Master of Philosophy in Interventional Radiography

Purpose

The purpose of this qualification is to build cognitive, clinical and practical skills specific to the Diagnostic Radiologist specialists in Clinical Imaging.

Upon qualifying the learner will be able to

• Conduct a comprehensive review of leading and current research in the subspecialty to produce significant insight.
• Engage with and critique current practices in Clinical Imaging.

Rationale

Interventional Radiology (IR) represents one of the most dynamic and exciting fields in medicine today since major surgical procedures, many of them having significant perioperative morbidity and mortality, have now been replaced by minimally invasive interventional procedures that can often be performed on an outpatient basis. Currently Radiologists with a Master of Medicine in Diagnostic Radiology are conducting these interventional procedures however, as the range and complexity of Interventional Radiology (IR) procedures have increased, this approach has become undesirable. Interventional Radiology (IR) is not simply a technical subspeciality of Diagnostic Radiology but an advanced subspeciality of clinical radiological and medical practice concerned with diagnosing and treating patients. Therefore it would be good clinical practice and a medico-legal requirement for radiologists to be trained in this highly specialised field. This requires offering appropriate training in Interventional Radiology (IR), enabling them to perform a variety of complex and invasive diagnostic and interventional procedures safely and effectively. Thus creating the urgent need for the training of Interventional Radiologists.

The Department Clinical Imaging Sciences at the Institution has one of the leading interventional units in the country where the entire spectrum of diagnostic imaging examinations and interventional procedures are performed. This qualification thus sets out the framework for educational progression that will support professional advancement throughout subspeciality training in Interventional Radiology (IR). This consists of training in core clinical radiology and higher subspecialty training that synthesises many complex invasive therapeutic skills. This training will allow Interventional Radiologists to develop sound judgement and advanced clinical skills, which will add value to patient management.

With regards to the stakeholder needs the qualification also meets national requirements since it is aligned with the Higher Education Qualifications Sub-Framework (HEQSF) which supports the goal of expanded access and responsiveness to address emerging skills and knowledge needs and in addition providing for greater flexibility and options with respect to this professionally-oriented subspecialty qualification to meet the varying needs of the stakeholders and communities they serve. In addition, the Master of Philosophy in Advanced Clinical Imaging allows a learner to obtain a nationally recognised qualification that permits access to horizontal and vertical articulated qualifications within the National Qualifications Sub-Framework, enhancing the status and employability of medical specialists committed to clinical imaging. The Health Professions Council of South Africa (HPCSA) as the professional body was consulted to determine whether this particular qualification meets the requirements for professional registration, membership or licensing. In addition, the Health Professions Act 56 of 1974 stipulates regulations relating to this subspeciality in medicine (published under government notice R590 in Government Gazette 22420 of 29 June 2001) sets the requirements for registration of the subspeciality by a medical specialist with the board and declared that they recognise this subspeciality qualification.

Recognition of Prior Learning (RPL)

RPL for access in exceptional cases, based on merit, where applicants do not meet the minimum admission requirements a learner will be considered for access in compliance with the institutional RPL Policy. This includes approval of the faculty committee, on the recommendation of the academic Head of Department, with notification to the Executive Committee of Senate (ECS). RPL is granted on the strength of a standard of proficiency that is sufficient for the purposes of postgraduate advanced study in the subspeciality. The rules and regulation of the Health Professions Council of South Africa (HPCSA) and the CIRSE will be adhered to.

Entry Requirements

Admission requirements for the following qualification are as follows

• Learners must be registered as a Diagnostic Radiologist with the Health Professions Council of South Africa (HPCSA) or equivalent for the country of origin.
• Learners must be in a possession of a Bachelor of Medicine and Bachelor of Surgery (MBChB).

Or

• Master of Medicine (Diagnostic Radiology).

Or

• Fellowship of the College of Pathologists of South Africa (College Fellowship).

Or

• Equivalent qualification.

In addition to the above-mentioned entry requirements, the learner must also comply with the HPCSA requirements for registration of a subspeciality as follows:

• submit a certificate to the board, issued by the relevant faculty of medicine or health sciences in South Africa, to certify that - they complied with all the requirements for registration as a specialist in the basic or one of the basic specialities listed against the relevant subspeciality in regulation 4 of the Act and that they had been registered as a specialist in that specialty.
• If learner has qualified after 1 January 2002, the learner must submit proof to the board that he or she passed an evaluation in the relevant subspeciality which had been approved by the board.

The Government Gazettes 17721 Notice No 67 of 1997, in addition stipulates that

In the case of the subspecialty Diagnostic Radiology he or she shall, subsequent to having complied with all the requirements for registration in the speciality medicine or clinical imaging, obtain two years' clinical experience in medical oncology as the incumbent of a clinical appointment acceptable to the council under the control of a unit in a teaching hospital recognised by the council as a training unit in Radiology submit a certificate to the board, issued by the relevant faculty of medicine or health sciences in South Africa, to certify that the applicant obtained education and training in the relevant subspecialty of at least two years as the holder of a post of subspeciality trainee approved by the board under control of a unit in a teaching hospital which had been accredited by the board as a teaching unit in the said subspecialty.

This qualification comprises compulsory modules at NQF Level 9, totalling 300 Credits.

Compulsory modules at NQF Level 9

• Basic Principles in IR, 40 Credits.
• Basic IR Clinical Practice, 40 Credits.
• Advanced IR Practice I, 80 Credits.
• Advanced IR Practice II, 80 Credits.
• Mini-dissertation, 60 Credits.

1. Conduct a comprehensive review of leading and current research in the subspecialty to produce significant insight into Clinical Imaging.
2. Engage with and critique current practices in Clinical Imaging.

Associated Assessment Criteria for Exit Level Outcome 1

• Current processes of knowledge production are correctly evaluated and an appropriate process of enquiry for the area of Clinical Imaging practice is chosen.
• Current practices in Clinical Imaging are appropriately engaged with and critiqued.
• Autonomous ethical decisions are suitably made and effectual contributions to the development of ethical standards in a Clinical Imaging context are made.
• A range of advanced and specialised skills and discourses appropriate to the practice Clinical Imaging are used to contribute to academic teaching and to the advancement of new knowledge in the subspecialty.

Associated Assessment Criteria for Exit Level Outcome 2

• Methods, techniques, processes and technologies are appropriately and creatively selected and applied to complex clinical and theoretical problems in Clinical Imaging.
• A wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within the Clinical Imaging practice are correctly and satisfactorily used.
• Autonomous ethical decisions are suitably made and effectual contributions to the development of ethical standards in a Clinical Imaging context are made.
• Interventions at an appropriate level are clinically correctly made and the intended and unintended consequences of such interventions are appropriately addressed.

Integrated Assessment

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. Each of the concepts within the Master of Philosophy will be taught, learnt and assessed within the context of everyday clinical practice within the Clinical Imaging Sciences department. These are therefore aligned with, and fully integrated into the Exit Level Outcomes of the qualification. The qualification provides for both a continuous and summative assessment. The formative assessment focuses not only on theoretical knowledge, but also on the integration of knowledge and competencies during clinical cases. For the purposes of this qualification's summative assessment, learners are subjected to the European Curriculum and Syllabus for IR. The examination consists of a written and an oral component.

The assessment content covers the entirety of the European Curriculum and Syllabus of Interventional Radiology. Each assessment is mapped to an assessment blueprint derived from the curriculum and syllabus.

Cardiovascular and Interventional Radiological Society of Europe (CIRSE) recognises the life-long learning nature of a subspecialisation in Interventional Radiology. Continuous assessment is done through regular appraisal with review of logbooks and constructive feedback by the Interventional Radiology (IR) responsible for training which is not only pivotal to demonstrate up-to-date competence but is also important for a continuous learning process. These logbooks are reviewed, monitored and assessed by the Head of Department. Workplace based assessment also forms an integral part of the assessment approach of the qualification; this assesses daily practice.

The following tools are utilised

• Case based discussion (CBD)
• Direct observation of practice and procedures (DOPP)
• Objective structured clinical examination (OSCE)
• Peer assessment tools (PAT, 360 Degree appraisal)
• IR specific Procedural Based Assessments (PBA)
• Review of complications

Three major elements are drawn together in the assessment of the experiential learning in the qualification, i.e. preparation, collaboration and reflection. In addition, networking forms a part of learners' self-assessment through discussion with peers and experts in the field. Learners attend departmental seminars where issues of progression in their tasks and clinical practice are raised, assessed and corrective action, if needed, arranged. Learners' involvement in their research project and the logbook and/or portfolio also serves as assessment of the experiential learning since their progress and actions needed to close the gap between desired and actual levels of performance are reflected on and addressed.