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: 

Bachelor of Medicine and Bachelor of Surgery 
SAQA QUAL ID QUALIFICATION TITLE
7479  Bachelor of Medicine and Bachelor of Surgery 
ORIGINATOR
Stellenbosch 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
National First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  914  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
  • To train a physician who will be able to qualify for registration as Intern with the statutory Health Professions Council of South Africa and who has required the necessary knowledge, skills and professional attitude to utilise the opportunities available in the Intern Year(s) optimally, in order to function independently and effectively within the primary health care system.

    To equip students who are interested in and suitable for further study with the required knowledge, skills and insight to develop as practitioners on the secondary and tertiary level. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Senior Certificate with Matriculation Exemption or equivalent admission qualification.

    Other qualifications

    Graduates with applicable qualifications and BSc I candidates, compete for a limited number of reserved positions.

    Additional requirements

    Students are selected for admission to the first year of MB,ChB who are in possession of a matric exemption certificate with a general average of at least 60% (C symbol) . Candidates with a lower average may be subjected to special selection on the basis of a written motivation.

    A limited number of students with appropriate biological BSc I training, as well as appropriately qualified graduates are also selected for admission to the course.

    Students with inadequate secondary school training are admitted to the Academic Development Programme. This programme addresses previous disadvantages and allows for the MB,ChB I programme to be extended over a two-year period. 

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    1). GENERIC / CRITICAL CROSS FIELD OUTCOMES


    Identifying and solving patient's problems in which responses display that responsible decisions using critical and creative thinking have been made.

    1. Working effectively with others as a member of a team, group, organisation, community.

    2. Organising and managing oneself and one's activities responsibly and effectively

    3. Collecting, analysing, organising and critically evaluating information.

    4. Communicating effectively using visual, mathematical and or language skills in the modes of oral and or written persuasion.

    5. Using science and technology effectively and critically, showing responsibility towards the environment and health of others.

    6. Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exit in isolation.


    2). GENERAL OUTCOMES

    The MB,ChB graduate will have:

    1. A good grasp of the theoretical background in the core aspects of the relevant subject matter in the chosen field (s) in the medical sciences.

    2. A basic knowledge and the ability with regard to the function and application of a range of medical equipment, techniques, procedures and experimental approaches

    3. Demonstrated the ability to apply this knowledge to address new theoretical and practical problems

    4. Demonstrated an ability to read and interpret scientific literature including the ability to teach themselves from source material

    5. Shown an understanding of the use of the scientific method in the acquisition of scientific knowledge (e.g. the importance of using sound controls and statistical methods)

    6. An appreciation of the role of scientific modelling in the assembly and understanding of medical and scientific observations. The means by which evidence is gained to support or refute models as a means of gaining scientific knowledge and the limitations of such knowledge.

    7. Demonstrated basic skills in the presentation of medical reports (both written and verbal). This includes the use of computer technology as an aid to the effective communications skills
  • The MB,ChB graduate will thus have demonstrated that he/she has acquired a solid scientific and medical background
  • However, exit-level outcomes at his level are not of sufficient depth to enable the graduate to practice as a fully independent medical doctor without further (clinical) training


    3). SPECIFIC OUTCOMES

    The newly qualified Stellenbosch doctor must possess the necessary knowledge, skills and attitudes to optimally utilise the opportunities available during the intern year in order to be able to function autonomously in the primary health care sector after this period, and must also be equipped with the necessary ability and insight to develop further as practitioner at secondary and tertiary level.

    To fulfil these requirements, the recent graduate must exhibit the following professional characteristics

    KNOWLEDGE

    1. Basic knowledge of necessary medically applicable scientific and mathematical concepts

    2. Basic and relevant knowledge of the normal function and morphology of the human body and psyche.

    3. Relevant knowledge of the abnormal function and morphology of the human body and psyche

    4. Knowledge f the maintenance of health and prevention of disease (physical, mental and social)

    5. Knowledge of the recognition and diagnosis of common diseases and abnormalities of the human body and psyche

    6. Basic knowledge of the relevant treatment and rehabilitation options

    7. Knowledge of the appropriate use and limitations of special investigations and diagnostic methods

    8. Knowledge of factors in the community environment that can influence health.

    9. Knowledge of finances, management and structures of health care

    10. Basic knowledge of ethics and legal aspects that are applicable to medicine.

    11. Basic knowledge of the interaction between biological, psychological and sociological factors that play a role in health.

    12. Basic knowledge of alternative and complementary medicine

    13. Knowledge of the basic principles of research methodology

    ATTITUDES

    1. Respect for person and life

    2. A loyal and ethically accountable disposition towards the profession, patients and community

    3. An acknowledgement of the limitations of own knowledge and skills

    4. A positive disposition towards continuing professional development

    5. A willingness to be involved and to be of service within the broader community

    6. An empathic disposition towards the patient, their family as well as the community and a willingness to be accessible

    7. The acceptance of his/her full responsibility within the patient-doctor relationship

    8. The willingness to set a positive example regarding social responsibilities and obligations


    SKILLS

    1. The ability to integrate, interpret and apply knowledge

    2. The ability to think and act in a problem solving fashion

    3. The ability to communicate effectively with patients from different cultural groups in the process of diagnosis and management.

    4. Sufficient sills in diagnostic and therapeutic procedures to be able to function autonomously as a doctor in primary care

    5. The ability to function holistically within the context of family and community

    6. The ability to establish and manage a primary health care infrastructure

    7. The ability to interpret and apply relevant literature

    8. The ability to function effectively under stressful circumstances

    9. The ability to function in the broader team context

    10. The ability to take part in and guide continuous and in-service training as well as community education

    11. The ability to effectively utilise relevant technological resources (e.g. computers) in the health environment. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1).
    1. The criterion used to assess outcomes (a, b) is largely whether the information and conceptual content of the work the student submits for marking is correct

    2. Competence in outcomes (c, d) will be demonstrated if the student shows an ability to correlate information and concepts learned in a range of modules and propose valid solutions for a range of theoretical and practical problems

    3. To demonstrate competence in outcomes (e, f) a student must be able to write logical and coherent reports and essays using computer software, undertake and successfully complete a supervised research project and satisfactorily answer examinations and test questions

    4. The student's written and oral presentations must be of an acceptable standard in terms of use of language and the structural organisation

    2).
    1) In-course assessment and closed-book examinations in all the components of the course

    2) Regular feedback and in-course assessment during basic, preclinical and clinical work

    3) Regular discussions of chosen topics and formal verbal presentation of conclusions

    4) Analysis exercises marked and assessed for the ability to understand and interpret research and other publications

    5) Assessment of clinical case presentations

    6) In-course assessment of verbal and written patient reports to peers and examiners

    Regular tutorial discussions and open-book examinations

    3).
    Assessment structure and methods used for the MB, ChB programme ensure that the purpose of the qualification is achieved

    Provision is made for the assessment of each component of the curriculum (modules, rotations, electives, etc) in a systematic way, and takes place during and or upon completion of such a component

    The assessment system is outcomes based and therefore reflects both the composition and content of the curriculum

    KNOWLEDGE OUTCOMES

    1. The criterion used to assess knowledge outcomes is whether the information and conceptual content of the work the student presents verbally or in a written format is correct.

    ATTITUDES OUTCOME

    Assessed as part of constant supervision during clinical rotations

    Attitude objectives are included in goals which students should attain in specific themes of the different study modules, and is indicated as such in the study guides.

    The attainment of the objectives are assessed by:
  • Direct observation by lectures/tutors f student behaviour during clinical rotations and the physical examination of patients
  • Input of nursing and other involved staff at the end of the rotation period
  • The summative evaluation of the theoretical module on Ethics

    SKILLS OUTCOME

    Students must demonstrate the correct interpretation of information in a range of situations, arrive at correct diagnoses and apply correct procedures.

    Students must demonstrate acceptable standards in terms of written and oral communications with individuals and groups

    The requires skills to function in a primary health care infrastructure are assessed by supervision during primary care rotation.


    INTEGRATED ASSESSMENT

    The assessment used for MB,ChB ensures that the purpose of the qualification s achieved.

    A range of formative and summative assessment methods such as portfolios, simulations, work-place assessments, written and oral examinations are used.

    The required range of modalities is used integratively to assess whether the specified outcomes have been achieved

    From the assessment of samples, generalising to a domain takes place in a judicious and planned way, in order to ensure reliability

    The assessment used meets the standard and level of achievement for NQF level 7

    The qualifying learner must meet all the standards of the educational programme as well as the requirements for registration as an intern with the Health Professions Council of South Africa 
    		•

    ARTICULATION OPTIONS 
    This qualification serves as an entry point to the related qualification(s)

    HonsBScMedSc
    MFamMed
    MMed
    MScMedSc
    MBA/MPA
    MD
    PhD


    This qualification provides credits for the related qualification(s)

    BMedSc
    BSc 

    MODERATION OPTIONS 
    The university of Stellenbosch has a system of external peer review and evaluation of departments. One of the aspects of the system is an evaluation of the standards and assessment practces of the department.

    In addition, to meet the requirements of the Health Professions Council of South Africa, an external examiner from one of the other medical schools is involved in the final evaluation of the preclinical and clinical modules. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The academic staff of the university of Stellenbosch will be used in a manner that fits into the quality assurance system of the university. 

    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. Stellenbosch 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.