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: 

Master of Medicine in Internal Medicine 
SAQA QUAL ID QUALIFICATION TITLE
9329  Master of Medicine in Internal Medicine 
ORIGINATOR
University of Witwatersrand 
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  480  Level 8 and above  NQF Level 09  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   2031-06-30  

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 
The purpose of the qualification is to produce graduates with specialist training in the branch of Internal Medicine, who may be registered at the level of specialist with the Health Professions Council of South Africa.

The purpose of the qualification is also to produce graduates with expertise in research, which includes the ability to evaluate and implement research findings in the practice of the branch of specialisation and the ability to guide junior candidates if the graduate is in an educational setting.

Hence, graduates have competence in the practice of a specialist field and can contribute to the need for specialist practice and research skills in the health sciences in South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Formally accredited learning
A typical applicant
  • Is registered for independent practice as a medical practitioner with the Health Professions Council of South Africa and as such holds the minimum of the NQF Level 7 qualification of Bachelor of Medicine and Bachelor of Surgery of the University or an equivalent University-approved qualification - consult the application information for the year of study for which application is being made.
  • Holds the equivalent of an approved full-time training post in the University's Academic Complex or other centre approved by the University.
    Applicants who do not hold registration for independent practice are also accepted provided they have limited registration with the HPCSA

    In order to comply with the points mentioned above, it is assumed that the applicant shows competence in numeracy, written and oral English, and in the terminology of the chosen field.

    Recognition of Prior Learning

    Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Exit Level Outcome

    1 Clinical Knowledge and Competence

    The qualifying learner is competent in clinical skills at the specialist level

    2 Research Ability

    The qualifying learner shows expertise in research and the ability to evaluate, teach and implement research findings in the practice of the branch of specialisation.

    3 Attitudes and Values

    The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects of specialist medical practice, both in relation to the care of individuals and of populations.

    4 Teaching Role

    The qualifying learner has knowledge of the principles and practice of medicine from the basic to an advanced level and is able to train others in the speciality.

    5 Self Development

    The qualifying learner will have acquired and will demonstrate self direction and independence in his or her learning in order to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations and evaluate her or his own progress.

    Critical Cross- Field Outcomes (CCFO's).

    a) "Identifying and solving problems in which responses display that the responsible decisions using critical and creative thinking have been made"- See ELO 1, 2, 4 and 5.

    b) "Working with others as a member of a team, group, organisation, community."- See ELO 1, 3.

    c) "Organising and managing oneself and one's activity responsibly and effectively."-See ELO 1, 2, 3 and 5.

    d) "Collecting, analysing, organising and critically evaluating information"- see ELO 1 and 2.

    e) "Communicating effectively using visual, mathematical or language skills in the modes of oral and/or written persuasion."- See ELO 1, 2, 3, 4.

    f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others."- See ELO 1, 2 and 5

    g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation."- See ELO 1, 2 and 3.

    h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

    i. Reflecting on and exploring a variety of strategies to learn more effectively;"-see ELO 1,2,4 and 5
    ii. "Participating as responsible citizens in the life of local, national and global communities;"- see ELO 1,2,3,4 and 5; note that the learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
    iii. "Being culturally and aesthetically sensitive across a range of social contexts;" - see ELO 1,3, and 4
    iv. "Exploring education and career opportunities" - see ELO 1 and 5.
    v. "Developing entrepreneurial opportunities."- See ELO 5 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Clinical knowledge and competence

    The qualifying learner demonstrates specialist skills of a standard which enables him or her to sit the external examination in the speciality administered by the Colleges of Medicine of South Africa, or the internal University examination.
    The learner:
  • Uses problem-solving techniques, which draw on her or his multi-faceted knowledge, in order to arrive at a diagnosis for a patient
  • Is able to communicate efficiently and effectively with the patient, other health care workers and the community, e.g. in order to obtain a history, to communicate a treatment regime and explain the medical condition
  • Shows sustained competence in psychomotor skills necessary for the practice of specialist skills in the branch studied
  • Is competent and responsible in the use of instruments and equipment necessary for the practice of specialist skills in the branch studied

    2. Research ability
    The qualifying learner
  • Shows research mastery through the production of a research report which demonstrates skills including the ability to evaluate research, review literature, design and perform a study, collect data, perform and interpret statistical analyses on data, interpret results and draw conclusions
  • Conducts all research with due regard for the moral, legal and ethical accountability and requirements of the profession
  • Practices Evidence-Based Medicine by critically evaluating published literature in the field (e.g. on the topics of new therapies and drugs) and applies it in practice
  • Is able to guide junior candidates who are studying or working in the same branch of specialisation

    3. Attitudes and values
    The qualifying learner
  • Shows respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language and culture
  • Where applicable, refers patients to practitioners who are more appropriately qualified than he or she is to treat certain conditions
  • Demonstrates an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care and the provision of care to populations
  • Considers both the impact of health care on the environment as well as the impact of the environment on health
  • Strives to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and uses his or her professional capabilities to contribute to community as well as to individual patient welfare by the practise of this branch of specialist medicine.

    4. Teaching role
    The qualifying learner:
  • Can teach, through clinical practice at the specialist level, the application of knowledge from the basic to an advanced level to other professionals
  • Communicates this knowledge by teaching undergraduates and supervising interns and more junior colleagues in the speciality.

    5. Self development
    The qualifying learner
  • Uses appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both as a specialist doctor and as a responsible citizen
  • Acknowledges responsibility for continuing professional development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory CPD requirements
  • Identifies personal limitations and develops the capacity of self audit and participates in the peer review process, showing a willingness to seek help when necessary

    Integrated Assessment

    Integrated assessment is performed on a continuous basis through evaluation of performance in clinical practice. Further, the research report that the learner submits is used in the integrated assessment of research mastery. 
    		•

    ARTICULATION OPTIONS 
    This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally. Further, an applicant registered at another university for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

    Entry to the qualification

    At entry level, an applicant is registered as a medical practitioner with the Health Professions Council of South Africa and as such holds the minimum of the NQF Level 7 qualification of Bachelor of Medicine and Bachelor of Surgery degree of the University, or an equivalent recognised by the Senate: further, the applicant holds the equivalent of a full-time training post in the University's Academic Complex or other centre approved by the University.

    Articulation during the qualification
  • After a specified minimum period of registrar training, having passed the final examination, and after the submission and approval of a research report, the learner may choose to exit with the MMed degree. Such a student may register the MMed degree against his or her name but cannot be registered as a Specialist with the Health Professions Council of South Africa (HPCSA); the HPCSA requires that an MMed be pursued for four years in order to gain such specialist registration. Such a learner may, however, be able to register in another country.
  • After a specified minimum period of training, the learner may elect to write the examinations administered by the Colleges of Medicine of South Africa for Specialisation, but the learner still cannot register as a Specialist with the HPCSA unless he or she has had registrar training in an MMed programme for four years.
  • The learner may complete the four years and write the University examination but not complete the research report. In this case the MMed (Int Med) degree is not awarded but the candidate may register as a specialist with the HPCSA, provided he or she has passed the exit professional examination of the Colleges of Medicine of South Africa.

    On completion of the qualification
  • Qualifying learners, (i.e. after four years of training as a registrar in the specialist field, the submission and approval of a research report, and successfully passing a final examination) qualify with the MMed degree from the University and may register with the Health Professions Council of South Africa as a Specialist in the branch studied.
  • Qualifying learners may proceed to sub-specialist training.
  • Qualifying learners may proceed to doctoral level, usually to the Doctor of Philosophy degree (PhD), but an MMed is not a prerequisite for entry to the PhD. 
    		•

    MODERATION OPTIONS 
    Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, the Health Professions Council of South Africa performs moderating functions. Whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quintessentially. The moderating body for qualifications of the University will become the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider. Examiners appointed by the College of Medicine of South Africa are drawn from South African universities which have been registered as public higher education providers by SAQA. 

    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. University of Witwatersrand 


    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.