SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Fellowship: College of Radiologists 
SAQA QUAL ID QUALIFICATION TITLE
16632  Fellowship: College of Radiologists 
ORIGINATOR
Colleges of Medicine of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 8 and above  NQF Level 10  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 0480/09  2009-07-01  2012-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2012-06-30   2014-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the qualification is to produce graduates with specialist training in the branch of Diagnostic Radiology, who may or may not be able to be registered at the level of specialist with the Health Professions Council of South Africa.

The purpose of the qualification is also to produce graduates with expertise in research, which includes the ability to evaluate and implement research findings in the practice of the branch of specialisation and the ability to guide junior candidates if the graduate is in an educational setting.

Hence, the graduates have competence in the practice of Diagnostic Radiology and can contribute to the need for specialist practice in the health sciences in South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A typical applicant:
  • Is registered for independent practice as a medical practitioner with the Health Professions Council of South Africa and as such holds the minimum of the NQF Level 7 qualification of Bachelor of Medicine and Bachelor of Surgery of a University of equivalent as approved by the HPCSA, and
  • Has completed the required internship and, if appropriate, compulsory community service, and
  • Holds the equivalent of an approved full-time training post in a University's Academic Complex or other centre approved by a University.

    In order to comply with the points mentioned above, it is assumed that the applicant shows competence in numeracy, written and oral English, and in the terminology of the chosen field.

    Recognition of Prior Learning:

    Applicants who fall outside of the normal admissions process may never-the-less be considered both for admission and for the recognition of prior accredited and/or prior experiential learning. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Level Outcome:

    1. The qualifying learner is competent in clinical skills at the specialist level.
    2. The qualifying learner shows expertise in research and the ability to evaluate, and implement research findings in the practice of the branch of specialisation.
    3. The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects of specialist practice, both in relation to the care of individuals and of populations.
    4. The qualifying learner has knowledge of the principles and practice of Diagnostic Radiology from the basic to the advanced level and is able to train others in the speciality.
    5. The qualifying learner will have acquired and will demonstrate self direction and independence in his or her learning in order to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations and evaluate her or his own progress.

    Critical Cross-field Outcomes:
  • Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Working with others as a member of a team, group, organisation, community.
  • Organising and managing oneself and one's activities responsibly and effectively.
  • Collecting, analysing, organising and critically evaluating information.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health to others.
  • Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
    o Reflecting on and exploring a variety of strategies to learn more effectively.
    o Participating as responsible citizens in the life of local, national and global communities.
    o Being culturally and aesthetically sensitive across a range of social contexts.
    o Exploring education and career opportunities.
    o Developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria:

    The qualifying learner demonstrates specialist skills of a standard which enables him or her to sit the external examination in the speciality administered by the Colleges of Medicine of South Africa.

    The qualifying learner:

    1.1 Uses problem-solving techniques, which draw on her or his multi-faceted knowledge, in order to arrive at a diagnosis for a patient.
    1.2 Is able to communicate efficiently and effectively with the patient and other health care workers as a team.
    1.3 Shows sustained competence in psychomotor skills necessary for the practice of Diagnostic Radiology.
    1.4 Is competent and responsible in the use of instruments and equipment necessary for this practice.

    2.1 Conducts all research with due regard for the moral, legal and ethical accountability and requirements of the profession.
    2.2 Practices Evidence-Based Medicine by critically evaluating published literature in the field and applies it in practice.
    2.3 Is able to guide junior candidates who are studying or working in the same branch of specialisation.

    3.1 Shows respect for patients and colleagues that encompasses, without prejudice, diversity of background and opportunity, language, culture and way of life.
    3.2 Where applicable, refers patients to practitioners who are more appropriately qualified than he or she is to treat certain conditions.
    3.3 Demonstrates an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care and the provision of care to populations.
    3.4 Considers both the impact of health care on the environment as well as the impact of the environment on health.
    3.5 Strives to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and uses his or her professional capabilities to contribute to community as well as to individual patient welfare by the practise of Diagnostic Radiology.

    4.1 Can teach, through clinical practice at the specialist level, the application of knowledge from the basic to the advanced level to other professionals.
    4.2 Communicates this knowledge by teaching undergraduates and supervising interns and more junior colleagues in the speciality.

    5.1 Uses appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both as a specialist doctor and as a responsible citizen.
    5.2 Acknowledge responsibility for continuing professional development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory CPD requirements.
    5.3 Identifies personal limitations and develops the capacity of self audit and participates in the peer review process, showing a willingness to seek help when necessary.

    Integrated Assessment:

    Integrated assessment is performed on a continuous basis through evaluation of performance in clinical practice. 

    ARTICULATION OPTIONS 
    Entry to qualification:

    At entry level, a typical applicant is fully registered as a medical practitioner with the Health Professions Council of South Africa and as such holds the minimum of the NQF Level 7 qualification of Bachelor of Medicine and Bachelor of Surgery degree of a University, or an equivalent recognised by the Senate: further, the applicant holds the equivalent of a full-time training post in a University's Academic Complex or other centre approved by a University.

    Articulation during the qualification:

    After three years of study the learner may choose to exit with the Fellowship. Such a student may register the Fellowship against his or her name but cannot be registered as a Specialist in Diagnostic Radiology with the Health Professions Council of South Africa (HPCSA); the HPCSA requires that training be pursued for four years in order to gain such specialist registration. Such a learner may, however, be able to register in another country.

    On Completion of the Qualification:
  • Qualifying learners, i.e. with four years of study and the FC RAD DIAG(SA) Fellowship from the CMSA may register with the HPCSA as a Specialist in the branch studied.
  • Qualifying learners may proceed to sub-specialist training.
  • Qualifying learners may proceed to doctoral level, usually to the Doctor of Philosophy degree (PhD), but a Fellowship is not a prerequisite for entry to the PhD. 
    		•

    MODERATION OPTIONS 
    Internal CMSA rules govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Further, the accrediting body for the qualification, the Health Professions Council of South Africa, performs moderating functions. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The staff of the Universities of the Witwatersrand, Pretoria, Medunsa, Free State, Natal, Cape Town and Stellenbosch are registered assessors since SAQA has accredited the institutions as public higher education providers. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009. 

    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.
     
    NONE 


    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.