given extensive research opportunities in both clinical research and basic science research with strongly protected research time. In the first year, fellows are encouraged to participate in a clinical research project and are introduced to the diverse research opportunities within and outside of the Division of Paediatric Critical Care Medicine. In the second and third years, extensive protected time is provided so that each fellow can complete their research requirements. Education and review sessions occur at least monthly and provide the fellows with a significant amount of opportunity for review.

The major focus of the research experience is to learn how to design a hypothesis-driven research project, acquire the necessary technical skills to test the hypothesis, analyse the data and present the work. Each fellow's research is developed and monitored by a Scholarly Oversight Committee comprised of at least three faculty with at least one PCCM faculty and other members with content specific expertise. All fellows' research is expected to result in a first author peer reviewed manuscript in a high quality medical journal.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Master of Philosophy in Critical Care, Level 9.

Master of Nursing Science in General Critical Care, Level 9.

Master of Medicine, Level 9.

Master of Medicine in Paediatric Surgery, Level 9.

Master of Philosophy in Paediatric Neurology, Level 9.

Master of Philosophy in Paediatric Medical Oncology, Level 9.

Master of Philosophy in Paediatric Neonatology, Level 9.

Master of Philosophy in Paediatric Gastroenterology, Hepatology and Nutrition, Level 9.

Master of Philosophy in Paediatric Cardiology, Level 9.

Master of Philosophy in Developmental Paediatrics, Level 9.

Master of Philosophy in Paediatric Infectious Diseases, Level 9.

Master of Philosophy in Paediatric Endocrinology, Level 9.

Master of Philosophy in Paediatric Nephrology, Level 9.

Master of Philosophy in Paediatric Pulmonology, Level 9.

Vertical Articulation:

Doctor of Philosophy in Health Sciences, Level 10.

Doctor of Philosophy in Medical Sciences, Level 10.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS 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.

1.	Stellenbosch University