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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Family Medicine 
SAQA QUAL ID QUALIFICATION TITLE
94837  Master of Philosophy in Family Medicine 
ORIGINATOR
Stellenbosch 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
Master's Degree  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
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-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 ensure that learners acquire a high level of theoretical knowledge as well as practical skills and experience in the field of Family Medicine, via appropriate assimilation and analysis of new information, the ability to find workable solutions to problems and challenges, as well as practical application of knowledge accrued.
  • To prepare such learners to make a contribution to the strengthening of Family Medicine as a discipline.
  • To ensure that learners acquire the necessary skills to identify key research opportunities.
  • Initiate well-structured research studies and complete such studies.
  • To prepare learners with the necessary teaching skills to contribute to the effective learning of topics relevant to both the practice of Family Medicine and the development of the academic discipline.
  • To prepare learners who aspire to move to a higher level of academic research work for Doctoral Studies and to promote an approach based on academic integrity and professional ethics.
  • To contribute to the pool of academics with the competence and critical intellectual abilities to ensure advancement in the field of Family Medicine through developing a skilled scientific workforce of the highest caliber.
  • To prepare learners who can apply their skills to the task of answering the relevant questions and meeting the critical needs of the primary care patients.

    Rationale:
    The globally increasing burden of diseases has made appropriate training and research in the field of Family Medicine a priority. There is a gross under-representation of Family Medicine within the health care systems of most sub-Saharan African countries. There is an urgent need in South Africa and Africa as a whole both to generate our own research data as we cannot simply extrapolate from work done in other more developed continents, as well as to facilitate the acquisition of teaching skills that will foster effective and efficient learning of Family Medicine in African settings.

    This qualification will aim to address the need to properly train doctors with a thorough understanding of the principles of Family Medicine, teaching and learning in Family Medicine, and the research to contribute to improved patient care and to become leaders of the discipline in their own setting. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Institution has an Assessment and Recognition of Prior Learning (ARPL) policy in place.

    The Master of Philosophy in Family Medicine conforms to the institution's Policy for the Assessment and Recognition of Prior Learning (ARPL) as well as the RPL policy of the Faculty of Health Sciences.

    The policy defines the process that must be followed in the assessment of an application for Recognition of Prior Learning (RPL) at Postgraduate level and provides information pertaining to assessment tools that can be used in the assessment of RPL applications. In order to meet the requirements for the Master of Philosophy in Family Medicine learners would need to submit a portfolio outlining their relevant prior learning. The RPL process is subjected to the Faculty's quality assurance process. Unsuccessful learners may appeal according to the relevant appeal procedures as stated in the institution's General Calendar Part 1.

    Entry Requirements:
    For admission to this qualification, the learner:
  • Have an MBChB Degree (or equivalent qualification that enables registration with a professional body as an allopathic medical practitioner).
  • Should be currently registered with the licensing body of the country in which he or she is practicing (HPCSA or equivalent).
  • Must be working a in a context suitable for the practice of Family Medicine or Primary Care. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 6 compulsory modules at NQF Level 9, totalling 180 Credits:
  • Research proposal development, 10 Credits.
  • Research thesis, 90 Credits.
  • Chronic Disorders, Health Promotion and Prevention of Disease, 20 Credits.
  • Teaching and Learning in Family Medicine, 20 Credits.
  • Community-oriented Family Medicine, 20 Credits.
  • Leadership and Clinical Governance, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Write a research proposal for submission to the Health Research Ethics Committee in order to get permission to conduct the project.
    2. Present this work in the format of an original research article for submission to a scientific journal.
    3. Design and carry out an intervention that would address one of the high priority health issues.
    4. Describe the concept and steps of community-oriented primary care. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • An appropriate research question, aim and objectives for their study is identified and formulated.
  • A literature review related to the research question that supports an argument for the social and scientific value of the study is conducted and summarised.
  • Different study designs for answering the research question are considered and appropriate methods for the chosen study design are developed.
  • The ethical issues related to answering the research question and the study design are discussed.
  • Timeline and budget for the research project are planned.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Data as per the approved research proposal is collected, captured and analysed.
  • The data generated by means of appropriate statistical and/or qualitative methods as per the research proposal is analysed.
  • Appropriate conclusions from the findings of the study are interpreted, discussed and drawn.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Chronic care in primary health care setting is organised in a way that incorporates the principles of Family Medicine.
  • An audit in the practice with a view to improving the quality of care for a chronic condition of relevance at your workplace is implemented.
  • Current theories of disease prevention and health promotion to practice are applied.
  • The principles of palliative care and issues of death and dying are described and managed symptom control of dying patients.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • A community within which the practice is situated is defined and characterised.
  • The major health issues of that community are prioritised.
  • The role of the family physician as both teacher and learner is described.
  • Improving health care services appropriate to Family Medicine is demonstrated.

    Integrated Assessment:
    The research thesis is assessed by two independent examiners (that is to say, they must not have been involved in planning and conducting the study), one of whom should be an external examiner. Examiners (at least two) may be proposed by the supervisor, but must be recommended by the Postgraduate Qualification Committee of the Division of Family Medicine and Primary Care to the Committee for Postgraduate Teaching of the Faculty of Medicine and Health Sciences, who approves the appointment of the examiners in accordance with the Faculty's policy regarding the assessment and approval of Masters research assignments.

    The assignment, together with a copy of the guidelines for assessment and a copy of the standard (pro forma) report form, must be submitted by the Research Coordinator (and not the supervisor) to the examiners for assessment. The examiners must return the anonymous completed standard report form to the Research coordinator together with a detailed report.

    Examiners will be allowed a period of one month for assessing the research assignment. The report form for examiners must cover at least the aspects included in the faculty's standard marking schedule.

    The examiners are required to submit their recommendations to the Division in the following format:
    Learner passes:
  • Without amendments/changes required.
  • With proposed amendments/changes performed to the satisfaction of the supervisor.

    A learner fails:
  • Unless/until proposed amendments/changes have been performed according to the satisfaction of the examiner.
  • Outright. Learner then needs to submit a new research assignment.

    A mark is allocated to learners who pass. The mark for the research thesis is 30% of the total degree mark and is obtained by averaging the marks awarded by the external and internal examiners. In the case where a learner initially fails and then undergoes re-examination, the final examination mark awarded cannot be higher than 50%.

    In cases where the learner is judged to have failed the thesis outright, the Postgraduate Qualification Committee must appoint an ad hoc committee to review the reports of the examiners and to report back. The ad hoc committee must consist of the supervisor, and two other members of the Postgraduate Qualification Committee. After the ad hoc committee has dealt with the reports, the supervisor must carry out the decisions of the ad hoc committee before reporting back to the Postgraduate Qualification Committee.

    In the event of a markedly discrepant mark (difference of more than 20%) between internal and external examiners, the Postgraduate Qualification Committee will have the option to appoint a third examiner, already elected previously (see above) after informing the original two examiners.

    The thesis and written reports of the examiners are submitted via the Executive Head of the Department of Inter-disciplinary Health Sciences to the Assistant Registrar for further processing. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is internationally comparable with:

    Master of Family Medicine - Monash University, Australia:
    This qualification will significantly develop the learner's ability to access information, assess new concepts and critically analyse literature, while improving their clinical practice skills and opening the door to a career as a general practice/family medicine/primary healthcare academic, teacher or researcher.

    This qualification also fosters critical thinking to help learners function more effectively as a clinician, literature reviewer, teacher and researcher.

    This qualification also involves coursework.

    The core modules for the qualification covers general practice, chronic disease management, evidence based practice, teaching and learning and preventative care.

    The University of the West Indies offers the Master of Science in Family Medicine:
    Purpose of qualification:
  • To train postgraduate learners of medicine in a wide range of knowledge, skills and attitudes appropriate to the practice of Family Medicine in the Community.
  • To impart and enhance knowledge in the personal, family and social aspects of health, illness and disease.
  • To enhance professional competence, values and behaviours that is inherent to the discipline of Family Medicine.
  • To enhance the skills of critical reflection and assessment of professional activities, enabling them to meet the changing health needs of patients, families, and their communities, and the changing demands of health care in modem societies.
  • To promote skills in effective, continuing medical education, to revise past knowledge, and to keep abreast of advances in medical science and technology appropriate to primary care.
  • To enhance knowledge and skills in health promotion, disease prevention and risk management.

    Conclusion:
    Although the title of the qualification being offered by the University of West Indies, however, the purpose of the qualification compares favourably with the South African qualification. Similarities have been found with the modules and the purpose of the qualification being offered by the Monash University. Thus it is evident that the international qualifications compare favourably with the South African one thus to also enable articulation possibilities. 
    		•

    ARTICULATION OPTIONS 
    Upon completion of the qualification the learner may articulate horizontally to Master of Medicine in Emergency Medicine or Master of Medicine in Medicine at NQF Level 9 or may articulate vertically to Doctor of Philosophy in Community Health at NQF Level 10. 

    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. Stellenbosch 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.