Master of Philosophy in Reproductive Medicine

Purpose

The purpose of this qualification is

• To ensure that the learner acquires a high level of theoretical knowledge as well as practical skills and experience in the field of Reproductive Medicine, via appropriate assimilation and analysis of new information, and acquire the ability to find workable solutions to problems and challenges, as well as gain practical application of knowledge accrued.
• To prepare such learner for a career as Reproductive Medicine specialists.
• To ensure that the learner acquires the necessary skills to identify key research opportunities, initiate well-structured research studies, complete such studies, and apply the results thereof.
• To prepare the learner who aspires 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.
• To contribute to the pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Reproductive Medicine and to make provision for the country's needs in a skilled scientific workforce of the highest calibre.
• To prepare learner who can apply their skills to the task of answering the relevant questions and meeting the critical needs of the country.

Rationale

The world-wide problem with infertility (two out of six married couples) has resulted appropriate training and research in this field be a priority. South Africa is no exception and the prevalence of infertility has now reached staggering proportions. Not only are skilled reproductive medicine specialists, providing patient care for a growing number of patients with infertility and endocrine problems required, but more clinical research on the epidemiology, clinical manifestations, risk factors, prevention and appropriate management of reproductive medicine has become a priority.

This professional master's qualification addresses the need to properly train clinicians with a thorough understanding of and experience in clinical research in the field of reproductive medicine. Similar to all the subspecialty qualifications in Obstetrics and Gynaecology, learner will be qualified physicians.

Recognition of Prior Learning (RPL)

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. The RPL process is subjected to the Faculty's quality assurance process. Unsuccessful applicants may appeal according to the relevant appeal procedures as stated in the Institution's General Calendar.

The institution has an Assessment Policy and Recognition of Prior Learning (APRL) policy in place.

Entry Requirements

• A specialist degree in Obstetrics and Gynaecology and registration as specialist Obstetrician Gynaecologist as well as hold a FCOG (SA) or equivalent Degree.

This qualification consists of 2 compulsory modules at NQF Level 9, totalling 180 Credits

• Master of Philosophy in Reproductive Medicine, 135 Credits.
• Master of Philosophy in Reproductive Medicine, Module II (Research Assignment), 45 Credits.

1. Critically engage with the complex and interrelated challenges in the field of Reproductive Medicine and identify areas and gaps which could be addressed through critical thinking and appropriate research.
2. Develop skills and experience in clinical reproductive medicine so as to assess patients clinically; request and interpret the necessary laboratory tests and interpret and/or perform the necessary special investigations and prescribe and/or perform the appropriate prophylactic and/or curative treatment.

Associated Assessment Criteria for Exit Level Outcome 1

• A high level of theoretical knowledge is demonstrated and applied about common infertility and endocrinology problems (e.g. evaluation of the infertile couple, ovulation induction, different IVF-procedures, semen analysis and interpretation, principles of endoscopic surgery, amenorrhea, hirsuitism, premature ovarian failure, abnormal uterine bleeding, precociuous puberty).
• Existing literature, clinical data, laboratory data, e.g. hysterosalpingogram (HSG), Ultrasound of the uterus and ovaries as well as MRI scans of the pituitary gland is critically assessed.
• Problems are identified and solved in which responses display that responsible decisions have been made using critical and creative thinking.
• Information is collected, analysed, organised and critically evaluated.
• Logical, evidence-based conclusions from the data are drawn.
• The results of the research are presented and defended in an acceptable scientific format.

Associated Assessment Criteria for Exit Level Outcome 2

• Working effectively with others as a member of a team, group, organisation, community is demonstrated.
• Communication in visual, mathematical and/or language skills in the modes of oral and/or written persuasion are used effectively.
• Science and technology is used effectively and critically, showing responsibility towards the environment and health of others.
• Counselling is rendered to the patient during the termination of pregnancy.
• The insertion of the IUCD and knowledge of the use of the intra-uterine progestagen systems is demonstrated.
• Basic diagnostic laparoscopy and a level III in endoscopic surgery are performed.
• In an endoscopic laboratory basic endoscopic skills are developed using box training and simulator training.
• Under supervised performance, 40 or more diagnostic laparoscopic procedures, laparoscopic hysterectomy, laparoscopic Burch and laparoscopic myomectomy operative procedures are performed before unsupervised operating is carried out.
• Oocyte aspirations and embryo transfers for IVF are planned, treatment is instituted, and is performed and clinical examination is documented.
• How the laboratory runs and the quality control of this laboratory is understood.
• In an andrology laboratory a basic semen analysis is carried out.
• Basic endocrinological testing egcortrosyn stimulation, dexamethesone suppression are carried out.
• The logbook containing a complete record of the cases attended to is recorded; the data to be recorded for each case is listed, two-thirds of the minimum requirements for each of the procedures are listed in the logbook.
• Basic endocrinological testing egcortrosyn stimulation, dexamethesone suppression are conducted.

Integrated Assessment

Formative assessments are performed on a continuous basis. This is done via the 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.

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