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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma: Health Sciences Education 
SAQA QUAL ID QUALIFICATION TITLE
90680  Postgraduate Diploma: Health Sciences Education 
ORIGINATOR
University of Witwatersrand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the qualification is to prepare health professionals for a teaching/education role in their specific health disciplines. This will mean that health professionals have an understanding of teaching and learning processes. They will be empowered to teach others, using appropriate methodologies. Thus the learners will be taught by professionals who have an understanding of educational processes and who have been prepared for the role.

Rationale:
Health Sciences Education is a developing field of study that is receiving international attention. Developments in the education of health professionals, who are capable of responding to the changing needs of communities at both local and national levels, require that educators are prepared for teaching using innovative methods to prepare self-directed and life-long learners. This requires changes in teaching and assessment methods. Typical learners will come from the traditional health professions; the majority of these learners will already have a basic qualification in one of these professions and will have already been exposed to a teaching role. The qualification will enable them to improve their teaching role and so provide a better educator for those entering the various health disciplines. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners should:
  • Be able to read and critically evaluate academic texts in English and communicate information and their own ideas orally and in written text that is grammatically correct, well structured, clear and concise, using accepted standards of scientific and academic writing, at NQF level 8.
  • Be competent in the general theoretical, practical, professional and academic knowledge and understanding developed in learning at NQF level 8.

    Recognition of Prior Learning (RPL):

    RPL can be used to grant:
  • Access to learners who do not meet the admission requirements.
  • Credits for modules.

    RPL is subject to institutional policy.

    Access to Qualification:

    Learners applying for this qualification are expected to possess at least one of the following:
  • A Bachelor of Medicine, Bachelor of Surgery.
  • A Bachelor's Degree in Nursing.
  • A Bachelor of Pharmacy.
  • A Bachelor of Science in Occupational Therapy.
  • A Bachelor of Science in Physiotherapy.
  • A Bachelor of Dental Science.
  • A Bachelor of Speech Pathology and Audiology.
  • A Bachelor in Health Sciences (Honours).
  • A Bachelor of Science Honours Degree in a Health Sciences' related field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of the following four compulsory modules at NQF level 8, worth 30 credits each, totalling 120 credits:
  • Theories of Teaching and Learning.
  • Teaching Methodologies for Health Sciences Education.
  • Essentials of Assessment in Health Science Education.
  • Curriculum Development for Health Sciences Education. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify and discuss key theoretical perspectives of teaching and learning applicable in the field of Health Science Education.
    2. Create an awareness of the different teaching methodologies, from the traditional didactic lecture method to small group teaching and teaching in the work place.
    3. Apply advanced knowledge in understanding the essential elements of assessment; assessment options and the need for effective feedback.
    4. Develop a Health Science curriculum, considering the factors which influence its design and implementation, such as professional body requirements/Regulations, societal needs, the subject being studied and learners' own needs.

    Critical Cross-Field Outcomes:
    The qualification offers the opportunity to develop all the Critical Cross-Field Outcomes. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Key concepts, principles and theories are identified and described.
  • Relationships between key concepts and principles are explained and applied to teaching practice.
  • The need and importance of an understanding of the theoretical constructs of teaching and learning is explained.
  • The role of the socio-cultural environment in the development of models of learning and assessment is analysed.
  • The historical context, role players and principles associated with several key pedagogical theories are described, with particular emphasis on adult learners and tertiary education.
  • Additional and relevant literature is identified.
  • The implications of learning theories on the effectiveness of web-based and blended learning are analysed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • A range of teaching strategies are compared and contrasted.
    > Range includes: The lecture method, small group teaching, bedside/chair side teaching, clinical teaching, group facilitation.
  • Learning objectives are formulated for teaching in the domains of cognitive knowledge, psychomotor skills, affective behaviour and decision making skills.
  • A teaching domain is selected and a teaching session is designed.
  • Teaching sessions in the various teaching methodologies are conducted.
  • Methods to improve student interaction in various settings and using various methodologies are appraised.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Various assessment methods are compared and questions for each type, structured.
  • The validity and reliability of a variety of assessment methods are appraised.
  • Formative, summative and continuous assessment methods and the value of each are compared and distinguishing features of each are identified.
  • Memoranda for marking a variety of assessments are prepared.
  • Test results are analysed in terms of the success of the learning that occurred.
  • Appropriate assessments of various types such as cognitive knowledge tests, multiple answer tests and essays are constructed for various types of learning environments, for example the workplace.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The overt and the hidden curricula are distinguished from each other.
  • Different curriculum styles such as the spiral curriculum, integrated curriculum, layered curriculum, are compared and differences identified.
  • A curriculum type is selected, considering variables that may impact on delivery, such as human and physical resources.
  • A curriculum for a specific Health Science discipline is designed.
  • Teaching modalities for the various curricula designs are developed.
  • A strategy for evaluating the curriculum for the chosen discipline is proposed.

    Integrated Assessment:
    Integrated assessment will be achieved through a variety of strategies. These include written examinations, group and individual projects and assignments and practical examinations. Some of the criteria may be assessed through observation of the learners during their classes.
    Integrated assessment will be both formative and summative.

    Formative assessment will take place during seminar presentations, discussions and project sessions. Self and peer assessment will contribute to formative assessment.

    Summative components of assessment include written and practical examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    A joint venture to offer the Postgraduate Diploma in Clinical Health Sciences Education exists between this University's School of Nursing and Midwifery Studies and the School of Education in Trinity College Dublin. To this end, this Postgraduate Diploma in Clinical Health Sciences Education must be fully aligned with the one offered by Trinity College.

    The qualification from the University of Dublin Trinity College is intended to facilitate Health Service Professionals to develop their skills in teaching, assessment, curriculum design and development and evaluation.

    The following modules need to be completed to be awarded this qualification:
  • The Theory and Practice of Health Sciences Education.
  • Facilitating Learning in a Practice Setting.
  • The Psychology of Education.
  • Curriculum Issues in Health Sciences Education.
  • Quality Improvement in Health Sciences Education.

    The Unitec Institute of Technology in New Zealand also offers a Postgraduate Diploma in Health Science Education and Supervision. The qualification is planned for learners who wish to gain advanced professional development in the areas of education and supervision within the Health Science Education sector.

    Modules include:
  • Clinical Supervision.
  • Education for Clinical Practice.
  • Research Methods.
  • One optional course.

    Conclusion:
    In most Health Sciences qualifications there is a strong focus on clinical practice, with very little attention being given to the development of teaching skills in Health Science Education. It is encouraging to notice that many South African institutions have taken teaching and learning in Health Science Education seriously and offer qualifications in this regard.

    The international qualifications with which the Postgraduate Diploma in Health Sciences Education may be compared, aim to provide learners with a thorough understanding of Health Sciences teaching and teaching methodology as well as of learning supervision. This qualification compares favourably with them as it seeks to empower learners with knowledge and skills to teach and supervise learners in the field of Health Science Education. 
    		•

    ARTICULATION OPTIONS 
  • This qualification articulates horizontally with a Bachelor of Health Sciences Honours, at NQF Level 8 offered within the University.
  • This qualification articulates vertically with a Master of Philosophy: Health Sciences Education, at NQF Level 9. 
    		•

    MODERATION OPTIONS 
    Internal institutional requirements govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the institution ensures that its activities are moderated by internal and external review every five years. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    To qualify as an assessor an individual must:
  • Have a relevant Higher Education qualification (Masters Degree or a PhD relevant to the academic field) at least one level higher than the qualification/course being assessed.
  • Be qualified and experienced as assessors.
  • Be the tutor responsible for that particular module. 
    		•

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of Witwatersrand 


    All qualifications and part qualifications submitted for public comment, or registered on the National Qualifications Framework, are public property. Thus, the only payment that can be made for them is for service and reproduction: it is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.