Master of Medicine in Surgery

Purpose

The purpose of the qualification is to produce learners with specialist training in the branch of Surgery, who may be registered at the level of specialist with the Health Professions Council of South Africa. The purpose of the qualification is also to produce learners with expertise in research, which includes the ability to evaluate and implement research findings in the practice of the branch of specialisation and the ability to guide junior learners if the learner is in an educational setting.Hence, learners have competence in the practice of a specialist field and can contribute to the need for specialist practice and research skills in the health sciences in South Africa.

Recognition of Prior Learning

Learners who fall outside of the regular admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work-based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Learners who, after such assessment, are deemed to have sufficient potential but need further academic development, may be required to broaden their curriculum to include preliminary qualifications prior to admission or parallel qualifications after admission.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Medicine and Bachelor of Surgery, NQF Level 8.

1. Clinical Knowledge and Competence

The qualifying learner is competent in clinical and surgical skills at the specialist level.

2. Research Ability

The qualifying learner shows expertise in research and the ability to evaluate, and implement research findings in the practice of the branch of specialisation.

3. Attitudes and Values

The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects of specialist surgical practice, both in relation to the care of individuals and of populations.

4. Teaching Role

The qualifying learner has knowledge of the principles and practice of surgery from the basic to an advanced level and is able to train others in the speciality.

5. Self Development

The qualifying learner will have acquired and will demonstrate self-direction and independence in his or her learning in order to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations and evaluate her or his own progress.

1. Clinical knowledge and competence

The qualifying learner demonstrates specialist skills of a standard which enables him or her to sit the external examination in the speciality administered by the Colleges of Medicine of South Africa, or the internal University examination.

The learner

• Uses problem-solving techniques, which draw on her or his multi-faceted knowledge, in order to arrive at a diagnosis for a patient.
• Is able to communicate efficiently and effectively with the patient, other health care workers and the community, e.g. in order to obtain a history, to communicate a treatment regime and explain the medical condition.
• Shows sustained competence in psychomotor skills necessary for the practice of surgery.
• Is competent and responsible in the use of instruments and equipment necessary for the practice.

1. Research ability.

The qualifying learner

• Shows research mastery through the production of a research report which demonstrates skills including the ability to evaluate research, review literature, design and perform a study, collect data, perform and interpret statistical analyses on data, interpret results and draw conclusions.
• Conducts all research with due regard for the moral, legal and ethical accountability and requirements of the profession.
• Practices Evidence-Based Medicine by critically evaluating published literature in the field (e.g. on the topics of new therapies and drugs) and applies it in practice.
• Is able to guide junior learners who are studying or working in the same branch of specialisation.

1. Attitudes and values.

The qualifying learner

• Shows respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language and culture.
• Where applicable, refers patients to practitioners who are more appropriately qualified than he or she is to treat certain conditions.
• Demonstrates 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.
• Considers both the impact of health care on the environment as well as the impact of the environment on health.
• Strives to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and uses his or her professional capabilities to contribute to community as well as to individual patient welfare by the practise of this branch of specialist surgery.

1. Teaching role.

The qualifying learner

• Can teach, through clinical practice at the specialist level, the application of knowledge from the basic to an advanced level to other professionals.
• Communicates this knowledge by teaching undergraduates and supervising interns and more junior colleagues in the speciality.

1. Self-development.

The qualifying learner

• Uses appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both as a specialist doctor and as a responsible citizen.
• Acknowledges responsibility for continuing professional development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory CPD requirements.
• Identifies personal limitations and develops the capacity of self-audit and participates in the peer review process, showing a willingness to seek help when necessary.

Integrated Assessment

Integrated assessment is performed continuously through evaluation of performance in clinical practice. Further, the research report that the learner submits is used in the integrated assessment of research mastery.