Bachelor of Medical Science, Innovation and Entrepreneurship

Purpose

The Bachelor of Medical Science, Innovation and Entrepreneurship qualification aims to equip learners with the necessary knowledge and skills to fill various positions in medical science and create new knowledge through innovations in South Africa and across Africa.

The qualification provides a well-rounded education that combines theoretical knowledge, research methodology, and entrepreneurship skills. Graduates will be prepared for the workforce, professional training, and postgraduate studies, with a strong foundation in research methodology and problem-solving techniques. In an entrepreneurial context, the aim is to develop business acumen alongside their scientific skills, preparing to create and lead innovative startups, spin-offs, or health-tech enterprises. These learners are interested in bridging the gap between science and industry.

The qualification prepares learners for diverse careers in medical research, healthcare innovation, and business, enhancing both their technical and soft skills. It fosters critical thinking, leadership, and the ability to innovate in healthcare, ultimately contributing to the growth of medical science and innovation in the region.

Upon completion of the qualification, the qualifying learner will be able to

• Know key concepts in medical science, innovation, and entrepreneurship, including research methods, health technologies, and business principles.
• Demonstrate the ability to conduct research, develop healthcare solutions and lead teams.
• Apply entrepreneurial skills to create medical ventures or commercialize research and understand the integration of medical science with business, the impact of innovation on healthcare, and the ethical responsibilities in these fields.
• Integrate knowledge in medical science with innovation, and entrepreneurship skills (Inter-disciplinary knowledge).
• Conduct and critically interpret scientific research (Research and analytical skills).
• Create/conceptualise a business in healthcare (Entrepreneurial mindset).
• Lead and manage teams effectively (Leadership and teamwork skills) and act ethically in professional and research contexts (Ethical responsibility).
• Commit to lifelong learning (Adaptability) and create solutions for healthcare challenges (Awareness of global and local healthcare challenges).

In addition, learner attributes such as problem-solving, teamwork, self-management, critical thinking, and communication will be integrated throughout the learning process.

Learners will be equipped with the ability to access, process, and manage information effectively, a critical skill for both research and the development of innovative medical science. Emphasis will be placed on communicating information in a clear, professional manner, ensuring that learners can present research findings, scientific data, and innovative ideas to both academic and non-academic audiences.

Furthermore, ethics and health and safety will be integral aspects of the programme, ensuring students are prepared to navigate complex ethical dilemmas in medical research and innovation while adhering to regulatory standards and maintaining professional integrity. Through this holistic approach, the programme will foster the development of a well-rounded graduate who is prepared to contribute meaningfully to both the scientific community and society, equipped with the necessary scientific and technological skills to drive change in the healthcare sector.

Rationale

This 4-year qualification embraces the need to ensure greater relevance in a changing world of technological advancement, providing greater employment opportunities and training innovative thinkers. No similar qualification exists on the NQF.

Thirty years after the end of Apartheid, South Africa continues to suffer the consequences of 350 years of colonialisation and of an Apartheid education system designed to create economic dependency among the majority of the population, i.e. a labour force or employee. Even the post-Apartheid South Africa, the education system focuses on the core professional subject and largely neglects preparation for the economic environment in which future professionals will ply their trade. This is evidenced by the high number of unemployed university graduates who possess theoretical/practical professional know-how of their given qualification, and/or the high number of otherwise academically excellent white-collar professional university graduates who fail in business due to a lack of competitive entrepreneurial and innovative skillsets.

The proposed qualification is a conscious and deliberate effort to change this narrative, and it is a disruptive programme aimed primarily at creating the next generation industrial medical scientists who will be trained not only in biological sciences, but also in innovation and entrepreneurship, so that they are equipped to become employers or owners of commercial enterprises (entrepreneurs) rather than employees. This thinking is in line with the Economic Reconstruction and Recovery Plan (ERRP) announced by President Cyril Ramaphosa, in October 2020.

The qualification will further equip graduates with a unique combination of biomedical sciences, entrepreneurship, and innovation, preparing them for diverse career opportunities. Qualifying learners can pursue careers in medical research, healthcare innovation, management, or establish their own health-tech startups. They are also well-positioned to enter post-graduate studies in fields such as medical research and public health, or healthcare policy. This qualification responds to the need for a new generation of medical scientists who can not only contribute to scientific advancement but also create economic value through innovation and entrepreneurship, addressing healthcare challenges in South Africa and Africa.

Recognition of Prior Learning (RPL)

RPL offers an alternative access route into a qualification of learning, to those who do not meet the specified qualification entry requirements.

Qualifications, part-qualifications and professional designations registered on the NQF may be awarded in whole or in part through RPL.

Recognition of Prior Learning (RPL) is an important consideration for this qualification. The

University Recognition of Prior Learning Policy and rules and procedures will be considered when learners apply for RPL.

The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation and Transfer in Higher Education (2016) is relevant to this qualification, in terms of the implementation of RPL, which strives to respond to socio-economic redress of historically disadvantaged communities.

Accordingly, RPL implementation in the qualification will be an enabling mechanism for either or

• Access to academic qualifications.
• Advanced standing for future higher-level qualifications.
• Award of full or partial credits where prior learning meets all the requisite exit level outcomes of the respective qualification.

The RPL assessment

Assessment recognises knowledge, skills and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning.

A portfolio of evidence (POE) will form the basis of RPL evaluation. An RPL assessment committee will be set up to examine the POEs. The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the exit level outcomes of the qualification.

The RPL portfolio of evidence (POE) evaluation will use criterion-referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. A maximum of 10% of admissions in any one year may be granted via RPL. Successful RPL applications are subsequently presented and considered by the School Teaching and Learning committee, followed by a submission for approval at the College Academic Affairs Board meeting.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, Level 4 granting access to bachelor's degree study.

Or

• Senior Certificate, Level 4 with exemption.

Or

• National Certificate Vocational, Level 4, granting access to bachelor's degree study.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6, 7 and 8 totalling 512 Credits

Compulsory Modules, Level 5, 128 Credits

• Metabolic syndrome, 16 Credits.
• Isizulu, 16 Credits.
• Writing and the Media, 16 Credits.
• Introduction to African traditional medicine, 16 Credits.
• Endocrine and Reproductive Health, 16 Credits.
• Integrated community health, 16 Credits.
• Trauma and tissue regeneration, 16 Credits.
• Innovation and Entrepreneurship 1, 16 Credits.

Compulsory Modules, Level 6, 112 Credits

• Genetics and Cancer, 16 Credits.
• Introduction to Bioinformatics, 16 Credits.
• Infectious Disease, HIV and TB, 16 Credits.
• Law and Bioethics, 16 Credits.
• Mental Health, 16 Credits.
• Biocomputational Science, 16 Credits.
• Innovation and Entrepreneurship 2, 16 Credits.

Elective Modules, Level 6, 16 Credits (Select one module)

• Clinical Trials, 16 Credits.
• Animal Studies, 16 Credits.

Compulsory Modules, Level 7, 112 Credits

• Work integrated learning, 48 Credits.
• Innovation and Entrepreneurship 3, 16 Credits.
• Precision Medicine, 16 Credits.
• Forensics, 16 Credits.
• eHealth and Telemedicine, 16 Credits.

Elective Modules, Level 7, 16 Credits (Select one module)

• Artificial Intelligence in Healthcare, 16 Credits.
• Health Economics, 16 Credits.

Compulsory Modules, Level 8, 128 Credits

• Research Methodology, 32 Credits.
• Research Project, 64 Credits.
• Project Management, 16 Credits.
• Good Clinical Laboratory Practice and Quality Assurance, 16 Credits.

1. Demonstrate fundamental knowledge of Anatomy, Physiology, Medical Microbiology and Med Biochemistry.
2. Demonstrate understanding of theories, research methodologies, methods and techniques relevant to the discipline, and an understanding of how to apply such knowledge in a particular context by the application of an innovative idea; translational research.
3. Demonstrate the ability to interrogate multiple sources of knowledge in areas of medical sciences, an area of specialisation and to evaluate knowledge and processes of knowledge production.
4. Demonstrate an understanding of the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice.
5. Apply specialised problem-solving skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to a field, discipline or practice.
6. Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts.
7. Demonstrate the ability to present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.
8. Demonstrate the ability to operate effectively within a system, or manage a system based on an understanding of the roles and relationships between elements within the system.
9. Apply, in a self-critical manner, the learning strategies which effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others.

Associated Assessment Criteria for Exit Level Outcome 1

• Define and explain concepts in Anatomy, Physiology, Medical Microbiology, and Medical Biochemistry.
• Identify anatomical structures, enzyme functions, microbial pathogens, or metabolic pathways.
• Apply anatomical, physiological, microbiological, and biochemical knowledge to understand disease processes.
• Perform common laboratory techniques such as dissection, microscopy, culturing microorganisms, and enzyme assays
• Interpret laboratory results (e.g., blood tests, microbiological cultures, biochemical assays).

Associated Assessment Criteria for Exit Level Outcome 2

• Discuss innovative research ideas, research findings, or proposals for new healthcare technologies or interventions.
• Integrate theories, methodologies, and techniques relevant to the field and present such in research reports
• Apply theories, methodologies, and techniques relevant to the field to a particular research question or innovative idea.
• Identify gaps, weaknesses, and opportunities for innovation in existing literature or research and apply appropriate research methodologies in a laboratory setting.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify and retrieve relevant, credible, and up-to-date information from multiple sources, including scientific journals, books, research databases, clinical guidelines, innovation and entrepreneurship.
• Source and retrieve relevant academic and clinical research from digital libraries, academic databases (such as PubMed, Scopus, or Google Scholar), and institutional repositories.
• Critically analyse and synthesise knowledge from different sources (e.g., primary research articles, systematic reviews, clinical studies, theoretical texts, etc.)
• Compare and contrast findings obtained from different sources.
• Evaluate the processes of knowledge production in their field, including the scientific methods used, ethical considerations, and the socio-cultural, economic, and institutional factors that may influence knowledge generation and dissemination in medical science.
• Explain the ethical implications of medical research and the production of knowledge, including issues such as informed consent, patient confidentiality, and the social responsibility of medical research.

Associated Assessment Criteria for Exit Level Outcome 4

• Break down complex problems into manageable components, identifying the key variables, factors, and potential sources of uncertainty that must be considered when selecting a solution.
• Solve problems creatively by modifying existing procedures, processes, or techniques to effectively address unfamiliar problems in medical sciences, innovation and entrepreneurship.

Associated Assessment Criteria for Exit Level Outcome 5

• Explain the relevance, potential impact and urgency of an identified problem in the field in a report.
• Apply analytical techniques and present multiple solutions to a complex problem, each drawing from different theoretical frameworks or practical approaches.
• Integrate interdisciplinary knowledge when applying the solution, drawing on expertise from other relevant fields (e.g., combining medical, ethical, and technological knowledge in the development of a new healthcare solution).

Associated Assessment Criteria for Exit Level Outcome 6

• Identify ethical dilemmas in the field of research.
• Explain how context (e.g., socio-economic status, cultural beliefs, or institutional policies) affects the ethical considerations in a given situation.
• Justify the choice of an ethical framework to resolve a specific dilemma, explaining why one approach may be more suitable than others based on the context and potential consequences.
• Apply an appropriate ethical framework to a real-life situation.

Associated Assessment Criteria for Exit Level Outcome 7

• Communicate information effectively, tailoring the content and style of delivery to the audience's context.
• Present novel solutions to a problem or present creative interpretations of data to an audience.
• Discuss and encourage discussion into invited questions and adapt their delivery based on audience responses.
• Integrate well-designed visual aids to support key points, ensuring that the visual aids are clear, relevant, and easy to understand.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain own role within a system (e.g., a team member in a healthcare setting the employee in a business organization, or researcher in a collaborative project).
• Outline own contributions to a project and professional and ongoing learning needs, and the professional and ongoing learning needs of others.

Associated Assessment Criteria for Exit Level Outcome 9

• Analyse their progress in achieving learning objectives, considering the challenges faced, and exploring ways to improve.
• Explain the ethical implications of their learning activities.
• Develop a personal development plan (PDP) outlining their strengths, weaknesses, and strategies for self-improvement.