Master of Philosophy in Neonatology

Purpose

The purpose of the Master of Philosophy in Neonatology (MPhil in Neonatology) is to

• Ensure that learners acquire a high level of theoretical knowledge as well as practical skills and experience in the field of Neonatology, 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.
• 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.
• Contribute to the pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Neonatology and to make provision for the country's needs in a skilled scientific workforce of the highest calibre.
• Prepare learners who can apply their skills to the task of answering the relevant questions and meeting the critical needs of the country.

Rationale

Neonatology is a "scarce" subspecialty skill in South Africa, with less than 50 Neonatologists registered with the Health Profession's Council of South Africa. This qualification is aimed at paediatricians who wish to subspecialise in Neonatology. An MPhil in Neonatology will allow clinicians to be better equipped regarding neonatal knowledge and knowledge to optimally function in their respective institutions as neonatologists. It provides a structured learning process to improve the quality of neonatologists training. It will also equip the clinician with research skills to advance their personal knowledge, provide evidence based neonatal management and further the research in this field.

The qualification will 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.

Recognition of Prior Learning (RPL)

The Master of Philosophy (MPhil) (Neonatology) qualification conforms to the Institution's Policy for the Regulation for the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT) as well as the RPL policy of the Faculty of Health Sciences.

In the case of RPL for exemption and CAT for transfer

• Exemption and credit transfer may only be granted on a per-module basis, i.e. a complete module of an academic qualification is the smallest learning unit for which credits may be exempted or transferred for learning however, learning that occurred too long ago may not be relevant at the time of application.
• Exemption from module(s), may be granted on the strength of short course(s) outside the Higher Education Qualifications Sub-Framework (HEQSF) (in other words, non-credit-bearing) completed by the applicant, on condition that the course contents, duration and assessment of the short course are at least similar to that of the module(s).
• Each credit exempted or transferred, must correspond to ten notional study hours.

In the case of RPL for access

" Applications for admission to postgraduate qualifications, the normal admission requirements may be waived based on prior learning, subject to the approval of the relevant faculty board. The approval must be recorded in the faculty board's communications to Senate.

Departments and qualification committees in the Faculty of Health Sciences are at liberty to make use of one or more of the following assessment instruments, or of similar assessment instruments, when considering applications:

• Admittance assessment instruments (for example, entrance or placement tests, and special examinations, especially those that are assessed quantitatively).
• Learning portfolios (for example, the candidate may present a comprehensive set of documents and/or other evidence to illustrate his/her prior learning - such documentation will be evaluated qualitatively).
• "Conditional" admittance (for example, a learner may be accepted as a special learner and then be allowed to "perform himself or herself into" a learning qualification).
• Prior supplementary work (for example, a learner may be provisionally admitted to a qualification on condition that he/she completes supplementary work that meets set requirements before being formally entered into the learning qualification).
• Supplementary work during the qualification (for example, a learner maybe admitted on condition that he/she successfully completes supplementary work during the course of a qualification).
• Recognition of formal learning in the form of parts or the whole of learning qualifications which were offered or completed at other institutions (for example, relevant diplomas or qualifications).
• Recognition of formal learning completed in the form of professional short courses or in-service training courses (for example, learning that is not certified as a qualification, or part thereof, by another institution of higher learning).
• Recognition of non-formal or informal learning (for example, learning that took place in the workplace or in another appropriate environment on the initiative of the individual).

Entry Requirements

The minimum entry requirement for this qualification is

• A Fellowship of the College of Paediatricians FC Paed.

or

• Master of Medicine (MMed) (Paed), NQF Level 9.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 180 Credits.

Compulsory modules, NQF level 9, 180 Credits.

• Clinical Neonatology, 135 Credits.
• Research project, 45 Credits.

1. Demonstrate the ability to function as an independent neonatologist with a sound and systematic knowledge of the theoretical aspects of the subject matter as defined for the clinical syllabus.
2. Demonstrate the ability to independently design a clinical research project, obtain ethical approval, obtain funding to perform such a project, present the results and conclusions in a scientific format, and accept the responsibility and accountability for the performed work within the context of the discipline of Neonatology.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate theoretical knowledge about prematurity and neonatal disease patterns.
• Assess patients clinically, request, perform and interpret the necessary investigations and prescribe the appropriate treatment in addition to recommending appropriate higher level management.
• Critically assess existing literature, clinical and investigative data, and to solve complex or unusual clinical problems, based on a thorough understanding of disease mechanisms and pathophysiology.
• Teach junior colleagues and provide guidance in neonatal problem- solving and management.
• Perform neonatal functional echocardiography and cranial ultrasound and apply findings to clinical practice.

Associated Assessment Criteria for Exit Level Outcome 2

• Formulate clear, answerable research questions as they pertain to the discipline of developmental paediatrics.
• Decide on the most appropriate methodology to address the research question(s.).
• Find all relevant information, including research and review articles, textbooks and guidelines, by accessing Internet databases and employing appropriate search strategies.
• Critically evaluate the relevant literature.
• Write an appropriate literature review.
• Formulate and write a research protocol.
• Conduct the study and analyse the data.
• Draw logical, evidence-based conclusions from the data.
• Present and defend the results of the research in an acceptable scientific format.

Integrated Assessment

Formative assessments are performed on a continuous basis. This is done via monitoring procedures and this 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.

• Module I: Clinical competency is evaluated by a formal national written examination and clinical assessment, set and marked by the Institutions of Medicine of South Africa.
• Module II: The Mini Research Assignment is assessed by two independent examiners, one of whom will be an external examiner. Examiners (preferably 3) may be proposed by the supervisor, but must be appointed by the Postgraduate Committee of the Department of Paediatrics and Child Health. The Mini Research Assignment, together with a copy of the guidelines for assessment and a copy of the standard (pro forma) report form, will be submitted by the Postgraduate Committee (and not the supervisor) to the examiners for assessment. The examiners must return the completed standard report form to the PGC together with a more detailed report.