Bachelor of Medicine and Bachelor of Surgery

Purpose

This qualification aims to provide the leaner with knowledge, skills, attitudes and applied competence in a number of fields traditionally associated with Medicine. It aims to provide leaners with the foundations for continued personal and intellectual growth, gainful economic activity and for contributing to society at large through innovation, scholarship and leadership.

Rationale

The qualification is designed to provide a well-rounded, broad education that equips leaners in aspects of formative, informative and transformative learning as related to the Core Competencies (as defined by the Health Professions Council of South Africa (HPCSA). The leaner will also be equipped to practice in private practice and in private hospitals and in an academic institution. It also trains medical practitioners to fulfil the requirements of the HPCSA and obtain license to operate in a range of contexts including primary care clinics, community centres, and district, regional and tertiary hospitals. It meets the needs of leaners in that the successful leaner is eligible for registration as an intern with the Health Professions Council of South Africa (HPCSA).

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

A leaner who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, National Qualifications Framework (NQF) Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) Level 8 Level totalling 968 Credits.

Compulsory Modules, 968 Credits

• Basic and Foundation Science for Medicine, 96 Credits.
• Computer Literacy,8 Credits.
• IsiZulu, 8 Credits.
• English Literacy, 8 Credits.
• Becoming a Professional, 32 Credits.
• Co-ordination, Protection and Control, 72 Credits.
• Community and Evidence Based Practice I, 16 Credits.
• Homeostasis, 72 Credits.
• Community and Evidence. Based Practice II, 16 Credits.
• Integrated App Illness, Card. Symp. Dis, 16 Credits.
• Mental Health. and Neuromusculo-skeletal problems, 64 Credits.
• Reproduction. Health, Blood and AI, Infect. Des. & Aids, 64 Credits.
• Integrated Obstetrics and Gynaecology 1, 24 Credits.
• Integrated Medicine 1, 24 Credits.
• Introductory Integrated Medicine, 24 Credits.
• Integrated Primary Care 1, 24 Credits.
• Integrated Acute Care, 24 Credits.
• Community and Evidence Based Practice III, 16 Credits.
• Child Health 1, 24 Credits.
• Child Health 2, 24 Credits.
• Integrated Medicine 2, 24 Credits.
• Mental Health 1, 24 Credits.
• Integrated Obstetrics and Gynaecology 2, 36 Credits.
• Integrated Surgical Practice 1, 36 Credits.
• Inter, Family and Public Health. Medicine, 32 Credits.
• Medicine, 32 Credits.
• Paediatrics, 32 Credits.
• Psychiatry, 32 Credits.
• Surgery, 32 Credits.
• Obstetrics and Gynaecology, 32 Credits.

1. Approach the practice of medicine with professional values, attitudes, behaviour and ethics (professionalism).
2. Have developed critical thinking (inquisitive and questioning attitude and applying rational process, recognising irrationality in oneself and others); competence in problem-posting and problem solving (formative, informative and transformative learning).
3. Recognise, explain and manage health problems based on principles of current scientific knowledge and the best available evidence (health care practitioner).
4. Demonstrate an ability to integrate scientific principles into clinical practice (scholar).
5. Know and understand diseases relevant to the context of practice. Demonstrate effective communication skills and teamwork as part of an integrated health care delivery system and employ general principles of good communication in all spheres and through all media, including dealings with the wider community where necessary (communicator).
6. Access, utilise and manage resources consistent with health promotion and the determinants of health and wellness by considering patient, family and community needs and be able to make referrals according to the current health systems organisation as available in context of practice (health advocate and leader/manager).
7. Demonstrate competency in the clinical method (communication skills, physical and mental examination, clinical reasoning and judgment) using a holistic, patient centred approach to ensure ethical decision-making and effective patient care within a multi professional team (collaborator).
8. Demonstrate competence in basic technical medical procedures.
9. Effectively manage (collect, store and use) information pertaining to patients and the practice of medicine making appropriate use of technology in order to maintain accurate patient records and ensure confidentiality of the information at all times (leader/manager).
10. Understand the scientific principles, basic designs, methods and techniques of medical research, epidemiology and biostatistics and know how to access and interpret medical literature (scholar).
11. Know and understand the fundamental facts, concepts and theories of health and its promotion (health advocate).
12. Demonstrate a capacity for self-awareness and reflection for ongoing personal professional development (scholar) given the specialised outcomes, there is no curriculum choice.

• Engage in professional behavior and will have acquired critical and independent thinking skills.
• Explain and manage health problems based on principles of current scientific knowledge and the best available evidence, approaching the practice of medicine with professional values attitudes behaviour and ethics.
• Integrate scientific principles into clinical practice, knowing and understanding diseases relevant to the context of practice, demonstrating effective communication skills and teamwork.
• Demonstrating competency in the clinical method, knowing and understanding the fundamental facts concepts and theories of health and its promotion.

Integrated Assessment

Examinations, matching and extended-matching short answer questions, Objective Structured Practical (OSPE) and Direct Observation of Procedural Skills (DOPS). Theoretical knowledge may also be assessed by long-answer and short-modified questions. Knows how and shows how, refers mainly to knowing how to carry out tasks relating to the practice of medicine (formative learning) and demonstrating this skill to an examiner/assessor. These are assessed by methods including an Observed Structured Clinical examination (OSCE), direct observation and recording in log book, video recording and review of video recording, discussion around portfolios, posters and journals. Knows how also refers to the professionalism required by a medical graduate. Assessment of the various components of professionalism (informative learning) can be assessed by direct observation and recording in a log book. These competencies may also be assessed by reviewing role plays or by reviewing portfolios. A portfolio is a collection of the leaner's work which provides evidence that learning has taken place. It includes documentation of learning and progression, but most importantly a reflection on these learning competencies/Portfolio documentation may include case reports. Record of practical projects undertaken, video tapes of consultations, project reports, learning plans and written reflection about the evidence provided. The oral or viva voce (viva) examination has been a mainstay of assessment throughout the history of medical education and such a method can assess all Core Competencies.