SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Philosophy in Paediatric Pulmonology

SAQA QUAL ID	QUALIFICATION TITLE
111206	Master of Philosophy in Paediatric Pulmonology
ORIGINATOR
Stellenbosch University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 09 - Health Sciences and Social Services		Curative Health
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 Pulmonology (MPhil (Paediatric Pulmonology) is:

To ensure that learners acquire a high level of theoretical knowledge as well as practical skills and experience in the field of Paediatric Pulmonology, 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.

To 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.

To 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.

To prepare learners who can apply their skills to the task of answering the relevant questions and meeting the critical needs of the country.

The purpose and Exit Level Outcomes of the qualification would be reached by means of the curriculum, as learners will be supervised, guided and assisted and they will be required to perform a research project at the appropriate level.

Rationale:
This qualification aims to address the need of the country by properly equipping clinicians with a thorough understanding and experience in clinical research in the field of respiratory medicine. Similar to all the subspecialty qualifications in Paediatrics and Child Health, learners will be qualified paediatricians who have obtained their Master of Medicine (MMed) Paediatrics (Paed) or Fellowship Examination of the College of Paediatricians of South Africa (FC Paed (SA)) qualification.

The world-wide pandemic of tuberculosis, pneumonia and Human Immunodeficiency Virus (HIV)- related pulmonary diseases has made appropriate training and research in this field a priority for South Africa while making sure that more clinical research on the epidemiology, clinical manifestations, risk factors, prevention and appropriate management becomes mandatory. Therefore, this qualification will prepare such learners for a career as Paediatric Pulmonologists.

The qualification will contribute to the pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Paediatric Pulmonology and to make provision for the country's needs in a skilled scientific workforce of the highest calibre.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The MPhil (Paediatric Pulmonology) qualification conforms to the University's Policy on the Regulation of the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT).

Exemption and credit transfer may only be granted on a per-module basis.

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 applicant, on condition that the course contents, duration and assessment of the short course are at least similar to that of the module(s).

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.

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 the approval of the relevant faculty board.

Departments and programme committees in the Faculty of Health Sciences are at liberty to make use of one or more of the following assessment instruments, or of similar assessment instruments, when considering applications:

Admittance assessment instruments (for example, entrance or placement tests, and special examinations, especially those that are assessed quantitatively).

Learning portfolios (for example, the candidate may present a comprehensive set of documents and/or other evidence to illustrate his/her prior learning - such documentation will evaluated qualitatively by academic staff.

"Conditional" admittance (for example, a learner may be accepted as a special learner and then be allowed to "perform himself or herself into" a learning programme).

Prior supplementary work (for example, a learner may be provisionally admitted to a qualification on condition that he/she completes supplementary work that meets set requirements before being formally entered into the learning programme).

Recognition of formal learning in the form of parts or the whole of qualification which were offered or completed at other institutions (for example, relevant Diplomas or Degrees).

Recognition of formal learning completed in the form of professional short courses or in-service training courses (for example, learning that is not certified as a qualification, or part thereof, by another institution of higher learning).

Recognition of non-formal or informal learning (for example, learning that took place in the workplace or in another appropriate environment on the initiative of the individual).

Entry Requirements:
The minimum entry requirements for this qualification are as follows:

The applicant must have obtained the minimum admission criteria as specified. Academic achievements as a postgraduate learner, additional qualifications in relevant fields, clinical experience and research exposure will be taken into account. The selection process also considers non-academic criteria, such as communication skills, to ensure that learners are appropriately equipped to achieve the Exit Level Outcomes.

Applications are forwarded to the Division of Paediatric Pulmonology and an interview with the applicant, in conjunction with a recent curriculum vitae (CV) and assessment of appropriate references, are used to make a final selection.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, 120 Credits:

Clinical Pulmonology, 135 Credits.

Research project, 45 Credits.

EXIT LEVEL OUTCOMES

1. Function as a Paediatric pulmonologist and adequately take care of patients with a variety of respiratory disorders with a 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.
2. Independently design a clinical (or 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.

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.

Demonstrate culturally and aesthetically sensitivity 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. The University Faculty of Health Sciences Department of Paediatrics has a strong input into this process.

Module II: The Research Project is assessed by two independent examiners. Examiners (preferably 3) may be proposed by the supervisor, but must be appointed by the Postgraduate Committee of the Department of Paediatrics and Child Health. The Research Project, 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 (and not the supervisor) to the examiners for assessment. The examiners must return the completed standard report form to the Postgraduate Certificate (PGC) together with a more detailed report.

INTERNATIONAL COMPARABILITY

Paediatric Pulmonology is offered in the United States of America (USA. The broad based fellowship training resembles this qualification.

Paediatric Pulmonology Fellowship, Vanderbilt University School of Medicine:
This programme is directed towards the development of strong paediatric pulmonologists, who are not only excellent clinicians, but dedicated educators, researchers, and leaders in the field of paediatric pulmonary medicine.

The training programme prepares fellows for exemplary careers in paediatric pulmonary medicine and is ideal for those interested in academic medicine. Fellows will develop expertise in caring for a wide range of paediatric patient populations with a broad range of lung diseases, including cystic fibrosis, asthma, Borderline Personality Disorder (BPD), pulmonary hypertension, congenital pulmonary malformations, interstitial and rare lung diseases, as well as children with chronic ventilation needs, complex aerodigestive patients and children with neuromuscular disease. In addition, fellows will master the skills for independent performance of a broad range of procedures, including flexible bronchoscopy and pulmonary function testing.

Fellows will be expected to design and implement a research project over the course of their fellowship. Time is provided during the first year of fellowship to establish mentorship and explore potential research projects. Possible research projects vary depending on the fellows clinical and research interests, and may vary from clinical research, laboratory-based basic science research, or educational-based research. A Scholarship Oversight Committee (SOC) will be established with each fellow to provide additional guidance towards successful completion of each project, with the expectation that each project effort will result in manuscript(s) for presentation and national meetings and submission to an academic journal.

Paediatric Pulmonology Fellowship, New York Medical College:
The field of Paediatric Pulmonology is a broad one and New York Medical College and its affiliated hospital, Maria Fareri Children's Hospital, a member of the Westchester Medical Centre Health Network, offer a vast panorama of clinical and research opportunities. To optimise the educational experience, each fellow is encouraged to take an active role in conjunction with the programme director in designing his or her own program.

The Paediatric Pulmonary Fellowship adheres to the requirements for Paediatric Pulmonology certification by the Pulmonology Sub-board of the American Board of Paediatrics, and is fully accredited by the Accreditation Council for Graduate Medical Education. The goals of the three-year programme are to provide:

A base of scientific skills and expertise that will ultimately allow fellows to become independently functioning and funded investigators.

Skills to provide expert clinical care for infants, children and adolescents with disorders of the respiratory system.

A solid knowledge base and skills to guide, instruct and teach others the fundamentals of lung function and clinical care.

To build administrative and time management skills.

The research component of the programme is given equal weight to the clinical programme. A minimum of 15 months will be devoted to research during the three- year programme. It is expected that the fellow will develop projects in both basic and clinical research, and follow these projects through until completion and publication.

The fellow will meet with the programme director frequently to help shape and focus the trainee's research interests and design a program that is stimulating and productive. The goal is to have the research programme tailored to the individual and organised so that the trainee can be productive as soon as the heavy clinical demands of the first year start to wane. Fellows are encouraged to develop projects both at the bench in one of the many laboratories open to them, and at the bedside. Each fellow is expected to develop at least one independent project, from inception all the way through to publication, with the fellow acting as first author (principal investigator.) In addition, to intramural presentations of their work, fellows will be encouraged to present their data in abstract form in appropriate national and international scientific conferences in addition to submitting their data for publication in a peer-reviewed journal.

The teaching and assessment processes applied in these international institutions is very similar to this qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Master of Medicine, NQF Level 9.

Master of Medicine in Paediatric Surgery, NQF Level 9.

Vertical Articulation:

Doctor of Philosophy in Health Sciences, NQF Level 10.

Doctor of Philosophy in Medical Sciences, NQF 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.

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