Postgraduate Diploma in Complementary Medicine in Unani-Tibb Medicine

Purpose

The purpose of this qualification is to equip learners with the necessary clinical skills to diagnose and treat patients using the traditional-health philosophy and methods of Unani-Tibb. Such skills will be equivalent to international standards, and will enable learners to meet the requirements to register with the Allied Health Professions Council of South Africa (AHPCSA).

The qualification will also provide learners with a foundation for continuous life-long learning in the profession and with skills to pursue research within the discipline. Also be able to equip learners with problem solving skills so as to enable them to use such skills in a clinical condition and be able to diagnose, check for signs and symptoms of disease and conditions as presented by the patient; using referral systems within the region; to have knowledge of the scope of practice of a (registered primary healthcare nurse, medical doctor or clinical pharmacist); to ensure health delivery systems are in place; to understand pharmacology related to trade name, generic names, adverse effects and drug related substances. Lastly learners will be able to understand the relevant acts related to the practice as well as understand the concept of comprehensive health care and health promotion.

Rationale

Unani-tibb is a form of traditional medicine practiced in countries of the Middle East and South Asia. It refers to a tradition of Graeco-Arabic medicine, which is based on the teachings of Greek physicians Hippocrates and Galen, and developed into an elaborate medical system in the Middle Ages by Arabian and Persian physicians.

According to Unani-tibb medicine, management of any disease depends upon the diagnosis of disease. In the diagnosis, clinical features, i.e., signs, symptoms, laboratory features and temperament are important.

Around the world there is undeniably, a substantial swing away from orthodox medicine to the complementary and alternative medicine (CAM) systems.

Unani-Tibb is the eleventh modality of the Allied Health Professions Council of South Africa (AHPCSA). The AHPCSA is responsible for regulating the practice and training of Complementary and Alternate Medicine (CAM) healing modalities, which includes amongst others, Homeopathy, Chiropractic, Chinese Medicine, Phytotherapy and Aromatherapy. Practitioners and therapists of the modalities approved by the AHPCSA are required to register with the AHPCSA in order to practice in South Africa. The opening of a Register for Unani-Tibb practitioners was approved at an AHPCSA meeting on the 19th of August 2001.

Relevance of the qualification to healthcare in South Africa

Of the challenges facing health provision, limited human resources are one of the main difficulties faced by the Department of Health (DoH), especially within the context of medical doctors not participating in the public sector or leaving the country. Community health workers such as nurses and mid-level workers who are more likely to remain in the country and also amenable to practice in rural areas will benefit from this qualification as their active participation with a broader scope of practice at primary healthcare level will be beneficial in transforming the health system in a cost effective and efficient manner.

The qualification, which is aimed at nurses with a primary healthcare qualification or medical doctors, will enable such individuals to play an important role in this transformation and the provision of assessable and comprehensive care for all South Africans. The qualification will provide additional diagnostic and cost effective treatment options that will enable them to manage illness conditions, especially chronic conditions more effectively. This in turn will reduce the admissions and complications to hospitals and the overall cost of healthcare. Furthermore, the qualification has been well received by primary healthcare nurses as it is evident from the list of qualified Unani-Tibb practitioners, most of whom have entered the programme with a primary healthcare qualification.

It is anticipated that with the Unani-Tibb Register now opened, and the reimbursement from medical aid schemes by the end of the year (2009), recruitment into the qualification will increase substantially and thereby positively impact health provision in our country.

Relevance of the qualification to healthcare education in South Africa

The Unani-Tibb Postgraduate Diploma will provide additional options to healthcare professionals in expanding their diagnostic and treatment capabilities. The qualification has a research component that forms the basis for expanding the learner's studies opportunities to a Masters level study. The similarity between Unani-Tibb and African Traditional Medicine also provides numerous opportunities for research within the South African context.

Recognition of Prior Learning (RPL)

In both the public and private sectors presently, there are hundreds of registered 'professional nurses' who work in a primary healthcare setting but are not accredited to practice as 'Clinical Nurse Practitioners' with the South African Nursing Council (SANC). This particular cadre of nurses have only completed the in-house training ('clinical nurse practitioner' qualification) which was over six months, which is not recognised by SANC. Accordingly, these nurses are not fully functional at public and private sector clinical sites to optimally perform their responsibility as the backbone of the public healthcare system in South Africa.

In order for these 'potential' primary health care nurses to gain access to the Postgraduate Diploma (Unani-Tibb), they will have to be up skilled by submitting to a process of Recognition of Prior Learning (RPL) as dictated to by the institution's policy to gain access to the qualification.

Entry Requirements

For access to this qualification, learners will need to have

• Bachelor of Technology Degree in Nursing (Primary Healthcare).

Or

• An equivalent qualification which is recognised by South African Nursing Council (SANC) and is allowed to practice as 'clinical nurse practitioner'.

Or

• Bachelor of Medicine or Bachelor of Surgery (MB.ChB).

Or

• Bachelor of Pharmacy (Clinical Medicine).

And

Learners have to be currently registered with their relevant professional bodies, e.g. SANC, HPCSA, or Pharmacy Council.

This qualification consists of 12 compulsory modules at NQF Level 8, totalling 128 Credits

• Philosophy of Tibb, 8 Credits.
• Aetiology in Tibb, 8 Credits.
• Pathology in Tibb, 8 Credits.
• Diagnosis in Tibb, 16 Credits.
• Pharmacology and Herbal Medicine in Tibb, 16 Credits.
• Therapeutics in Tibb, 16 Credits.
• Tibb Illness Management I, 8 Credits.
• Tibb Illness Management II, 8 Credits.
• Tibb Illness Management III, 8 Credits.
• Tibb Illness Management IV, 8 Credits.
• Tibb Illness Management V, 8 Credits.
• Research Project, 16 Credits.

1. Examine, diagnose and treat the range of health problems presented in this profession using a variety of Unani-Tibb methods and solutions.
2. Work with others as a member of a professional team, group, organisation or community.
3. Make appropriate decisions when making referrals to professional colleagues.
4. Prescribe and dispense basic herbal medicines and natural remedies.
5. Evaluate appropriate use of remedies given contraindications and possible drug-remedy interactions.
6. Plan and monitor the management of the lifestyle/ governing factors, nutritional therapeutics and regimental therapy programmes.
7. Provide counselling and advice on indicated life-style changes.
8. Sustain personal development and learning through continuous professional development and/or research.

Associated Assessment Criteria for Exit Level Outcome 1

• A holistic approach is demonstrated in appropriate care throughout the lifespan of clients and in a range of contexts.
• Appropriate scientific foundations and theoretical frameworks are applied in Unani-Tibb care.
• An appreciation of the role the philosophical values play in the Unani-Tibb profession are demonstrated.
• Empathy and sensitivity are demonstrated in Unani-Tibb care in a range of contexts.
• Scientific Unani-Tibb care is provided to the individual, family and community.
• A caring philosophy in rendering a comprehensive Unani-Tibb practice is integrated and practiced.

Associated Assessment Criteria for Exit Level Outcome 2

• Unani-Tibb practice is monitored for quality and appropriateness.
• Effective planning and implementation of an integrated health service is carried out in collaboration with teams at different levels within and across health services.
• Leadership within the multidisciplinary health teams, organisation and special interest groups which are considered key to client care is demonstrated.
• Negotiating and presentation skills are demonstrated in labour political and financial contexts.
• Material and financial resources which are provided is utilised optimally.
• The numbers are quantified and the skill mix of nursing, health and other personnel required is qualified to provide Unani-Tibb care in collaboration with stakeholders.
• Client's health needs are managed responsibly and accountably.
• Collaboration across all levels and sectors are established and maintained.

Associated Assessment Criteria for Exit Level Outcome 3

• The legal statutory and ethical aspects of Unani-Tibb practice are applied according to acceptable standards.
• The rights of the clients are protected and the safety and well-being of clients are ensured.
• The profession is promoted through assertive participation, at different levels in health related activities.
• Subjective data is assessed and is obtained from an interview and the objective data is obtained from the appropriate physical examinations.
• Knowledge of relevant pathological conditions is applied in a variety of settings.
• An appropriate clinical diagnosis is made based on history and examination.
• Intervention strategies appropriate to the diagnosis are planned.
• Within the ethical and legal framework is practiced relevant to the profession.
• Acting as an advocate for the client and the profession is demonstrated in rendering quality care.

Associated Assessment Criteria for Exit Level Outcome 4

• Medicines in a primary healthcare environment within the framework of the legal parameters are managed to ensure safety, efficiency, and quality.
• Herbal medicine and natural remedies is prescribed and is dispensed rationally.
• The patient is provided with appropriate information and education where appropriate.
• Appropriate aspects of relevant legislation to the professional practice is applied when prescribing and dispensing medication.

Associated Assessment Criteria for Exit Level Outcome 5

• Patients with specific illness are managed at each level safely and effectively (according to local treatment regimens) of the life span.
• Knowledge of basic and systemic pharmacology is applied appropriately.

Associated Assessment Criteria for Exit Level Outcome 6

• Contribution toward the development, implementation and evaluation of policies are made to promote optimal levels of health.
• Different models and approaches to health promotion at all levels of health care are identified.
• An understanding of the concept of health promotion is demonstrated.
• Health promotion needs and problems of a community are identified.

Associated Assessment Criteria for Exit Level Outcome 7

• Lifestyle changes and related concepts are conceptualised.
• Appropriate policies and guidelines relevant to the practice are identified.
• An effective wellness program is developed.

Associated Assessment Criteria for Exit Level Outcome 8

• Potential areas to enhance the role of the Unani-Tibb practitioner for collaboration and empowerment are identified.
• Ethical principles are applied which will protect participants and investigators from harm or exploitation when conducting research.
• Health trends within the relevant context of Unani-Tibb are identified.
• Identify discrepancies between practice and policy related to Unani-tibb and holistic medicine is identified.
• Literature relevant to diagnosis, screening and intervention is evaluated.
• Research and epidemiological data is analysed using appropriate methods.
• Findings of research and epidemiological analyses are interpreted in accordance with the accepted norms and standards.
• Ethical principles and policies are accessed.
• Institutional ethical policy guidelines are applied adequately.
• Applied research relating to Unani-tibb and holistic medicine is planned and participated in.

Integrated Assessment

Assessment practices will be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way, so that an integrated approach to assessment is incorporated into the qualification. Information regarding the assessments as well as the marking rubrics (where relevant) will be provided in the relevant module study guides.

Learning, teaching and assessment are inextricably interwoven. Learning outcomes will be aligned to the teaching methods and will be addressed in the assessments.

Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification will be integrated.

Assessment of fundamentals will be integrated as far as possible with other aspects - e.g. theory and workplace learning. Practical contexts such as case scenarios and work placements will be used wherever possible. A variety of assessment methods will be used however, the assessment tools and activities will be appropriate to the context in which the learner will work after graduating. In addition to assessing learners in the workplace, simulations, case studies, role-plays and other similar strategies will be used to provide a context that is similar to the workplace.

During integrated assessments, the assessor will make use of a range of formative and summative assessment tools and methods - where formative feedback will be provided to the learner to enable them to improve their work before the summative assessment is due or takes place. Combinations of workplace learning, practical, applied theory, foundational knowledge and reflective competencies will be assessed.

Assessments will ensure that the exit level outcomes are evaluated in an integrated manner throughout the qualification.