SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Postgraduate Diploma: Forensic Health Care

SAQA QUAL ID	QUALIFICATION TITLE
78495	Postgraduate Diploma: Forensic Health Care
ORIGINATOR
University of KwaZulu-Natal
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 10 - Physical, Mathematical, Computer and Life Sciences		Life Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	128	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

This is a vocational programme aimed at health and related professionals wishing to undergo general medico legal and ethics training for their practice. It is aimed at people working in the field of forensic and medico-legal services or in a closely related field. In the health service as it is currently, such services often have to be rendered by generalist practitioners, such as registered nurses and district medical officers who do not have adequate preparation in the field of forensics. This undermines the judicial process.

It is intended that this programme provide the basic knowledge, necessary practical skills, professional thinking, behaviour and attitudes needed to render a professional forensic service at all levels in the health care system.

The training provided will be particularly suited to medical practitioners contemplating, or presently conducting, medico-legal autopsy services as full-time or part-time District Medical Officers.

It will also be very suitable for persons working as forensic nurses in Crisis/Trauma Centres or as forensic investigators in autopsy facilities, and who do not presently have the necessary training.
Additional suitable candidates include emergency care practitioners operating at scenes of crime and injury.

The course will be taught as a part-time programme.

Rationale:

Apart from a basic level of training in forensic medicine given to undergraduate medical students and the advanced training of doctors who specialise in forensic pathology, South Africa presently provides no formal practical training whatsoever in this field for several important groups of professionals that function in the forensic clinical and autopsy services. These include, principally, forensic nurses, district medical officers and emergency medical care practitioners.

In the forensic health service as it is currently, such services often have to be rendered by generalist practitioners, such as registered nurses and district medical officers who do not have adequate preparation in the field of forensic medicine. This undermines the judicial process.

The proposed qualification will provide a vehicle for the essential education and training of personnel in the examination of patients as a result of sexual abuse, domestic violence, assault, intoxication and a whole variety of clinical forensic circumstances, as well as in the performance of medico-legal autopsy examinations.

The provision of the qualification is the more important as the province of KwaZulu Natal has been chosen to pilot a nationwide forensic service transformation that will include the physical transfer of all police mortuary facilities and operations to the Department of Health in less than a year's time (expected takeover date of April 2005).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is intended that learners admitted into the course shall be principally graduates with a basic health science qualification, preferably with appropriate experience in the forensic health care work environment.

Basic medical knowledge and skills such as are possessed by medical practitioners and graduate nurses is deemed to be most appropriate.

Other categories of persons with appropriate qualifications and/or prior training and experience, deemed to be adequate by the University, may be admitted.

Access to the Qualification:

Medical Officers:

MBChB or equivalent degree registered with the Health Professions Council of South Africa (HPCSA), with appropriate postgraduate experience, preferably in general surgery (including accident and emergency care), obstetrics and gynaecology, and paediatrics.

Others:

Basic professional registration and the minimum of an appropriate three-year degree acceptable to Senate, with appropriate postgraduate experience.

Recognition of Prior Learning:

Recognition of prior learning procedures used for access to this programme:

Health care workers with at least a two-year national diploma in a health-related field, and five years of appropriate experience, registered with the appropriate professional body, will also be accepted on application and approval by the Head of the School.

Applicants who do not meet the formal requirements in 8.1(a)-(c) but who have other appropriate qualifications or prior experience which provide them with a level of competence which is deemed by the Senate to be adequate for the purpose of study in the Programme, may be admitted in terms of University general Rule GR7(b).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Total credits required; 128 Credits.
Total credits year 1; 64 Credits.
Total credits year 2; 64 Credits.

Year 1:

Module; Credit rating; Foundation, core or elective:
> Medical Law and Ethics, Public relations and Counselling; 16 Credits; Foundation.
> Injuries and Introduction to Forensic Sciences; 16 Credits; Foundation.
> Clinical Forensic Medicine; 16 Credits; Core.
> Anatomy and Physiology, Death and its Obligations; 16 Credits; Core.

Total Credits (Year 1); 64 Credits.

Year 2:

Module; Credit rating; Foundation, core or elective:
> Legal, Administrative, Health and Safety Aspects; 16 Credits; Core.
> Death and Special Circumstances, including Toxicology; 16 Credits; Elective.
> Autopsy, Techniques and Pathophysiology; 16 Credits; Elective.
> Scene Investigation, Evidence and Applied Forensic Science; 16 Credits; Elective.
> Human Identification, Preservation and Reconstruction; 16 Credits; Elective.
> Medico legal writing, Imaging and Mock Trial; 16 Credits; Core.

Total Credits (Year 2); 64 Credits.

A learner's choice of core and elective modules will depend upon background and prior training, as well as the present or intended job description of the learner, but the combination of modules selected must produce a total of 64 Credits in year 1 and 128 Credits for the entire two-year programme.

Learning components; Number of Credits allocated; NQF Level:

Fundamental modules; 32 Credits; NQF Level 7.

Core modules; 64 Credits; NQF Level 7.

Elective modules; 32 Credits; NQF Level 7.

EXIT LEVEL OUTCOMES

Learners will be able to:

1. Understand the criminal and civil legal system in South Africa, and its application within health care.

2. Deal ethically with clients, families and other stakeholders in forensic health care situations and render effective bereavement and trauma counselling services.

3. Distinguish between different kinds, causation, nature and effects of injuries, trauma and death, and their significance in terms of the judicial process.

4. Optimally gather, record and store information and evidence, and compile medico legal reports relating to forensic cases.

5. Prepare adequately for legal prosecution in cases of sexual assault, paediatric abuse, woman and elder abuse, torture, poisoning and intoxication and mental illness.

6. Use procedures of forensic pathology and special investigations to enhance understanding of forensic incidents, e.g. photography, odontology and scene of crime investigations.

7. Assess, plan, implement, manage and evaluate forensic services (including mortuaries) at institutional and regional level within the context of the national health policy and international guidelines.

8. Practise effectively as a leader and member of a forensic health team.

9. Select and perform appropriate procedures and techniques for the collection and preservation of tissues and specimens, and for the reconstruction of human remains for disposal.

10. (Medical practitioners only) Perform an adequate autopsy within legal, ethical and medical guidelines.

Critical Outcomes:

The Exit Level Outcomes developed on this programme meet all the requirements of the SAQA critical outcomes. The learners will acquire:

Core skills in critical analysis and problem solving, numeracy, writing and presentation.

An appreciation of the values and concerns of the different communities in which they will be living and working, the responsibilities and leadership roles they are expected to fulfil and the ethics of their chosen careers.

The ability to make connections across disciplines and be sensitised to the moral issues of our society.

Specifically:

SAQA critical outcome

Applying critical and creative thinking in the identification and solving of problems in forensic health practice.

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

Organising and managing him or herself and his or her activities effectively.

Collecting, analysing, organising and critically evaluating information.

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

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

Demonstrating and 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 the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
> Reflecting on and exploiting a variety of strategies to learn more effectively.
> Participating as responsible citizens in the life of local, national and global communities.
> Being culturally and aesthetically sensitive across a range of social contexts.
> Exploring education and career opportunities.
> Developing entrepreneurial opportunities.

ASSOCIATED ASSESSMENT CRITERIA

1. Client services and counselling in forensic cases must be provided in an ethical, humane and therapeutic manner.

Competence tested by using realistic case scenarios, and critically observing the learner's application of knowledge and skills to intervention processes, creative resolutions, approaches to counselling and other therapeutic options.

2. Assessment of clients and others in forensic situations must be done thoroughly and in a manner that supports due process.

Competence tested by observing the learner's application of legal requirements and precepts and ethical policies to case scenarios and circumstance, as described in 1) above.

3. Clinical medical examinations in forensic situations must be conducted with care, sensitivity and professionalism, with due regard to legal and ethical requirements, and to the scientific value of evidence.

Competence tested by observing whether appropriate prescribed policies and guidelines and good practice standards are applied to the clinical examination and assessment of patients, by observations on bedside skills and techniques.

4. Medical practitioners only: Autopsies must be performed and results recorded effectively and comprehensively.

Competence tested as in 3) above, but applied to the forensic pathology corpse.

5. All evidence must be handled, recorded and stored in a manner that maintains the chain of evidence.

Competence tested by appraisal of the learner' practical techniques of specimen collection and processing and evaluation of learner his or her insight into the rationale and underlying principles of laboratory tests requested.

6. Presentation of evidence in reports and court proceedings must be done professionally and competently.

Competence tested by review and feedback on written medico legal reports submitted in the form of assignments upon clinical cases examined; learner participation in the capstone module (mock trial) will assess oral evidence in court proceedings.

7. Professional opinion given must be based upon critical thinking and evaluation of facts and evidence from crime scene, clinical and pathology findings and laboratory investigations.

Competence tested by interrogation of reports and opinions, both in the written form as well as in seminar discussions, and in the mock trial.

8. Additional investigations, using methods such as photography and odontology, must be done in a manner that enhances the understanding of the forensic incidents.

Competence tested by evaluation of basis and justification of special investigations requested from reports, assignments and presentations in clinical cases and at seminar discussions.

9. Forensic services at all levels of the health care system and community for which the learner is responsible, must work effectively and smoothly.

Competence tested by observing the learner's resourcefulness in problem solving in their own clinical work environments, and as deliberated in seminar discussions specifically directed at home-ground issues.

10. The contribution of the learner to the forensic team must be constructive and appropriate.

Competence tested by observations and assessment of learner contribution to group work and in team effort around casework.

Integrated Assessment:

Formative Assessment:

Learning and assessment are integrated. The scheme of work includes tests and assignments, clinical/practical work and evaluation of competency at clinical/practical skills.

In the modules with practical content, the learner's portfolio (in the form of a logbook or record of achievements), will be used to assess progress. The process is continuous and focuses on smaller sections of the work in limited numbers of outcomes.

Summative Assessment:

The learner's abilities to manage and integrate a larger body of knowledge and to achieve the stated outcomes of a course module, will be tested. The mock trial experience will form a 'capstone' module, requiring students to integrate learning from diverse modules into their presentation.

The summative assessment focuses on the learner's ability to integrate knowledge and skills in practical health-care related situations relevant to his or her particular area of specialisation.
The schedule of work and assessment includes tests and assignments, clinical/practical work and evaluation of competency at clinical/practical skills, designed around the nature of the modules, where applicable.

Summative assessments include end-of-module examinations in both theory and practicals.

INTERNATIONAL COMPARABILITY

Several forensic medical establishments in other countries offer equivalent qualifications for similar purposes, where distinction is made between academic training for specialist registration purposes and skills training for practical applications.

The International Association of Forensic Nurses has a practical training programme and their representatives have conducted forensic nurse training workshops in South Africa; our clinical forensic course has been shaped by this influence.

The University of Dundee in Scotland has a Bachelor of Medical Science (Forensic Medicine) for doctors and a Bachelor of Nursing (Forensic Medicine), both for one year and for the same purpose as our intended postgraduate diploma will serve, to teach basics of forensic medicine and science to medical and nursing postgraduates.

The University of Central Lancashire has a 2-year Postgraduate Diploma: Forensic Medicine and Bioethics designed to meet the needs of forensic physicians (police surgeons-the equivalent of our District Medical Officers/district surgeons), equivalent to the British DMJ (Diploma: Medical Jurisprudence). This can follow into a Master's degree with an additional year of research and dissertation modules.

The Victorian Institute of Forensic Medicine in Australia (Monash University) has a Postgraduate Diploma: Forensic Medicine, which "aims to produce graduates who have a sound knowledge of medico-legal principles and enhanced skills in providing clinical forensic services to the community".

ARTICULATION OPTIONS

Credits may be transferable between this and other education institutions in South Africa, where applicable and where similar programmes exist.

Some modules on other programmes (such as Communication and Counselling) are recognised and cross-listed on this programme.

The programme is designed for the achievement of a qualification as a whole at the end of two years of study.

MODERATION OPTIONS

Criteria for registration of Assessors:

Assessors will be used in a manner that complies with the quality management system of the University of KwaZulu-Natal and accords with the institution's tuition and assessment policies. This will also apply to the appointment of outside persons.

The teaching staff of the Medical, Nursing and Law Schools of the University of KwaZulu Natal are appropriately qualified and professionally registered, and fulfil the role of examiners for all course modules.

Qualifications; The minimum requirement for appointment as a lecturer or external marker is a Degree or appropriately advanced qualification in Forensic Medicine/Pathology and appropriate experience; the legal content of the Programme will be dealt with by legal practitioners with an LLB/LLM.

Mentorship; Senior members mentor all junior and new members of staff as they work together in teams.

Training; All new members of staff undergo an orientation session and are given clear guidelines on how to assess particular pieces of work.

Moderation options:

Appropriate individuals or bodies external to the University, such as the relevant standards-generating body for forensic services (National Forensic Pathology Services Committee), will be engaged to act as moderators of examination papers and scripts for all course modules.
The relevant professional statutory bodies (HPCSA/SANC) responsible for the registration of specific professional qualifications play a role in determining specific aspects of the curriculum relevant to such qualifications, in these circumstances fulfilling a moderating role.

All modules will be externally moderated.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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 KwaZulu-Natal