Master of Philosophy in Gynaecological Oncology

Purpose

The purpose of this qualification

• To ensure that learners acquire a high level of theoretical knowledge as well as practical skills and experience in the field of Gynaecological Oncology, via appropriate assimilation and analysis of new information.
• The ability to find workable solutions to problems and challenges, as well as practical application of knowledge accrued.
• To prepare such learners for a career as Gynaecological Oncology subspecialists.
• To ensure that learners acquire the necessary skills to identify key research opportunities, initiate well-structured research studies, complete such studies, and apply the results thereof.
• To prepare learners who aspire to move to a higher level of academic research work for Doctoral Studies and to promote an approach based on academic integrity and professional ethics.
• To contribute to the pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Gynaecological Oncology and to make provision for the country's needs in a skilled scientific workforce of the highest calibre.
• To prepare learners who can apply their skills to the task of answering the relevant questions and meeting the critical needs of the country.

Rationale

The burden of gynaecological cancer has made appropriate training and research in this field a priority. Relatively poor health outcomes, including insufficient prevention strategies continue to be a feature of South African cancer statistics. Not only are skilled Gynaecological Oncology subspecialists required to provide clinical care, but research on the epidemiology, clinical manifestations, risk factors, prevention and appropriate management of Gynaecological cancers has become a priority.

This Professional Masters qualification addresses the need to properly train clinicians with a thorough understanding of and experience in clinical research in the field of Gynaecological Oncology.

Recognition of Prior Learning (RPL)

The qualification conforms to the institution'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 RPL 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.

Entry Requirements

Admission to the qualification is subject to academic selection criteria and the learner must

• Be registered as a specialist Obstetrician/Gynaecologist.

And have

• A specialist Degree in Obstetrics and Gynaecology.

Or

• Hold a Fellow of the College of Obstetrics and Gynaecology (SA) or equivalent qualification.

This qualification comprises of 2 compulsory modules at NQF Level 9, totalling 180 Credits

• Clinical Module, 135 Credits.
• Research Assignment, 45 Credits.

1. Develop comprehensive knowledge of the diagnostic techniques and procedures necessary for the diagnosis and assessment of gynaecological cancers, including the knowledge to stage cancers and to decide on the most appropriate management methods.
2. Demonstrate specialised knowledge across the discipline of Gynaecological Oncology by understanding theory, concepts and methods, be able to articulate an understanding of the current thinking and display an ethical awareness of research in a range of contexts.

Associated Assessment Criteria for Exit Level Outcome 1

• An extensive knowledge of the epidemiology and aetiology of all cancers of the female genital tract is understood.
• The significance of cytology, colposcopy, histopathology, radiology, ultrasound, computerised tomography and magnetic resonance imaging is understood and applied.
• A high level of competence is attained in the assessment of pathology specimens relevant to the subspeciality.
• The patient requiring surgical treatment of her malignancy is managed, and a comprehensive understanding of the techniques of radiation oncology and medical oncology treatment is displayed.
• In the Logbook, a complete record of the all exenterative procedures and diversion procedures performed in the training unit is recorded.

Associated Assessment Criteria for Exit Level Outcome 2

• The complex and interrelated challenges in the field of public health are critically engaged with and areas and gaps which could be addressed through critical thinking and appropriate research are identified.
• Clear, answerable research questions are formulated that pertain to the discipline of Gynaecological Oncology.
• The most appropriate methodology to address the research question(s) is decided upon.
• All relevant information, including research and review of articles, textbooks and guidelines are found, internet databases are accessed and appropriate search strategies are employed for the analysis and evaluation of the relevant literature.
• The field of research and of the research topic is adequately demarcated and conceptualised.
• A research protocol is formulated and written.
• Relevant data is collected, conceptualised and critically analysed and are related to these challenges in the public health field in terms of innovative and cost effective strategies and recommendations.
• Logical, evidence-based conclusions from the data are drawn.
• The results of the research are presented in an acceptable scientific format.
• Research is conducted in an ethical and scientifically rigorous manner whereby the ability to engage with gate keepers of communities and other important role players when entering into the field and within a team approach is employed.
• Information is produced and communicated by making use of the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and a range of advanced and specialised skills and discourses appropriate to a field, discipline are used.
• Learning is managed, learning strategies are developed which sustain independent learning and academic or professional development, and effective interaction within the learning or professional group as a means of enhancing learning is displayed.

Integrated Assessment

Formative assessments are performed on a continuous basis. This is done via the monitoring procedures and helps to identify specific weaknesses in the learner's knowledge before engaging in a formal assessment process.

The summative assessment of a learner is performed by a process of formal internal and external examination of the two qualification modules viz.