SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Emergency Medical Care

SAQA QUAL ID	QUALIFICATION TITLE
88323	Master of Emergency Medical Care
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Not Applicable	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0733/25	2024-06-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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:
The qualification aims to provide emergency services professionals with critical thinking and research skills and encouraging understanding of the different aspects in the provision of emergency care. This aims at improving practice through critical evaluation, as well as knowledge generation. This will benefit individuals, healthcare services and the public through improvement in service delivery through knowledge generation and reaching new insights and understanding of clinical practice. It will also further individual's career pathways.

The qualification is located within the academic pathway. Learners will develop advanced research and critical appraisal skills and be conversant with the methods of healthcare research. Learners will identify a research problem, follow accepted processes in collecting and analysing data, and produce a research report for examination.

Graduates will be able to contribute to knowledge generation at an advanced level. It also aims to give emergency service leaders the skills to solve complex problems in the field. Graduates will be able to reflect critically on theory, and deal systematically and creatively with complex issues. They will be able to design research, critically appraise evidence and communicate their findings clearly. They will show self-direction, originality and plan and solve tasks autonomously.

The qualification does not hold professional registration and does not confer a professional designation at a professional body. A typical learning pathway for learners to enter the master's degree after obtaining a Bachelor's degree in Emergency Medical Care, and after graduation they may enter a doctoral degree. In the world of work graduates may enter clinical practice, or healthcare management, or an academic pathway as an educator and/or researcher.

Rationale:
The intention behind the institution to offer the qualification is to develop academics within the profession in emergency care. This need is acknowledged by the National Department of Health (DOH) and the Health Professions Council of South Africa (HPCSA).

The Department of Health (DOH) also required changes to the content and standards of training in emergency care to accommodate the expanded scope of practice. The expanded scope includes intervention that was hitherto regarded as medical intervention. The professionalisation of the Emergency Care profession by the Departments of Health and Education requires a cadre of professionals with credentials at a National Qualification Framework/Higher Education Qualification Framework level that will further contribute to the academic, intellectual, and research rigour of the profession.

Whilst there is a shortage of supply and increasing demand for Emergency Care graduates, there is a dire shortage of Master's Graduates. Universities offering the Bachelor Emergency Medical Care Degree need Master in Emergency Medical Care qualified academics. There is currently minimal South African research influencing policy on Emergency Care teaching and learning, pre-hospital clinical care and even emergency services organisational efficiency. Cape Peninsula University of Technology and other Higher Education Institutions offering undergraduate study in emergency care have a pedagogic and moral responsibility to produce research and researchers that influence evidence informed policy and clinically relevant and valid practice of emergency care in South Africa. Given the great need for, and the scarcity of, well qualified emergency care workers in South Africa, the offering of this qualification will play a crucial role related to the emergency care research void and growing challenges of the emergency medical care community - patients and practitioners alike.

The Master of Emergency Medical Care aims to produce critical thinkers and complex problem solvers in the field of emergency medical care. This will enable evidence based and effective care and services to be delivered to the public, through both knowledge generation and critical appraisal and application of existing knowledge. It will also enable advanced education as graduates may transition into teaching at education institutions. The need has been identified by the National Department of Health and the Health Professions Council of South Africa, professional Board for Emergency Care, though the qualification does not lead to professional registration. Candidates will be drawn from the profession of emergency care and hold a Bachelor's degree in Emergency Medical Care. Graduates may go on to hold positions as clinicians, healthcare managers or academics.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.
RPL for access:

Applicants who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio or other appropriate assessment methods that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
RPL for exemption of modules

An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.
RPL for credit:

An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or appropriate method of assessment that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
Entrants must hold a:

Bachelor of Emergency Medical Care degree at NQF 8, or cognate Health Sciences degree
Or

Post Graduate Diploma at NQF 8, provided the applicant has completed a formal research methods subject of at least 18 credits at NQF 7 or higher.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The Master of Emergency Medical Care consists of one module worth 180 credits.
Module:

Emergency Medical Care and Rescue Research. (180 credits at NQF 9).

EXIT LEVEL OUTCOMES

1. Demonstrate advanced application of concepts, ethics, theories and analytical processes in relation to the chosen focus area.
2. Access, analyse, organise and critically evaluate existing knowledge.
3. Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in the chosen focus area.
4. Demonstrate in-depth understanding of own position in relation to major debates within the chosen field.
5. Demonstrate specialist forefront knowledge and expertise in the chosen field and the competency to apply these creatively within the chosen field.
6. Critically analyse and evaluate the outcomes of interventions, techniques, strategies or processes in the chosen field.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria 1:

Critically analyze the ethical considerations and implications of research methodologies within the chosen focus area.

Synthesize relevant theories and concepts to formulate research questions and hypotheses that address complex issues in emergency care.

Apply advanced analytical techniques to interpret data and draw meaningful conclusions in the context of emergency care research.

Demonstrate comprehensive understanding and integration of interdisciplinary knowledge to advance the field of emergency care through original research.

Associated Assessment Criteria 2:

Critically assess the relevance and quality of existing literature and research within the chosen focus area.

Systematically organize and synthesize existing knowledge to identify gaps and formulate research questions.

Apply advanced analytical techniques to evaluate the validity and reliability of existing data and findings.

Demonstrate comprehensive understanding by integrating diverse sources of knowledge to support original research conclusions.

Associated Assessment Criteria 3:

Critically select and justify the use of appropriate research designs and methodologies for the chosen focus area.

Apply advanced research techniques to collect and analyze data, ensuring rigor and validity in the research process.

Integrate diverse technologies effectively to enhance the research process and presentation of findings.

Produce a comprehensive research report that clearly communicates findings, implications, and recommendations, demonstrating a high level of scholarly competence.

Associated Assessment Criteria 4:

Critically evaluate major debates and theoretical perspectives within the chosen field to articulate a well-informed position.

Synthesize diverse viewpoints and evidence to support and defend your position in scholarly discussions.

Demonstrate comprehensive understanding by effectively communicating own position and its implications for the field.

Reflect critically on how own position aligns with or challenges existing paradigms and contributes to ongoing debates.

Associated Assessment Criteria 5:

Critically evaluate the latest advancements and research within the chosen field to maintain a specialist level of knowledge.

Integrate advanced concepts and techniques to develop innovative solutions to complex problems in the chosen field.

Demonstrate expert application of specialized knowledge and skills in practical and theoretical contexts.

Reflect critically on the application of forefront knowledge to enhance professional practice and contribute to the field's development.

Associated Assessment Criteria 6:

Critically assess the effectiveness and impact of interventions, techniques, strategies, or processes within the chosen field.

Apply advanced analytical methods to evaluate the outcomes and identify areas for improvement.

Synthesize evaluation findings to provide evidence-based recommendations for enhancing practice in the chosen field.

Demonstrate comprehensive understanding by integrating evaluation results into broader theoretical and practical contexts.

Integrated Assessment
Learners will be assessed on the submission of a research thesis. Learners must have obtained scientific and ethics approval to conduct the research study and collect data. Learners must compile a research report in accordance with norms and standards of a master's degree.

Formative Assessment:
Draft submissions and supervisor feedback of chapters may be considered to be formative assessment. Another significant formative assessment is submission to scientific and ethics committees.

Summative Assessment:
There is only a single summative assessment event, which is the submission of a thesis for marking.

INTERNATIONAL COMPARABILITY

Internationally, we did not find any research only masters programs for Emergency Medical Care. In Australia, post graduate masters programs in paramedicine offer both coursework and research, as a form of specialisation in a field. Paramedics do have the option of completing a generic Health Sciences Research Masters, but this is not specific to paramedicine.

Edith Cowen University (Perth, Australia) offers a Master of Critical Care Paramedicine, aimed at preparing paramedics as specialists in critical care and retrieval medicine. The program is run over two years, and includes specialist clinical coursework, as a well as a 20 credit research report in the second year. The subject structure is as follows:

Year 1, Semester 1

Advanced Cardiac Studies (20 Credits)

Advanced Obstetrics for Paramedics (20 Credits)

Year 1, Semester 2

Critical Care Practicum (Intensive Care Phase) (20 Credits)

Paediatrics for Critical Care Paramedics (20 Credits)

Evidence-Based Practice (20 Credits)
Year 2

Retrieval Medicine (20 Credits)

Advanced Clinical Examination and Leadership for Paramedics (20 Credits)

Medical Science Masters Project (20 Credits)

Entry to this program requires at least a 3-year Bachelor's degree in Emergency Medicine, though RPL and relevant work experience also offer entry.

In the United Kingdom, The University of Hertfordshire offers the Master of Science (MSc) in Advanced Paramedic Practice. Two pathways are present; Primary and Urgent Care and the Emergency and Critical Care Pathway. The program is completed over three years of structured coursework with both pathways offering yearlong clinical subjects pertinent to their pathways. Both pathways offer Research Methods in the second year of study (15 Credits) and complete a 30-credit research dissertation in the third year This program offers both coursework and research, with the course work focusing on advanced clinical practice. Entry to this program requires a paramedic bachelor's degree, or honours degree.

Year 1
Critical Care Pathway

Advanced Patient Assessment and Clinical Reasoning (15 Credits)

Advanced Airway Management and Ventilation (15 Credits)

Management of the Critically Ill or Injured Patient (30 Credits)
Urgent Care Pathway

Advanced Patient Assessment and Clinical Reasoning (15 Credits)

15 credit optional module

Minor Illness and Minor Injury for Advanced Practice (30 Credits)
Year 2
Both pathways

Research Methods (15 Credits)

45 credits from optional modules
Year 3
Both Pathways

Preparation for Research Project (15 credits)

15 credit optional module

Research Project (30 credits)

These programs have smaller research components than the Master's degree in Emergency Medical Care. The international masters programs require extensive course work. Much of the clinical specialisation present in these coursework master's degrees is completed in the 4-year, South African Bachelor of Emergency Medical Care. The research only Master's in Emergency Medical Care is thus somewhat unique.

These programs were chosen as exemplars from the UK and Australia, as these two countries' post graduate paramedic education systems are closest to South Africa's. The programs are comparable to the Master of EMC, as they require a bachelor's degree to enter. They are different, in that their primary aim is to develop clinical specialities, much of which is done in the South African 4-year Bachelor's program. The MEMC is focused on preparing researchers and offers no credits for any course work.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:
As this is a full research programme, horizontal articulation will not be possible.

Vertical Articulation:
This qualification articulates vertically:

Doctoral qualification in Emergency Medical Care or other cognate areas such as Public Health, Medicine, Forensic Medicine and Education.

Diagonal Articulation
There are no diagonal articulation possibilities for this qualification. Diagonal articulation to the OQSF is not possible, as there are currently no NQF level 10 OSQF qualifications.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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.	Cape Peninsula University of Technology