Master of Medicine in Urology

Purpose

The purpose of the Master of Medicine in Urology is to equip learners with skills to manage different problems found in the daily urology practice, knowledge of common diseases and the skills to act at the points where patients need real assistance to save lives.

The qualification is intended for young doctors who are interested in specialising in Urology. The qualification will equip learners with research skills that are innovative and responsive to the needs of the community and aligned to the regional, national and international imperatives in the relevant disciplines.

The qualification will equip learners with socio-scientific knowledge and skills to contribute meaningfully to the socio-economic development of the region, the country and beyond. The qualification will prepare learners to become efficient professionals in their respective disciplines in the provision of community development and research programs that address the needs of this region and contribute to national development.

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

• Assist and empower patients in the rural environment through families, groups, organisations, and communities to do health promotion and their problem-solving capacities.
• Promote, restore, maintain, and enhance through prevention measures the health of individuals, families, groups, and communities by enabling them to accomplish tasks, prevent and alleviate distress and use resources effectively.
• Implement developmental approaches in the South African and the global health context and the ability to.
• Work effectively within teams.

Rationale

The needs of the South African population demand that the Urology Registrars must be well grounded in general practice with knowledge, understanding and skills in a variety of pathological conditions. This professional qualification, therefore, aims to address these demands. Prospective registrars will be empowered to deal with the varieties of contexts which amongst others include complex trauma on the ground and other frequent Urological pathologies. This qualification is responsive to local, regional, and national development priorities while adhering to global standards of expected responsiveness globally.

The qualification is committed to excellence and quality in the provision of future specialists in Urology with relevant theoretical knowledge, skills, innovative technological skills, and competency of the highest quality. The qualification will seek to strike an equilibrium between teaching and learning with disciplinary subject focus learning, which may include ethics and professional growth, interventions, and fieldwork experience. Learners will be engaged in research which will include basic research skills, and the production of research papers that will integrate theory and practice and will inform the bases of integrated assessment and thus contribute to the body of knowledge. Learners will conduct research on community practice and will also serve as community engagement. This qualification aims to provide a relevant and contemporary learning experience for medical doctors so that they may become responsive professionals to community needs.

The qualification is designed to develop specialized disciplinary knowledge. Learners will be moulded to become responsible and productive future leaders as well as social change agents. The qualification will equip learners with competencies to deal with life-threatening situations that will improve fieldwork practice. It is envisaged that this qualification will play a vital role in developing a specialist in Urology who will assist in redressing imbalances of the past through formal learning. The qualification was endorsed by HPCSA.

The ethical parameters learners follow in the training and practice require that learners be registered with the Health Professional Council of South Africa (HPCSA) and follow the regulations of the College of Medicine of South Africa (CMSA) and the rules and regulations of the institution. The successful completion of the qualification will enable the learner to be registered as a specialist in Urology.

The institution comprises mainly of rural disadvantaged communities in the Eastern Cape. The Master of Medicine in Urology will offer an opportunity to young African doctors of the province to avoid migration from the Eastern Cape to become specialists in Urology, and even from other areas of South Africa and Southern African Developing Countries (SADC). The Eastern Cape Province is rated among the areas with scanty specialists working at public hospitals. This qualification will contribute to increasing the number of Urologists, and consequently improve the care of patients with Urology pathologies in rural areas. Graduates from the qualification will have the opportunity to access the initial professional preparation of those who wish to continue developing their knowledge and skills for doctoral degrees or sub-specialities in Urology, because the qualification will provide specific depth and specialization of knowledge, together with practical skills and workplace experience.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

Entry Requirements

The minimum entry requirement for this qualification is

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

And

• Registration as a Medical Practitioner with HPCSA

And

• Independent Medical Practitioner at HPCSA
• Post Internship training
• Post community service
• Independent registration with HPCSA
• Have passed the primary and intermediate exams of the College of Surgeons of South Africa.
• Have an accredited post of registrar by the HPCSA.
• Approval with the HPCSA for international candidates.

This qualification consists of the following compulsory modules at NQF 9 Level totalling 480 Credits.

- Compulsory Modules, NQF Level 9, 480 Credits

• Generalities In Urology, 30 Credits.
• Basic Surgical Urology Anatomy, 30 Credits.
• Urological Emergencies., 20 Credits.
• Imagen Studies of the Genitourinary System, 20 Credits.
• Urogenital Infections, 10 Credits.
• Congenital Malformations of The Genitourinary System, 10 Credits.
• Benign and Malignant Tumours of The Genitourinary System, 30 Credits.
• Andrology, 30 Credits.
• Urinary Lithiasis, 30 Credits.
• Genitourinary Pathology, 30 Credits.
• Minimum Access Surgery in Urology, 30 Credits.
• Vesico-Urethral Dysfunction, 30 Credits.
• Urinary Diversions and Reconstructions, 30 Credits.
• Urology Portfolio, 30 Credits.
• Research Dissertation, 60 Credits.
• Urology Major (Integrated), 60 Credits.

1. Demonstrate competence in the diagnosis and management of disorders in Urology.
2. Demonstrate competence in all clinical skills for Urological challenges.
3. Demonstrate the ability to facilitate the health and quality of urological patients.
4. Demonstrate the ability to facilitate the learning of others by mentoring junior staff and MBChB learners.
5. Demonstrate the ability to create and maintain high ethical standards in Urology.
6. Demonstrate the ability to identify scientific research methodology, implement a research project and write a mini dissertation.

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Diagnose and manage disorders of urology.
• Assess the clinical skills required for managing urological challenges and apply these skills to manage and address urological challenges.
• Treat and improve the health and quality of life of urological patients.
• Effectively mentor and direct the learning of junior staff and MBChB learners.
• Apply and maintain high ethical standards in all aspects of Urology training.
• Create and maintain high ethical standards in Urology.
• Apply scientific research methodology, implement a research project, and write a mini dissertation.

INTEGRATED ASSESSMENT

The evaluation system is carried out in accordance with the provisions of the rules and regulations of the institution and College of Medicine of South Africa (CMSA) and must be reflected on his/her academic file. Promotion Evaluation is done every six months and at the end of each academic year (Year Pass Theoretical and Practical) and the final Fellowship exam and research component.

The final exam with the CMSA is as follows

The candidate must present his/her Portfolio in advance to be accepted for the exam. Conduct of the final examination Fellowship of the CMSA of Urology of South Africa), the learner must pass the following evaluations:

• Paper 1: SAQ (short answer questions) and Paper II: SAQ with a weighting both of 25%. Two to 3-hour written papers with a subminimum of 45% for the combined papers.
• Short cases (4), weighting 30%.
• OSCE (10 stations) weighting 30%. A minimum of 4 of the 6 questions should be passed.
• Oral exam weighing 15%.

These clinical, practical, and oral examinations in Urology are conducted by a panel of examiners appointed by the CMSA of Urologists.

According to the regulations of the HPCSA, after passing satisfactory exams for the College, candidates need to present the research component to be accredited as a specialist in Urology. The research work must be produced as a mini dissertation, which has to be approved by the Hospital/University authority to collect data, the ethics committee to see that it is ethical research and the Higher Degree Committee to see that formats of research are followed and standard of write up is maintained.

Formative assessment will be carried out to ensure satisfactory learning outcomes by the following methods

• Patient presentations.
• Patient study (assignments).
• Observed clinical consultations.
• Observed clinical and surgical procedures.
• Case discussions.
• Videotaped patient consultation.
• Reflection on clinical encounters.
• Developing learning plans.
• Observed teaching sessions to the undergraduate learners/ healthcare team.
• Observation of professional -attributes and ethical practice.
• Portfolio.
• Writing research concept paper and a research proposal.

Summative assessment will carry the following components

• Objective Structured Clinical -Examination (OSCE).
• Modified Essay Question (MEQ).
• Multiple Choice Questions (MCQ).
• Journal Article Appraisal.
• Mini Dissertation.