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
80128  Bachelor of Medicine and Bachelor of Surgery 
ORIGINATOR
Walter Sisulu 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  480  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 
This professional qualification is designed to produce medical practitioners with the requisite knowledge, skills and attitudes to practice medicine in various settings.

It will equip the learner with:
  • A solid foundation in biomedical sciences, clinical and population medicine, with insight into healthcare, its promotion, and the prevention and management of the pattern of diseases in South Africa.
  • The competence to holistically manage diverse health problems in individuals, families and communities that the graduate will serve within primary, secondary, and tertiary healthcare settings.
    Clinical skills to apply fundamental biomedical and behavioural science learning appropriate to arrive at a clinical decision, incorporating professional judgement, communication abilities and ethical practice.
  • Communication, teamwork, and lifelong learning skills are necessary to function effectively within the healthcare team.
    Technical and analytical skills to conduct impactful Research that is socially responsive to community needs.

    The key attributes portrayed by the MBChB graduate are:

    Clinical Competence, Communication Skills, Professionalism, Critical Thinking and Problem-Solving, Teamwork and Collaboration, Commitment to Lifelong Learning, Resilience and Adaptability, Public Health Awareness, Self-Awareness and Reflection, Accountability and Responsibility.

    After completing the degree, graduates will exhibit the knowledge and practical clinical skills necessary to perform various tasks as a medical practitioner. These skills and competencies are articulated in the exit level outcomes (ELOs), which are aligned with the purpose of the qualification and the competency profile required for the medical practitioner role.

    The ELOs are:
  • Apply Biomedical, Clinical, Public Health, and Psychosocial Knowledge.
  • Diagnose and manage patients appropriately.
  • Utilise Scientific and Evidence-Based Approaches.
  • Promote and maintain the health of individuals and the community.
  • Display Professionalism and Ethical Conduct.
  • Communicate effectively with patients, their families, the community and the healthcare team.
  • Work Effectively in Teams and Health Systems
  • Engage in Lifelong Learning and Reflective Practice

    Rationale:
    The National Department of Health and the HPCSA have recognised the country's serious shortage of medical doctors and its negative impact on the quality of health services. This is more pronounced in rural and previously disadvantaged areas of the country. The Human Resources for Health Strategy 2030 reinforces the need for medical professionals as a plan for improving both general and specialised services to the population.

    This qualification will produce competent, ethical, and socially accountable, future-ready medical doctors equipped to respond to South Africa's unique health challenges. This will lead to improved healthcare services and health indicators across the country and address the rural-urban health disparities. This effect on community health will positively impact the national economy and citizens' quality of life by improving their access to and the quality of healthcare services received. Improving the community's health will have an economic impact by reducing healthcare costs that derive from the control and prevention of diseases and work absenteeism.

    This qualification is accredited by the Health Professions Council of South Africa (HPCSA) and was developed in collaboration with the HPCSA, the Eastern Cape Department of Health and in alignment with the Department of Health's Human Resources for Health Plan.

    The qualified learner is registered with the Health Professions Council of South Africa (HPCSA) as a medical practitioner and professional, and their scope of practice addresses the health system's specific clinical and medical demands. Medical Practitioners work across multiple units such as Emergency, Outpatient, Medical, Surgical, and Maternity departments and theatres.

    The qualification targets motivated school leavers and individuals strongly interested in community-based medical and clinical practice. Graduates are equipped to take on essential clinical and medical responsibilities, filling a critical human resource gap within the public health sector.

    This qualification forms part of the Higher Education Qualifications Sub-Framework. It offers a defined learning pathway for school-leavers and healthcare workers aspiring to become medical practitioners. Graduates may further their studies professionally into Master of Medicine qualifications and various academic qualifications in the HEQSF, such as Honours and Postgraduate Diplomas at NQF 8 horizontally in related fields such as epidemiology, health systems management, etc. They can further their studies vertically into relevant master's and doctoral degrees.

    This qualification benefits WSU learners by providing access to a purposeful and in-demand career pathway, strengthening district-level services, and supporting national development goals. Its broader impact includes improved health outcomes in underserved communities, strengthened health system efficiency, and increased employment opportunities in the health sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of prior learning will be applied by the institutional RPL policy, which aligns with the national policies and guidelines of SAQA and the CHE.
    RPL may be used for access and/or advanced standing (exemption of credits) for the Bachelor of Medicine and Bachelor of Surgery qualification.

    RPL candidates are required to submit a documented application. This process is handled by a special admissions (RPL) committee, which reports to the Senate for the final decision.
    RPL applicants with relevant competences gained by employment exposure before entering the qualification will have to demonstrate these in the form of a submitted portfolio that links competences gained to the ELOs of the qualification and the related modules. In these cases, the application should be accompanied by a detailed Portfolio of Evidence (PoE), which will be evaluated by a faculty RPL panel integrated by internal and external experts. The panel also decides on the need for additional interviews or practical assessments. The panel recommendations will be forwarded to the faculty board and senate for a final pronouncement. The Senate recommendation is communicated to the applicant.

    Entry Requirements:
  • National Senior Certificate (NSC) with endorsed. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of compulsory modules module at Level 5,6,7and 8 totalling 819 credits.

    Compulsory Modules, NQF level 5 totalling 63 Credits:
  • Human Behavioural Science and Medical Ethics, 12 Credits.
  • Medical Physics, 13 Credits.
  • Medical Chemistry, 13 Credits.
  • Medical Biology, 13 Credits.
  • Communication and Clinical Skills, 12 Credits.

    Compulsory Modules, NQF level 6 totalling 159 Credits.
  • Cell Biology and Cell Metabolism, 30 Credits.
  • Nutrition, GIT and Metabolism, 38 Credits.
  • Musculoskeletal, 27 Credits.
  • Neurosciences, 23 Credits.
  • Community-Based Education and Service (COBES) I, 16 Credits.
  • Cardiorespiratory, 25 Credits.

    Compulsory Modules, NQF level 7 totalling 169 Credits.
  • Renal and Reproduction, 25 Credits.
  • Clinical Skills I, 12 Credits.
  • Man, environment, stress adaptation & disease, 30 Credits.
  • Disorders of growth, cardiovascular & respiratory system, 24 Credits.
  • Disorders of the alimentary system & the genitourinary tract, 24 Credits.
  • Neuro-endocrine, skin & musculoskeletal disorders, 22 Credits.
  • Community-Based Education and Service II, 12 Credits.
  • Community Medicine II, 8 Credits.
  • Clinical Skills II, 12 Credits.

    Compulsory Modules, NQF level 8 totalling 144 Credits.
  • Internal Medicine I, 24 Credits.
  • Obstetrics and Gynaecology I, 24 Credits.
  • Psychiatry I, 24 Credits.
  • Paediatrics and Child Health I, 24 Credits.
  • General Surgery and Radiology I, 24 Credits.
  • Community Medicine III, 12 Credits.
  • Forensic Medicine, 12 Credits.
  • Orthopaedics, 12 Credits.
  • Anaesthesiology, 12 Credits.
  • Ophthalmology, 12 Credits.
  • Otorhinolaryngology, 12 Credits.
  • Family Medicine I, 12 Credits.
  • Integrated Longitudinal Community Clerkship, 72 Credits.
  • Family Medicine II, 24 Credits.
  • Internal Medicine II, 24 Credits.
  • Obstetrics and Gynaecology II, 24 Credits.
  • Psychiatry II, 24 Credits.
  • Paediatrics and Child Health II, 24 Credits.
  • General Surgery and Radiology II, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply Biomedical, Clinical, Public Health, and Psychosocial Knowledge.
    2. Diagnose and manage patients appropriately.
    3. Utilise Scientific and Evidence-Based Approaches.
    4. Promote and maintain the health of individuals and the community.
    5. Display Professionalism and Ethical Conduct.
    6. Communicate effectively with patients, their families, the community and the healthcare team.
    7. Work Effectively in Teams and Health Systems.
    8. Engage in Lifelong Learning and Reflective Practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Integrate foundational sciences and clinical knowledge to diagnose, manage, and prevent illness.
  • Explain disease processes, integrating normal and abnormal human structure and function knowledge.
  • Apply the preventive, promotive, curative and rehabilitative approach to patient management.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Conduct history-taking and physical examination effectively.
  • Draw evidence-based and patient-centred management plans.
  • Select and interpret diagnostic tests using clinical reasoning.
  • Select and perform essential therapeutic procedures safely and ethically.
  • Use appropriate technology and instruments in a resource-conscious manner.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply scientific reasoning and critical thinking in clinical decision-making.
  • Interpret and apply research findings to improve patient care and population health.
  • Design evidence-based health and service plans to manage and prevent common health conditions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply epidemiological principles to patient and community health management.
  • Apply principles of health systems to patient referrals and resource allocation.
  • Identify and address social determinants of health in the management of patients.
  • Identify and address public health priorities and determinants of health, particularly in the South African context.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Adhere to legal, ethical, and professional standards in all interactions with patients, families, colleagues, and society.
  • Practices with honesty, accountability, empathy, and respect for diversity and patients' rights.
  • Apply ethical principles of medico-legal frameworks relevant to South Africa in simulated and realistic environments.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Communicate effectively with peers and the healthcare team in written and spoken forms.
  • Establish rapport with patients and families, listening actively in a compassionate and culturally sensitive manner.
  • Use appropriate language and communication strategies, including in local languages where possible, to present and defend ideas.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Collaborate with healthcare team members across disciplines and levels of care.
  • Apply strategies for problem-solving and collaborative patient care in alignment with health system dynamics, resource allocation, and policy implications.
  • Functions effectively as a team member and leader in clinical settings.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Access scientific information utilising current technology and information systems.
  • Critically appraise medical literature applying evidence-based practices.
  • Self-assess, seek feedback, and engage in continuous professional development.
  • Apply current advances in medicine, health systems, and global health trends to the service and patient management.

    Integrated Assessment
    Multiple modes of assessment are used to ensure the attainment of the knowledge, skills and attitudes intended by the qualification. These include written tests (MEQs), practical and clinical exams (OSPEs, OSCEs and IPAs), portfolio-based (logbooks and case reports), and workplace-based (assessment by tutors/supervisors). Integrated forms of examination are used to assess the various learning domains simultaneously at the end of each module and phase, where multiple disciplines are examined simultaneously, rather than a discipline-based examination. The clinical competencies are evaluated in the WIL using workplace-based assessment. WIL accounts for 57.5% of the notional hours in the qualification. The assessment approach articulated above ensures that the various ELOs are assessed and developed in an integrated manner.
    Formative Assessment 60%:
    This qualification puts more stress on continuous assessment with the provision of frequent formative feedback for learners' reflection on learning. This is offered in all the regular activities such as tutorials, individual and collective assignments, case discussions, and WBAs, allowing the development of knowledge and professional competencies beyond the disciplines. Formative assessment accounts for 60% of the final module mark.

    Summative Assessment 40%:
    The OSPE/OSCE, MEQ and IPA are the cornerstones of the summative assessment in this Problem-Based Learning and Community-Based Education Curriculum. It accounts for 40% of the final mark for each module. 
    		•

    INTERNATIONAL COMPARABILITY 
    Our MBChB qualification is comparable to international institutions such as the University of Newcastle in Australia and the University of Manchester in the UK.

    Country: Australia
    Qualification: Bachelor of Medicine and Bachelor of Surgery (The MBBS).
    Institution: The University of Newcastle.
    Purpose: to produce graduates who can practise according to the General Medical Council (GMC) professional standards for all doctors.
    The graduate attributes/ELOs:
    Demonstrate an ability to think critically, proficiency in clinical reasoning, an insight into research and scientific method, resourcefulness and creativity, and an ability to cope with uncertainty.
    Possess an integrated core knowledge of biomedical, behavioural, population and clinical knowledge relevant to the understanding and managing problems and conditions encountered in the first year of the postgraduate Foundation Qualification.
    Possess a range of generic (transferable) skills which are expected of all university learners.
    Demonstrate competence in those core clinical, interpersonal, and practical/technical skills relevant to the commencement of the postgraduate Foundation Qualification and in line with the GMC's 'Outcomes for Graduates'.
    Demonstrate appropriate professional behaviours in all aspects of clinical practice.
    Demonstrate attitudes consistent with 'Duties of a Doctor' as defined by the GMC in 'Good Medical Practice.
    Be able to broaden academic, individual and professional perspectives through study.
    Qualification structure: the first two years are dedicated to foundation in medical sciences, clinical skills, ethics and professionalism. The final 3 years are fully dedicated to clinical rotations, clerkships, assistantships and placements that cover all relevant areas of medicine and surgery. It also includes an elective rotation of the learner's choice.

    Similarities:
    The purpose of the MBBS in Australia is similar to that of WSU in training professional doctors. The ELOs are also similar.
    The structure of the qualification and assessment methods (OSPE, OSCE, WBA and IPA) are aligned with the PBL approach to learning and the clinical rotations and competences required, which is similar to WSU.
    T&L methods: Newcastle, like WSU, also uses a PBL approach with an early exposure of learners to the community and clinical settings.
    Supporting future medical careers: Early clinical exposure across the five years and a balanced mix of clinical rotations, including primary healthcare and community settings, provides insight into articulation into future careers. This is similar to WSU.
    Recognition and certification with a National Professional Body provided by the GMC (equivalent to HPCSA).
    Entry requirements: General Certificate of Secondary Education is required for six subjects in Grades 9-4 or A*-C, including English Language and Maths in Grades 6/B or above. This is aligned with the NSC and a university endorsement at WSU.
    NQF level and articulation opportunities, both qualifications articulate into Master of Medicine qualifications and Master's level academic qualifications.

    Differences:
    The main difference between the two qualifications is that this qualification lasts five years compared to the 6 years of WSU.
    Country: United Kingdom (UK)
    Qualification: The MBChB.
    Institution: The University of Manchester

    Purpose of the qualification: to train learners to become competent and ethical doctors, focusing on practical experience, personalised learning, and clinical placements within the NHS. The qualification also emphasises developing professional behaviours, clinical skills, and fostering lifelong learning.
    Graduate attributes:
  • Knowledge and Understanding:
    > Core Biomedical and Clinical Sciences .
    > Clinical Skills.
    > Public Health and Health Promotion.
  • Professionalism and Personal Qualities.
  • Critical Thinking and Problem Solving.
  • Teamwork and Collaboration.
  • Global Citizenship and Social Responsibility.

    Similarities:
    The purpose of the MBChB at Manchester University, UK, is similar to WSU's in training professional doctors. The ELOs are also similar.
    The qualification structure and assessment methods align with the PBL approach to learning and the clinical rotations and competencies required, similar to WSU.
    T&L methods: It emphasises integrated learning, incorporating basic sciences, clinical skills development, and opportunities for personalised learning through excellence pathways and clinical placements. It focuses on facilitated group discussions, which are similar to WSU.
    The structure of the qualification and assessment: the qualification utilises mixed learning methods, focusing on case-based discussions and facilitated group activities to foster critical thinking, communication, and self-directed learning. It includes written examinations, OSCEs, WBA, and a reflective portfolio.
    Entry requirements: Applicants need at least seven GCSEs (General Certificate of Secondary Education) at grade A (7) or A* (8+), including English Language, Mathematics, and at least two science subjects at grade B (6). These requirements are similar to those of the NSC at WSU, which has a university endorsement.
    Recognition and certification with a National Professional Body provided by the GMC. In South Africa, this is provided by the HPCSA. They are thus aligned.
    NQF level and articulation opportunities, both qualifications articulate into Master of Medicine qualifications and Master's level academic qualifications.

    Differences:
    Duration: The main difference between the two qualifications is the 5 years for the qualification, compared to the 6 years at WSU
    The exit level outcomes for these qualifications are similar to those of WSU, with alignment to the CanMEDS framework, and leading to recognition as medical professionals registered with their professional bodies. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Science, NQF level 8.
  • Bachelor Honours in Physiology, NQF Level 8.
  • Bachelor Honours in Anatomy, NQF Level 8.
  • Bachelor Honours in Biochemistry, NQF Level 8.
  • Postgraduate Diplomas in Chemical Pathology, NQF Level 8.
  • Postgraduate Diplomas in Health Promotion, NQF Level 8.
    Postgraduate Diplomas in Health Sciences Education, NQF Level 8.

    Vertical Articulation:
    Master of Public Health, NQF Level 9.
    Master of Health Sciences Education, NQF Level 9.
    Master of Business Administration, NQF Level 9.

    Diagonal Articulation:
    This is a highly specialised professional qualification; thus, there is no diagonal articulation. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Minimum criteria for the registration of assessors will be a Masters degree within the relevant field that is taught. All staff members within the Schools of Medicine will take part in this programme. 

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

    NOTES 
    This is an existing innovative medical programme that has been followed at the University of Transkei Medical School since 1992. The only modification is that a 5year curriculum has been introduced from January 2000 instead of the conventional 6 year curriculum, in line with what has been suggested by the Health Professions Council of south Africa (HPCSA) through its Medical and Dental Professional Board Subcommittee for Undergraduate Education and Training (see UET1 / September 1999 document from the Medical and Dental Professional Board Subcommittee for Undergraduate Education and Training, page 13, point 6.1) 

    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. Walter Sisulu 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.