Master of Medicine in Medical Genetics

Purpose

The purpose of the qualification is to provide learners with a wide range of Master-level knowledge, attitudes and skills. This qualification is diverse and entails specialty training in Medical Genetics whereby learners will conduct clinical rotations in Prenatal, Paediatric and Adult Medical Genetics.

This qualification enables learners to

• Understand Dysmorphology, Teratogenic Disorders, Metabolic Disorders, Neurogenetics, Cardiogenetics and Cancer Genetics (amongst others).
• Have a theoretical and practical education in Genetics and Communication.
• Conduct laboratory rotations in Cytogenetics and Molecular Genetics.
• Complete a research project.

Rationale

This qualification is for medical graduates with a Bachelor of Medicine, Bachelor of Surgery (MBBCh) who would like to specialise in Medical Genetics.

Currently there are very few Medical Geneticists in South Africa who are able to deal with all forms of medical genetic deformities which are common in our country e.g. Down Syndrome, Developmental Delay, birth defects, etc. Therefore, the provision of well-trained practitioners in this area of specialisation is the key to providing the service that the South African community needs.

An application was made to the Health Professions Council of South Africa (HPCSA) to consider Medical Genetics as a new primary specialty. This has been approved by the HPCSA and has been placed in the gazette as a primary specialty.

Medical Genetics is a rapidly growing field and it is essential that South Africa has appropriately trained specialists nationally to take this specialty forward and to provide the necessary service and training in South Africa.

Recognition of Prior Learning (RPL)

The RPL process will be applied in accordance with university and faculty policy. Learner applications for RPL will be considered on a case by case basis in line with faculty policy requirements. The Institution has an Assessment Policy and Recognition of Prior Learning (APRL) policy in place.

The qualification conforms to the University's Policy for the Assessment and Recognition of Prior Learning (ARPL) as well as the ARPL policy of the Faculty of Health Sciences.

The policy defines the process that must be followed in the assessment of an application for Recognition of Prior Learning (RPL) at Postgraduate level and provides information pertaining to assessment tools that can be used in the assessment of RPL applications. The APRL process is subjected to the Faculty's quality assurance process. Unsuccessful applicants may appeal according to the relevant appeal procedures as stated in the University's General Calendar Part 1.

RPL may be used to grant access to the qualification by learners who do not meet the minimum entry requirements and to award advanced standing.

Entry Requirements

For admission the candidate must

• Be in possession of a Bachelor of Medicine, Bachelor of Surgery (MBBCh)

And

• Be registered with the Health Professions Council of South Africa.

And

• Have completed the required period of community service, namely at least twelve months experience in Paediatrics and/or Obstetrics and Gynaecology and/or Internal Medicine. This experience should be obtained in a Level 2 or higher facility.

This qualification entails a course work component with 3 (three) compulsory modules and a Research Report, totalling 480 Credits.

Coursework Modules, Level 9

• Medical Genetics for Specialists, 105 Credits.
• Genetic Counselling for Specialists, 105 Credits.
• Clinical Genetics for Specialists, 210 Credits.
• Research Report, 60 Credits.

1. Demonstrate expertise in research by evaluating and implementing research findings in the practice of the branch of specialisation.
2. Demonstrate ethical, compassionate and skilled ability to conduct all aspects of specialist medical practice, both in relation to the care of individuals and of populations.
3. Demonstrate knowledge of the principles and practice of medicine from the basic to an advanced level and train others in the specialty.
4. Demonstrate self-direction and independence to become a lifelong learner, and recognise personal educational needs, utilise appropriate learning situations and evaluate own progress.

Associated Assessment Criteria for Exit Level Outcome 1

• Evaluate research, review literature, design and perform a study, collect data, perform and interpret statistical analyses on data, interpret results and draw conclusions.
• Conduct research with due regard for the moral, legal and ethical accountability and requirements of the profession.
• Practice Evidence-Based Medicine by critically evaluating published literature in the field (e.g. on the topics of new therapies and drugs) and apply it in practice.
• Demonstrate research mastery through the production of a research report.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background, opportunity, language and culture.
• Refer patients to practitioners who are more appropriately qualified to treat certain conditions.
• Demonstrate an awareness through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care and the provision of care to populations.
• Consider both the impact of health care on the environment as well as the impact of the environment on health.
• Improve patient care to reduce inequalities in health care delivery and to optimise the use of health care resources in our society and use professional capabilities to contribute to community as well as to individual patient welfare by the practice of this branch of specialist medicine.
• Use problem-solving techniques and draw on multi-faceted knowledge to arrive at a diagnosis for a patient.
• Communicate efficiently and effectively with the patient, other health care workers and the community to obtain a history, to communicate a treatment regime and to explain the medical condition.
• Demonstrate the psychomotor skills necessary for the practice of specialist skills in the branch studied.
• Demonstrate competence and responsibility in the use of instruments and equipment necessary for the practice of specialist skills in the branch studied.

Associated Assessment Criteria for Exit Level Outcome 3

• Guide and supervise junior candidates who are studying or working in the same branch of specialisation.
• Teach, through clinical practice at the specialist level, the application of knowledge from the basic to an advanced level to other professionals.

Associated Assessment Criteria for Exit Level Outcome 4

• Use appropriate strategies for learning that will prepare one for continued professional development throughout life, both as a medical practitioner and as a responsible citizen.
• Acknowledge responsibility for Continuing Professional Development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory Continuous Professional Development (CPD) requirements.
• Identify personal limitations; develop the capacity of self-evaluation and participate in the peer review process, showing a willingness to seek help when necessary.

Integrated Assessment

The qualification provides for both formative and summative assessments. The formative assessment focuses not only on theoretical knowledge, but also on the integration of knowledge and competencies during practical examination sessions that include clinical cases. For the purposes of this qualification summative assessment learners are subjected to the Colleges of Medicine of South Africa examination. Apart from written and practical examinations, candidates are required to engage in a research project and to submit a mini-dissertation.

The assessment approach of the qualification is based on the principles of integrated assessment since the assessment activities are focused on the different dimensions of the purpose of the qualification which is to reflect critically on theory and its application. Integrated assessment takes the form of an appropriate variety of assessments methods for example; written and oral examinations, problem-solving assignments, projects, presentations, case studies, portfolios, log books, clinical reports, assessment of clinical competence through simulated and clinical assessment in situ, Objective Structure Clinical Examinations (OSCE) and the successful completion of a mini-dissertation. Assessment associated with the Neonatology curriculum is undertaken within the context of the learner's everyday clinical practice. As such it is implemented within the reality of current workplace and workforce issues and the needs of health service provision.

It is also expected that learners submit a satisfactorily completed logbook and the presentation or acceptance for presentation of an original first author research poster or paper at a local or international congress OR submission or acceptance for publication of an original first or co-authored manuscript in a peer reviewed journal. The portfolio/logbook is a mandatory requirement for entry to the examination and should include six-monthly formative assessments (as a minimum) from the supervisor/divisional head, which is to be signed by both candidate and trainer. These logbooks are reviewed, monitored and assessed by the Head of Department. A portfolio may be judged as being unsatisfactory if any of the required minimum number of identified activities has not been satisfactorily completed.