Master of Philosophy in Paediatric Endocrinology

Purpose

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

• Ensure that learners acquire theoretical knowledge as well as practical skills and experience in the field of Clinical Endocrinology and Metabolism, 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.
• 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.
• Contribute to the pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Endocrinology 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.

Learners enrolled in this qualification will therefore become well versed in the clinical management of both common as well as the less common, complex metabolic-endocrine disorders, will develop scientific and intellectual capacity to solve important clinical problems, and through their research projects, contribute to the development of a healthier South African society.

The purpose and Exit Level Outcomes of the qualification would be reached by means of the curriculum, as candidates are supervised, guided and assisted and they are required to perform a research project at the appropriate level.

Rationale

The worldwide pandemic of endocrine-metabolic diseases like diabetes and obesity has made appropriate training and research in this field a priority. South Africa is no exception. Not only is patient care required, but more clinical research on epidemiology, clinical manifestations, risk factors, prevention and appropriate management has become mandatory.

This qualification will aim to address the need to properly train clinicians with a thorough understanding of and experience in clinical research in the field of paediatric endocrinology and metabolism. Similar to all the subspecialty qualifications in paediatrics, learners will be qualified paediatricians who have obtained their Master of Medicine (MMed) (Paed) or FC Paed (SA) Degree.

The Paediatic Endocrine Unit (in the Department of Paediatrics and Child Health) should be seen specifically within the context of the high burden of diabetes and obesity in the South African society. It is important to appreciate that less common diseases of the pituitary gland, the adrenals, parathyroids, thyroid, gonads etc. as well as adolescent endocrinology are not addressed adequately in the training of the general paediatricians. The Paediatric Endocrine Unit is also closely linked to national organisations like the Paediatric and Adolescent Endocrine and Diabetes Society of South Africa (PAEDS-SA) and the Society for Endocrinology Metabolism and Diabetes of South Africa (SEMDSA) where it assists with the formation of national policy and the drafting of national guidelines on the diagnosis and management of common diseases like diabetes and hypothyroidism.

This qualification will prepare learners for a career as clinical endocrinologists.

Recognition of Prior Learning (RPL)

The Master of Philosophy (MPhil) (Paediatric Endocrinology) qualification conforms to the University's Policy on the Regulation of 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 be granted 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.
• The time since the learning was completed may be taken into account, as learning that occurred too long ago may not be relevant at the time of application.
• Exemption from module(s), as RPL, can 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 have 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 learning 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 learning qualification (for example, a learner may be admitted on condition that he/she successfully completes supplementary work during the course of a learning 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 degrees).
• 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

• Fellowship of the College of Paediatricians of South Africa - FC Paed (SA).

Or

• Master of Medicine in Paediatrics, NQF Level 9.

AND

• Registration as a specialist paediatrician.

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

• Clinical Endocrinology Part 1, 135 Credits.
• Research project, 45 Credits.

1. Practice endocrinology paediatrics competently with a good working knowledge of the management of a wide range of common (e.g. diabetes, obesity, thyroid disorders, short stature, pubertal disorders) as well as less common (e.g. pituitary, adrenal, gonadal etc.), endocrine disorders.
2. Demonstrate the expertise to:

• Independently design a clinical (or basic science) research project.
• Obtain ethical approval.
• Obtain funding to perform such a project.
• Present the results and conclusions in a scientific format.
• Accept the responsibility and accountability for the performed work within the context of the discipline of Paediatric Endocrinology.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate theoretical knowledge about common (e.g. diabetes, obesity, thyroid disorders, short stature, pubertal disorders) as well as less common (e.g. pituitary, adrenal, gonadal etc.), endocrine disorders.
• Demonstrate practical skills and experience in clinical endocrinology so as to assess patients clinically, request and interpret the necessary laboratory tests and prescribe the appropriate prophylactic and/or curative treatment.
• Identify and solve problems in which responses display that responsible decisions using critical and creative thinking.
• Work effectively with others as a member of a team, group, organisation, community and manage oneself and one's activities responsibly and effectively.
• Organise and manage oneself and one's activities responsibly and effectively.
• Collect, analyse, organise and critically evaluate information.
• Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
• Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
• Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
• Reflect on and explore a variety of strategies to learn more effectively.
• Participate as responsible citizens in the life of local, national and global communities.
• Demonstrate culturally and aesthetically sensitivity across a range of social contexts.
• Explore education and career opportunities; and develop entrepreneurial opportunities.

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).
• Exhaustively locate relevant information, including research and review articles, textbooks and guidelines, by accessing internet databases and employing appropriate search strategies.
• Critically evaluate the relevant literature for ethical standards.
• Write an appropriate literature review.
• Formulate and write a research protocol and source funding for such research.
• 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 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 Colleges of Medicine of South Africa.
• Module II: The Research Project is assessed by two independent examiners (they must not have been involved in planning and conducting the study), 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 Research Project, 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.