SAQA

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:

Postgraduate Diploma in Clinical Simulation

SAQA QUAL ID	QUALIFICATION TITLE
118654	Postgraduate Diploma in Clinical Simulation
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	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	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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 Postgraduate Diploma in Clinical Simulation is to develop health professions educators who are skilled in the integration and application of clinical simulation theories and practices in their own teaching, learning, assessment, and research. This requires problem-solving skills and critical, reflective thinking, as well as the ability to report on clinical simulated teaching principles in ways appropriate to the relevant academic and disciplinary discourses. It will develop health care educators and professionals who can integrate and apply theoretical principles, proven techniques, practical experience, and appropriate skills to their own teaching practices.

Upon completion of this qualification, qualifying learners will be able to:

Demonstrate a deep understanding of the development and application of clinical simulation as a strategy for health professions education.

Apply adult learning theories to the construction and application of simulation-based learning experiences.

Describe and critically appraise current clinical simulation technologies and modalities regarding their value and application

Design and implement simulation-based learning experiences using appropriate teaching, learning and assessment strategies.

Describe the core principles associated with the management of simulation facilities and related resources.

Critically appraise research methodologies and approaches used in simulation contexts.

Rationale:
The awareness of simulation as a pedagogy in health sciences has developed rapidly over the last two decades. In response, the institution has seen the parallel emergence of simulation interest groups at local, national, and international levels, an increase in scholarship in the field and an increase in resources available to guide simulation in clinical health sciences education.

The use of simulation for clinical teaching provides a unique area of specialisation that cuts across many of the health science disciplines and provides opportunities for interprofessional education and collaboration. Although many institutions have invested in simulation facilities, few health science educators have formal training in the application of simulation for purposes of clinical teaching, learning and assessment. This qualification will develop health science educators who are skilled in the design, integration, and application of simulation in their teaching, learning, assessment, and research-related activities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
This qualification may be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access:
Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. >No portfolio is required.
OR

Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.

In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits:
Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.
OR

Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

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

Bachelor of Health Sciences, NQF Level 7.
Or

Bachelor of Clinical Medical Practice, NQF Level 7.
Or

Advanced Diploma in Health Management, NQF Level 7.
Or

A relevant qualification in the related field, NQF level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 124 Credits.

Compulsory Modules, Level 8,124 Credits:

Introduction to clinical simulation, 10 Credits.

Adult learning and Simulation Pedagogy, 24 Credits.

Simulation Technologies and Modalities, 18 Credits.

Clinical Simulation and Instructional Design, 24 Credits.

Facilities and Resources Management, 12 Credits.

Simulation and Research, 12 Credits.

Simulation Portfolio, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a deep understanding of the development and application of clinical simulation as a strategy for health professions education.
2. Apply adult learning theories to the construction and application of simulation-based learning experiences.
3. Describe and critically appraise current clinical simulation technologies and modalities regarding their value and application
4. Design and implement simulation-based learning experiences using appropriate teaching, learning and assessment strategies.
5. Describe the core principles associated with the management of simulation facilities and related resources.
6. Critically appraise research methodologies and approaches used in simulation contexts.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Provide a detailed discussion on the definition of simulation in a broader term.

Discuss the history of simulation, including simulation usage outside of health care domains.

Describe simulation terminology and definitions correctly.

Critically discuss the use of simulation in health care.

Associated Assessment Criteria for Exit Level Outcome 2:

Explain adult learning and teaching pedagogies in health education.

Critique contemporary adult learning theories appropriately based on their application to clinical simulation.

Justify the use of an integrative curriculum in clinical simulation appropriately.

Appraise competency-based education and the use thereof in clinical simulation.

Identify various forms of human behaviour (non-technical skills) associated with clinical simulation.

Analyse the role of clinical simulation for undergraduate and postgraduate courses.

Justify the use of clinical simulation in continuous professional development and reaccreditation (revalidation) activities.

Associated Assessment Criteria for Exit Level Outcome 3:

Evaluate the different levels of fidelity in simulation.

Perform independent analysis of current simulation technologies.

Differentiate current simulation modalities correctly.

Design a cost-effective educational simulation activity set-up correctly.

Associated Assessment Criteria for Exit Level Outcome 4:

Argue the importance of simulation etiquette and orientation appropriately.

Discuss the various approaches to the design of a simulation teaching plan with regards to discipline-specific and Inter-Professional Education (IPE).

Integrate best practice guidelines in simulations to relevant current simulation pedagogy.

Create a sustainable repository for simulation teaching and learning techniques.

Justify the use of pre-briefing and debriefing for feedback and trust adequately.

Discuss the importance of the educator developing an understanding of individual and group learner needs and expectations when designing a simulation experience.

Analyse transferable skills associated with health care simulation.

Examine standardised approaches used in clinical simulation.

Produce an assessment instrument suitable for use in a simulation assessment.

Associated Assessment Criteria for Exit Level Outcome 5:

Justify and plan the design and layout of a simulation facility.

Appraise the maintenance, storing and costing of simulation equipment needed.

Critique the management of simulation spaces.

Draw an organisational organogram suitable for a health care simulation facility correctly.

Calculate the cost of incorporating simulation technologies and the cost-effectiveness correctly.

Discuss the business plan components for a health care simulation facility.

Examine health and safety considerations associated with a health care simulation facility unit.

Associated Assessment Criteria for Exit Level Outcome 6:

Evaluate the use of the simulated environment for conducting research.

Critique research in simulation as an educational methodology.

Scrutinize the limitations of research within a simulated context.

Identify current research trends and tools in a simulation environment.

Discuss the ethical considerations in research specifically for simulation settings.

Review research articles on simulation through a peer-review process.

Identify a possible research question in the simulation environment.

INTERNATIONAL COMPARABILITY

Best practices have been identified from leading institutions locally and abroad, ensuring that the curriculum and content are relevant and addresses the needs of both industry and prospective learners. The South African qualification is comparable to the above international qualifications in terms of content, duration, purpose, rationale and learning outcomes. This qualification has been compared with the following international qualifications:

Country: Ireland
Institution: The National University of Ireland Galway
Qualification Title: Postgraduate Diploma in Healthcare Simulation and Patient safety
Content: Six modules, that runs one full year.
Similarities:
This qualification is the closest to the proposed qualification. It runs one full academic year and focuses on the implementation of simulation education.

Differences:
The South African qualification differs from the qualification in that it will additionally focus specifically on adult learning and simulation pedagogy, the constructive alignment of a simulated integrated module and incorporates Inter-Professional Education approaches.

Country: England
Institution: Edge Hill University
Qualification Title: Postgraduate Certificate Simulation and Clinical Learning
Purpose/Rationale:
This Postgraduate Certificate in Simulation and Clinical Learning has been designed for a range of health professionals (medical doctors, dentists, nurses, and allied health professionals), clinical educators and healthcare managers who wish to develop specialist knowledge, skills and understanding of simulation as a modality for teaching and supporting learning and assessment. It equips with a critical understanding of how simulation can be deployed to enhance teaching, learning and assessment in the field of healthcare.
Comparison:

The qualification shares a similar purpose, rationale, and content with the South African qualification.

This qualification is a one three-year part-time blended learning on a Postgraduate Certificate level.

The qualification comprises three compulsory modules. Each module carries 20 credits.

Country: Scotland
Institution: University of Dundee
Qualification Title: Postgraduate Certificate Medical Education (Simulation)
Similarities:
The qualification is similar to the South African qualification in terms of the following aspects.
Entry requirements:

An undergraduate degree in a healthcare discipline.
or

An equivalent qualification/equivalent credits subject to the approval of the Course Director
Purpose:
This specialist Postgraduate Diploma in medical education is designed by experts in simulation for educators using simulation in their teaching. It will help learners analyse everyday teaching and learning opportunities and will enhance their knowledge and skills as a trainer.

Medical education is at the core of healthcare provision the world over. Ensuring the future workforce is prepared to meet the challenges of modern healthcare means we need experts in medical education to help shape practice.

Qualification structure/Content:
Similar to the South African qualification, the qualification comprises the following compulsory and optional modules.

Core Modules

Learning and Teaching in Medical Education.

Principles of Assessment in Medical Education.

Simulation for Healthcare Education and Practice.

Leading Change & Innovation in Simulation for Healthcare Education.

Medical Education Research.

Optional Modules

Curriculum Planning and Evaluation.

Assessing Knowledge, Skills and Attitudes.

Clinical Teaching.

Faculty Development in the Health Profession.

Linking Theory to Practice: Self Directed Learning.

Clinical Teaching in Surgery.

Clinical Teaching in General Practice.

Clinical Teaching in Anaesthetics.

Clinical Teaching in Radiology.

Clinical Teaching in Oncology.

Clinical Teaching in Dentistry.

Technology Enhanced Learning.

Educational Support & Resilience.

Teaching:
All teaching on the distance learning postgraduate courses in medical education is delivered through an online virtual learning environment and incorporates a range of interactive teaching. These resources enable regular peer and tutor interaction, and most of the material can be studied in their own time when it suits them. Learning will be focused on tutor-delivered material, peer discussion, directed self-study and assignments.

The teaching materials encompass:

Podcasts

Blogs

Discussion boards

Webinars

Videos

Assessment:
Each module is assessed by written assignments and there are no exams. The assignments will be specific to their own setting so that learners can demonstrate the application of theory, concepts, and principles to their own work-based practice. We encourage learners to self-evaluate and critically reflect on the learning with the tutor providing feedback on the self-evaluation as well as the final assignment. Learners can work in their own time in accordance with their own schedule, working to the fixed final assessment deadline(s) for each module intake.

Articulation:
The qualification articulates into a Postgraduate Diploma or Masters Medical Education qualification simulation for Healthcare Education and Practice.

Differences:

This qualification is 12 - 24 months full time and on a Postgraduate certificate level, the proposed qualification is the same duration but on a higher HEQSF level.

This qualification only comprises 60 credits modules while the South African qualification consists of 120 credits.

Conclusion:
Best practices have been identified from leading institutions locally and abroad, ensuring that the curriculum and content are relevant and addresses the needs of both industry and prospective learners. The South African qualification is comparable to the above international qualifications in terms of content, purpose, rationale and learning outcomes.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Health Sciences in Medical Laboratory Science, NQF Level 8.

Postgraduate Diploma in Health Sciences Education, NQF Level 8.

Bachelor of Health Sciences Honours, NQF Level 8.

Bachelor of Arts Honours in Biokinetics, NQF Level 8.

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

Vertical Articulation:

Master of Health Professions Education, NQF Level 9.

Master of Health Sciences, NQF Level 9.

Master of Health Sciences in Emergency Medical Care, NQF Level 9.

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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