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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Health Sciences Education 
SAQA QUAL ID QUALIFICATION TITLE
90823  Master of 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
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
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 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.

Rationale:
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:
  • Access to learners who do not meet the admission requirements.
  • Credits for modules.
    RPL is subject to institutional policy.

    Access to the Qualification:
    Applicants must have:
  • A four year Bachelor of Science Honours Degree in a Health Sciences related field.
    Or
  • A professional Degree in the Health Sciences.
  • At least two years' teaching experience in the Health Sciences. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of eight compulsory modules at NQF Level 9 worth 180 credits.
    Modules:
  • Scholarship of Teaching and Learning in the Health Sciences, 20 Credits.
  • Curriculum Philosophy and Design in the Health Sciences, 30 Credits.
  • Theory and Practice of Assessment in the Health Sciences, 20 Credits.
  • Qualitative Research Development - Part 1, 10 Credits.
  • Quantitative Research Development - Part 1, 10 Credits.
  • Evidence-informed Decision Making, 8 Credits.
  • Research, 64 Credits.
  • Educational Strategies for the Clinical Sciences, 18 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:
  • Appropriate advanced educational strategies to solve problems are critically evaluated.
  • Concepts and theories to arrive at an appropriate and innovative educational qualification are analysed.
  • An understanding of the influence of policy and financial aspects, contextual health needs and technological aspects on educational qualifications are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Different approaches to curriculum development and critically related theories of learning are compared.
  • Different needs assessment methods in a systematic process leading to identifying learning outcomes and objectives for health professionals are applied.
  • The methods used to teach health science students knowledge, decision making and problem solving skills, manual skills, communication skills and attitudes/professionalism are critically analysed.
  • The strategies used to achieve self-directed and lifelong learning and those used in adult learning qualifications in the health sciences are explored and analysed.
  • Appropriate methods of teaching/learning for each course outcome identified are compared.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Differences in qualitative paradigms are compared and the most appropriate paradigm for a specific research question is selected.
  • Problem statement and measurable/answerable research objectives are formulated for the study.
  • Relevant literature to the field of study is searched, appraised and critiqued.
  • Research design for the relevant research question, including ethical concerns is developed; data is collected and analysed appropriately.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Major debates in the literature are critically engaged especially in the field of learning and teaching in higher education.
  • Ideas for learner learning and support in the student's own discipline are formulated.
  • Contributions of own disciplines to the scholarship of teaching and learning are assessed.
  • Major theoretical positions in the field of andragogy in higher education are identified and examined.

    Integrated Assessment:
    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    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 Psychology and Sociology of Education.
  • Theory and Practice of Clinical Health Sciences Education.
  • Facilitating Learning in the Practice Environment.
  • Curriculum Issues in Health Sciences Education.
  • Theory and Practice of Research Methods for Healthcare.
  • Dissertation.

    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.
  • Meet the need of allied health professions for qualified and effective educators within our community, state and country.
  • Develop allied health educators who are prepared to manage the accreditation requirements and administrative duties of allied health education programs.
  • Develop allied health educators who effectively use technology in the learning/instructional process.
  • Develop the concepts of continuous improvement and problem solving within education utilizing the concepts of action research.
    Modules:
  • Foundations of Health Care Education.
  • Legal and Ethical Issues in Health Care.
  • Special Populations in Health Care.
  • Health Care Decision Making.
  • Research Method for Health Care Personnel.
  • Educational Program Administration.
  • Assessment in Health Care Education.
  • Instructional Technology.
  • Curriculum and Instruction Methods in Health Care.
  • Advanced Trends in Health Care.
  • Health Care Education Internship.
  • Health Care Education Practicum.

    Conclusion:
    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. 
    		•

    ARTICULATION OPTIONS 
    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. 

    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 quinquennially. 

    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 with relevance in Higher Education) at least one level higher than the course being assessed.
  • Be qualified and experienced as an assessor. 
    		•

    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.