Master of Philosophy in Haematology

Purpose

It is intended that the learner enrolled for this Master's Degree will be prepared for a career as a Clinical Haematologist. The learner will be supervised, guided and assisted by properly qualified individuals and will be required to perform a research project at the appropriate level.

Learners enrolling for this qualification will

• Acquire a high level of theoretical knowledge as well as practical skills and experience in the field of Clinical Haematology, via appropriate assimilation and analysis of new information, the ability to find workable solutions to problems and challenges, and practical application of knowledge accrued.
• Acquire the necessary skills to:

> Identify key research opportunities, initiate well structured research studies and complete such studies.

> Apply the results thereof.

> Promote an approach based on academic integrity and professional ethics.

> Move into a higher level of academic research work for Doctoral Studies.

On successful completion of the qualification the learner will be able to contribute to a pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Haematology and to make provision for the country's needs in a skilled scientific workforce of the highest calibre.

Rationale

The high prevalence of haematological disorders including those in HIV positive patients has made appropriate training and research in this field a priority. South Africa, with the very high incidence of HIV needs expertise in this field to manage the increasing numbers of patients with haematological disorders. Not only is patient care required, but more clinical research on the epidemiology, clinical manifestations, risk factors, prevention and appropriate management has become mandatory.

This qualification aims to address the need to properly train clinicians with a thorough understanding of and experience in clinical research in the field of Clinical Haematology.

Recognition of Prior Learning

The Master of Philosophy in Haematology conforms with 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.

Entry Requirements

The entry-level qualification is an Honours or equivalent Degree in the chosen or a related field/discipline Degree in Medicine. The applicant must also be currently registered with the relevant Professional Board as specialist physician.

For admission to the MPhil: Haematology, the learner must hold a Fellowship with the South African College of Physicians (FCPSA) or equivalent Degree.

The qualification comprises two compulsory modules totalling 180 Credits, at NQF Level 9. Learners have to pass both modules to obtain the qualification.

Modules

• Clinical Haematology, 135 Credits.
• Research dissertation, 45 Credits.

1. Demonstrate a level of theoretical knowledge about haematological disorders as well as practical skills and experience in clinical haematology in order to assess patients clinically, request, perform and interpret the necessary laboratory tests and prescribe the appropriate prophylactic and/or curative treatment.
2. Critically assess existing literature, clinical and laboratory data, and solve complex or unusual clinical haematological problems, based on a thorough understanding of disease mechanisms and pathophysiology.
3. Teach junior colleagues and provide guidance in problem solving and management of haematological disorders, and acquire the required foundation to pursue a higher level of academic work in the form of Doctoral studies.
4. Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in the chosen focus area.

Associated Assessment Criteria for Exit Level Outcome 1

1.1 Analyses of the problems and issues reflect a purposeful and critical application of advanced theory, current knowledge and expertise in the chosen focus area.

1.2 Interventions and/or recommendations reflect purposeful and creative plans to seek solutions based on theory and proven methods in the chosen field.

1.3 Discussions and/or interventions reflect advanced application of appropriate skills, strategies and techniques in accordance with corresponding theoretical assumptions in the chosen field.

1.4 Evaluations comprehensively describe outcomes of interventions, techniques, strategies or processes in relation to the stated goals and in accordance with corresponding theoretical assumptions.

1.5 Evaluations critically analyse outcomes in accordance with the identified needs and issues within the chosen focus area.

1.6 Evaluations are purposefully used as the basis for planning, implementing and making recommendations.

Associated Assessment Criteria for Exit Level Outcome 2

2.1 Current literature and research are accessed, analysed and organised systematically in the chosen focus area.

2.2 Evaluations demonstrate clear evidence of effective application of the principles of research practice in the chosen focus area.

2.3 Conclusions and recommendations are justified by the use of appropriate evidence and arguments.

Associated Assessment Criteria for Exit Level Outcome 3

3.1 Discussions reflect a clear understanding of the context (including policy, legislation and global issues), appropriate concepts, methods, ethics, theories and analytical processes in the chosen field.

3.2 Presentations reflect the appropriate application of the relevant concepts, methods, ethics, theories and analytical processes in the chosen field.

3.3 Written work on the chosen field displays critical analyses and a degree of intellectual independence.

3.4 Motivations of own position to specific debates are based on sound integration of relevant theory, practice, research and independent and creative thinking.

3.5 Discussions demonstrate understanding of own position and its feasibility in relation to major debates.

3.6 Written and oral formats clearly and cogently communicate explanations of own position.

Associated Assessment Criteria for Exit Level Outcome 4

4.1 Clear, answerable research questions as they pertain to the discipline of Clinical Haematology are formulated.

4.2 The most appropriate methodology to address the research question(s) is identified and used.

4.3 All relevant information, including research and review articles, textbooks and guidelines are found by accessing Internet databases and employing appropriate search strategies.

4.4 The relevant literature is critically evaluated and an appropriate literature review is written.

4.5 A research protocol is formulated and written.

4.6 The study is conducted, the data analysed and logical, evidence-based conclusions from the data are drawn.

4.7 The results of the research are presented and defended in an acceptable scientific format.

Integrated Assessment

Continuous formative assessment

• Regular feedback (3-6 monthly) is provided by the programme coordinator to the student and also to the Departmental Postgraduate Committee.
• Learners receive feedback on the management of patients under their care and on the development of their domain-specific knowledge and skills.
• A logbook is used to ensure that clinical exposure is adequate (and that sufficient practice in performing relevant procedures has taken place).
• Clinical cases and/or written tests may also be employed as part of the formative assessment.

Summative Assessment

The summative assessment consists of a national written examination conducted by the College of Medicine of South Africa.

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

The summative assessment of a student is performed by a process of formal internal and external examination of the two programme modules.