Postgraduate Diploma in Emergency Care

Purpose

The purpose of this distance mode qualification is to enable working healthcare professionals (doctors, nurses and paramedics) working in, or wanting to work in, the realm of clinical emergency care to undertake advanced reflection and further development by means of a systematic survey of current thinking and practice within the field of Emergency Care.

This qualification demands theoretical engagement and intellectual independence, as well as the ability to relate knowledge to a range of contexts in order to undertake professional or highly-skilled work.

Rationale

Emergency Medicine is a relatively new specialisation within South Africa. It formally only became a recognised speciality with the Health Professions Council of South Africa in 2005. The situation is even more unclear on the rest of the continent with few countries yet having formal Emergency Medicine training. Even in South Africa, in the pre-hospital field, many paramedics have not obtained a Bachelor's Degree, with enormous pressure on the colleges to enrol new students and up-skill existing paramedics.

This qualification will, therefore, fill the skills gaps existing in African countries and assist non-Bachelor of Technology paramedics in attaining an educational base that will not only improve their practice but also allow them entry to the Master of Philosophy in Emergency Medicine. While not changing their scope of practice with the professional bodies, it will enable them to proceed to higher level studies that will allow access to management and leadership jobs within the profession. Many newly qualified doctors first want to test a clinical field before committing to specialisation. While again this will not increase their scope of practice, it is a means of up-skilling those doctors who remain general practitioners.

The potential candidates are dispersed throughout the country and are, in many instances, not even based in South Africa. The impact of the qualification can be greatly enhanced by bringing students on board who are not local residents. The nature of emergency and remote medicine and care is such that practitioners are often posted in remote locations and do shift work. Providing them with a mechanism that allows them to stay employed while planning their time around online interactions and minimising time off work is an ideal model. The qualification is, therefore, offered in a distance mode of delivery.

It will also allow graduates to ultimately continue, should they wish, to the Master of Philosophy in Emergency Medicine.

Recognition of Prior Learning (RPL)

The Postgraduate Diploma in Emergency Care (PG Dip in Emergency Care) will be open to doctors, nurses and paramedics who hold a minimum of an National Qualifications Framework (NQF) 7 qualification.

If a student would like to apply on the basis of RPL, an applicant will need to compile a portfolio that includes evidence of any previous courses and/or qualifications in emergency care, as well as demonstrable current work experience of at least 3-5 years and a clear motivation for attending the PGDip. A panel of academics with experience in emergency care will assess the portfolio of evidence of each applicant applying on the basis of RPL, and will assess the merit on an individual basis according to a rubric.

Entry Requirements

The Postgraduate Diploma in Emergency Care will be open to doctors, nurses and paramedics who meet the minimum entry requirements for the qualification, which are:

• An Level 7 Degree.

And

• Applicants must be registered with the relevant South African professional body (such as the Health Professions Council of South Africa or South African Nursing Council) and should be working in an emergency care environment.

This qualification comprises six compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Introduction to Postgraduate Studies, 10 Credits.
• Clinical Research Methods, 15 Credits.
• Concepts of Emergency Care, 20 Credits.
• Adult Emergency Care, 25 Credits.
• Paediatric Emergency Care, 20 Credits.
• Research Assignment, 30 Credits.

1. Lever a higher level of knowledge in daily practice and adequately prepare to continue Master's studies.
2. Document, analyse and intervene within emergency care practice in South Africa through critical thinking and application of systematised and evidence-based approaches.
3. Analyse and assimilate the relevant medical literature and develop evidence-based practices.
4. Plan, evaluate and manage emergency care systems at professional practice levels.
5. Understand the principles of research methodology, clinical epidemiology and biostatistics.

The Associated Assessment will be assessed in an integrated manner across the Exit Level Outcomes

• Demonstrate both generic and discipline-specific research methodology.
• Demonstrate own research competencies in an area of interest, with a view to continuing research after successfully completing the qualification.
• Demonstrate a coherent and understanding of the theory, research methodologies and techniques relevant to Emergency Medicine, including research design and basic biostatistics.
• Demonstrate the ability to produce a research proposal.
• Demonstrate insight into the differences between Emergency Care and other medical fields, including the Emergency Medical Services and healthcare systems, principles of adult and paediatric triage, principles of acute care diagnostics and aspects of teamwork, handover and communication.

Integrated Assessment

• The assessment process will be in line with the assessment policy of the University.

Formative Assessment

• Each module will have continuous formative assessments, making up 50% of the mark. Each module has three Vula-issued formative assessments which the student has ample time to complete, allowing for the usual variation of shift- and weekend work that is common for student groups at the institution. These assignments need to be submitted via Vula, where they all pass through Turnitin for plagiarism checking. Students receive written feedback for all formative assessments.
• Students need to achieve 50% in their formative work to be allowed into the examination.

Summative Assessment

• Each module will conclude with summative assessment that may be made up of a combination of multiple choice questions, short answer questions and/or oral examinations.
• Students have to be physically present at the institution to write exams. The exam is a combination paper made up of multiple-choice and short-answer questions. In addition, all clinical modules have a practical and oral assessment. The set minimum pass mark is 50%.
• Both formative and summative assessments are externally checked and a sample of returned papers checked for each module to ensure fairness in examination and marking. In addition, problem areas are discussed in a subsequent contact session.
• Clinical assessments occur at the conclusion of the clinical module at the institution.