SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Medicine in Emergency Medicine

SAQA QUAL ID	QUALIFICATION TITLE
49926	Master of Medicine in Emergency Medicine
ORIGINATOR
University of Witwatersrand
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		Preventive Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0733/25	2024-06-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of this qualification is to produce specialist emergency physicians with the appropriate clinical knowledge, procedural skills and management skills to function at specialist level.

It also aims to provide candidates with the necessary knowledge, specific skills and applied competence such that they will meet the requirements for specialisation in Emergency Medicine of the College of Emergency Medicine of South Africa. This includes a minimum period of supervised experiential learning and success in the College of Emergency Medicine examinations for the FCEM (Fellowship of College of Emergency Medicine).

Finally, it aims to produce graduates who are competent in Emergency Care Research.

Rationale:
This qualification trains medical doctors to become specialists in Emergency Medicine. It forms part of the credentialing process for registration as specialists in emergency medicine registered as such by the Health Professions Council of South Africa and may proceed to Doctoral studies.

The aim of the qualification is to prepare future Emergency Physicians for the trends and changing milieu of the 21st century, to provide training opportunities for future Emergency Physicians with the diversity of talents and characteristics to acquire the necessary knowledge, technical skills, good judgement, maturity, attitude and values for the quality practice of Emergency Medicine within the South African context.

Qualifying learners will be able to practice as Specialists in Emergency Medicine in Africa and across the world.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning:
There are no other options for entry into the qualification as it leads to specialist clinical practice as a Medical Practitioner registered with the Health Professions Council of 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 Health Professions Council of South Africa, (HPCSA).

Holder of a training post in one of the teaching hospitals attached to the academic institutions.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, Level 9 480 Credits:

Application of Basic Medical Sciences, 40 credits.

Resuscitation, 40 credits.

Acute and Undifferentiated Presentations, 40 credits.

Emergency Care I, 40 credits.

Emergency Care II, 50 credits Paediatric Emergencies, 40 credits.

Research Report I, 75 credits.

Toxicology, 40 credits.

Pre-Hospital Care and Disaster Medicine, 40 credits.

Research Report II, 75 credits.

EXIT LEVEL OUTCOMES

1. Demonstrate competence in emergency medical procedure at the specialist level.
2. Evaluate, teach and implement research findings in the practice of the branch of specialisation.
3. Apply ethical, compassionate and skilled ability to conduct all aspects of specialist medical practice, both in relation to the care of individuals and of populations.
4. Assess the principles and practice of medicine from the basic to an advanced level and is able to train others in the speciality.
5. 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.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Use problem-solving techniques, which draw on her or his multi-faceted knowledge, in order to arrive at a peri-operative management plan.

Communicate efficiently and effectively with the patient, other health care workers and the community, e.g. in order to obtain a history, to explain the peri-operative procedures.

Show sustained competence in psychomotor skills necessary for the practice of specialist skills in emergency medicine.

Use of instruments and equipment necessary for the practice of emergency medicine.

Associated assessment criteria for exit level outcome 2:

Show research mastery through the production of a research report which demonstrates skills including the ability to evaluate research, review literature, design and perform a study, collect data, perform and interpret statistical analyses on data, interpret results and draw conclusions.

Conduct all research with due regard for the moral, legal and ethical accountability and requirements of the profession.

Practice evidence-based medicine by critically evaluating published literature in the field and applies it in practice.

Guide junior candidates who are studying or working in the same branch of specialisation.

Associated Assessment Criteria for Exit Level Outcome 3:

Show respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language and culture.

Demonstrate 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.

Consider both the impact of health care on the environment as well as the impact of the environment on health.

Strive 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 this branch of specialist medicine.

Associated Assessment Criteria for Exit Level Outcome 4:

Teach, through practice at the specialist level, the application of knowledge from the basic to an advanced level to other professionals.

Communicate this knowledge by teaching undergraduates and supervising more junior colleagues in the speciality.

Associated Assessment Criteria for Exit Level Outcome 5:

Use 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.

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.

Identify 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:
The research report will serve as the medium for integrated assessment.

Formative assessment:

Formative assessment will be undertaken continuously, incorporating seminar presentations and papers, coursework assignments and tasks, as well as reports on the research plan. Such methods will assess the students' progress towards the academic and professional competencies set out in the exit level outcomes listed. The assessment instruments are designed to integrate analytical, theoretical, and reflective competence. To pass the course and qualify, the learner must demonstrate the advanced knowledge acquired. Formative assessments will use the modes of self-assessment, peer assessment, and internal assessment by members of the academic staff of the Faculty.

Summative assessment:

Summative assessment will be conducted by means of written examinations, examination of assignments, and assessment of the research proposal and report. These assessment instruments are designed to integrate practical, theoretical, and reflective competence. Final exams for MMed will be the Fellowship examination of the College of Emergency Medicine of South Africa and the assessment of the research report. There will be continuous assessment by means of assignments and scrutiny of logbooks.

In order to promote, monitor, and measure student learning throughout a course, no single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required.

INTERNATIONAL COMPARABILITY

This qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered.

Qualifications of this nature are offered in professional colleges of Emergency Medicine, rather than as part of a University qualification. However, this programme has been developed to be compatible with equivalent international qualifications.

Examples of such colleges are:

Fellowship of the Australasian College for Emergency Medicine.

American College of Emergency Medicine.

Universities internationally do offer research degrees (Master's and PhDs) in this field, but not coursework as it is currently in South Africa.

These institutions have comparable programmes.
Country: Australia
Institution: Australasian College for Emergency Medicine (ACEM)
Qualification: Fellowship of the Australasian College for Emergency Medicine.

Similarities:

Entry requirements are similar.

Both require a Medical degree (MBChB/MBBS), registration as a medical practitioner with regulatory bodies, and selection into registrar posts.

Assessments:
The South African institution uses the University-based registrar rotations across multiple teaching hospitals; supervised clinical experience and academic components (MMed thesis/assessments), while the Australian one utilises the College-led program combining workplace-based assessments (WBAs), In-Training Assessment (ITAs), formal modules, supervised rotations, and college exams.

Differences:

Length and staging

The FACEM training is typically longer in structure (5 years) and includes staged competency gates and extensive WBAs; The South African institution registrar training for EM is typically 4 years, but local content and structure may vary by programme.

Focus and context
The South African institution training is embedded in South Africa's clinical realities (trauma, infectious diseases, resource variability) and includes research components appropriate to a university MMed. FACEM pathways reflect their regional patient-mix and systems approaches; all aim for clinical competence but differ in contextual emphasis.

Country: United States of America
Institution: American College of Emergency Medicine
Qualification: Fellowship of the American College of Emergency Medicine.

Similarities:

Both qualifications have a strong academic and research focus based on competency-based clinical training and leadership training in Emergency Medicine.

Assessment and recognition:
The South African assessment strategy involves internal university assessments, clinical supervision sign-offs, research/thesis components, and national HPCSA specialist registration process, whilst the US fellowship also considers in-program assessments, then written and oral exams (board certification) considered the U.S. standard for specialist recognition. In South Africa, successful candidates follow the regulatory/professional recognition specialist registration with the HPCSA (South Africa) on completion of specialist training/MMed.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Master of Medicine, NQF Level 9.

Master of Science in Medicine, NQF Level 9.

Vertical Articulation:

Doctor of Medicine in Community Health, NQF Level 10.

Doctor of Philosophy, NQF Level 10.

Diagonal Articulation:
There are no diagonal articulation options.

MODERATION OPTIONS

N/A.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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.	University of Witwatersrand