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 THAT HAS PASSED THE END DATE: 

Diploma: Tropical Medicine and Hygiene 
SAQA QUAL ID QUALIFICATION TITLE
9587  Diploma: Tropical Medicine and Hygiene 
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
National Diploma  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  120  Level 7  Level TBA: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 0695/12  2012-07-01  2014-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2015-12-31   2019-12-31  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
96521  Postgraduate Diploma in Tropical Medicine and Hygiene  Not Applicable  NQF Level 08  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the qualification is to develop specialised skills and knowledge and to prepare learners to deal with the major problems of human health and disease in the tropical environment. The diploma emphasises those conditions likely to be seen in developing countries, so contributing to the need in our country and in sub-Saharan Africa for practitioners in the field of infectious diseases. 

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 discipline 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.

FORMALLY ACCREDITED LEARNING
A typical applicant is registered for independent practice as a medical practitioner with the Health Professions Council of South Africa (HPCSA) and as such holds the minimum of the NQF Level 7 qualification of Bachelor of Medicine and Bachelor of Surgery of the University or other University-approved qualification - consult the application information for the year of study for which application is being made.

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 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 OUTCOMES
1) Problem-Solving Ability

The qualifying learner is competent to perform high order problem solving techniques (collecting, analysing, organising and critically evaluating information) and to apply these techniques in the field of tropical medicine and hygiene.


2) Understanding the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:

In the contexts of the whole individual and his or her place in the family, society, the population and the environment, the qualifying learner will have knowledge of health and its promotion, disease and its prevention, and management in these contexts.


3) Knowledge of Tropical Medicine and Hygiene Practice and the Application Thereof

The qualifying learner is competent to apply his or her knowledge of the major problems of human health and disease which have prevalence higher in the tropical than in the temperate zones in practice.


4) Attitudes and Values

The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects of tropical medicine and hygiene, 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.


6) Working with others as members of a team, group, organisation, community

The qualifying learner will be competent to work with others as a member of a team, group, organisation and community.


CRITICAL CROSS-FIELD OUTCOMES
a) "identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made." See exit level outcomes 1, 2 and 3.
b) "working with others as a member of a team, group, organisation, community." See exit level outcomes 2 and 6.
c) "organising and managing oneself and one's activities responsibly and effectively." See exit level outcomes 1, 2, 3 and 5.
d) "collecting, analysing, organising and critically evaluating information." See exit level outcomes 1, 2 and 3.
e) "communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion." See exit level outcomes 2 and 6.
f) "using science and technology effectively and critically, showing responsibility towards the environment and health of others." See exit level outcomes 1, 3 and 5.
g) "demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation." See exit level outcomes 1, 2, 3 and 4.
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 exit level outcomes 5.
ii. "participating as responsible citizens in the life of local, national and global communities;" see exit level outcomes 1 and 4; note also that 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 exit level outcomes 2 and 4.
iv. "exploring education and career opportunities." See exit level outcome 5.
v. Developing entrepreneurial opportunities." See exit level outcomes 5. 

ASSOCIATED ASSESSMENT CRITERIA 
1. The qualifying learner demonstrates:
  • the ability to develop the most appropriate approach to the solution of problems.
  • the ability to identify key principles in the practice of tropical medicine and hygiene.
  • the application of principles of epidemiology and biostatistics to good clinical practice and management of tropical medicine and hygiene services.
  • appropriate decision making regarding management and treatment or referral based on the above and on current evidence.


    2. In the context of the individual patient the qualifying learner will be able to:
  • integrate basic science and clinical skills to manage patients who are sick with infections diseases.
  • obtain an appropriate history and understanding of the patient's reason for encounter, perform a complete examination, interpret the findings to reach an assessment of the patient's problems and formulate, with the family, plans for investigation and management, including opportunistic health promotion.

    In the context of the family, community and population the qualifying learner will be able to:
  • collect and record health-relevant information in a systematic and reliable way; use this information to identify health problems and apply it to manage these problems.
  • analyse the burden of disease within the community and the environment, in terms of socio-economic, political, ecological and behavioural determinants of disease.
  • apply the principles of disease and disability prevention and health promotion within the context of promoting a healthy environment.
  • work with others in a team.


    3. The qualifying learner is able to:
  • identify key issues in tropical medicine and hygiene.
  • demonstrate understanding of the epidemiology, spread, pathogenesis and pathology of diseases.
  • investigate epidemics.
  • initiate appropriate laboratory investigations and interpret independently the most common laboratory tests relating to these diseases.
  • advise on, or initiate and supervise, measures to control and prevent such diseases.
  • institute appropriate infection control and isolation measures.
  • collate, interpret and record all relevant information, and plan a management programme.


    4. 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. The qualifying learner:
  • uses appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both in the discipline and as a responsible citizen.
  • demonstrates skills in essential writing, critical reading, computing and public speaking which are required to successfully complete the course, as well as for their roles as managers.
  • 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 if applicable.
  • 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.


    6. The qualifying learner will:
  • recognise the nature and scope of the various professional health disciplines;
  • work effectively with others in the health-care team, understanding the need to have managerial, communicative, research and educational skills for this purpose.
  • demonstrate respect for the essential roles which other health workers play in health care and show a willingness to work effectively within a team.
  • be competent to communicate effectively both orally and in writing with peers, colleagues, patients and their families, members of the health care team and the public.


    INTEGRATED ASSESSMENT
    Assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, coursework assignments and tasks that contribute to the final mark. Such methods assess students' progress towards the professional and academic competencies set out in the exit level outcomes listed above. Summative assessment may be conducted by means written examinations and examination equivalent assignments 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.

    ENTRY TO THE QUALIFICATION
    A typical applicant
  • is registered for independent practice as a medical practitioner with the Health Professions Council of South Africa (HPCSA) and as such holds the minimum of the NQF Level 7 qualification of Bachelor of Medicine and Bachelor of Surgery of the University or other University-approved qualification - consult the application information for the year of study for which application is being made.
  • has completed the required internship and compulsory community service
    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 written and oral English, and in the terminology of the chosen field.

    ARTICULATION DURING THE QUALIFICATION
    Some of the courses which make up this diploma are common to the Diploma in Public Health and would be recognised towards this qualification.

    ON COMPLETION OF THE QUALIFICATION
    At exit level, the qualification DTM&H could articulate with the Diploma in Public Health 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, 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 is 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. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.