Master of Health Sciences in Health Science Education

Purpose

The purpose of this qualification is to provide learners with knowledge and understanding of selected fields in Health Science Education, which include basic methodological approaches and theoretical orientations applied to the South African context. Further, the purpose of this qualification is to develop the learner to become a competent researcher and leader in health science education and purpose to prepare him/her for further study at NQF Level 10.

Rationale

The rationale behind this qualification is to promote Health Science Education by health professionals as independent practitioners within a multi-disciplinary team to address the needs of the time, the province, the country and the person.

Recognition of Prior Learning (RPL)

The principles underlying outcomes-based, source-based and lifelong learning are subscribed to. In this context, considerations of articulation and mobility play an important role. The Recognition of Prior Learning (RPL) constitutes an essential element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification.

RPL does not only imply assessment to determine the level of skills and knowledge the learner already possesses, but also the skills and knowledge the learner has to master prior to being accepted for the qualification. The assessment processes involved with RPL are the same as those followed for awarding credits in the formal learning setting. An RPL learner seeking credits for previously acquired skills and knowledge, must still comply with all the requirements as stated for modules, and qualifications. The difference lies in the route of the assessment, since RPL assessment may be holistic in nature taking the context of the qualification as well as the prior knowledge and experience of the person who is being assessed into account.

Entry Requirements

Bachelor Degree in Health Sciences, Level 8.

This qualification comprises the following compulsory modules totalling 180 Credits

• Research Methodology, 32 Credits.
• Dissertation, 148 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current research or practices and research in the field of Health Science Education.
2. Evaluate current processes of knowledge production and choose an appropriate process of enquiry for the area of study or practice.
3. Command of and ability to design, select and apply appropriate and creative research methods, techniques, processes or technologies to research problems in the field of Health Science Education.
4. Use a range of research skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems in the field of Health Science Education.
5. Make autonomous ethical decisions that affect research, and an ability critically to contribute to the development of ethical standards in the context of health science education.
6. Design and implement a strategy for the processing and management of information, in order to conduct a comprehensive review of leading and current research in Health Science Education to produce significant insights.
7. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in Health Science Education.
8. Use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate to a range of audiences with different levels of knowledge or expertise.
9. Develop his or her own learning strategies which sustain independent learning and academic or professional development, and can interact effectively within the learning or professional group as a means of enhancing learning.
10. Operate independently and take full responsibility for his or her own work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring good resource management and governance practices.

The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes

• Show and understanding of systematic and integrated knowledge and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories.
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as in technology.
• Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
• Show professional and ethical behaviour within an academic and discipline-related environment, with sensitivity towards societal and cultural considerations.
• Effectively function as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.
• Critically reflect on, and show understanding and application of, appropriate methods.
• Practices to resolve complex discipline-related problems and thereby introduce change within related practice.

Integrated Assessment

The Master of Health Sciences in Health Science Education employs formative, summative and integrated assessments throughout the one year of study, in the form of written as well as practical assignments, class tests and examinations in all the modules included in the qualification.

Assessment focuses particularly on a critical, creative and interpretative perspective of the various disciplines. The foundation of research is assessed in a module on research methodology, and the conceptualisation, design and application of research is assessed by the completion of a dissertation on a relevant topic in health science education.