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 Medical Genetics 
SAQA QUAL ID QUALIFICATION TITLE
99719  Master of Medicine in Medical Genetics 
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  480  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 the qualification is to provide learners with a wide range of Master-level knowledge, attitudes and skills. This qualification is diverse and entails specialty training in Medical Genetics whereby learners will conduct clinical rotations in Prenatal, Paediatric and Adult Medical Genetics.

This qualification enables learners to:
  • Understand Dysmorphology, Teratogenic Disorders, Metabolic Disorders, Neurogenetics, Cardiogenetics and Cancer Genetics (amongst others).
  • Have a theoretical and practical education in Genetics and Communication.
  • Conduct laboratory rotations in Cytogenetics and Molecular Genetics.
  • Complete a research project.

    Rationale:
    This qualification is for medical graduates with a Bachelor of Medicine, Bachelor of Surgery (MBBCh) who would like to specialise in Medical Genetics.

    Currently there are very few Medical Geneticists in South Africa who are able to deal with all forms of medical genetic deformities which are common in our country e.g. Down Syndrome, Developmental Delay, birth defects, etc. Therefore, the provision of well-trained practitioners in this area of specialisation is the key to providing the service that the South African community needs.

    An application was made to the Health Professions Council of South Africa (HPCSA) to consider Medical Genetics as a new primary specialty. This has been approved by the HPCSA and has been placed in the gazette as a primary specialty.

    Medical Genetics is a rapidly growing field and it is essential that South Africa has appropriately trained specialists nationally to take this specialty forward and to provide the necessary service and training in South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL process will be applied in accordance with university and faculty policy. Learner applications for RPL will be considered on a case by case basis in line with faculty policy requirements. The Institution has an Assessment Policy and Recognition of Prior Learning (APRL) policy in place.

    The qualification conforms to the University's Policy for the Assessment and Recognition of Prior Learning (ARPL) as well as the ARPL 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. The APRL process is subjected to the Faculty's quality assurance process. Unsuccessful applicants may appeal according to the relevant appeal procedures as stated in the University's General Calendar Part 1.

    RPL may be used to grant access to the qualification by learners who do not meet the minimum entry requirements and to award advanced standing.

    Entry Requirements:
    For admission the candidate must:
  • Be in possession of a Bachelor of Medicine, Bachelor of Surgery (MBBCh)
    And
  • Be registered with the Health Professions Council of South Africa.
    And
  • Have completed the required period of community service, namely at least twelve months experience in Paediatrics and/or Obstetrics and Gynaecology and/or Internal Medicine. This experience should be obtained in a Level 2 or higher facility. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification entails a course work component with 3 (three) compulsory modules and a Research Report, totalling 480 Credits.

    Coursework Modules, Level 9:
  • Medical Genetics for Specialists, 105 Credits.
  • Genetic Counselling for Specialists, 105 Credits.
  • Clinical Genetics for Specialists, 210 Credits.
  • Research Report, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate expertise in research by evaluating and implementing research findings in the practice of the branch of specialisation.
    2. Demonstrate ethical, compassionate and skilled ability to conduct all aspects of specialist medical practice, both in relation to the care of individuals and of populations.
    3. Demonstrate knowledge of the principles and practice of medicine from the basic to an advanced level and train others in the specialty.
    4. Demonstrate self-direction and independence to become a lifelong learner, and recognise personal educational needs, utilise appropriate learning situations and evaluate own progress. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Evaluate research, review literature, design and perform a study, collect data, perform and interpret statistical analyses on data, interpret results and draw conclusions.
  • Conduct 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 apply it in practice.
  • Demonstrate research mastery through the production of a research report.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background, opportunity, language and culture.
  • Refer patients to practitioners who are more appropriately qualified to treat certain conditions.
  • 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.
  • Improve patient care to reduce inequalities in health care delivery and to optimise the use of health care resources in our society and use professional capabilities to contribute to community as well as to individual patient welfare by the practice of this branch of specialist medicine.
  • Use problem-solving techniques and draw on 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 to obtain a history, to communicate a treatment regime and to explain the medical condition.
  • Demonstrate the psychomotor skills necessary for the practice of specialist skills in the branch studied.
  • Demonstrate competence and responsibility in the use of instruments and equipment necessary for the practice of specialist skills in the branch studied.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Guide and supervise junior candidates who are studying or working in the same branch of specialisation.
  • Teach, through clinical practice at the specialist level, the application of knowledge from the basic to an advanced level to other professionals.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use appropriate strategies for learning that will prepare one for continued professional development throughout life, both as a medical practitioner and as a responsible citizen.
  • Acknowledge responsibility for Continuing Professional Development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory Continuous Professional Development (CPD) requirements.
  • Identify personal limitations; develop the capacity of self-evaluation and participate in the peer review process, showing a willingness to seek help when necessary.

    Integrated Assessment:
    The qualification provides for both formative and summative assessments. The formative assessment focuses not only on theoretical knowledge, but also on the integration of knowledge and competencies during practical examination sessions that include clinical cases. For the purposes of this qualification summative assessment learners are subjected to the Colleges of Medicine of South Africa examination. Apart from written and practical examinations, candidates are required to engage in a research project and to submit a mini-dissertation.

    The assessment approach of the qualification is based on the principles of integrated assessment since the assessment activities are focused on the different dimensions of the purpose of the qualification which is to reflect critically on theory and its application. Integrated assessment takes the form of an appropriate variety of assessments methods for example; written and oral examinations, problem-solving assignments, projects, presentations, case studies, portfolios, log books, clinical reports, assessment of clinical competence through simulated and clinical assessment in situ, Objective Structure Clinical Examinations (OSCE) and the successful completion of a mini-dissertation. Assessment associated with the Neonatology curriculum is undertaken within the context of the learner's everyday clinical practice. As such it is implemented within the reality of current workplace and workforce issues and the needs of health service provision.

    It is also expected that learners submit a satisfactorily completed logbook and the presentation or acceptance for presentation of an original first author research poster or paper at a local or international congress OR submission or acceptance for publication of an original first or co-authored manuscript in a peer reviewed journal. The portfolio/logbook is a mandatory requirement for entry to the examination and should include six-monthly formative assessments (as a minimum) from the supervisor/divisional head, which is to be signed by both candidate and trainer. These logbooks are reviewed, monitored and assessed by the Head of Department. A portfolio may be judged as being unsatisfactory if any of the required minimum number of identified activities has not been satisfactorily completed. 
    		•

    INTERNATIONAL COMPARABILITY 
    A comparability study was conducted to establish whether the design of this qualification is similar to international qualifications.

    The University of Texas offers a Master of Science in Diagnostic Genetics which aims to make an important contribution to improving health care through applied research. Learners engage with outcome-based clinical research and clinical applications.

    The qualification in Diagnostic Genetics concentrates on the mastery of interpretive skills in major areas of the field including:
  • Cancer Genetics and Genomics.
  • Infectious Disease Genetics and Genomics.
  • Pre- and Post-natal Genetics and Genomics.
  • DNA Forensic Science.
  • Model Organism Genomics.
  • Bioinformatics and Diagnostic Genetics and Genomics.

    The University of British Columbia (UBC) in Vancouver offers the Master of Science in Medical Genetics. Learners gain knowledge about genetic, epigenetic, genomic, and bio-informatic methodologies to gain insight into diseases such as cancer, diabetes, obesity, neurodegenerative and neurological disorders and other genetic diseases. Furthermore, learners engage with research that is interactive which involves local, national and international collaborations which further enrich the research experience.

    Learners pursue a clinical research for diagnosis, prevention and treatment of genetic disease. Research in the Department of Medical Genetics covers the study of Human Genetics with areas of focus in mammalian development, regulation of gene expression, genetic diseases due to single gene or complex inheritance, birth defects, reproduction, cancer, immunology, genomics, bioinformatics, ethics and population health.

    Conclusion:
    This qualification compares favourably with the above-cited international qualifications as all the qualifications are inter-disciplinary and learners are required to spend a large amount of time either teaching in hospitals or laboratories as well as diagnosing patients. In addition the qualifications are similar as they all entail a coursework component and a research component. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with the following qualifications offered by the University of Witwatersrand. They are:

    Horizontal Articulation:
  • Master of Science in Medicine, Level 9 (ID: 9513).

    Vertical Articulation:
  • Doctor of Medicine, Level 10 (ID: 93612).
  • Doctor of Science: Medicine, Level 10 (ID: 9539).

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Master of Medicine, Level 9.
  • Master of Medicine in Medical Genetics, Level 9.

    Vertical Articulation:
  • Doctor of Medical Science, Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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.