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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science in Biomedicine 
SAQA QUAL ID QUALIFICATION TITLE
120718  Bachelor of Science in Biomedicine 
ORIGINATOR
EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First 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  360  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0512/22  2022-11-22  2025-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-11-21   2031-11-21  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
62752  Bachelor of Science in Biomedicine  Level 6  NQF Level 07  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The main purpose of this qualification is to address the serious shortages of qualified personnel in S.A. who can enter the fields of Pharmacological research and marketing. At present most entrants into these fields have general BSc qualifications and are trained by the employers. We believe that MGI's proposed BSc Biomedicine Programme will provide a much needed model of higher education in this discipline:
  • The programme will fulfill the need for people who can communicate at appropriate technical levels to bridge the gap between the layman and the expert.
  • The programme has a strong entrepreneurial approach, thus encouraging graduates to connect biology with business.
  • Undergraduate learners will have an opportunity to participate in research and to present their findings in a public forum.
  • In addition to providing learners with a solid grounding in the academic theory underpinning the main concepts of biomedicine, the programme includes a significant experiential component culminating in an internship as part of the final year curriculum.
  • The profound changes in the nature of biology and how biological research is performed and communicated has resulted in biology learners requiring strong foundations in mathematical, physical and information sciences to be prepared for research that is increasingly interdisciplinary. The small size of the institution, and the fact that maths, physics, chemistry and biology fall within a single department, make interdisciplinary collaboration in teaching easier since barriers to cross-discipline collaboration are absent.
  • Coupled with the curriculum model described above, the classes are small and thus the resulting staff: learner ratio makes it possible for learners to receive individual and specialized attention.

    The result is a well-rounded graduate who, on successful completion of the curriculum, has the option either of entering the world of work immediately, or of continuing with further study.

    Rationale:

    Biomedicine represents the interface between medicine and biology, and opportunities in this field are growing. These opportunities are fuelled by rapid advances in technology, which, in turn, create the need to provide culturally appropriate healthcare and education to the public.

    The BSc Biomedicine programme is grounded in a fundamental body of molecular biology knowledge focusing on human biology. Graduates will have a solid knowledge-base of human physiology, biochemistry and pharmacology, and their applications. In addition, they will have developed interpersonal skills both in team work, and in oral and written communication, including a good knowledge of PC orientated IT skills and research methods. They will be able to provide professional services to various types of businesses, filling posts such as laboratory technicians, clinical research associates, production technicians, technical sales representatives and scientific communication officers.

    The Midrand Graduate Institute BSc Biomedicine programme will contribute to meeting the human resource needs of the pharmaceutical and allied health industries by:
  • Focusing on science and technology:

    Skills in science and technology have been identified amongst those which are greatly needed in South Africa. Midrand Graduate Institute's Biomedicine programme is structured so as to expose learners to an appropriate mix of theoretical knowledge and practical skills.
  • Broadening access to higher education:

    Midrand Graduate Institute's policy of flexible entry and fixed exit standards, together with the additional academic support components of the programme, make it possible for a greater number of learners to enter and succeed as learners of Biomedicine at a higher education level.
  • Inclusion of certain generic competencies:

    The curriculum is structured in such a way that learners, during the course of their studies will be exposed to certain generic competencies that will assist them in their future careers.

    Such competencies include:
  • The ability to work as a member of a team.
  • The ability to collect, analyse and present information.
  • A knowledge of the use of technology.
  • The ability to use technology and other methods of presentation for communication purposes.
  • The ability to identify and suggest possible solutions to a problem.
  • The ability to organise work requirements so as to meet set deadlines.
  • The ability to understand the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.
  • Learners will be employable on graduation, but at the same time will have the knowledge base to continue with further learning.

    One of Midrand Graduate Institute's overall objectives is to produce qualifying learners who are able either:
  • To enter and perform competently in the workplace immediately after qualification or.
  • To continue with further study in the field of Biomedicine.

    We believe that the structure and content of the programme fulfils this objective, by enabling learners to build a solid knowledge base in the core field of Biomedicine and its related subjects, and by including a significant experiential component in the curriculum. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners who register for this qualification at NQF Level 6 are assumed to have:
  • A foundational knowledge and understanding of mathematics equivalent to NQF Level 4.
  • Basic information-gathering, analysis and presentation skills equivalent to NQF Level 4.
  • The capacity to learn from written material in the technical language of mathematics and science.
  • The ability to communicate what they have learned reliably, accurately, and comprehensively in the required medium of instruction (currently English).
  • The ability to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
  • The ability to evaluate their own performance.

    Furthermore following the entry requirements mentioned in 4:

    The minimum level of learning required for a learner to enter and complete successfully the Midrand Graduate Institute Degree in Biomedicine Programme, is a level equivalent to that required for successful completion of the South African Grade 12 Examination. Based on the Critical and Developmental Outcomes of the Curriculum Framework the following learning outcomes are defined per subject, and upon entering the Degree in Biomedicine programme we assume that the following learning is in place:

    Languages:
  • Listening: The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.
  • Speaking: The learner is able to communicate confidently and effectively in a spoken language in a wide range of situations.
  • Reading and Viewing: The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.
  • Writing: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
  • Thinking and Reasoning: The learner is able to use language to think and reason, and access, process and use information for learning.
  • Language structure and use: The learner knows and is able to use the sounds, words, and grammar of a language to create and interpret texts.

    Mathematics:
  • Numbers, Operations and Relationships: The learner is able to recognize, describe and represent numbers and their relationships and can count, estimate, calculate and check with competence and confidence in solving problems.
  • Patterns, Functions and Algebra: The learner is able to recognize, describe and represent patterns and relationships and solve problems using algebraic language and skills.
  • Space and Shape: The learner is able to describe and represent characteristics and relationships between 2-D and 3-D objects in a variety of orientations and positions.
  • Measurement: The learner is able to use appropriate measuring units, instruments and formulae in a variety of contexts.
  • Data Handling: The learner is able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

    Natural Sciences:
  • Scientific investigations: Learners act confidently on their curiosity about natural phenomena; they investigate relationships and solve problems in Science, Technology and environmental contexts.
  • Constructing Science Knowledge: Learners know, interpret and apply scientific, technological and environmental knowledge.
  • Science, Society and the Environment: Learners are able to demonstrate an understanding of the interrelationships between Science and Technology, society and the environment.

    Technology:
  • Technological processes and Skills: The learner is able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology.
  • Technical Knowledge and understanding: The learner is able to understand and apply relevant technological knowledge ethically and responsibly.
  • Technology, Society and Environment: The learner is bale to demonstrate an understanding of the interrelationship between science, technology, society and the environment over time.

    Recognition of Prior Learning:

    Prior learning is recognised in the following ways:
  • A learner, who has completed a specific module/subject at Midrand Graduate Institute, may apply for credit for that module/subject.
  • A learner, who has completed the equivalent of a specific module/subject either at Midrand Graduate Institute or at another recognised higher education institution, may apply for exemption from that module/subject.
  • In the case of a practically orientated module/subject, a learner who is able to demonstrate appropriate competence may be granted exemption from that module/subject.

    Access to the Qualification:

    The admission criteria for the BSc Biomedicine Programme are as follows:

    A Matriculation (Grade 12) certificate, or equivalent qualification, is the minimum requirement for admission. In addition to this a learner must satisfy one of the following requirements:
  • A Grade 12 certificate with exemption. Learners entering via this path must obtain a minimum of 33 points for their Grade 12 results (calculated according to the points system described below) and must have achieved at least an E symbol on Higher Grade or a D symbol on Standard Grade for Mathematics at Grade 12 level.
  • Successful completion of a combination of Cambridge International Examinations IGCSE, O-level, HIGCSE, AS-level and A-level subjects which would be equivalent to a minimum of a South African Grade 12 certificate with exemption. A learner entering via this path must obtain a minimum of 33 points (calculated according to the points system described below) and must have a credit for Mathematics at HIGCSE level or higher.
  • Successful completion of a relevant diploma. Learners entering via this path will be granted credit for a maximum of 50% of the curriculum. If the Mathematics requirement described in 1 or 2 above was not met, then the learner must have completed a relevant Mathematics bridging programme.
  • Successful completion of the Midrand Graduate Institute Predegree programme. Learners entering via this path will be granted credit for a maximum of 4 modules at 1st year level. If the Mathematics requirement described in 1 or 2 above was not met, then the learner must have completed a relevant Mathematics bridging programme. (The Predegree programme includes a range of modules aimed to improve the learner's preparedness for study at a higher education level, as well as 2 modules from the standard curriculum, in respect of which modules, learners on the Predegree Programme will be required to attend an additional 2 tutorial periods per week).
  • Mature Age applicants, applicants with non-South African school-leaving qualifications (other than Cambridge International Examinations), and applicants with previous tertiary experience will be considered individually by the Faculty Head.

    Points Calculation for Learners With a Grade 12 Certificate.

    Points are allocated for the symbols attained in the 6 best subjects. The points attained for the two best subjects from English, Mathematics, Physical Science and Biology must be doubled. Points are allocated as follows:

    Symbol; HG; SG:
  • A; 8; 5.
  • B; 7; 4.
  • C; 6; 3.
  • D; 5; 2.
  • E; 4; 1.
  • F; 3; 0.

    Points Calculation For Learners Having Completed A Combination Of Igcse, O-Level, Higcse, As-Level And A-Level.

    The score must be calculated on five different subjects (i.e. the same subject cannot be included more than once, e.g. A level Maths and IGCSE Maths). The five subjects should include:
  • English (preferably as a first language).
  • A science subject (maths, biology, physical science).
  • Another language.
  • 2 additional academic subjects.

    The points attained for the two best subjects from English, Mathematics, Physical Science and Biology must be doubled. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, credits and learning components assigned to the qualification:

    Total number of credits: 390:
  • NQF Level 4: 9,75.
  • NQF Level 5: 241,41.
  • NQF Level 6: 138,84.

    Fundamental component credits: 71,37.
    Core component credits: 308,88.
    Electives credits: 9,75.

    Exit Level qualification: NQF Level 6.
    Total number of credits: 390.00.

    The credit value of the programme was determined as follows:

    The credit value of individual modules and thus of the programme was calculated using both quantitative and qualitative criteria.
  • Quantitative: The number of credits per module was calculated using the NQF credit system where one credit represents ten notional hours of active learning.
  • Qualitative: Each module was allocated a weighting, based on the level of complexity of the learning outcomes to be attained.

    The credit value of each module was then calculated by applying the individual module weighting to the total number of credits for the programme.

    It should be noted that the number of credits has been calculated as accurately as possible, based on our best estimate of the number of formal and non-formal hours of active learning that the average learner will devote to completing the requirements for the qualification.

    Annexure 1 Biomedical Science Curriculum and Credits shows:
  • The learning components that comprise the curriculum.
  • The weighting of and allocation of credits to each component.
  • The distribution of credits amongst fundamental, core and elective components.

    We believe that, given the career-focussed nature of the programme, the spread of credits amongst fundamental, core and elective modules is appropriate. Over time, as both the programme and the institution develop, it may be appropriate to introduce a range of elective modules. 
    		•

    EXIT LEVEL OUTCOMES 
    After learners have successfully completed this degree programme they should have achieved the following:
  • Sufficient knowledge-based understanding of the scientific principles and knowledge underlying biomedical advances.
  • Perform basic laboratory techniques and procedures required in biomedical research and development.
  • Skills and attributes important for biomedical business.
  • Understanding of ethical and social issues involved in biomedical developments.

    Generic Critical Cross-field Outcomes and Exit-Level Outcomes:

    1. Demonstrate a knowledge and understanding of fundamental concepts and principles.

    2. Recognise that scientific knowledge and understanding are changeable.

    3. Demonstrate key scientific reasoning skills through identifying and solve problems using critical and creative thinking.

    4. Work effectively as a member of a team or group in scientific projects or investigations.

    5. Manage and organize their learning activities responsibly.

    6. Communicate scientific understanding in writing, orally and using visual, symbolic and/or other forms of representation.

    7. Demonstrate effective Information and Communication Technology (ICT) skills.

    8. Apply scientific knowledge and ways of thinking to societal issues, taking into account ethical and cultural considerations.

    Annexure 2: Core Module Outcomes:

    Year 1:

    1. Module Name; NQF Level:
  • Science Skills; NQF Level 5.

    At the end of this module learners should:
  • Demonstrate an understanding of the scientific research process.
  • Develop interpersonal, communication and information technology skills necessary to work in a team on a research project.

    2. Module Name; NQF Level:
  • Biology IA: Principles of Biology; NQF Level 5.

    After completion of this module, learners should be able to:
  • Demonstrate an understanding of cellular structure and function as well as the inter-relationships between nucleic acids and proteins.
  • Demonstrate basic laboratory skills.

    3. Module Name; NQF Level:
  • Chemistry IA: Introduction to Chemistry; NQF Level 5.

    After completion of this module, learners should be able to demonstrate a foundational understanding of chemical bonding and interatamoic interactions and the way these determine the structure and reactivity of compounds.

    4. Module Name; NQF Level:
  • Biology IB: Plant and Animal diversity; NQF Level 5.

    After completion of this module, learners should be able to demonstrate an understanding of biological diversity within the plant and animal kingdoms.

    5. Module Name; NQF Level:
  • Chemistry IB: Applied Chemistry; NQF Level 5.

    After completion of this module, learners should be able to demonstrate an understanding of the applications of chemistry in industry.

    Year 2:

    6. Module Name; NQF Level:
  • Microbiology IIA: Introduction to Microbiology; NQF Level 5.

    After completion of this module, learners should be able to demonstrate an understanding of the structure, metabolism, growth and genetics of the major groups of microorganisms.

    7. Module Name; NQF Level:
  • Biochemistry IIA: Molecular Biology; NQF Level 5.

    After completion of this module, learners should be able to demonstrate an understanding of gene structure, gene expression and its regulation work with DNA in laboratory.

    8. Module Name; NQF Level:
  • Physiology IIA: Organ systems NQF Level; 5.

    After completion of this module, learners should be able to demonstrate an understanding of the cardiovascular, lymphatic, respiratory, digestive, excretory and reproductive systems.

    9. Module Name; NQF Level:
  • Marketing IIA: Biopharmaceutical Marketing; NQF Level 5.

    After completion of this module, learners should be able to demonstrate an understanding of the basic marketing principles with respect to the promotion of health products.

    10. Module Name; NQF Level:
  • Microbiology IIB: Medical Microbiology; NQF Level 6.

    After completion of this module, learners should be able to:
  • Demonstrate an understanding of the pathogenic microorganisms in relationship to disease states.
  • Demonstrate the understanding and application of routine and special medical microbiology procedures.

    11. Module Name; NQF Level:
  • Biochemistry IIB: Medicinal Chemistry; NQF Level 6.

    After completion of this module, learners should be able to:
  • Demonstrate an understanding and application of the principles of pharmacodynamics and pharmacokinetics.
  • Demonstrate an understanding of the main methods and techniques used in modern biochemistry.

    12. Module Name; NQF Level:
  • Physiology IIB: Control Mechanisms; NQF Level 6.

    After completion of this module, learners should be able to demonstrate an understanding of physiological systems which maintain homeostasis in the body i.e. the nervous, endocrine and paracrine systems.

    13. Module Name; NQF Level:
  • Economics of Health care; NQF Level 5.

    After completion of this module, learners should be able to demonstrate an understanding and application understanding of economic principles in the health care field.

    14. Module Name; NQF Level:
  • Marketing IIB: Personal Selling and sales management; NQF Level 6.

    After completion of this module, learners should be able to understand the role of personal selling in the promotional mix.

    Year 3:

    15. Module Name; NQF Level:
  • Pharmacology IIIA: Systems Pharmacology & chemotherapeutics; NQF Level 6.

    After completion of this module, learners should be able to demonstrate an understanding of the general principles of pharmacotherapeutics of drugs affecting the cardiovascular, digestive and respiratory systems as well as chemotherapeutic agents.

    16. Module Name; NQF Level:
  • Drug Development IIIA: Pharmaceutical R&D; NQF Level 6.

    After completion of this module, learners should be able to:
  • Demonstrate an understanding and application of the drug development process.
  • Demonstrate the skills necessary to function as part of an effective team member in the design and conduct of ethically-sound clinical trials.

    17. Module Name; NQF Level:
  • Biological Products IIIA: Medical Biotechnology; NQF Level 5.

    After completion of this module, learners should be able to:
  • Demonstrate an understanding of how biotechnology techniques are applied in the medical field.
  • Recognize emerging technology developments in the field of biotechnology.

    18. Module Name; NQF Level:
  • Pharmacology IIIB: Endrocrine and Neuropharmacology; NQF Level 6.

    After completion of this module, learners should be able to demonstrate an understanding of the general principles of pharmacotherapeutics of drugs affecting the nervous and endocrine systems.

    19. Module Name; NQF Level:
  • Drug Development IIB: Operations Management; NQF Level 6.

    After completion of this module, learners should be able to demonstrate an understanding of the managerial concepts and quantitative tools and techniques required in the design, operation and control of operation systems in the production of goods and/or services.

    20. Module Name; NQF Level:
  • Biological Products IIIB: Nutraceuticals and functional foods; NQF Level 5.

    After completion of this module, learners should be able to:
  • Demonstrate an understanding of how foods can be used to modify physiology.
  • Recognize social, cultural and regulatory issues governing the nutraceutical industry.

    21. Module Name; NQF Level:
  • Internship; NQF Level 6.

    After completion of this module, learners should be able to develop the skills and attitudes to work within a biology based field. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit-Level Outcome 1:
  • The core concepts and principles of the Biomedicine discipline are identified, described and explained.
  • The relationships among the core concepts and principles are demonstrated.
  • The range and limits of applicability of the core concepts and principles are identified.
  • The core concepts and principles are applied to standard problems.
  • Examples of changes in knowledge and understanding in the fields of Biomedicine are described and explained.

    Each of the above can be assessed within the core modules of the Biomedicine Programme. Annexure 2 provides core module outcome/s and assessment criteria for each.

    Associated Assessment Criteria for Exit-Level Outcome 2:
  • The limitations of basic techniques used in Biomedicine are appraised.
  • The significance of contested scientific knowledge in a contemporary context is recognised.
  • An understanding of how scientific information and ideas become generally accepted is demonstrated.

    Associated Assessment Criteria for Exit-Level Outcome 3:
  • Logical thinking is demonstrated and naive and flawed scientific reasoning is identified.
  • Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be discriminated.
  • Thinking and reasoning processes are reflected upon.
  • The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated.
  • Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
  • The knowledge of theory is applied to particular real-world contexts.
  • Knowledge is integrated, e.g. from various disciplines or modes of enquiry, in solving scientific problems.

    Assessed through various different types of assessments including practical assignments, research papers, visual presentations and the various formative assessment tasks in each module.

    Associated Assessment Criteria for Exit-Level Outcome 4:
  • Evidence of successful and effective contributions in group work is provided within various activities during module assignments.
  • The outcomes of scientific group work are communicated effectively and with respect for the contributions of each group member.
  • Organisational skills in managing group work are applied.

    Associated Assessment Criteria for Exit-Level Outcome 5:
  • Appropriate study skills are demonstrated (e.g. learning from text, note-taking, summarising, analysis and synthesis).
  • Effective learning strategies which suit personal needs and contexts are developed and used (This includes use of both summative and formative assessment procedures).
  • Effective time management is demonstrated, e.g. by completing tasks/assignments to deadlines.

    Associated Assessment Criteria for Exit-Level Outcome 6:
  • Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
  • Scientific information is presented verbally in front of others.
  • Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
  • Non-verbal forms of representation are used correctly and appropriately. Various module assignments include a visual presentation component, which requires the learner to present information on a topic to the class (using visual aids and in some cases a PowerPoint Slide Show).

    Associated Assessment Criteria for Exit-Level Outcome 7:
  • Tasks related to basic computer literacy skills are performed.
  • The validity of ICT solutions for problems posed by the Informatics discipline are critically assessed.
  • ICT that is appropriate to the Informatics discipline is used, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data.

    Above included in all modules with a practical component, where learners are required to complete practical assignments, class work, laboratory work and exams.

    Associated Assessment Criteria for Exit-Level Outcome 8:
  • Scientific knowledge that is relevant to current societal issues is identified.
  • Public information dealing with current scientifically related issues is critically evaluated.
  • Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
  • The socio-economic impact of scientific interventions in society is identified.
  • Scientific knowledge is applied for the direct benefit of others, e.g. to junior learners, in schools or in the community.

    For reference on Core Module Outcomes and their Assessment Criteria refer to Annexure 2.

    Integrated Assessment:

    Learning and assessment should be integrated. Midrand Graduate Institute practices such an integrated system of assessment. Continual formative assessment is conducted so that learners are given feedback on their progress in the achievement of specific learning outcomes. The formative assessment tasks occur every fortnight and can be in the form of one of the following:
  • A 5-item multiple choice test.
  • A short questions test.
  • Construction of concept maps.
  • Take home tests with long questions.
  • Short practical tasks.
  • Short class presentations.

    For each of these activities learners will be supplied with the model answers and they will be required to mark their own work or the work of someone else in the class. The marks for these activities will be recorded by the lecture for feedback purposes. The purpose of formative assessment is to improve the learning of individual learners, and to improve the lecturing.

    Summative assessment is concerned with the judgement of the learning in relation to the exit-level outcomes of the qualification. Such judgement includes integrated assessment(s)' which test the learners' ability to integrate the larger body of Informatics knowledge, skills and attitudes that are represented by the exit-level outcomes as a whole. At MGI summative assessment takes the form of class tests, assignments, practical work (in certain cases) and a final examination. The marks attained in these activities will contributes to the learners' final mark for the module. Annexure 3 includes a breakdown of summative assessment in each of the modules within the Degree in Biomedicine programme.

    Assessment Criteria for Specific Module Outcome 1:
  • Organize, graph, interpret, and make predictions based on data either provided by the instructor or self-generated.
  • Design an experiment in an acceptable manner that will demonstrate an ability to state a scientific problem, form hypotheses, use a control, conduct an adequate and unbiased sample, and use inductive reasoning.
  • Demonstrate a working knowledge of laboratory safety by practicing safe science when doing laboratory work.
  • Effectively communicate in a professional setting, including oral presentations using available technology, design and presentation of a scientific poster and technical writing.
  • Understand the ethical complexities and requirements of scientific research.
  • Work individually and collaboratively to recognize and solve problems.
  • Apply the processes of science in preparing an argument relating to a current biological/earth science problem.
  • Develop study skills which will ensure success in a university environment.
  • Develop an understanding of what skills are required to be successful in their chosen career and a plan to develop the required skills.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 2:
  • Incorporate basic chemical concepts into descriptions of cell functions.
  • Name basic cell structures and explain their role in the cell.
  • Compare and contrast plant and animal cell structures and functions.
  • Define levels of structural organization.
  • Identify the systems of the body and describe the basic function of each system.
  • Describe the planes that divide the body.
  • Describe the features, locations and functions of epithelium, connective tissue, nervous tissue.
  • Use prepared slides and a compound microscope.
  • Be able to recognize connective, epithelial, muscle and nerve tissue.
  • Explain the sequence of events in photosynthesis and respiration.
  • Relate the exchange and transfer of energy in the cell to major cell functions.
  • Describe the roles of DNA and RNA in protein synthesis.
  • Explain the major features of gametogenesis and sporogenesis.
  • Incorporate the concepts of meiosis and mitosis into an explanation of how species maintain a constant chromosome number.
  • Predict the results of 2-factor Mendelian genetic crosses.
  • Analyze simple pedigree charts.
  • Recognize basic chemical functional groups and describe their role in the behaviour of biologically important molecules.
  • Describe the basic features of natural selection.
  • Discuss the history of scientific thought with respect to evolution.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 3:
  • Correctly use laboratory equipment and use proper techniques in basic chemical measurements and analyses.
  • Apply the metric system and scientific notation in chemical measurements and calculations.
  • Identify the fundamental particles of matter and differentiate between the physical and chemical properties.
  • Predict the behaviour of the elements from their positions on the periodic table and their electron configurations.
  • Predict the type of chemical bonds which occur in compounds by calculating the difference in electronegativity between the atoms.
  • Name and write the chemical formula for common cations, anions, polyatomic anions and compounds such as salts, acids, bases and hydrates.
  • Draw electron-dot diagrams to explain chemical bonding between atoms.
  • Calculate the empirical formula and molar mass of compounds.
  • Balance chemical equations.
  • Predict the solubility characteristics of ionic and molecular compounds.
  • Solve stoichiometric problems.
  • Calculate solution concentration problems.
  • Assign oxidation numbers and apply these to solve redox reaction problems.
  • Explain the role of electrolytes, the ionization of water and the pH scale.
  • Describe the properties of acids and bases and carry out calculations involving them.
  • Name and draw structural formulas of simple hydrocarbons.
  • Differentiate between oxidation, substitution and addition reactions.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 4:
  • Recognize and be able to classify the major (common, economically or medically important, evolutionarily significant, or for other reasons) groups of animals and plants.
  • Be familiar with specialised terminology and basic concepts of zoology and botany.
  • Understand the evolutionary relationships among the different groups of animals and plants.
  • Describe selected external and internal structure and associated biology/function for different kinds of animals and plants.
  • Appreciate and enjoy the subjects of zoology and botany and be able to place the subject in the larger context of human knowledge and experience on a global scale.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 5:
  • Write down the chemical and physical properties of any given matter.
  • Perform mathematical calculations to the desired significant figures.
  • Relate the chemical concepts (especially acid-base and equilibria, electrochemistry and buffer systems) to physiological processes in the human body and geochemistry.
  • Perform simple experiments to confirm certain theories and to determine the quantitative relationships between acids and bases, some metals and their complexes.
  • Apply the QSAR principle (quantitative structure activity relationship) as well as list the four levels of pattern recognition.
  • State the clinical significance of certain chemical elements/compounds and chemical processes.
  • State the environmental hazards associated with certain chemical elements/compounds and chemical processes.
  • Give examples of chemical applications in a range of industries.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 6:
  • Have an appreciation for early investigations carried out in the area of microbiology with respect to such things as experimental design, interpretation of results, significance of contributions, etc.
  • Be aware of the significant differences between prokaryotic and eukaryotic microorganisms with emphasis on cellular structures and functions.
  • Be familiar with viral architecture, replication, and quantification.
  • Be aware of the numerous chemical and physical factors affecting microbial growth and how these factors can be managed in order to establish optimal growth conditions.
  • Be aware of the varied metabolic types as far as microorgansisms are concerned (learners should have a sound understanding of the terminology and major pathways of metabolism).
  • Have a basic understanding of microbial reproduction with emphasis on conjugation, transformation, and transduction.
  • Be in a position to view the activities of microorganisms objectively as related to their constant influence on man and their environment.
  • Have the ability to perform basic microbiological techniques such as staining, culturing, and biochemical testing of varied microorganisms.
  • Understand and be able to apply principles of asepsis, disinfection, sterilization, and sanitation.
  • Establish an appreciation of the fact that microorganisms are omnipresent and will be in a position to apply this knowledge to personal and community hygiene.
  • Be aware of both harmful and beneficial roles played by microorganisms in abiotic and biotic environments.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 7
  • Understand the structure and differences between various genomes.
  • Locate genomic data on the Internet.
  • Describe the structure of DNA.
  • Describe the process of DNA replication.
  • Understand the structure of a chromosome.
  • Explain how nucleosomes affect nuclear processes.
  • Describe transcription and translation in the prokaryotic cell.
  • Compare and contrast the mechanism of transcription between prokaryotic and eukaryotic cells.
  • Describe eukaryotic translation.
  • Explain the various mechanisms of regulating eukaryotic gene expression.
  • Understand principles of reagent preparation.
  • Understand and use rationale of DNA separation to isolate cellular components.
  • Explain and use principles of restriction digests.
  • Run agarose gel electrophoresis.
  • Understand and use PCR.
  • Gain an appreciation of the power that molecular techniques has to affect all aspects of our lives.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 8
  • Recognize anatomical parts.
  • Identify similarities between different systems.
  • Understand the structure and function of the heart, vessels and blood; respiratory system; digestive system, excretory system and organs of the reproductive system.
  • Understand how a pathology may affect or alter the normal physiological process of the body.
  • Describe the physiology of conception, pregnancy and parturition.
  • Know how the sex of a baby is determined.
  • Know how to prevent pregnancy.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 9:
  • Define marketing and explore the key concepts associated with it including: the marketing concept, target markets and the marketing environment.
  • Understand the pharmaceutical marketing environment both locally and internationally.
  • Analyse buyer behaviour and target markets.
  • Successfully manage the activities associated with developing and maintaining effective marketing mixes.
  • Understand the product life cycle and the steps required to manage the product from inception to elimination.
  • Set up and manage an exhibit.
  • Organise and manage an event.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 10
  • Have an appreciation of the problems and methods involved in the cultivation and identification of microorganisms.
  • Have a deeper understanding of the means used by microorganisms to cause disease and of human mechanisms of defense.
  • Know the various modes of disease transmission.
  • Have familiarity with microbial-caused diseases.
  • Be aware of tests run in hospitals to isolate and identify pathogens.
  • Describe some of the major characteristics, structure and host requirements of selected parasitic protozoa, helminths such as flatworms, round worms, and leeches, and parasitic arthropods.
  • Understand the significance of parasitism in human development, particularly in underdeveloped countries.
  • Identify the more important human parasites, as well as different stages within the life cycle of a parasite.
  • Be acquainted with fungi that are potential human pathogens.
  • Be familiar with the morphological and physiological characteristics that distinguish medically significant fungi.
  • Capable of recognizing common laboratory contaminants and fungi that cause non-disseminated, superficial and cutaneous infections.
  • A mastery of the fundamentals of the discipline of immunology.
  • An understanding of the application of these fundamentals to the development of laboratory tests and procedures employed in the modern hospital laboratory.
  • Be able to collect, process and analyze microbiological specimens.
  • Apply principles of laboratory safety.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 11:
  • Understand the significance of drug solubility to drug action.
  • Predict the relative ease of permeation of a weak acid or base from a knowledge of its pKa and the pH.
  • List and discuss the common routes of drug administration and excretion.
  • Draw graphs of the blood level versus time for drugs subject to zero-order and first order elimination.
  • Compare the efficiency and potency of two drugs on the basis of dose-response curves.
  • Discuss the effect of structural changes on the change in activity and/or potency.
  • Predict the drug interactions between agonists, partial agonists and antagonists.
  • Understand the transmembrane signalling methods by which drug-receptor interactions exert their effects.
  • Compute the half life of a drug based on its clearance and volume of distribution.
  • Calculate loading and maintenance dosage regiments.
  • Calculate the dosage adjustment for patients with impaired renal function.
  • List the major phase I and phase II metabolic reactions.
  • Describe the mechanism of action of hepatic enzyme induction and inhibition and the impact on drug interactions.
  • Discuss the effect of smoking, liver disease and kidney disease on drug elimination.
  • Describe the principles of analysis by acid-base reactivity, absorption of light, photon emission, complexation reactivity, electrode potential, oxidation-reduction reactivity, interphase partition, biochemical reactivity.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 12:
  • Be familiar with the anatomy and function of the parts of the nervous system.
  • Differentiate sensory, motor and integrative functions.
  • Discuss sensory and motor processing.
  • Trace the major neuroanatomic pathways and discuss outcomes of lesions to these systems.
  • Understand the methods by which the nervous system exerts control over other systems.
  • Understand electrical and chemical transmission.
  • Be introduced to the role of genetic and hormonal influences on brain development, function and gender differences.
  • Be introduced to concepts of learning and memory.
  • Understand the hormonal control systems of the body.
  • Understand the mechanism of muscle contraction and movement.
  • Describe the anatomy and physiology of the skin and its epidermal derivatives.
  • Explain the process of maintaining the homeostasis of normal body temperature.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 13:
  • Discuss current and emerging structures and processes for the delivery and financing of health care.
  • Discuss the impact of pharmacoeconomics on hospitals, physicians, patients, and society at large.
  • Describe the basic structure of a pharmacoeconomic study.
  • Describe and apply the pharmacoeconomic methods of cost-benefit analysis, cost-effectiveness analysis, cost-minimization analysis, and cost-utility analysis.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 14:
  • Master the ten basic steps of the sales process.
  • Understand the importance of relationship marketing, product and customer knowledge.
  • Prepare a sales presentation.
  • Handle objections from customers.
  • Close a sale.
  • Be able to perform sales forecasting and budgeting.
  • Have an appreciation of the problems and methods involved in managing a sales force.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 15:
  • Know the various schemes by which drugs are categorized.
  • Be able to write the names of major members of each drug group/category and spell them correctly.
  • Identify typical examples of drugs which are used to restore physiological functions in the cardiovascular, digestive and respiratory systems.
  • Describe the mechanism of action, major therapeutic applications and important and unique adverse effects for specific individual drugs within each class of drug.
  • Demonstrate an understanding of the use of drugs to control inflammation and immune responses or to kill bacteria, viruses or malignant cells.
  • Apply the basic principles that govern the absorption, distribution and elimination of drugs to predict the time course of drug concentrations in the body and consider the implications of these principles for the therapeutic use of drugs.
  • Be familiar with the steps involved in publishing an article in the scientific literature.
  • Be able to write a literature review.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 16:
  • Describe the benefits of drug research in our society.
  • State the process by which a drug becomes approved.
  • Understand the regulatory process both locally and internationally.
  • Discuss social implications of drug research (i.e. establishment of priorities, cost/benefit, measurement of health outcomes, regulatory practices).
  • State the real and potential adverse consequences of inappropriate drug use.
  • Describe the scientific process by which drugs are discovered.
  • Be able to design and run a clinical trial.
  • Be able to critically review clinical trial designs and results.
  • Understand the strengths and limitations of post-hoc analysis and meta-analytical techniques.
  • Be familiar and be able to practice good clinical practice, good laboratory practice and good manufacturing practice.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 17:
  • Describe the historical development of medical biotechnology.
  • Describe recombinant DNA technologies and discuss products currently available as well as products in development.
  • Describe monoclonal antibody technology and discuss its clinical and diagnostic applications.
  • Discuss new innovations in human gene therapy.
  • Describe reproductive technologies and discuss its medical applications.
  • Be familiar with the developments in stem cell research and its applications.
  • Discuss the use of criminalistics to solve crime.
  • Discuss transplant technology using human and mechanical parts.
  • Discuss the regulations, ethics and cost issues associated with development of medical biotechnology products.

    Assessment Criteria for Specific Module Outcome 18:
  • Know the various schemes by which drugs are categorized.
  • Be able to write the names of major members of each drug group/category and spell them correctly.
  • Identify typical examples of drugs which are used to restore physiological functions in the nervous (autonomic and central) and endocrine systems.
  • Describe the mechanism of action, major therapeutic applications and important and unique adverse effects for specific individual drugs within each class of drug.
  • Apply the basic principles that govern the absorption, distribution and elimination of drugs to predict the time course of drug concentrations in the body and consider the implications of these principles for the therapeutic use of drugs.
  • Be familiar with the steps involved in publishing an article in the scientific literature.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 19:
  • Principal functions of management (i.e. Finance, Marketing, Operations, Human Resources & Strategy).
  • Implementing of these functions into business strategy.
  • Results-driven project management team.
  • SWOT analysis.
  • Object Directed Project Management Methodology.
  • Differences between various automated configuration management toolsets.
  • Software Engineering Institute (SEI).
  • RAD environment.
  • Earned Value Analysis to complex project.
  • Knowledge Management.
  • Parallel Project Management.

    Assessment Criteria for Specific Module Outcome 20:
  • Identify and describe key vitamins and minerals and describe areas of metabolic function.
  • Be able to research herb/botanical products and comprehend key issues of harvest, manufacture, processing, analysis and usage.
  • Understand the role of functional foods with an emphasis on the unique regulatory environment.
  • Interpret health claims information and regulatory requirements for labeling.
  • Comprehend issues surrounding use of GMO food products.
  • Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.

    Assessment Criteria for Specific Module Outcome 21:
  • Experience working in a biologically based company.
  • Record experiences in a journal form.
  • Develop interpersonal skills. 
    		•

    INTERNATIONAL COMPARABILITY 
    To our knowledge, this Programme has not been assessed internationally. However, given that:
  • The curriculum incorporates the latest trends and practices in the discipline (The recommendations of the Biology 2010 Report, produced by the Committee on Undergraduate Biology Education to Prepare Research Scientists for 21st Century, convened by the American National Research Council (NRC) served as a framework for the development of the programme).
  • Well-qualified academics and industry practitioners act as external examiners and moderators of the Programme.

    We have no reason to doubt that the quality and content of our Programme would meet international standards. 
    		•

    ARTICULATION OPTIONS 
    One of the objectives of our rigorous external moderation and examination procedure, and of our ongoing interaction with academic staff of other tertiary level institutions, is to ensure that the content and standard of our curriculum is such that our learners will have the opportunity for both vertical and horizontal articulation, both within and outside of Midrand Graduate Institute.

    There are very few possibilities for vertical articulation at MGI, as we are an undergraduate institute. Our Business School has agreed to allow graduates to register for an MBA, upon completion of certain undergraduate modules that are not included in the BSc Biomedicine curriculum.

    With regard to vertical articulation, a learner who wishes to proceed to further studies at another higher education institution, having completed the BSc Biomedicine programme at Midrand Graduate Institute, should be able to do so based on the knowledge and skills acquired during the course of the programme, provided, of course, that his/her academic performance has been of the required standard.

    Note: At present three public institutions, namely University of the Witwatersrand, University of Cape Town, and University of the Free State, offer courses in pharmacology for non-medical learners at Honours level.

    In terms of horizontal articulation:
  • A learner who transfers to another programme within Midrand Graduate Institute will be given credit for relevant modules successfully completed towards the BSc Biomedicine programme.
  • Learners who, having completed certain modules in the BSc Biomedicine programme at Midrand Graduate Institute, wish to transfer to another higher education institution, are able to apply successfully for exemption from relevant modules on the basis of modules passed at Midrand Graduate Institute. A number of such articulations have taken place successfully in the past. 
    		•

    MODERATION OPTIONS 
    Internal moderation:

    The lecturer/s responsible for a particular module is/are appointed as internal examiner/s for that module. Internal examiners are responsible for the marking of all assessments related to the module for which they are responsible. Currently, Midrand Graduate Institute is reviewing this process and considering the need for a second marker on all work produced by the learner.

    External moderation:

    All final assessments at all levels of the curriculum are moderated by academic staff of public higher education institutions or by appropriately qualified industry practitioners.

    Good practice in the selection and appointment of assessors or external examiners is achieved by both academic and administrative involvement in approving the appointment of external examiners within Midrand Graduate Institute. This ensures that all staff members involved in appointments understand the criteria for the appointment of external examiners as well as that appointees are assessed effectively and rigorously.

    External examiners are recommended by MGI academics, members of the Advisory Board and Academic Heads of other universities. The criteria which are employed in the selection of external examiners are:
  • Individuals having suitable experience and who have had some prior experience of external examining.
  • Have available sufficient time for the proper performance of function.
  • External examiners who have completed their period of appointment are not eligible for reappointment before a lapse of at least two years.
  • External examiners from outside the higher education system, for example from industry are appropriate in certain situations. The academic and/or professional standing of such examiners will be vetted by the Head of Faculty.

    External examiners who are academics at other public universities must meet the following requirements:
  • A minimum academic qualification of an honours degree in the subject concerned.
  • A minimum teaching experience of 3 years in the module he/she will moderate.
  • Previous experience as an examiner in an equivalent module.

    External examiners who are from Industry must meet the following requirements:
  • An appropriate academic qualification.
  • Considerable work experience in the field.
  • A reputation in the industry.

    External examiners are appointed for final assessments at every level of study. Prior to each examination session, a copy of each examination paper, together with a marking memorandum and course outline, is sent to the relevant external examiner for moderation. As of 2004 module tests and assignments will also be sent through to external examiners when assessing the examination papers. Once the internal examiner has marked the examination papers, a sample pack for each module is sent to the relevant external examiner. In the case of practical assessments, external moderation takes place on campus.

    Sample packs are compiled as follows:
  • Where the number of candidates is equal to or less than 20, all scripts are moderated.
  • Where the number of candidates is between 21 - 40, 40% of the scripts are moderated.
  • When the number of candidates is higher than 41, 20% of the scripts are sent for moderation.

    In terms of criteria for moderation, the following applies:

    External examiners/assessors are required to evaluate the examination paper using certain parameters:
  • Syllabus (for example, is the required syllabus covered, is there enough variation between easy and difficult questions, does the paper test the objectives of the module as set out in the course outline and is the paper set at the required NQF Level?).
  • Duration (will learners be able to complete the paper in the proposed time allocated?).
  • Grammar and format (is there correct spelling/grammar/sentence construction, are all the pages numbered, are the marks allocated clearly for each question, do the marks calculate correctly, where required, are all diagrams/articles/reading excerpts supplied and labelled, have the correct font types been used, are the appendices correct?).
  • Marking memorandum (is the memo clearly watermarked, has the mark allocation been clearly indicated, are the marks allocated correctly, are all the answers correct/complete, is it clear how the answers that deviate from the memo should be marked and what would be correct?).

    Where there is a disparity between the internal and external examiner's assessment, the assessor concerned together with the relevant HOD will discuss and reach consensus.

    An Advisory Board for Biomedicine related modules, consisting of members from industry and from academia, has been established to ensure that MGI's Biomedicine learning programme is relevant to the learners' needs and appropriately benchmarked against academic and industry standards. The Advisory Board provides feedback on:
  • The ability of the curriculum to provide learners with the experiential elements essential for success in the field.
  • Whether the curriculum meets the requirements of the sector in which the graduate will be employe.
  • Whether the curriculum provides a sound theoretical basis upon which the experiential elements of the curriculum can be based.
  • Whether the desired outcomes of the programme are fairly and rigorously assessed by the tests, assignments and examinations.

    The following academics/experts are members of the Faculty's Advisory Board for Biomedicine related modules.

    Name; Industry/Academic:
  • Zoe Nell; Industry.
  • Nicky van Rensburg; Industry.
  • Dr. Neil Butkow; Academic (Wits University).

    In addition to the Programme Advisory Board:
  • Midrand Graduate Institute's Academic Board, with external representation from the public university sector, and MGI's Quality Assurance Office, oversee the quality assurance processes of all programmes.
  • External examiners are appointed to ensure that the quality of the relevant programme's assessment is commensurate with both academic and industry standards.
  • External input is furthermore ensured through various other quality assurance processes of which the placement of learners in internships or projects, in collaboration with the industry, forms a major component. The internship or project arrangement provides the programme with a virtual advisory council that contributes hugely to the success of the programme and the maintenance of high standards.
  • Assessed by the tests, assignments and examinations. 
    		•

    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.
     
    1. EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd) 


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