Bachelor of Medicine and Bachelor of Surgery

• To train a physician who will be able to qualify for registration as Intern with the statutory Health Professions Council of South Africa and who has required the necessary knowledge, skills and professional attitude to utilise the opportunities available in the Intern Year(s) optimally, in order to function independently and effectively within the primary health care system.

To equip students who are interested in and suitable for further study with the required knowledge, skills and insight to develop as practitioners on the secondary and tertiary level.

Senior Certificate with Matriculation Exemption or equivalent admission qualification.

Other qualifications

Graduates with applicable qualifications and BSc I candidates, compete for a limited number of reserved positions.

Additional requirements

Students are selected for admission to the first year of MB,ChB who are in possession of a matric exemption certificate with a general average of at least 60% (C symbol) . Candidates with a lower average may be subjected to special selection on the basis of a written motivation.

A limited number of students with appropriate biological BSc I training, as well as appropriately qualified graduates are also selected for admission to the course.

Students with inadequate secondary school training are admitted to the Academic Development Programme. This programme addresses previous disadvantages and allows for the MB,ChB I programme to be extended over a two-year period.

1). GENERIC / CRITICAL CROSS FIELD OUTCOMES

Identifying and solving patient's problems in which responses display that responsible decisions using critical and creative thinking have been made.

1. Working effectively with others as a member of a team, group, organisation, community.
2. Organising and managing oneself and one's activities responsibly and effectively
3. Collecting, analysing, organising and critically evaluating information.
4. Communicating effectively using visual, mathematical and or language skills in the modes of oral and or written persuasion.
5. Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
6. Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exit in isolation.

2). GENERAL OUTCOMES

The MB,ChB graduate will have

1. A good grasp of the theoretical background in the core aspects of the relevant subject matter in the chosen field (s) in the medical sciences.
2. A basic knowledge and the ability with regard to the function and application of a range of medical equipment, techniques, procedures and experimental approaches
3. Demonstrated the ability to apply this knowledge to address new theoretical and practical problems
4. Demonstrated an ability to read and interpret scientific literature including the ability to teach themselves from source material
5. Shown an understanding of the use of the scientific method in the acquisition of scientific knowledge (e.g. the importance of using sound controls and statistical methods)
6. An appreciation of the role of scientific modelling in the assembly and understanding of medical and scientific observations. The means by which evidence is gained to support or refute models as a means of gaining scientific knowledge and the limitations of such knowledge.
7. Demonstrated basic skills in the presentation of medical reports (both written and verbal). This includes the use of computer technology as an aid to the effective communications skills

• The MB,ChB graduate will thus have demonstrated that he/she has acquired a solid scientific and medical background
• However, exit-level outcomes at his level are not of sufficient depth to enable the graduate to practice as a fully independent medical doctor without further (clinical) training

3). SPECIFIC OUTCOMES

The newly qualified Stellenbosch doctor must possess the necessary knowledge, skills and attitudes to optimally utilise the opportunities available during the intern year in order to be able to function autonomously in the primary health care sector after this period, and must also be equipped with the necessary ability and insight to develop further as practitioner at secondary and tertiary level.

To fulfil these requirements, the recent graduate must exhibit the following professional characteristics

KNOWLEDGE

1. Basic knowledge of necessary medically applicable scientific and mathematical concepts
2. Basic and relevant knowledge of the normal function and morphology of the human body and psyche.
3. Relevant knowledge of the abnormal function and morphology of the human body and psyche
4. Knowledge f the maintenance of health and prevention of disease (physical, mental and social)
5. Knowledge of the recognition and diagnosis of common diseases and abnormalities of the human body and psyche
6. Basic knowledge of the relevant treatment and rehabilitation options
7. Knowledge of the appropriate use and limitations of special investigations and diagnostic methods
8. Knowledge of factors in the community environment that can influence health.
9. Knowledge of finances, management and structures of health care
10. Basic knowledge of ethics and legal aspects that are applicable to medicine.
11. Basic knowledge of the interaction between biological, psychological and sociological factors that play a role in health.
12. Basic knowledge of alternative and complementary medicine
13. Knowledge of the basic principles of research methodology

ATTITUDES

1. Respect for person and life
2. A loyal and ethically accountable disposition towards the profession, patients and community
3. An acknowledgement of the limitations of own knowledge and skills
4. A positive disposition towards continuing professional development
5. A willingness to be involved and to be of service within the broader community
6. An empathic disposition towards the patient, their family as well as the community and a willingness to be accessible
7. The acceptance of his/her full responsibility within the patient-doctor relationship
8. The willingness to set a positive example regarding social responsibilities and obligations

SKILLS

1. The ability to integrate, interpret and apply knowledge
2. The ability to think and act in a problem solving fashion
3. The ability to communicate effectively with patients from different cultural groups in the process of diagnosis and management.
4. Sufficient sills in diagnostic and therapeutic procedures to be able to function autonomously as a doctor in primary care
5. The ability to function holistically within the context of family and community
6. The ability to establish and manage a primary health care infrastructure
7. The ability to interpret and apply relevant literature
8. The ability to function effectively under stressful circumstances
9. The ability to function in the broader team context
10. The ability to take part in and guide continuous and in-service training as well as community education
11. The ability to effectively utilise relevant technological resources (e.g. computers) in the health environment.

1).

1. The criterion used to assess outcomes (a, b) is largely whether the information and conceptual content of the work the student submits for marking is correct
2. Competence in outcomes (c, d) will be demonstrated if the student shows an ability to correlate information and concepts learned in a range of modules and propose valid solutions for a range of theoretical and practical problems
3. To demonstrate competence in outcomes (e, f) a student must be able to write logical and coherent reports and essays using computer software, undertake and successfully complete a supervised research project and satisfactorily answer examinations and test questions
4. The student's written and oral presentations must be of an acceptable standard in terms of use of language and the structural organisation

2).

1. In-course assessment and closed-book examinations in all the components of the course
2. Regular feedback and in-course assessment during basic, preclinical and clinical work
3. Regular discussions of chosen topics and formal verbal presentation of conclusions
4. Analysis exercises marked and assessed for the ability to understand and interpret research and other publications
5. Assessment of clinical case presentations
6. In-course assessment of verbal and written patient reports to peers and examiners

Regular tutorial discussions and open-book examinations

3).

Assessment structure and methods used for the MB, ChB programme ensure that the purpose of the qualification is achieved

Provision is made for the assessment of each component of the curriculum (modules, rotations, electives, etc) in a systematic way, and takes place during and or upon completion of such a component

The assessment system is outcomes based and therefore reflects both the composition and content of the curriculum

KNOWLEDGE OUTCOMES

1. The criterion used to assess knowledge outcomes is whether the information and conceptual content of the work the student presents verbally or in a written format is correct.

ATTITUDES OUTCOME

Assessed as part of constant supervision during clinical rotations

Attitude objectives are included in goals which students should attain in specific themes of the different study modules, and is indicated as such in the study guides.

The attainment of the objectives are assessed by

• Direct observation by lectures/tutors f student behaviour during clinical rotations and the physical examination of patients
• Input of nursing and other involved staff at the end of the rotation period
• The summative evaluation of the theoretical module on Ethics

SKILLS OUTCOME

Students must demonstrate the correct interpretation of information in a range of situations, arrive at correct diagnoses and apply correct procedures.

Students must demonstrate acceptable standards in terms of written and oral communications with individuals and groups

The requires skills to function in a primary health care infrastructure are assessed by supervision during primary care rotation.

INTEGRATED ASSESSMENT

The assessment used for MB,ChB ensures that the purpose of the qualification s achieved.

A range of formative and summative assessment methods such as portfolios, simulations, work-place assessments, written and oral examinations are used.

The required range of modalities is used integratively to assess whether the specified outcomes have been achieved

From the assessment of samples, generalising to a domain takes place in a judicious and planned way, in order to ensure reliability

The assessment used meets the standard and level of achievement for NQF level 7

The qualifying learner must meet all the standards of the educational programme as well as the requirements for registration as an intern with the Health Professions Council of South Africa