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 Paediatrics

SAQA QUAL ID	QUALIFICATION TITLE
9371	Master of Medicine in Paediatrics
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		Rehabilitative Health/Services
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		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 purpose of the qualification is to produce graduates with research expertise, 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.

Rationale:
Training paediatric specialists in South Africa is crucial due to the high burden of child-specific diseases and a national shortage of paediatricians. With a significant portion of the population being children, specialized training ensures that healthcare professionals are equipped to address diverse and complex paediatric health needs. It enhances the quality of child healthcare services and reduces mortality rates. Moreover, it addresses the unequal distribution of paediatric healthcare resources across provinces, ensuring that all children have access to specialized care regardless of their location.

The purpose of the qualification is to produce graduates with specialist training in the branch of Paediatrics, who may be registered at the level of specialist with the Health Professions Council of South Africa and may proceed to Doctoral studies.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning

There are no other options for entry into the qualification as it leads to specialist clinical practice as a Medical Practitioner registered with the Health Professions Council of South Africa.

Entry requirements:
The minimum entry requirement for this qualification is:

Bachelor of Medicine and Bachelor of Surgery, NQF Level 8.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at NQF Level 9 totalling 480 Credits.

Compulsory module, NQF Level 9, 480 Credits:

Application of Basic Medical Sciences in Paediatrics, 120 credits

The Principles and Practice of Ambulatory and Hospital Paediatrics I, 65 credits

Research Report I, 70 credits

Community Paediatrics, 80 credits

The Principles and Practice of Ambulatory and Hospital Paediatrics II, 70 credits

Research Report II, 75 credits.

EXIT LEVEL OUTCOMES

1. Demonstrate competence in clinical skills at the specialist level.
2. Evaluate, teach and implement research findings in the practice of the branch of specialisation.
3. Apply 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. Assess the principles and practice of medicine from the basic to an advanced level, and can train others in the speciality.
5. Demonstrate self-direction and independence in his or her learning to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations, and evaluate her or his own progress.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Use problem-solving techniques, which draw on her or his multi-faceted knowledge, to arrive at a diagnosis for a patient

Communicate efficiently and effectively with the patient, other health care workers, and the community, e.g. to obtain a history, to communicate a treatment ,regimen and to explain the medical condition

Show sustained competence in psychomotor skills necessary for the practice of specialist skills in the branch studied

Use instruments and equipment necessary for the practice of specialist skills in the branch studied

Associated Assessment Criteria for Exit Level Outcome 2:

Show 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

Conduct all research with due regard for the moral, legal and ethical accountability and requirements of the profession

Practice 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

Guide junior candidates who are studying or working in the same branch of specialisation

Associated Assessment Criteria for Exit Level Outcome 3

Show respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language and culture.

Demonstrate 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.

Consider both the impact of health care on the environment as well as the impact of the environment on health.

Strive to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and use his or her professional capabilities to contribute to community as well as to individual patient welfare by the practice of this branch of specialist medicine.

Associated Assessment Criteria for Exit Level Outcome 4

Teach, through practice at the specialist level, the application of knowledge from the basic to an advanced level to other professionals.

Communicate this knowledge by teaching undergraduates and supervising more junior colleagues in the speciality.

Associated Assessment Criteria for Exit Level Outcome 5

Use 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.

Acknowledge responsibility for continuing professional development (CPD) to keep up to date with new developments and to maintain accreditation and meet statutory CPD requirements.

Identify personal limitations and develop the capacity of self-audit and participate 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.

In order to promote, monitor, and measure student learning throughout a course, no single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required.

INTERNATIONAL COMPARABILITY

This qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered.

Country: United Kingdom
Institution: University College London
Qualification: Member of the Royal College of Paediatrics and Child Health (MRCPCH)

Similarities:
Graduates may register with the relevant Medical Council as a Paediatrician for both qualifications.
Both curricula include theoretical and clinical aspects, which include workplace-based learning while practicing in a supervised clinical environment.

Differences:
Basic Paediatric training in the UK is three years in duration compared to four years in South Africa. Following basic training as a paediatrician, candidates complete an additional three years of sub-specialist training. MRCPCH requires completion of three written assessments and a clinical assessment, compared to the two written assessments, clinical assessment, and portfolio required by the College of Paediatrics in South Africa. In addition, registration with the Health Professions Council of South Africa requires completion of a research report.

Country: Australia
Institution: Royal Australasian College of Physicians
Qualification: Fellowship of the Royal Australasian College of Physicians

Similarities:
Graduates register with the relevant medical council as a Paediatrician. Both curricula include theoretical and clinical aspects, which include workplace-based learning while practicing in a supervised clinical environment. Both programmes include workplace-based assessment within their assessment strategies..

Differences:
Basic training as a Paediatrician is three years in duration compared to four years in South Africa. The initial three-year programme is followed by an additional three years of advanced training to become a Fellow of the Royal Australasian College of Physicians.

ARTICULATION OPTIONS

This qualification offers both possibilities of horizontal and vertical articulation.

Horizontal Articulation:

Master of Medicine, NQF Level 9.

Master of Science in Medicine, NQF Level 9

Vertical Articulation:

Doctor of Medicine, NQF Level 10.

Doctor of Philosophy, NQF Level 10.

Diagonal Articulation:
Diiagonal articulation is not possible as there is currently no NQF level 9 on the OQSF, although this may change in future.

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 quinquennially. 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