Doctor of Philosophy

The primary purpose of the Doctor of Philosophy is to provide training for an academic career in the field of Health Sciences. The qualification provides candidates with the opportunity to undertake independent research and advanced study under the guidance of a promotor in a particular subject area within the Health Sciences (including candidates in the Health Professions and related Medical Clinical Sciences, Cell/Cellular Biology and Anatomical Sciences, Microbiological Sciences and Immunology, Pharmacology and Toxicology, Psychology, Clinical Psychology and Counselling Psychology). The PhD requires a learner to undertake research at the most advanced academic levels, culminating in the submission, assessment, and acceptance of a thesis and publication that makes a significant and original academic contribution at the frontiers of their discipline or field in the national or international context. A learner may also present a portfolio of peer-reviewed scholarly articles fulfilling the research requirements.

The thesis presented must substantially contribute to the national and global advancement of knowledge and understanding in the Health Sciences through original research that meets international standards. Qualifying learners will be expertly skilled in knowledge production that is discipline-based, multidisciplinary, or applied research. The PhD will allow them to demonstrate a high level of accomplishment in contributing to, conserving, and transforming their discipline, thereby developing and embodying the requisite knowledge and characteristics to become a field steward.

On completion of the qualification, qualifying learners will be able to

• Broaden a systematic understanding of and mastery of the field and speciality and the skills and methods of research associated with the discipline.
• Conceive, design, conduct, and adapt a substantial process of research with scholarly integrity that makes a unique contribution and meets the standards of credible work in the discipline.
• Contribute through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication.
• Conduct critical analysis, evaluation and synthesis of new and complex ideas applicable to the field.
• Contribute significantly through original research to the conservation of the field - that is, the maintenance of the continuity, stability, and vitality of the field.
• Add value to the transformation of the field - that is, the ability to represent and communicate the ideas of the discipline effectively through teaching in higher education or other work settings with their peers, the larger scholarly community, and society in general about their areas of expertise
• Promote technological, social, or cultural advancements toward a knowledge-based society within academic and professional contexts, thereby developing and embodying the requisite knowledge and characteristics to become a field steward.
• Demonstrate high levels of responsibility, self-reflexivity, and adaptability concerning ethical research and related social concerns and needs; ability to identify, address, and manage emerging ethical issues culminating from research and advance ethical decision-making processes, including monitoring and evaluating the consequences of these decisions where appropriate in South Africa, and the ability to relate these issues to international contexts.

Rationale

The rationale of the qualification is to provide learners in the Health Professions and related fields who are already qualified at a master's or equivalent level the opportunity to further their academic career through achieving highly advanced knowledge, specific skills and applied competence in a specialist area. These attributes provide opportunities for continued personal intellectual growth, as well as the pursuit of gainful economic activity and the ability to make rewarding contributions to society. The qualification provides South Africa with a significant number of experts in the Health Sciences to ensure that the leadership base of innovative and knowledge-based scholarly activity is broad. The qualification includes the development of new knowledge frameworks that may be discipline-specific, multidisciplinary, or applied to expand the field of health sciences in general.

Recognition of Prior Learning (RPL)

The institution applies RPL according to the Recognition of Prior Learning, credit accumulation and transfer, and assessment (CHE 2016) and its RPL policy.

Using the RPL policy, the quality assurance processes will address the specificities of the RPL process (including applications, assessment, and reporting and management systems).

RPL for access

Access to the qualification can also be provided in terms of the university's RPL policy and its admission criteria stipulated by the Senate.

Prospective PhD candidates must have NQF Level 9 competencies.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Philosophy in Clinical Pharmacology, NQF Level 9.

Or

• Master of Philosophy in Clinical Research Administration, NQF Level 9.

Or

• Master of Medicine, NQF Level 9.

Or

• Master of Medicine in Clinical Pharmacology, NQF Level 9.

Or

• Master of Medicine in Clinical Pathology, NQF Level 9.

And

• Have a draft concept for the research field acknowledged and supported by the relevant departmental head and selection committee.

This qualification consists of the following compulsory and elective modules at NQF Level 10, totalling 360 Credits.

Compulsory Modules, NQF Level 10, 360 Credits

• A completed thesis in monograph format and at least one article drawn from the research accepted for publication in an accredited journal, 360 Credits.

Or

• A publication format, 360 Credits.

This qualification includes the following specialisations

• Anatomy (PhD Thesis)
• Anaesthesiology (PhD Thesis)
• Anatomical Pathology (PhD Thesis)
• Cardiology (PhD Thesis)
• Chemical Pathology (PhD Thesis)
• Cardio-thoracic Surgery (PhD Thesis)
• Clinical Pathology (PhD Thesis)
• Clinical Pharmacology (PhD Thesis)
• Clinical Psychology (PhD Thesis)
• Counselling Psychology (PhD Thesis)
• Community Health Medicine (PhD Thesis)
• Dermatology (PhD Thesis)
• Diagnostic Radiography (PhD Thesis)
• Diagnostic Radiology (PhD Thesis)
• Emergency Medicine (PhD Thesis)
• Family Medicine (PhD Thesis)
• Forensic Pathology (PhD Thesis)
• Haematological Pathology (PhD Thesis)
• Hand & Microsurgery (PhD Thesis)
• Internal Medicine (PhD Thesis)
• Medical Biochemistry (PhD Thesis)
• Medical Microbiology (PhD Thesis)
• Medical Physics (PhD Thesis)
• Medical Virology (PhD Thesis)
• Neurology (PhD Thesis)
• Neurosurgery (PhD Thesis)
• Nuclear Medicine (PhD Thesis)
• Obstetrics and Gynaecology (PhD Thesis)
• Ophthalmology (PhD Thesis)
• Orthopaedic Surgery (PhD Thesis)
• Otorhinolaryngology (PhD Thesis)
• Paediatrics & Child Health (PhD Thesis)
• Pharmacology (PhD Thesis)
• Physiology (PhD Thesis)
• Plastic and Reconstructive Surgery (PhD Thesis)
• Psychiatry (PhD Thesis)
• Psychology (PhD Thesis)
• Public Health Medicine (PhD Thesis)
• Surgery (General) (PhD Thesis)
• Urology (PhD Thesis.

1. Broaden a systematic understanding of and mastery of the field and speciality and the skills and methods of research associated with the discipline.
2. Conceive, design, conduct and adapt a substantial process of research with scholarly integrity that makes a unique contribution and meets the standards of credible work in the discipline.
3. Contribute through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication.
4. Conduct critical analysis, evaluation and synthesis of new and complex ideas applicable to the field.
5. Contribute significantly through original research to the conservation of the field - that is, the maintenance of the continuity, stability, and vitality of the field.
6. Add value to the transformation of the field - that is, the ability to represent and communicate the ideas of the discipline effectively through teaching in higher education or other work settings with their peers, the larger scholarly community and society in general about their areas of expertise
7. Promote technological, social, or cultural advancements toward a knowledge-based society within academic and professional contexts, thereby developing and embodying the requisite knowledge and characteristics to become a field steward.
8. Demonstrate high levels of responsibility, self-reflexivity, and adaptability concerning ethical research and related social concerns and needs; ability to identify, address, and manage emerging ethical issues culminating from research and advance ethical decision-making processes, including monitoring and evaluating the consequences of these decisions where appropriate in South Africa, and the ability to relate these issues to international contexts.

The following Associated Assessment Criteria assesses the Exit Level Outcome in an integrated manner

• Demonstrate a high level of independent research capability, making a significant and original academic contribution to the frontiers of the discipline or field.
• Demonstrate high quality to satisfy peer review and merit publication.
• Conduct pure discipline-based or multidisciplinary research or applied research.
• Demonstrate the ability to teach, supervise, and evaluate others' research in the speciality area.

Integrated Assessment

Formative Assessment

• PhD candidates must submit a departmentally approved research proposal to the School of Medicine Research Committee (SReC) within 6 months after the first registration. Failing to do so may result in exclusion from the programme.
• PhD candidates who do not have University Research Ethics Committee (SMUREC) approval within 12 months of their first registration may be excluded from the programme.
• The research proposal defence and feedback from the Scientific Committee form part of the Formative Assessment.
• Articles submitted for publication, allowing the work to enter the public domain for scrutiny before the thesis is examined, also contribute toward formative assessment.

Summative Assessment

Submission of a unitary thesis based on the research results of an original, approved and supervised research project at the most advanced academic levels (NQF level 10) in the field of a speciality, presented in a thesis-monograph format of 40-100 000 words with at least one article suitable for publication; OR a publication format (set of three (3) publications, including a scoping review) presented as a portfolio of a series of publishable papers of which the candidate is the main author, and at least one accredited publication

On the recommendation of the promoter and the faculty concerned, the Executive Committee of the Senate appoints an assessment panel consisting of the promoter, the co-promoter(s) (if any) as internal assessor(s), and at least two external assessors to evaluate the thesis. (A co-promoter may not act as an external assessor). Should the Senate's Executive Committee consider it necessary, it may appoint one additional member who is not an assessor to act as chairperson of the assessment panel. The candidate will present the findings to the assessment panel and sit for an oral thesis defence

Appointment of External examiners

• In all cases, three external examiners from outside the University staff establishment with at least an equivalent qualification will be appointed on the recommendation of the School Board.
• At least one of the three external examiners will be an external examiner from an institution outside of South Africa.