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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Master of Health Sciences Education|
|SAQA QUAL ID||QUALIFICATION TITLE|
|90823||Master of Health Sciences Education|
|University of Witwatersrand|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CHE - Council on Higher Education||HEQSF - Higher Education Qualifications Sub-framework|
|Master's Degree||Field 05 - Education, Training and Development||Higher Education and Training|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||180||Not Applicable||NQF Level 09||Regular-Provider-ELOAC|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
The purpose of the qualification is to develop health professionals for a teaching/education role in the specific health disciplines. This will mean that teachers of health professionals will demonstrate an understanding of concepts and theories related to education and their relationship to each other. On completion of the qualification, the learner will be able to critically select and implement appropriate educational strategies, evaluate and implement research findings and be cognisant of the need for self development and personal growth. Learners will be expected to engage with the current debates in the health professions education literature and to critically analyse the debates, theories and concepts in the light of their teaching contexts.
Typical learners will come from all the traditional health professions; these learners will already have a basic qualification in one of these professions and will already have 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. The qualifying learners will be equipped with skills and knowledge in education applicable to the relevant health profession.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners who register for this Degree have a minimum of two years' teaching experience in Higher Education and/or must be appointed in a teaching-related post. Learners are expected to be able to read, critically evaluate and analyse academic texts in a well structured scientific academic manner at NQF Level 8.
Recognition of Prior (RPL):
RPL can be used to grant:
RPL is subject to institutional policy.
Access to the Qualification:
Applicants must have:
|RECOGNISE PREVIOUS LEARNING?|
|The qualification consists of eight compulsory modules at NQF Level 9 worth 180 credits.
|EXIT LEVEL OUTCOMES|
|1. Apply high order problem solving techniques in relation to educational strategies.
2. Construct innovative teaching/learning and assessment methodologies as applied to the education of health professionals.
3. Formulate a research proposal, implement the proposal and prepare a written report of the findings and critique research findings in the field of health sciences education and, where applicable, implement findings.
4. Demonstrate self direction and independence in own learning, appraise personal education needs and evaluate personal progress.
Critical Cross-Field Outcomes:
All the Critical Cross-Field Outcomes are embedded in the qualification.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2:
Associated Assessment Criteria for Exit Level Outcome 3:
Associated Assessment Criteria for Exit Level Outcome 4:
Integrated assessment will be achieved by a variety of strategies. These include written examinations, group and individual projects and assignments, practical examinations and a research report. 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 the research report in which learners define the research question, identify appropriate research methodologies, undertake a literature review, critique the literature, collect and analyse data, and finally compile a report.
|As part of ensuring an effective and competitive qualification with a high standard, this qualification has been compared with others internationally.
The Faculty of Health Sciences at Trinity College Dublin offers a Master of Science in Clinical Health Sciences Education. The qualification is aimed at developing health professional skills in teaching, assessment, curriculum design, development and evaluation. The two year qualification expects learners to complete the following modules:
The Washburn University in the United States also offers a Master of Health Science (MHS) in Health Care Education. The qualification prepares existing health care professionals to become effective teachers who will assist in training future health professionals. In completion of the qualification graduates will achieve the following outcomes.
These qualifications compare favourably with the Master of Health Sciences Education. The qualifications strive to provide synthesis of core competencies in the research scholarship of health professions education with practical application. Learners will gain the research skills, andragogical knowledge and professional experiences necessary to succeed in a variety of areas of health science education and practice.
|This qualification articulates horizontally with a Master of Philosophy: Health Sciences Education at NQF Level 9.
This qualification articulates vertically with a Doctor of Philosophy: Health Sciences Education at NQF Level 10.
This articulation can be within the institution or with other institutions offering similar qualifications.
|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 quinquennially.|
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|To qualify as an assessor an individual must:
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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|