Master of Science in Medicine

The purpose of the qualification is to combine the development of advanced skills and knowledge in one of a number of fields offered, with research competence, by following one of two routes:

A. MSc (Med) (by coursework and research report)

B. MSc (Med) (by dissertation).

The Master of Science degree is a more academic track than the clinical Masters degree. The qualifying MSc (Med) graduate is competent in research and can apply advanced knowledge and techniques acquired in the practice or research of the chosen field. In this way the graduate contributes to the need in our country for practitioners who have competence in research in their field of study.

A learner must have previously gained a knowledge and understanding of both the structure and content of the field and of related concepts and knowledge systems underlying the discipline. The learner should have had opportunities to use his/her knowledge to solve problems independently while considering the implications. This may have been achieved either by formally accredited learning or in part by experiential or work-based learning in the field.

Formally Accredited Learning

The typical applicant is the holder of a bachelor degree of at least four years' duration of the University, or an equivalent University-approved qualification - consult the application information for the year of study for which application is being made, and is required to have completed the degree such that the levels would give the candidate a reasonable chance of reaching the specified outcomes, in order to meet the requirements for registration for an MSc (Med).

Recognition of Prior Learning

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification, experiential or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Students who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be admitted on condition that, upon admission, their curriculum is broadened over a longer period to include preliminary or parallel programmes.

EXIT LEVEL OUTCOMES (ELO)

1 Problem-Solving Ability

The qualifying learner is competent to perform high order problem solving techniques (collecting, researching, analysing, organising and critically evaluating information at an advanced level) and to apply advanced techniques in the field.

2 Advanced Knowledge in the Field and the Application Thereof

The qualifying learner is competent to apply advanced knowledge to determine the causes of problems and to solve and manage problems in the particular field.

3 Research Competence

The qualifying learner shows expertise in research and the ability to evaluate and implement research findings in the field.

4 Attitudes and Values

The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects of advanced practice in the field, both in relation to the care of individuals and of populations.

5 Self Development

The qualifying learner will have acquired and will demonstrate self direction and independence in his or her learning in order to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations and evaluate her or his own progress.

Critical Cross- Field Outcomes (CCFO's).

a) "Identifying and solving problems in which responses display that the responsible decisions using critical and creative thinking have been made"- See ELO 1, 2 and 3.

b) "Working with others as a member of a team, group, organisation, community."- See ELO 2, 4.

c) "Organising and managing oneself and one's activity responsibly and effectively."-See ELO 1, 2, 3, 4 and 5.

d) "Collecting, analysing, organising and critically evaluating information"- see ELO 1, 2 and 3.

e) "Communicating effectively using visual, mathematical or language skills in the modes of oral and/or written persuasion."- See ELO 2 and 3

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others."- See ELO 2, 3 and 5

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation."- See ELO 1, 2 and 3.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

i. Reflecting on and exploring a variety of strategies to learn more effectively;"-see ELO 5

ii. "Participating as responsible citizens in the life of local, national and global communities;"- see ELO 2,4 and 5; note that the learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

iii. "Being culturally and aesthetically sensitive across a range of social contexts;" - see ELO 2, 4 and 5

iv. "Exploring education and career opportunities" - see ELO 5.

v. "Developing entrepreneurial opportunities."- See ELO 2 and 5

1. Problem-solving ability

The qualifying learner demonstrates

• The ability to select, apply, evaluate and/or develop the most appropriate advanced approach to the solution of problems
• The ability to analyse information to arrive at a management programme
• Application of diverse knowledge to development of appropriate solutions of problems, recognising wide-ranging factors including financial, environmental, health and technological aspects
• Appropriate decision-making regarding management and treatment or referral based on the above and on current evidence
• Enterprise in problem solving

1. Advanced knowledge in the field and the application thereof

The qualifying learner demonstrates

• Both knowledge and application of that knowledge in the field
• Competence as a practitioner in the field which includes:
• Demonstration of leadership in advanced problem solving
• Effective and critical use of advanced techniques in the field
• Showing initiative and ability to work independently with professional responsibility in an advanced field being critically aware of one's own limitations
• Appropriate referral to another practitioner where indicated
• The ability to communicate effectively, both generally and professionally, either verbally or in writing
• The ability to work effectively with others in a team, understanding the need to have managerial, communicative, research and educational skills for this purpose

1. Research competence

The qualifying learner

• Shows research competence through the production of a dissertation or research report which demonstrates skills including the ability to evaluate research, review literature, ask relevant research questions, design and perform a study, collect data, perform and interpret statistical analyses on data, interpret results, draw conclusions and write the dissertation or research report in acceptable structure, style and language
• Conducts all research with due regard for the moral, legal and ethical accountability and requirements of the profession
• Practices evidence-based practice by critically evaluating published literature in the field and applies it in practice
• Presents research to colleagues and can publish research findings.

1. Attitudes and values

The qualifying learner

• Shows respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language and culture
• Where applicable, refers patients to practitioners who are more appropriately qualified than he or she is to treat certain conditions
• Demonstrates an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care and the provision of care to populations
• Considers both the impact of health care on the environment as well as the impact of the environment on health
• Strives to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and uses his or her professional capabilities to contribute to the community as well as to individual patient welfare.

1. Self development

The qualifying learner

• Uses appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both as a practitioner and as a responsible citizen
• Acknowledges responsibility for continuing professional development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory CPD requirements
• Identifies personal limitations and develops the capacity of self-audit and participates in the peer review process, showing a willingness to seek help when necessary.

Integrated assessment

Research reports or dissertation serve as the medium for integrated assessment. Formative assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, coursework assignments and tasks, as well as reports on research plans and designs. Such methods assess students' progress towards the professional and academic competencies set out in the exit level outcome listed above. The assessment instruments are designed to integrate clinical, theoretical and reflective competence. Furthermore in order to pass a course, and finally in order to qualify, the learner must demonstrate the advanced knowledge acquired. Formative assessment uses the modes of self-assessment, peer assessment and internal assessment by members of the academic staff of the Faculty. Summative assessment may be conducted by means of oral and written examinations, examination equivalent assignments, and assessment of research proposals and reports. These assessment instruments are designed to integrate practical, theoretical and reflective competence.