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: 

Bachelor of Medical Sciences 
SAQA QUAL ID QUALIFICATION TITLE
7487  Bachelor of Medical Sciences 
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  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  600  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 EXCO 0417/23  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2024-12-31  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
  • To train selected students to work and think independently as health scientist, researchers and academics in the South African context, with especially the public good in mind.
  • To provide broad subject knowledge to understand the working of the living body at cellular, organ and whole body levels, and to develop the necessary theoretical knowledge and experimental skills required to work creatively in the field. This applies especially to applied knowledge such as the application of statistical methods, use of bioreactors, research methodology, and ethical aspects.
  • To create a solid corps of life-long learners, who will use their imagination and intellectual skills for the betterment of South Africa and all of its inhabitants.
  • To offer specialised study in the fourth year to provide the necessary basis for students to proceed directly to doctoral studies on completion of their MBChD or BChD degrees
  • To address the urgent need for thoroughly qualified health scientists and academics in the country in order to ensure South Africa's long term competency in the fields of Health Sciences training and research at a tertiary, and therefore trend setting level and to exploit new opportunities as they emerge. 
    		•

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

    Additional requirements:

    Candidates for the BMedSc Course must have been admitted to, and be registered for, the degree MBChB or BChD at the university of Stellenbosch, and must have successfully completed all the modules of the first three years of either programmes. 

    RECOGNISE PREVIOUS LEARNING? 
    N 

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

    1. The acquisition or exploitation of essential higher order cognitive, psychomotor and affective skills.

    2. To question dogma on a continuous basis.

    3. The acquisition and exploitation of learning skills which emphasise critical analytic-synthetic reasoning, and higher order cognitive skills rather than the memorization of facts.

    4. Continuous and maximal co-operativity with colleagues while accepting full responsibility for personal intellectual development.

    5. To lay the groundwork for life-long, continuous professional development

    6. To understand the importance of research in advancement and practice of the Health Sciences

    7. The development of good and effective communication skills.

    8. The acquisition of critical analytic techniques to test one's own opinions as well as those of others.

    9. The commitment to service to the community, without regard to gender, religion, ethnicity or social status.


    2). GENERAL OUTCOMES

    1. A good grasp of the theoretical background in core aspects of the relevant subject matter.

    2. An introduction to the working and application of a range of scientific equipment, laboratory techniques and procedures, and experimental approaches.

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

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

    5. Show an understanding of the use of scientific methodology in the acquisition of scientific knowledge and understanding

    6. The appreciation of the importance of control studies and statistical methods of analysis.

    7. An appreciation of the role of scientific modelling in the assembly and understanding of 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.

    8. Demonstrate basic skills in the presentation of scientific reports (both written and verbal). This includes the use of computer technology as an aid to effective communication skills.

    The BMedSc graduate will thus have demonstrated that he/she has acquired a solid scientific background. However, exit level outcomes at this level are not of sufficient depth to enable the graduant to practice as a fully independent scientist without further experience.

    3). SPECIFIC OUTCOMES:

    The BMedSc graduate will have:

    1. An up-to-date understanding of the natural sciences (physics, chemistry, biology, mathematics)

    2. An understanding of the working of the living cell at a molecular level.

    3. An understanding of the working of the living body at tissue and whole organism level.

    4. The ability to apply theoretical knowledge in understanding and solving problems in Biology and Health Sciences.

    5. An understanding of the biological aspects of bioreactor technology.

    6. A thorough appreciation of scientific methodology, in the acquisition of scientific knowledge (e.g. the importance of appropriate controls, and the effects of randomisation and it is to be applied, double cross-over studies, and single and double blind studies)

    7. A thorough understanding of and familiarity with statistical methods, and their application.

    8. An awareness of the ethical/social responsibilities of work in the Health Sciences.

    9. An awareness of the biotechnological, opportunities and basic knowledge of the commercial world. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1).
    Outcomes (a) - (c) are assessed as follows:

    Students are given physiological 'brainteaser' topics to analyse thoroughly, and eventually present to an audience of scientists which includes, when possible, a prominent researcher from overseas.

    Outcome (d) is assessed as follows:

    Students work in groups on 'self-planned (research) experiments, SPEX' in physiology (see: Leon, Jordi & Koeslag, Medical Education 1991, 25: 208-212.
    Reviewed in American Journal of Physiology 1991 161:S36.

    Outcome (e) is assessed as follows:

    Research articles are thoroughly analysed, and critically evaluated in the same manner as the SPEX's, at weekly Journal Club meetings.

    Outcomes (f) - (g) are assessed as follows:

    Each student performs a research project, which is written up as a mini-thesis and presented at the Annual Congress of the Physiology Society of Southern Africa.

    Outcome (h) is assessed as follows:

    All work (SPEX's Brainteaser topics, and research article analyses) is presented orally for open discussion within the group. Research projects are presented at the National Conference of the Physiology Society of Southern Africa.

    Outcome (i) assessed as follows:

    Health Service training occurs in the academic and regional hospitals, where service to the patient as a person (rather than a vehicle for a disease), and the patient in the context of his/her community at large is emphasised.

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

    2. Regular feedback, and trouble shooting sessions, plus in course assessment during project work.

    3. Regular discussions of the 'Brainteaser topics' chosen by the candidate and a final formal verbal presentation of the conclusions.

    4. Regular journal club meetings, where candidates analyse and discuss research articles, for marks.

    5. The writing up of a mini-thesis on their project work.

    6. Regular 'SPEX's projects (see:Leon, Jordi & Koeslag, Medical Education 1991, 25:208-212. Reviewed in America Journal of Physiology 1991 261:S36). Also see#4 above.

    7. Regular tutorial discussions and open-book examinations.

    8. Regular in-house presentations of progress in project work, presentation and discussion of research articles, and attendance of the Annual Congress of the Pysiology Society of Southern Africa to present research results, in competition with BSc (Hons) students from the other universities

    3).
    Items 1 - 3 are assessed primarily via closed-book examinations.

    Items 4 - 7 are assessed primarily via in-course assessment, using the 'SPEX's (see: Leon, Jordi & Koeslag, Medical Education 1991, 25:208 - 212. Reviewed in America Journal of Physiology 1991 261:S36), the Physiological Brainteaser discussions, and journal club meeting

    Regular in-course assessment of laboratory project work.

    In-course discussions, written reports, and closed-book examination questions.

    The assessments used meet the standard and level of achievement for NQF level 7.


    INTEGRATED ASSESSMENT

    The presentation of results f the Research Project component of the Course is in the form of a mini-thesis, a Congress presentation, and an in-house presentation. This integrates a literature review, actual practical work, reporting on the practical work, a detailed discussion, professional writing and computer skills. The verbal and audiovisual presentation skills are also assessed.

    The 'SPEX's' (see: Leon, Jordi & Koeslag, Medical Education 1991, 25:208-212). Reviewed in American Journal of Physiology 1991 261: S36) successfully achieve the same level of integrated assessment on an on-going basis throughout the year, and over a much wider front.

    The Physiological 'Brainteaser' projects integrate information gathering, higher order cognitive skills, critical analytic-synthetic reasoning, hypothesis-formulation, and the highly important ability to distinguish between dogma, theories and facts. Audiovisual presentation skills are also tested.

    The Open-book examination assesses the ability to identify appropriate factual knowledge from a wide variety of disciplines, to apply that knowledge to address a physiological problem, and to present opinions in a professionally written, logical manner. 

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

    MBChB & BChD
    BSc (Hons) Medical Sciences
    MSc in Medical Sciences
    PhD

    This qualification provides credits for the related qualification(s)

    MBChB & BChD
    BSc (Hons) Medical Sciences


    Other articulation possibilities, either generic or specific

    MSc in Natural Sciences
    MPhil in Sports Sciences
    MPhil in Nutrition and Life Sciences

    Students can also proceed to master's and PhD programmes at other universities, both locally and abroad. 

    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 practices of the departments involved in the course.


    Additional information:

    A prominent (from overseas, when possible) scinetist in the physiological field is invited to take part in the course, and to assist in the evaluation of especially the brainteaser projects, and the project literature reviews. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The academic staff of the university of Stellenbosch will be used in a manner which 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.