SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Technology: Biomedical Technology

SAQA QUAL ID	QUALIFICATION TITLE
72371	Bachelor of Technology: Biomedical Technology
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
B Tech	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	480	Level 7	Level N/A: Pre-2009 was L7	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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
1899	Bachelor of Technology: Biomedical Technology	Level 7	Level TBA: Pre-2009 was L7	480	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The qualifying learner will be able to apply principles and techniques in the routine and specialised analyses of biological specimens and other substances and organize laboratory operations in clinical diagnostic laboratories and related fields. They will be able to integrate laboratory tests and results with pathophysiological conditions and conduct research grounded in a deep knowledge of the area of specialisation. Management skills are developed with a view to encouraging entrepreneurial development and business management. Compliance with statutory requirements for quality, ethics and safety underpin all exit level outcomes.
Individuals who want to become registered Medical Technologists will work in a registered Medical training laboratory. After registration with the Health Professions Council of South Africa (HPCSA), they may work in government, private and research health care laboratories. To practice independently as a Medical Technologist 2 year's post-registration experience is required. Unregistered Biomedical Technologists may work in non-diagnostic laboratories.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A 360-credit First degree in Biomedical Technology or a 360-credit equivalent qualification at NQF level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the stated competence of the qualification, as detailed in the specified outcomes, has been achieved, either through education and training in a provider's learning programme, or through experience that complies with the stated outcomes, or by a combination of formal and informal learning, and work experience.

EXIT LEVEL OUTCOMES

1. * Select, perform, interpret and integrate diagnostic techniques in a specific field (Medical Microbiology, Virology, Clinical Chemistry, Haematology, Blood Transfusion Technology, Cytology, Histopathology, Immunology) in accordance with statutory requirements in place of study, workplace or both.

* The learners are competent to
2. * Critically evaluate methods and trends in technology and implement new techniques, instruments and methods within resource constraints to solve problems in both familiar and unfamiliar contexts.

3. * Manage Quality Assurance programmes.
* The learners are competent to
** SOPs - Standard Operating Procedures

4. * Manage resources efficiently and effectively.
* The learners are competent to

5. * Co-ordinate and conduct research to solve problems in the field of Medical Technology or related fields in compliance with ethical principles where applicable.
* The learners are competent to

Footnote: Underpinned by ethics, safety and communication

SPECIFIED OUTCOMES

One
1. * Perform routine and specialised tests of body fluids, tissues and other substances and make sound theoretical judgements through application of skills and knowledge in a specific field (Medical Microbiology, Virology, Clinical Chemistry, Haematology, Blood Transfusion Technology, Cytology, Histopathology, Immunology). (C) (5 Credits) (NQF 7)
2. * Evaluate and interpret results through application of an in-depth knowledge of disease processes. (C) (8 Credits) (NQF 7)
3. * Critically evaluate and interpret results through an in-depth knowledge of routine and specialised techniques, principles and instruments used in a specific discipline. (C) (12 Credits) (NQF 7)

* The learners are competent to

Two
1. * Critically evaluate trends in technology. (C) (5 Credits) (NQF 7)
2. * Evaluate and select suitable new instruments within the context of a given laboratory's resources. (C) (5 Credits) (NQF 7)
3. * Evaluate and implement new techniques and methods within the context of a given laboratory's resources. (C) (5 Credits) (NQF 7)

Three
1. * Implement and monitor Quality Assurance programmes. (C) (3 Credits) (NQF 7)

* The learners are competent to** SOPs - Standard Operating Procedures
2. * Evaluate results of Quality Control and Quality Assurance measures and institute proper procedures to maintain accuracy and precision. (C) (5 Credits) (NQF 7)
3. * Apply principles of safety. (C) (2 Credits) (NQF 7)

Four
1. * Develop entrepreneurial skills to encourage self-employment. (C) (12 Credits) (NQF 7)
2. * Develop managerial skills in financial resources within budgetary constraints. (C) (6 Credits) (NQF 7)

* The learners are competent to
3. * Develop managerial skills in human resources within policy frameworks. (C) (12 Credits) (NQF 7)
4. * Develop managerial skills in using physical resources cost-efficiently. (C) (5 Credits) (NQF 7)

Five
1. * Identify a research problem. (C) (10 Credits) (NQF 7)

* The learners are competent to
2. * Investigate the topic by implementing the research protocol in compliance with ethical requirements for the project and report findings to a professional audience. (C) (25 Credits) (NQF 7)

Footnote: Underpinned by ethics, safety and communication

CRITICAL OUTCOMES embedded in the specified outcomes:
1. Critical and creative thinking to identify and solve problems are addressed by evaluating, optimising, applying new technology, manipulating variables and concepts to improve biomedical methods and processes
2. Working with others, especially with supervisors, is embedded in the outcomes of research project planning, conducting and reporting
3. Organisation, management of time and responsibility are addressed by the need to allocate priorities to meet deadlines throughout the qualification
4. Collecting, generating, analysing and interpreting and evaluating information are continually emphasized throughout the qualification
5. Communicating effectively is achieved by reporting research orally, visually and in written format, using information technology skills to produce the reports
6. Using science and technology effectively and critically is the overt purpose of the qualification
7. Contributing to economic and social development by allowing learners access to promotion posts in senior managerial positions in various biomedical technology fields or to become entrepreneurs of their own laboratories (on compliance with statutory requirements), thereby increasing job opportunity creation for the broad community of the country.

ASSOCIATED ASSESSMENT CRITERIA

One
1. Routine and specialised media, stains, solutions and reagents are prepared according to prescribed procedures or from publications.
Specimens are assessed for suitability for tests requested.
Specimens are tested and appropriate quality control procedures implemented.
Results are recorded and compared with established reference ranges and / or appropriate control specimens.
Accurate data capturing and retrieval skills are demonstrated electronically and manually.

2. Laboratory results are evaluated through correlation of data with physiological and pathological conditions.
Appropriate additional laboratory tests are recommended for diagnostic confirmation.
3. Principles, methods and application of different test procedures and instruments are correctly described.
Factors that affect procedures and test results are recognised and appropriate action taken.
Results are evaluated and appropriate action taken.
Corrective and preventive maintenance of specialized equipment is performed.
Footnote: Underpinned by ethics, safety and communication
* The learners are competent to

Two
1. A wide range of appropriate, current information is obtained from a variety of sources
Information is collected, collated and presented in a coherent and scientific manner
Information is analysed, synthesised and evaluated relative to the constraints within a given laboratory.
2. New instruments are evaluated taking cognisance of staffing implications, existing equipment, availability of space and budgetary constraints
Motivations for the purchase of new equipment are logically and scientifically presented.
3. New techniques and methods are compared with existing ones.
Appropriate new techniques and methods are evaluated in terms of their usefulness and practicality within the context of a given laboratory's personnel, equipment, space and budgetary resources
Appropriate new techniques and methods are selected and implemented.

Three
1. ** SOPs on selected new techniques and methods are developed and implemented.
Existing SOPs are reviewed and updated.
SOPs are monitored and appropriate action is taken.
Ethical principles for Quality Assurance are formulated and implemented.
Footnote: Underpinned by ethics, safety and communication
* The learners are competent to
** SOPs - Standard Operating Procedures

2. A database for Quality Assurance results is developed and monitored.
Quality Control procedures are verified.
Quality Control and Quality Assurance results are evaluated and interpreted and appropriate action is taken.
Laboratory data are evaluated and solutions are developed for associated problems.

3. Compliance with safety legislation is demonstrated.
Safety procedures are developed, updated and implemented.
Protocols are developed for procedures to be followed in the event of laboratory accidents.

Four
1. Appropriate needs analyses are performed.
A financial business plan is developed and appropriately justified.
Relevant legislation and the requirements for accreditation are applied in establishing a private laboratory.

2. Financial planning for the future is projected, in accordance with laboratory requirements.
An appropriate budget is developed, substantiated and implemented.

Footnote: Underpinned by ethics, safety and communication
* The learners are competent to

3. Recruitment and interviewing procedures are planned and applied.
Continuing Professional Development programmes and appropriate training programmes for staff are developed implemented and evaluated.
Relevant Labour Relations policies are described and applied.
Relevant laboratory policies are developed and assessed.

4. Appropriate stock control strategies are implemented.
Appropriate tender and costing procedures are correctly explained.
Economic viability of equipment is evaluated according to their maintenance record and appropriate action is taken.
Premises are evaluated and appropriate action taken in compliance with safety requirements, personnel and the provision of service needs.

Five
1. The relevance of the research project is motivated.
Information is gathered and captured from appropriate sources.
Data is analysed, synthesised, evaluated and reported
A plan of action / research proposal is written up and presented orally.

Footnote: Underpinned by ethics, safety and communication
* The learners are competent to

2. Ethical requirements for the project are explained and implemented.
The literature review is continuously updated from a comprehensive range of appropriate sources through a process of analyses, synthesis, and evaluation of literature in the field.
Data is collected and evaluated according to the protocol.
Data is analysed and interpreted using appropriate technology.
Results are presented to a professional audience and conclusions are drawn.
Recommendations are made based on the findings of the research.

Footnote: Underpinned by ethics, safety and communication

Integrated assessment:

Formative Assessment:

Written tests
Oral presentations
Assignments
Research proposals
Research reports
Projects

Summative Assessment:

Written examinations
Research reports
Oral and visual presentations
Business plans

ARTICULATION OPTIONS

Vertical articulation to the Master of Technology: Biomedical Technology or to a Master of Technology or Master of Science in a related discipline.

MODERATION OPTIONS

SERTEC (currently).

CRITERIA FOR THE REGISTRATION OF ASSESSORS

SERTEC (currently).

REREGISTRATION HISTORY

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

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.	Tshwane University of Technology (TUT)