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SAQA All qualifications and part qualifications 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Paediatric Pulmonology 
SAQA QUAL ID QUALIFICATION TITLE
125445  Master of Philosophy in Paediatric Pulmonology 
ORIGINATOR
Sefako Makgatho Health Sciences University 
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 09 - Health Sciences and Social Services  Curative Health 
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
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

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 Master of Philosophy in Paediatric Pulmonology is to educate and train paediatricians to acquire and illustrate updated knowledge, skills, and experience in the diagnosis, treatment and management of a wide range of pulmonary conditions that affect the respiratory tract of children, and who can further contribute to the development of knowledge at an advanced level. Qualifying learners will demonstrate clinical capacity to deliver relevant services, to provide training, and to become advocates for child lung health in southern Africa. They will be qualified to act ethically and professionally, to think analytically, to evaluate knowledge and practice through scholarship and research to the benefit of the patient, and to contribute to the development of the South African Healthcare System.

Subspecialists in this discipline will be positioned for advanced and specialised professional employment in South Africa. Therefore, the proposed qualification supports the provisioning of services in a scarce healthcare field that the South African population needs.

Upon successful completion of the qualification, the qualifying learner will be able to:
  • Analyse the complex relationships between various departments in a tertiary training hospital as well as associated secondary referral hospitals to deliver integrated services efficiently and effectively, solve challenging cases timeously, and seek opportunities that may positively impact national health.
  • Develop clinical grounding in Paediatric Pulmonology through knowledge and evidence-based practical experience to master the requisite clinical reasoning and clinical procedural skills in diagnosing and managing patients (children) presenting with field-specific disorders/conditions.
  • Develop a sound paediatric pulmonology knowledge base via applied readings, bedside teaching, related case discussions, scientific meetings, and associated research activities.

    Rationale:
    Well-trained and experienced paediatricians should be able to manage the conditions and procedures related to general pulmonary disease; however, a substantial number of conditions and therapeutic modalities require highly specialised knowledge in paediatric pulmonology. As such, dedicated training for medical subspecialists is needed to improve outcomes in serious or critically ill and/or injured children.

    Respiratory disorders are the leading cause of hospital admission in children in all countries. Childhood respiratory disease is a major cause of mortality and morbidity in Southern Africa, where limited expertise in Paediatric Pulmonology is available. The high incidence of tuberculosis, pneumonia, asthma, cystic fibrosis, chronic respiratory failure, or other pulmonary diseases in children, especially in rural South Africa, is of great concern. Since the health of children is a national priority, the qualification at the institution was developed to address the identified needs and to improve the lives of children who are suffering from pulmonary disease.

    The worldwide Covid-19 pandemic, combined with the pervasiveness of tuberculosis, pneumonia and HIV- related pulmonary diseases, has made appropriate training and research in this field a priority for South Africa. More clinical research on the epidemiology, clinical manifestations, risk factors, prevention and appropriate management of paediatric pulmonary diseases became a priority at the institution.

    Paediatric Pulmonologists register with the Health Professions Council of South Africa (HPCSA) as the statutory body which control the education, training and registration for practicing of health professions registered under the Health Professions Act (Act 56 of 1974). As such, the Medical and Dental Professions Board (i) registers practitioners, (ii) establishes a generic framework of core competencies and exit level concerns for the training and education of clinical associate practitioners, and (iii) guide and inform curriculum development to ensure adherence by training institutions to core competencies and training frameworks. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access:
    The institution has a well-established policy that deals with RPL. Possible exemption, for a maximum period of 1 year (50% of the time), based on comparable training and experience gained at another recognised academic institution, could be granted, subject to the following conditions:
  • The said periods of training must have occurred within at most two years before registering for the qualification in the subspeciality.
  • Sufficient experience must be proven using a logbook, portfolio and certification by the Head of the Department of Paediatrics where the experience was gained.
  • The above information must be evaluated by the Head of the Department of Paediatrics of the institution and approved as equivalent. With the consent of the Head of the Department of Paediatrics and the Executive Committee (MEDEX) of the School of Medicine (institution).

    Entry Requirements:
  • Bachelor of Medicine and Bachelor of Surgery, NQF Level 8.
    Or
  • Any qualification in the related field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework, Level 9 totalling 180 Credits.

    Compulsory Module, NQF Level 9, 180 Credits.
  • Clinical Paediatric Pulmonology, 120 Credits.
  • Research in Paediatric Pulmonology, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse the complex relationships between various departments in a tertiary training hospital as well as associated secondary referral hospitals to deliver integrated services efficiently and effectively, solve challenging cases timeously, and seek opportunities that may positively impact national health.
    2. Develop clinical grounding in Paediatric Pulmonology through knowledge and evidence-based practical experience to master the requisite clinical reasoning and clinical procedural skills in diagnosing and managing patients (children) presenting with field-specific disorders/conditions.
    3. Develop a sound paediatric pulmonology knowledge base via applied readings, bedside teaching, related case discussions, scientific meetings, and associated research activities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply best practices in managing complex cases in childcare facilities like hospitals and community health centers. Use updated skills to choose and implement suitable clinical procedures to enhance paediatric pulmonary services for patients and their families.
  • Lead teams and manage paediatric units or paediatric wards where children with respiratory tract conditions are being treated.
  • Use science, technology and innovation across diverse healthcare systems and geographic regions effectively and critically, showing insight into the future of paediatric pulmonology as an area of specialisation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply medical knowledge and skills to identify, select, and apply appropriate clinical procedures in delivering pediatric pulmonology healthcare and services, including vascular access, mechanical ventilation, and airway management for critically ill children.
  • Provide consultative services and train medical officers, colleagues in interprofessional teams, registrars and medical learners to advance paediatric pulmonology and related specialist services as part of an interprofessional team.
  • Accept responsibility and accountability for performed work within the context of paediatric pulmonology as an area of sub-specialisation.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Research and critique best evidence from literature, discuss application to own patients and report on complex paediatric pulmonology cases.
  • Evaluate available literature from multiple sources of information on related and complex paediatric pulmonology patient cases and their management.
  • Develop a research protocol, implement a full research project, prepare, present, and defend research findings at professional and scientific meetings.

    INTEGRATED ASSESSMENT:
    The qualification aligns with the Assessment Policy at the institution and uses various types of assessment that enhance learning. The assessment plan adheres to the national requirements set by the HPCSA as the statutory professional body to ensure that a qualifying learner can register as a professional in the field. The national exit examination is administered by the CMSA, the only recognised body appointed for such purposes by the HPCSA.

    Formative Assessment:
    Continuous Workplace-Based Assessments (WBA):
    Direct observations, based on the list of prescribed EPAs, take place in clinical settings while the learner works with patients. Observers include the supervisor, but also other consultants in related disciplines as part of IPECP, colleagues, peers, nurses and medical officers. Observers provide documented feedback to the learner, and feedback is discussed with the supervisor. Feedback is provided using feedback tools such as Mini-CEX, One-minute preceptor, SNAPSS, ISBAR and other toolkits. A minimum of 10 observations is required per feedback cycle. If necessary, a remedial plan for corrective action is developed.

    WBAs are documented for record keeping, e.g. logbook with EPAs, skills and procedures is signed off by the supervisor once the learner achieved competence. The logbook specifies the minimum number of patients as well as the type.

    The logbook with signatures, records of observations with its written feedback, records of quarterly feedback meetings, and remedial plans all form part of the Portfolio of Evidence (PoE), as well as any other evidence of expected work (e.g., case-based presentations, participation in morbidity and mortality meetings, ward rounds where patients are being presented and further discussed, etc.).

    Continuous Assessment:
  • Research proposal to the School of Medicine Research Committee (SReC) within 9 months (not scored with marks, only feedback).
  • Institution Research Ethics clearance within 15 months after first-time registration (not scored with marks only feedback).
  • Candidates who apply to write the CMSA examination must submit a comprehensive Portfolio of Learning, which was reviewed and signed by the Head of the Paediatrics Department at the institution, who will then write a letter to the CMSA certifying that the Portfolio of Learning was completed satisfactorily.

    Summative Assessment:
    The final national exit examination is the only recognised final examination for the clinical course work module in paediatric nephrology; the institution does not set a separate exit examination, and dual exit, therefore, is not applied, nor is it possible.

    The national exit examination through CMSA consists of both written and oral/practical components and contributes 100% towards the final mark for the clinical coursework module (50% for the written and 50% for the oral/practical exam). The rules for the final national exit examination are clearly described and made available to prospective candidates.

    The final research project requirement may be met in any ONE of the following ways:
  • A research-based mini-dissertation.
  • Publication or acceptance of a peer-reviewed original research article in a DHET-accredited journal with the learner as the primary author.
  • An introduction and a conclusion must form part of the research work that has been done by the learner when publishable manuscripts / published articles are submitted in place of a mini-dissertation and as such will be assessed by two independent examiners, who will allocate a final mark.
  • The scores of the external examiners will be averaged to arrive at a final score for the research module.
  • To pass the research module, a minimum mark of 50% is required. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications from these international countries:

    Country 1: United Kingdom.
    Institution name: The University of Cambridge (UC).
    Qualification title: MPhil in Medical Science (Paediatrics).
    Duration: 2 Years.

    Entry requirements:
  • Bachelor Hons degree - 1 year following a bachelor's degree.

    Purpose:
    The aim of the MPhil in Medical Science (Paediatric) is to provide students with the opportunity to undertake focused, original research in pediatrics under close supervision, while developing advanced research skills, specialist knowledge, and critical analytical abilities that prepare them for doctoral study or research-oriented careers.

    Similarities:
  • Both institutions prioritise research output and are committed to finding the best and most effective treatments and interventions for patients.
  • To qualify for the degree at both institutions, the learner must submit a written dissertation and pass external exit-level examinations.
  • Both qualifications equip the Paediatric Respiratory Team to provide care for children with respiratory conditions across the respective regions.

    Differences:
  • The South African learners register during the first year for both the clinical coursework module and the research module and complete these two modules concurrently during the two years of training.
  • The UC qualification is offered during a three-year training period, of which the first 18 months are dedicated to clinical training to acquire the clinical skills to practice pulmonology medicine, followed by 18 months dedicated to research.

    Country 2: Australia.
    Institution name: Royal Australasian College of Physicians (RACP).
    Qualification title: Advanced Training in Respiratory Medicine and Sleep Medicine.
    Duration: 3 Years.

    Entry requirements:
  • Completed RACP Basic Training, including Written and Clinical Examinations.
  • A current medical registration.

    Purpose:
    The purpose of Advanced Training in Respiratory Medicine and Sleep Medicine is to explore the depth of speciality training in the diseases of the respiratory system and the investigation and management of patients with sleep disorders. Learners will train under supervision and prepare for independent practice as a consultant.

    Similarities:
  • Both qualifications allow learners to train under direct supervision and prepare for independent practice as consultants.
  • The final national exit-level examinations are administered by the RACP and the CMSA, respectively.

    Differences:
  • Learners can complete the advanced subspecialist training qualification in three years, while the South African qualification can be completed in two years.
  • RACP learners have the option to specialise in Advanced Respiratory Medicine, Advanced Sleep Medicine, or Dual specialisation in Respiratory and Sleep Medicine.
  • Research output is not required to complete the advanced subspecialisation qualifications of the RACP, whereas it is compulsory for the SA qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for the following articulation options:

    Horizontal Articulation:
  • Master of Philosophy in Paediatric Pulmonology, NQF Level 9.
  • Master of Medicine in Emergency Medicine, NQF Level 9.

    Vertical Articulation:
  • Doctor of Medicine, NQF Level 10.
  • Doctor of Philosophy in Health Sciences, NQF Level 10.

    Diagonal Articulation:
  • There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A. 

    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. Sefako Makgatho Health Sciences University 


    All qualifications and part qualifications 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.