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 Science in Medicine 
SAQA QUAL ID QUALIFICATION TITLE
9513  Master of Science in 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  240  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 combine the development of advanced skills and knowledge in one of a number of fields offered, with research competence, by following one of two routes:

A. MSc (Med) (by coursework and research report)
B. MSc (Med) (by dissertation).

The Master of Science degree is a more academic track than the clinical Masters degree. The qualifying MSc (Med) graduate is competent in research and can apply advanced knowledge and techniques acquired in the practice or research of the chosen field. In this way the graduate contributes to the need in our country for practitioners who have competence in research in their field of study. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner must have previously gained a knowledge and understanding of both the structure and content of the field and of related concepts and knowledge systems underlying the discipline. The learner should have had opportunities to use his/her knowledge to solve problems independently while considering the implications. This may have been achieved either by formally accredited learning or in part by experiential or work-based learning in the field.

Formally Accredited Learning

The typical applicant is the holder of a bachelor degree of at least four years' duration of the University, or an equivalent University-approved qualification - consult the application information for the year of study for which application is being made, and is required to have completed the degree such that the levels would give the candidate a reasonable chance of reaching the specified outcomes, in order to meet the requirements for registration for an MSc (Med).

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, 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. Students who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be admitted on condition that, upon admission, their curriculum is broadened over a longer period to include preliminary or parallel programmes. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
EXIT LEVEL OUTCOMES (ELO)

1 Problem-Solving Ability

The qualifying learner is competent to perform high order problem solving techniques (collecting, researching, analysing, organising and critically evaluating information at an advanced level) and to apply advanced techniques in the field.

2 Advanced Knowledge in the Field and the Application Thereof

The qualifying learner is competent to apply advanced knowledge to determine the causes of problems and to solve and manage problems in the particular field.

3 Research Competence

The qualifying learner shows expertise in research and the ability to evaluate and implement research findings in the field.

4 Attitudes and Values

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

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 and 3.

b) "Working with others as a member of a team, group, organisation, community."- See ELO 2, 4.

c) "Organising and managing oneself and one's activity responsibly and effectively."-See ELO 1, 2, 3, 4 and 5.

d) "Collecting, analysing, organising and critically evaluating information"- see ELO 1, 2 and 3.

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

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others."- See ELO 2, 3 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 5
ii. "Participating as responsible citizens in the life of local, national and global communities;"- see ELO 2,4 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 2, 4 and 5
iv. "Exploring education and career opportunities" - see ELO 5.
v. "Developing entrepreneurial opportunities."- See ELO 2 and 5 

ASSOCIATED ASSESSMENT CRITERIA 
1. Problem-solving ability
The qualifying learner demonstrates
  • The ability to select, apply, evaluate and/or develop the most appropriate advanced approach to the solution of problems
  • The ability to analyse information to arrive at a management programme
  • Application of diverse knowledge to development of appropriate solutions of problems, recognising wide-ranging factors including financial, environmental, health and technological aspects
  • Appropriate decision-making regarding management and treatment or referral based on the above and on current evidence
  • Enterprise in problem solving

    2. Advanced knowledge in the field and the application thereof
    The qualifying learner demonstrates
  • Both knowledge and application of that knowledge in the field
  • Competence as a practitioner in the field which includes:
  • Demonstration of leadership in advanced problem solving
  • Effective and critical use of advanced techniques in the field
  • Showing initiative and ability to work independently with professional responsibility in an advanced field being critically aware of one's own limitations
  • Appropriate referral to another practitioner where indicated
  • The ability to communicate effectively, both generally and professionally, either verbally or in writing
  • The ability to work effectively with others in a team, understanding the need to have managerial, communicative, research and educational skills for this purpose

    3. Research competence
    The qualifying learner
  • Shows research competence through the production of a dissertation or research report which demonstrates skills including the ability to evaluate research, review literature, ask relevant research questions, design and perform a study, collect data, perform and interpret statistical analyses on data, interpret results, draw conclusions and write the dissertation or research report in acceptable structure, style and language
  • Conducts all research with due regard for the moral, legal and ethical accountability and requirements of the profession
  • Practices evidence-based practice by critically evaluating published literature in the field and applies it in practice
  • Presents research to colleagues and can publish research findings.

    4. 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 the community as well as to individual patient welfare.

    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 practitioner 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

    Research reports or dissertation serve as the medium for integrated assessment. Formative assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, coursework assignments and tasks, as well as reports on research plans and designs. Such methods assess students' progress towards the professional and academic competencies set out in the exit level outcome listed above. The assessment instruments are designed to integrate clinical, theoretical and reflective competence. Furthermore in order to pass a course, and finally in order to qualify, the learner must demonstrate the advanced knowledge acquired. Formative assessment uses the modes of self-assessment, peer assessment and internal assessment by members of the academic staff of the Faculty. Summative assessment may be conducted by means of oral and written examinations, examination equivalent assignments, and assessment of research proposals and reports. These assessment instruments are designed to integrate practical, theoretical and reflective competence. 
    		•

    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 the University or another higher education institution 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

    A bachelor degree of at least four years' duration of the University, or equivalent qualification, and is required to have completed the degree such that the levels would give the candidate a reasonable chance of reaching the specified outcomes

    Articulation during the qualification
  • If the learner is registered for MSc (Med) by coursework and research report, the learner may exit, after completion of only the coursework component of the MSc (Med), with an Advanced Diploma of the University in the relevant field if this is available (many of these are due to commence in 2001)
  • The learner may be allowed to convert to a Doctor of Philosophy of the University before completion of the MSc (Med) by dissertation but an MSc (Med) is not a prerequisite for entry to the PhD.

    On completion of the qualification

    At exit level, the qualification articulates with the Doctor of Philosophy of the University. 
    		•

    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. 

    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.