Master of Philosophy in Paediatric Nephrology

Purpose

The purpose of the Master of Philosophy in Paediatric Nephrology is

• To ensure that learners acquire a high level of theoretical knowledge as well as practical skills and experience in the field of clinical Nephrology, through appropriate assimilation and analysis of new information to prepare for a career as Clinical Paediatric Nephrologists with ability to find workable solutions to problems and challenges, as well as practical application of knowledge accrued.
• This qualification seeks to assist learners acquire the necessary skills that will help them move to a higher level of academic research and be able to identify key research opportunities, initiate well-structured research studies and execute the research from beginning to end with complete integrity and professional ethics.
• The purpose and outcomes of the qualification would be reached by means of the curriculum, as candidates are supervised, guided and assisted by properly qualified.
• 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 global epidemic of chronic kidney disease has made appropriate training and research in this field a priority. South Africa has just over 12 Paediatric Nephrologists for the entire population. Not only is more patient care required, but much more clinical research on the epidemiology, clinical manifestations, risk factors, prevention and appropriate management of paediatric renal disease is necessary and mandatory. There is a need to generate data and cannot simply extrapolate from work done in the developed world.

This qualification is aimed at addressing the need for properly trained clinicians with a thorough understanding and experience in clinical research and application in the field of Paediatric Nephrology.

This qualification will contribute to the pool of academics and professionals with the competent and critical intellectual abilities needed for the advancement of a skilled scientific workforce in the field of Paediatrics.

Recognition of Prior Learning (RPL)

The Master of Philosophy in Paediatric Nephrology qualification conforms to the institution's Policy for the Regulation for the Recognition of Prior Learning (RPL).

In the case of RPL for exemption

• Exemption and credit transfer may only be granted on a per-module basis, i.e. a complete module of an academic qualification is the learning unit for which credits may be exempted or transferred.
• The time since the learning was completed may be taken into account, since 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).
• A specific set of learning on the grounds of which admission to any postgraduate qualification is granted under RPL.
• 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 programme 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 evaluated qualitatively by the academic staff.
• "Conditional" admittance (for example, a student may be accepted as a special student and then be allowed to "perform himself or herself into" a qualification).
• Prior supplementary work (for example, a student 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 programme).
• Recognition of formal learning in the form of parts or the whole of 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

• Registered Specialist Paediatrician.

And

• Master of Medicine (MMed) Paediatrics (Paed) and Final Fellowship Examination of the College of Paediatricians of South Africa (FC Paed (SA)).

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

Compulsory modules at National Qualifications Framework (NQF) Level 9, 180 Credits.

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

1. Practise renal medicine competently in a South African setting with a good working knowledge of the management of paediatric renal diseases and related problems on a background of the relevant sciences and be able to serve as a paediatric nephrology consultant to colleagues in other areas regarding kidney diseases and the renal manifestations of systemic diseases.
2. Independently design a clinical (or science) research project, to obtain ethical approval, to obtain funding, to perform such a project, to present the results and conclusions in a scientific format, and to accept the responsibility and accountability for the performed work within the context of the discipline of nephrology.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
• Work effectively with others as a member of a team, group, organisation, or community.
• 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.

Associated Assessment Criteria for Exit Level Outcome 2

• Formulate clear, answerable research questions as they pertain to the discipline of Paediatric Nephrology.
• 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 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 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 one of whom will be an external examiner. Examiners 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, must be submitted by the Postgraduate Committee (and not the supervisor).