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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Clinical Developmental Paediatrics 
SAQA QUAL ID QUALIFICATION TITLE
94793  Postgraduate Diploma in Clinical Developmental Paediatrics 
ORIGINATOR
University of Cape Town 
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 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  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   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 
Purpose:
The purpose of this qualification is to allow practising doctors to develop foundational skills in diagnosing developmental disorders and neuro-disability.
The trainees will also acquire the necessary skills in the assessment and multidisciplinary management of children with developmental disorders and neuro-disability.
Qualified doctors are therefore trained in the discipline to strengthen and deepen their knowledge in the field of developmental disorders and neuro-disability, thereby building capacity to improve child health in Africa. This enables and empowers these working professionals to undertake advanced reflection and development in this sub-area of their practice by means of training which is targeted at current thinking, practice and research methods in the area of developmental disorders and neuro-disability, and allows these skilled workers to use their knowledge gained to lobby for improving child health.

The learner will undertake a combination of dedicated clinical exposure with the staff in the clinical service for Developmental Paediatrics (the log book will record the number of patients and the range of conditions and will be signed by the clinical supervisor). This will focus the appropriate criteria for identification, assessment and management of children with these conditions. The learner will gain insight into the key recommended interventions and medications for children with developmental disorders. Furthermore, the learner will be expected to read from the recommended reading list, to have insight into the key developmental conditions, the log book will document the number and range of assessments.

Rationale:
The Department of Paediatrics has been training general practitioners from other African countries in terms of the African Paediatric Fellowship Programme (APFP) for some years. Those doctors who wish to and qualify for admission to a specialty or subspecialty training programme (of 4 and 2 years respectively) may apply for admission to such qualifications. However, many doctors and specialists cannot leave their jobs in the public health care sector in their home countries for extended periods of time, and thus have no desire to specialise or do research. Meanwhile there is a critical need for doctors in resource-poor areas to gain skills in diagnosing and managing (often through referral) the most acute paediatric diseases. This postgraduate diploma aims to help address that need.

The emphasis in the Postgraduate Diploma in Clinical Developmental Paediatrics would be on core diagnostic skills required at the point of first contact with health care facilities in resource-limited areas. It would help inform the general practitioner of the clinical status of the patient and assist him/her in making an informed referral to tertiary services. It would enable him/her to engage in a meaningful conversation with the specialist/subspecialist at the referral centre. This would optimise patient referral patterns for severe cases and reduce needless referrals for less severe conditions.

It is envisaged that the qualification may also be useful to South African doctors in resource-challenged health care settings, and even paediatricians-who are not necessarily exposed to these skills and techniques-would also find the training helpful.

The trainees, on their return to their home institution, will benefit from greater support and resources when they are able to demonstrate that they have acquired a recognised qualification. To date the trainees who are studying for a year in our department depart with no formal qualification.

Thus the process is going to be structured so that the trainees leave with a measurable and certified outcome.

The qualification is designed as an apprenticeship, with the majority of the studying based on a close trainer to trainee ratio and hands-on experience.

Lastly it must also be pointed out that a full sub-specialisation requires massive investment in infrastructure and this is not possible in some countries. For example, a subspecialist pediatric cardiologist needs an echocardiography machine, a catheterisation laboratory and ECG facilities, with technical and nursing staffing for all these facilities. In addition, a pediatric cardiologist needs a cardiac surgery programme, with the requisite cardiac anesthetist's, cardiac bypass technologists and intensive care facilities. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL will be possible whereby specific existing knowledge and skills will be assessed in one or more of the courses, against the outcomes of the course and in line with the assessment procedures of the course.

Entry Requirements:
Admission requirements to this qualification are:
  • Bachelor in medicine (MBBS, MBChB or an equivalent qualification).
  • Experience working in paediatrics; registered with HPCSA. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises 2 compulsory modules at NQF Level 8, totalling 120 Credits.
  • Clinical Management in Developmental Paediatrics, 90 Credits.
  • Essay: Transition and Translation of Knowledge, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Translates knowledge in relation to the disorders in their home country.
    2. Demonstrate competence in clinical case studies of common disorders in developmental paediatrics (covering the clinical presentation, assessment, management challenges and the co-morbidities identified).
    3. Perform a developmental assessment and interpretation on a typically developing as well as developmentally delayed young child.
    4. Manages own learning processes. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Knowledge of paediatric developmental disabilities is integrated and is translated to own practice.
  • Being mindful of context within which practice takes place, in this case, African context is demonstrated.
  • An awareness of the prevalence of children with developmental disorders in Africa and the challenges to correct diagnosis and implementation of care is demonstrated.
  • The necessary skills are introduced and how the resources could be implemented across all levels of health care-primary to tertiary level is demonstrated.
  • A basic understanding of the current definitions of developmental disorders is displayed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The multiple challenges faced in the management of these conditions is understood.
  • In the logbook a number of assessments performed is monitored and updated.
  • The number of selected studies are successfully interpreted and documented in a log book.
  • Identification, assessment and management of common developmental disorders are understood and demonstrated.
  • Problem solve in the area of specialisation of neurodisability is demonstrated.
  • Knowledge of current recommended international guidelines relevant to practice in the field is understood.
  • An assessment by another professional is correctly interpreted.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Findings in context of child's chronological and developmental age are interpreted.
  • Further assessments and management strategies for the child is recommended.
  • Techniques relevant to practice for evaluating developmental disabilities are applied.
  • Appropriate reports reflecting these findings are recorded.
  • Ability to communicate in clinical discourse to relate understandable approaches to care and interpretation of children with developmental disabilities.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Their level of skills and knowledge attained is maintained.
  • Remaining current with the latest literature on the subject is demonstrated.

    Integrated Assessment:
    Assessment is both formative and summative. Formative assessment is built on continuous feedback on both knowledge and clinical competence. Knowledge is then applied and such application assessed in an extended essay. In addition students are required to maintain a logbook. An exit examination takes place and is externally moderated. 
    		•

    INTERNATIONAL COMPARABILITY 
    An international comparability was conducted comparing this qualification to a qualification being offered at the Royal College of Paediatrics and Child Health in the United Kingdom.

    The Royal College of Paediatrics and Child Health offers the Postgraduate Diploma in Paediatric Neurodisability.

    The following competences specific to the specialty:

    Knowledge and Understanding:
  • Know the appropriate investigations for children suspected of having one or more neurodisabling conditions, including how to interpret results.
  • Know the range of therapeutic options, including how to access, evidence of benefit in the specific condition, potential side effects, complications etc, for neurodisabling conditions including medical and pharmacological therapies, other health based therapies, behavioural management options, educational options, "alternative" therapies.
  • Know the appropriate and effective interventions to use towards the best possible quality of life for the child, minimising the functional impact of impairments and preventing or managing associated medical conditions and mental health problems.
  • Know the objectives of paediatric follow-up for neurodisabling conditions, for example, know the positive difference that paediatric care would make, and how frequently the child might need to be seen and why.
  • Know how to access emergency health care for a range of potential emergency situations arising for children with neurodisabling conditions.

    Skills:
  • Be able to undertake comprehensive paediatric assessments of children with a range of potentially neurodisabling conditions.
  • Be able to collect, review, summarise and interpret information from a range of sources about individual children.
  • Be able to distinguish simple developmental delay from developmental disorders and know when to reassure and discharge and which cases might benefit from specific or multi-disciplinary input.
  • Be able to formulate effective management plans for children of different ages with neurodisabling conditions, including planning and interpreting investigations, therapy needs and ongoing paediatric care needs including long-term care planning where appropriate.
  • Be able to make appropriate use of neuro-diagnostic tools, including neuro-imaging, neurophysiology and metabolic biochemistry.

    Conclusion:
    This qualification compares favourably with the one being offered at the Royal College of Paediatrics and Child Health in terms of the competences. 
    		•

    ARTICULATION OPTIONS 
    Upon completion the qualifying learner can proceed horizontally to:
    Bachelor of Medicine in Bachelor of Surgery at NQF Level 8.

    Proceed vertically:
    Master of Arts in Neuropsychology at NQF Level 9. 

    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. University of Cape Town 


    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.