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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Medicine in Psychiatry 
SAQA QUAL ID QUALIFICATION TITLE
124586  Master of Medicine in Psychiatry 
ORIGINATOR
Nelson Mandela University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 09 - Health Sciences and Social Services  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
Registered  EXCO 0633/25  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 Master of Medicine in Psychiatry is to equip candidates with skills to manage different problems found in the daily specialist psychiatrist practice, provide knowledge and understanding of common diseases, and the skills to intervene at the points where patients need real assistance to save lives and maintain mental health and well-being. The South African population requires well-grounded psychiatry registrars with knowledge, understanding, and skills in a variety of pathological conditions. This qualification aims to meet these demands.

Furthermore, this qualification will enhance the ability and competence to assist and empower patients in the rural environment through families, groups, organisations and communities to do health promotion and the problem-solving capacities, the ability to promote, restore, maintain and enhance through prevention measures the health of individuals, families, groups and communities by enabling them to accomplish tasks, prevent and alleviate distress and use resources effectively and the skills to work effectively within teams, through knowledge and understanding of both the South African and the global health context and the ability to implement development approach.

Secondly, the qualification will develop the higher-order research skills of medical practitioners to become capable psychiatrists by enabling the development of the attitudes and abilities needed to become an independent researcher and to accept the responsibility for continuous lifelong professional development. The qualification will develop the ability to critically evaluate and interpret the relevant literature and to apply it in the profession, which will enable the planning, execution, interpretation, and publication of advanced and independent research relevant to the discipline (program). It will, furthermore, prepare learners who aspire to move to the highest level of academic work for doctoral study and to promote an approach based on academic integrity and ethics and contributing to the pool of academics and professionals with the competence and critical intellectual abilities to ensure the future advancement of the chosen speciality and to make provision for the country's need for a skilled workforce of the highest calibre and to ensure that the country stays competitive in an era of growing global competition. The qualification will thus enhance evidence-based healthcare practice and stimulate further research for best practices in the rapidly evolving health field.

Rationale:
South Africa, especially the Eastern Cape Province, is rated among the poorest areas with one of the lowest numbers of psychiatrists per 100,000 population. This qualification will address a specific scarce skills shortage. The qualification will therefore contribute to increasing local expertise in mental health, and it will consequently improve the care of patients with mental health problems in the rural areas.

The Eastern Cape MEC for Health revealed in August 2018 that there are only three medical specialists for every 100,000 people in the Eastern Cape. This supports the need for medical specialist training in the province. Research done indicates the necessity for medical practitioners and specialists to have research skills. The qualification will make a positive contribution to the provision of research-oriented medical practitioners and specialists in South Africa, especially in the Eastern Cape.

The institution, due to its geographic position, is serving a province with a huge shortage of specialists in the various fields of Medicine and with a need for knowledgeable, competent, and innovative researchers addressing problems in the different fields of Medicine. The availability of suitably qualified researchers is of cardinal importance to ensure high-level inputs towards dealing with healthcare in the province and nationally.

In terms of the Health Policy and Planning (2021), the distribution and attributes of practising psychiatrists were compared with international figures on the ratio of psychiatrists per 100,000 population. In April 2019, there were 850 qualified psychiatrists actively practising in the country, and based on the national population figure of 55.6 million people, the psychiatrists per 100,000 ratio was 1.53. This indicates no improvement between 2016 to 2019. From the South African Society of Psychiatrists database, it was determined that about 80% of psychiatrists are working in the private sector, a much higher proportion than is usually quoted. As the vast majority of psychiatrists are practicing in urban areas in two provinces, Gauteng (n=350) and Western Cape (n=292), the ratio of psychiatrists per 100 000 in these areas is relatively higher at 2.6 and 5.0, respectively, whereas rural areas in South Africa are largely without specialist mental health expertise at a rate of 0.03 per 100 000 population. This investigation provided a discipline-specific situational review of the attributes and distribution of the current workforce of specialists in the country.

The qualification will offer an opportunity to develop young black doctors in rural communities in South Africa, especially in the Eastern Cape Province, to avoid migration to other parts of the country, which in turn will encourage retention of skills within the province. This will also mitigate against the challenges of difficulty in accessing services. With the inbuilt capability of research into the program, this can enable targeted research focused on identifying and solving province-specific and region-specific health challenges, thereby enabling homegrown innovation and solutions. This qualification provides opportunities for future training and development of registrars in Psychiatry in the medical schools in South Africa. The applied competence and skills derived from their training in Psychiatry are sufficient to allow them to be accredited specialists with registration recognition with the Health Professions Council of South Africa (HPCSA).

The Master of Medicine is a follow-up for the current Bachelor of Medicine and Bachelor of Surgery at NQF level 8. Additionally, the qualification provides a path for developing new knowledge in the field, which will also contribute to higher education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):

RPL for exemption from modules:
Exemption from modules will apply to learners who have:
  • Passed the relevant Part 1 and/or Part 2 of the College of Medicine of South Africa (CMSA) or Master of Medicine examinations from another university in South Africa.
  • Had Registrar training of one year or more in an accredited institution or hospital elsewhere in South Africa.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Medicine and Bachelor of Surgery, NQF Level 8.
    And
  • Registration with the HPCSA as a medical practitioner, Independent Practice
    And
  • Appointment to a Registrar's post recognised by the HPCSA.
    And
  • All applicants must have satisfied all prescribed Medical Internship and Community Service requirements as stipulated by the HPCSA.
    And
  • Applicants must have passed Part I of the Fellowship of the College of Psychiatrists with the CMSA. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 9, totalling 480 Credits.

    Compulsory Modules, NQF Level 9, 480 Credits:
  • Introduction to Basic Psychiatry, 40 Credits.
  • Neuroanatomy and Neurophysiology, 30 Credits.
  • Psychopharmacology I, 20 Credits.
  • Behavioural Sciences (Psychology), 30 Credits.
  • General Psychiatry, 45 Credits.
  • Neuropsychiatry, 15 Credits.
  • Clinical/Practical Portfolio I, 60 Credits.
  • Forensic Psychiatry, 20 Credits.
  • Child/Adolescent Psychiatry, 20 Credits.
  • Community Psychiatry, 20 Credits.
  • Addiction Psychiatry, 20 Credits.
  • Psychotherapy and Counselling, 20
  • Psychopharmacology II, 20 Credits.
  • Clinical/Practical Portfolio II, 60 Credits.
  • Research Project, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Establish and develop professional relationships founded on knowledge of and insight into the nature of client systems and their dynamics.
    2. Demonstrate the ability to undertake a comprehensive analysis of the patient's medical, psychological and social problems, needs and strengths.
    3. Demonstrate the ability to plan and implement appropriate social work intervention strategies and techniques at micro, mezzo and macro levels.
    4. Demonstrate the ability to access and utilise resources appropriate to client systems` needs and strengths.
    5. Demonstrate the ability to produce and maintain records of clinical work interventions, processes and outcomes.
    6. Demonstrate the ability to evaluate the outcomes of clinical work intervention strategies, techniques and processes.
    7. Demonstrate the ability to terminate a clinical work intervention.
    8. Demonstrate the ability to negotiate and utilise contracts during clinical work intervention.
    9. Apply clinical work values while interacting with human diversity.
    10. Demonstrate the ability to appraise and implement the ethical principles and values of clinical work.
    11. Demonstrate the ability to use, plan and execute clinical work research.
    12. Work effectively with clinical support and other members of inter-sectoral and multi- and/or inter-disciplinary teams on the clinical service delivery platform.
    13. Demonstrate the ability to identify, select and implement various techniques, methods and means of advocacy, raising awareness, developing critical consciousness about the structural forces of oppression, exclusion and disempowerment, and use such awareness to engage people as change agents.
    14. Demonstrate the ability to assess and analyse human behaviour about the biopsychosocial, cultural and spiritual approaches and explanations.
    15. Demonstrate the ability to critically appraise clinical work from a global, regional (African) and national perspective.
    16. Demonstrate the ability to critically appraise the status and position of the Psychiatry profession within the South African welfare context.
    17. Apply and uphold the basic values and principles enshrined in the Bill of Rights in the S.A. Constitution in relation to clinical work service delivery.
    18. Elucidate national, provincial and local governance structures, and the general laws and charters governing the practice of psychiatry.
    19. Practice the how of health policies and legislation on medical issues, impact on these issues, and how to use legislation ethically and accountably in order to protect and improve the quality of life of patients and to promote mental health and well-being
    20. Practice the how of clinical welfare policy and legislation is developed and influenced.
    21. Apply the roles, functions, knowledge and skills for effective clinical work supervision and consultation.
    22. Apply roles, functions, principles and characteristics of management and administration within health service delivery.
    23. Demonstrate the ability to formulate a business plan for the funding of health services.
    24. Demonstrate the ability to identify the influence of the relationship between socio-political and economic factors on health services.
    25. Apply the roles and functions of the clinical worker within relevant statutory frameworks.
    26. Demonstrate the ability to identify how mental health and well-being are used optimally for the benefit of societies.
    27. Demonstrate the ability to identify the purpose, functions and principles of medical work within the psychosocial and mental health paradigm. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Develop and maintain professional doctor-patient relationships with patients while supporting relatives
  • Establish professional relationships characterised by the purposeful implementation of ethical principles, respect for the patients, family, group, and community.
  • Demonstrate an understanding of ethical parameters in professional relationships.
  • Create enabling environments for patients and families to develop their full capacity.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Assess patients` social and occupational functioning
  • Analyse the patients' needs to reflect strengths and apply appropriate theoretical frameworks.
  • Use appropriate clinical work tools and data in the assessments.
  • Reflect the influence of medical, psychological, cultural, and social circumstances and social systems, with a focus on the patient's functioning in the assessments.
  • Apply the holistic assessment approach to the patient's problems.
  • Agree upon reasonable and possible mutual goals in the assessment result.
  • Systematically and accurately record assessment processes and conclusions.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Take into account patients' circumstances in the Intervention plans and discuss the impact on functioning.
  • Compile assessment intervention plans and use appropriate strategies and techniques to achieve identified goals.
  • Base intervention strategies, models, and techniques on comprehensive assessments.
  • Apply intervention strategies and techniques to achieve identified goals.
  • Appropriately apply a range of skills, for example, communication, problem-solving, networking, negotiation, mediation, advocacy, and interviewing skills in the interventions.
  • Appropriately implement intervention strategies and techniques following relevant theoretical assumptions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and utilise resources appropriate to the patient's systems` needs, strengths, and goals.
  • Refer appropriate resources according to agreed-upon referral methods.
  • Link networking with resources and organisations directly to the needs of the patient and relatives

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Accurately and thoroughly take notes and file all relevant reports according to agreed-upon time frames, standards, and procedures.
  • Accurately document all intervention activities, processes and outcomes in the reports according to agreed-upon or prescribed formats.
  • Channel reports as per prescribed procedures, when necessary.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Clearly describe the outcomes of the intervention strategies, techniques, and processes utilised to achieve the stated goals and client systems` strengths and needs in the evaluations.
  • Purposefully use evaluations for planning, termination, and implementation of ongoing services.
  • Demonstrate a capacity for self-awareness and reflection in the evaluations.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Mutually agree, wherever feasible, on the termination of services with relevant parties following social work principles.
  • Timeously and realistically prepare client systems for termination of services.
  • Base termination of services on the achievement of goals and the client systems` ability to function independently.
  • Complete all administrative aspects of termination per professional requirements.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Include reasonable and mutually agreed upon principles, expectations, goals, and procedures in contracts.
  • Use contracts to guide practice with clients.
  • Include in contracts an exposition of possible results/consequences of breaching the mutually agreed upon principles, expectations, goals, and procedures for both the specialist and the patient.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Analyse assessments, intervention plans, strategies, techniques, and outcomes for sensitivity and diversity.
  • Work with diverse patients from different cultures and backgrounds.
  • Accommodate different viewpoints and values in the practice, and appreciate these with one`s own views and values.
  • Explicitly assess and analyse possible elements of diversity impacting the professional relationship.
    Embrace diversity and acceptance in interactions and teamwork within the practice context.
  • Conduct appropriate referrals per the unique needs of client systems.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Demonstrate awareness of ethical principles and implement clinical work values in the practice.
  • Critically appraise the practical implications of ethical principles and values for clinical work practice.
  • Critique the provisions in the Code of Ethics of the College of Medicine of South Africa with its potential limitations and benefits.
  • Recognise the potential impact of personal life experiences and personal values on clinical work practice.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Apply knowledge and skills in clinical work and research reports.
  • Discuss the relationship between knowledge construction, research, and clinical work practice in research reports.
  • Develop a well-formulated plan for the research in the research proposals.
  • Identify and apply research ethics in the design and implementation of research activity.
  • Discuss and apply quantitative and qualitative research paradigms; research designs; sampling procedures, data collection methods, and data analysis.
  • Analyse and interpret data and the recommendations in the study findings.
  • Apply clinical science theory and research in practice.
  • Execute research processes per accepted research protocol.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Indicate the purpose and value of the team approach in clinical work services.
  • Appropriately distinguish between the individual roles and functions of the clinical work team members.
  • Practice reflects a critical understanding of the contribution made and valuable role played by volunteers in clinical service delivery.
  • Identify and work with sectors relevant to the clinical problem or issue.
  • Discuss the roles and functions of team members in a given context, relevant to the learner`s field placement.
  • Practice reflects the ethics of teamwork.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Select techniques, methods, and means of awareness-raising appropriate to the specific clinical issue, the social context, and the level at which such awareness-raising needs to take place.
  • Describe the clinical issue (e.g., DSD (Disorder of Sex Development), HIV/AIDS or any disability) that must be targeted for intervention.
  • Assist individuals, families, groups, and/or communities to explore alternative approaches to enhance self-esteem.
  • Engage people as change agents, advocates, and/or lobbyists by building on the strengths and resources.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Analyse and elucidate how individual, family, group, and community identities are formed concerning socio-structural forces of oppression and/or exclusion.
  • Provide clear indications of how social differentiation and social stratification pave the way for prejudice, ethnocentrism, and discrimination.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Analyse the key elements, functions, and principles of Psychiatry and mental health.
  • Critically examine various psychiatric practice models and assess their impact on clinical service delivery.
  • Discuss the historical and current trends in mental health services and clinical work on individuals, families, groups, and communities.

    Associated Assessment Criteria for Exit Level Outcome 16:
  • Outline the core characteristics and qualities of a profession regarding the different disciplines in the clinical medical profession.
  • Articulate the characteristics of psychiatry as a profession among different branches of medical practice, with responsibilities and functions.
  • Critically appraise the influence of the language and content of policy documents on the image and status of clinical work in South Africa.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Clearly describe the provisions of the Bill of Rights with their principles and values.
  • Discuss the registrar`s role and functions in promoting health services.
  • Develop an appropriate plan/strategy to address the infringement of human rights.

    Associated Assessment Criteria for Exit Level Outcome 18:
  • Outline the respective structure, roles, and functions of each sphere of government and their inter-relationships.
  • Discuss the roles and functions of the three spheres of government in the provision of health services and the development of health policy plans and legislation.
  • Describe relevant sections of legislation and charters and asses their impact on health policy and clinical work practice.

    Associated Assessment Criteria for Exit Level Outcome 19:
  • Describe the nature and extent of social issue/s and clearly explain the impact of health issue/s on individuals, families, groups, and communities.
  • Evaluate key strengths and weaknesses of current health policies and legislation concerning the medical problems affecting the population, including clinical work values and principles.
  • Identify and describe limitations of the health policy/policies that negatively impact social service delivery and beneficiaries.
  • Utilise welfare legislation ethically and accountably in the interests of client systems.

    Associated Assessment Criteria for Exit Level Outcome 20:
  • Describe the steps and phases involved in the social policy and legislation development process.
  • Identify role players involved in formulating social policy and legislation at national and provincial levels in terms of the functions that they perform.
  • Discuss how individuals, families, groups, organisations, and communities can influence policy and legislation.
  • Develop an appropriate plan/strategy to influence social policy and/or legislation in at least one social issue.

    Associated Assessment Criteria for Exit Level Outcome 21:
  • Discuss the roles and responsibilities of the supervisee and the supervisor
  • Describe the transition from the role of supervisee to the role of supervisor and discuss the advantages and disadvantages of the different models (including conventional one-to-one supervision, group supervision, peer supervision, and the use of case-conferences and staff development programmes as supervisory contexts) of supervision.
  • Discuss the differences and similarities between supervision and consultation
  • Discuss the role and responsibilities of the consultant.
  • Explain the ethical implications of supervision and consultation
  • Utilise supervision effectively in the practice.

    Associated Assessment Criteria for Exit Level Outcome 22:
  • Discuss the qualities, principles, and characteristics of management and administration.
  • Describe the skills, roles, and duties of a health manager and administrator.
  • Discuss and critique types and theoretical underpinnings of modern management systems.
  • Describe the management and administration functions and tasks.
  • Explain the meeting procedures and the roles of office bearers.

    Associated Assessment Criteria for Exit Level Outcome 23:
  • Plan, reflect explicitly, and set feasible aims and objectives consistent with an identified problem, as well as elucidate anticipated outcomes within designated time frames.
  • Discuss measures for the sustainability of the program/project and indicate a realistic budget.

    Associated Assessment Criteria for Exit Level Outcome 24:
  • Assess the impact of prevailing socio-political ideology and funding policies on organisational functioning and their relation to health development.
  • Discuss the challenges facing social service agencies, technological advances, and diminishing clinical service expenditure.

    Associated Assessment Criteria for Exit Level Outcome 25:
  • Analyse criminal justice, mental health, and child and family care policies and legislation.
  • Work under statutory and legal requirements in the practice.

    Associated Assessment Criteria for Exit Level Outcome 26:
  • Describe different types of social security benefits available to people in South Africa.
  • Discuss how social security benefits are accessed and the relationship between social security benefits and poverty alleviation.

    Associated Assessment Criteria for Exit Level Outcome 27:
  • Discuss the relationship between the purpose, functions, and principles of medical work and psychosocial disciplines, and the development is clearly described.
  • Describe the relationship between economic, health, psychosocial, and mental health.
  • Discuss the importance of local economic development through income generation and job creation strategies.
  • Identify strategies for human and social capital formation within the psychological and mental health paradigm.
  • Discuss the links between micro and macro development issues. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Botswana
    Institution: University of Botswana
    Qualification Title: Master's in Medicine
    NQF Level: NQF Level 9
    Credits: 122
    Duration: 4 years full-time
    Entry requirements:
  • Applicants must hold a first degree in Medicine or equivalent from a recognised University and must have completed at least two years of clinical practice that must include at least 12 months in a recognised supervised internship programme

    Purpose:
    The Master of Medicine is offered as a medical post-graduate programme involving clinical rotations, coursework work and dissertation. Trainees will be working full-time in health establishments and undertaking training as an integral part of their clinical workload. All who complete these programmes will be awarded an MMed degree from the University of Botswana and will qualify for speciality registration with the Botswana Health Professions Council.

    Qualification structure
    Compulsory Modules:
    Year 1:
  • Communication, Ethics, and Professionalism
  • M. Med Part 1 Exam preparation I
  • Introduction to Internal Medicine I
  • Introduction to Medical Literature
  • Introduction to Clinical Research
  • Master of Medicine Part 1 Exam preparation II
  • Introduction To Internal Medicine II
    Credit total: 20

    Year 2:
  • Principles and Techniques of Medical Education
  • Dissertation I
  • M. Med Part 1 Exam preparation III
  • Intermediate Internal Medicine I
  • Public Health Principles & International Health
  • Dissertation II
  • M. Med Part I Exam preparation IV
  • Intermediate Internal Medicine II
    Credit total: 40

    Year 3:
  • Dissertation III
  • Intermediate Internal Medicine III
  • Dissertation IV
  • Presentation and defence of dissertation
  • Intermediate Internal Medicine
    Credit total: 38

    Year 4:
  • Presentation and Defence of Dissertation
  • M. Med Part 2 Exam preparation I
  • Advanced Internal Medicine I
  • Advanced Internal Medicine II
    Credit total: 24

    Assessment:
  • Residents shall be required to pass Part I and Part II examinations and the dissertation before receipt of the MMed degree.
  • The Part I MMed examination must be passed within the first two years of the qualification. To qualify for this examination, the resident should have attended at least 80% of the planned activities, satisfactorily rotated through the clinical wards, and have been positively assessed continuously.
  • The Part I MMed examination will be the Fellowship of the College of Physicians under the auspices of the College of Medicine of South Africa (CMSA). This examination will assess the learner's knowledge of basic sciences, pathophysiology, and their application to Internal Medicine, fundamental principles of clinical, preventive, and public health issues, as well as research fundamentals.
  • The Part-II MMed examination will be taken during the final year of the qualification.
    To qualify for this examination, the resident should have attended at least 80% of the planned activities, satisfactorily rotated through the clinical wards, and have been positively assessed continuously.
  • A candidate must attempt Part II MMed not later than 6 years from the start of their training.
  • The Part II MMed examination will be the Fellowship of the College of Physicians under the auspices of the College of Medicine of South Africa (CMSA). This examination will assess the learner's knowledge of cover clinical Internal Medicine, community medicine, ethics, health policy, and common Internal Medicine problems from other disciplines.

    Similarities:
  • The University of Botswana (UB) and the South African (SA) qualifications are offered in four years full-time.
  • Both qualifications are registered at NQF Level 9.
  • The UB and SA qualification requires a first degree in Medicine or equivalent from a recognised University, and must have completed at least two years of clinical practice that must include at least 12 months in a recognised supervised internship programme.
  • Both qualifications involve coursework and a dissertation.
  • After successfully completing the UB and SA qualifications, graduates will qualify for speciality registration with the Botswana Health Professions Council/the South African Health Professions Council.
  • The UB and SA qualification examination will be the Fellowship of the College of Physicians under the auspices of the College of Medicine of South Africa.

    Difference:
  • The UB qualification has 122 credits, whereas the SA qualification has 480 credits.

    Country: United Kingdom
    Institution: University of Edinburgh
    Qualification Title: Master of Medical Sciences
    Credits: UK 180/ECTS 90
    Duration: 1 year full-time/2 years part-time
    Entry requirements:
  • A UK 2:1 honours degree or its international equivalent.
    Or:
  • A Medical degree (MBChB or equivalent).

    Purpose:
    The Master's in Medical Sciences is proven to give graduates the competitive edge in the job market. It's designed for high-calibre medicine graduates who want to explore and benefit from medical research, perhaps to pursue a PhD or a career in research. The opportunity to undertake a research project in a laboratory or department relevant to the speciality. The choice of research projects carried out is wide, and ranges from bench research to clinical research.

    Qualification structure:
    The qualification begins with a taught component, providing an overview of the whole range of techniques used in medical research.

    In the first two weeks, learners will attend lectures on subjects ranging from stem cell biology to ethics and clinical trials. Learners will also receive statistics training and practical workshops in cell biology and molecular medicine. Learners will be taught practical techniques, including basic tissue culture, do PCRs, and run Western Blots.

    The qualification will consist of 20 per cent of taught classes and seminars. The rest of the time is spent in the host department.

    Assessment:
    Individual components of the qualification are scored throughout the year. These are:
  • Background reading and project plan
  • Oral presentation
  • Laboratory book
  • Poster presentation
  • Final thesis.

    Each piece of work is marked by two examiners and ratified by an exam board. As with most professional degrees, this is a degree either passed or failed, although about 10% of learners may receive distinctions.

    Similarities:
  • The University of Edinburgh (UoE) and the South African (SA) qualifications are professional qualifications that enable learners to significantly develop their analytical and research skills and are intended as preparation for further research.
  • Both qualifications culminate in a thesis.
  • The UoE and SA qualifications articulate vertically to the Doctoral studies in the related fields.

    Differences:
  • The SA qualification is offered over one year full-time, whereas the SA qualification is offered over four years full-time.
  • The UoE qualification has 180 UK credits, while the SA qualification has a minimum of 180 credits; it consists of 480 credits as a professional requirement.
  • The UoE qualification requires applicants who completed a Medical degree (MBChB or equivalent) while in addition Medical degree (MBChB) or equivalent, the SA requires applicants who are registered with the HPCSA as a medical practitioner Independent Practice, who are appointed to a Registrar's post recognised by the HPCSA, must have satisfied all prescribed Medical Internship and Community Service requirements as stipulated by the HPCSA and must have passed the Part I of the Fellowship of the College of Psychiatrists with the CMSA.
  • The UoE qualification is research-based without coursework, while the SA qualification consists of compulsory modules. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Medicine, NQF Level 9.
  • Master of Medicine in Emergency Medicine, NQF Level 9.
  • Master of Science in Medicine, NQF Level 9.
  • Master of Medicine in Neurology, NQF Level 9.
  • Master of Medicine in Surgery, NQF Level 9.
  • Master of Sport Medicine, NQF Level 9.
  • Master of Philosophy in Addiction Psychiatry, NQF Level 9.
  • Master of Philosophy in Child and Adolescent Psychiatry, NQF Level 9.
  • Master of Philosophy in Clinical Neuropsychiatry, NQF Level 9.
  • Master of Philosophy in Old Age Psychiatry, NQF Level 9.

    Vertical Articulation:
  • Doctor of Health Sciences in Complementary Medicine, NQF Level 10.
  • Doctor of Medicine, NQF Level 10.
  • Doctor of Philosophy in Emergency Medicine, NQF Level 10.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Nelson Mandela University 


    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.