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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 Pulmonology 
SAQA QUAL ID QUALIFICATION TITLE
125446  Master of Philosophy in 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 Pulmonology is to educate and train physicians to acquire and demonstrate updated knowledge, skills, and experience to further contribute to the development of advanced knowledge in the subspecialty.

Qualifying learners will demonstrate competence and team leadership in addressing the need for specialised skills to diagnose and manage patients in need of specialist pulmonology services to ensure continued best patient outcomes, and to provide evidence for such best practice through scholarship and research.

Qualifying learners will be qualified to act ethically and professionally, to think analytically, and to evaluate and apply relevant information through research, to also benefit the South African Healthcare System.

Subspecialists in pulmonology will be positioned for advanced and specialised professional employment in South Africa, as well as for further research opportunities and articulation to doctoral degree qualifications.

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 preventative care and curative integrated services efficiently and effectively, to solve subspecialist disease and manifestation timeously, and seek opportunities that may positively impact national health.
  • Develop a clinical grounding in pulmonology through knowledge and evidence-based practical experience to master the requisite clinical reasoning and clinical procedural skills in diagnosing and managing patients presenting with field-specific disorders/conditions.
  • Develop a sound pulmonological knowledge base via applied readings, bedside teaching, related case discussions, scientific meetings, and associated research activities.

    Rationale:
    Well-trained and experienced physicians should be able to manage the conditions and procedures related to general Internal Medicine; however, a substantial number of conditions and therapeutic modalities require highly specialised knowledge in respiratory medicine. As such, dedicated training for both medical subspecialists and support teams is needed to improve outcomes in serious or critically ill and/or injured patients.

    Lung cancer is the leading cause of global cancer incidence and mortality, accounting for an estimated 2 million diagnoses and 1.8 million deaths. Neoplasms of the lungs are the second most common cancer diagnosis, and with increasing access to tobacco and industrialisation in developing nations, lung cancer incidence is rising globally. It is further estimated that by 2030, the mortality of cancers of the trachea, bronchus, and lung will be ranked sixth after cardiovascular diseases, HIV/AIDS, chronic obstructive pulmonary disease (COPD) and lower respiratory tract infections in low-to middle-income countries.

    The worldwide COVID-19 pandemic, combined with the pervasiveness of tuberculosis, asthma, COPD, pneumonia and HIV related pulmonary diseases on the African continent, confirmed the need for further clinical research and subspecialist training in respiratory medicine. South Africa is facing an epidemic of non-communicable diseases (NCDs) among ageing people living with HIV/AIDS, and it is most probable that the burden of COPD and lung cancer will increase.

    The development of qualifications to train Pulmonologists is also supported by the Southern African Thoracic Society (SATS), a professional society dedicated to promoting lung health in South Africa and across Africa through education, training, research, and advocacy.

    Due to the growing body of knowledge in medicine, the specialised management options, and the enormous burden of disease in South Africa and the region, it became imperative to provide appropriate pulmonology training relevant to the local setting whilst remaining equivalent in status to other established subspecialty qualifications internationally.

    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. 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 Pulmonology, 120 Credits.
  • Research in 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 preventative care and curative integrated services efficiently and effectively, to solve subspecialist disease and manifestation timeously, and seek opportunities that may positively impact national health.
    2. Develop a clinical grounding in pulmonology through knowledge and evidence-based practical experience to master the requisite clinical reasoning and clinical procedural skills in diagnosing and managing patients presenting with field-specific disorders/conditions.
    3. Develop a sound pulmonological 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 principles and good practice in managing complex patient cases within facilities where patients are being cared for, e.g. tertiary, provincial and district level hospitals and community health care centres.
  • Illustrate updated knowledge and skills to select and apply appropriate clinical procedures in the delivery of pulmonological services to benefit patients and their families/significant others.
  • Demonstrate experience in leading teams and managing respiratory-related units and wards.
  • Use science, technology and innovation across diverse healthcare systems and geographic regions effectively and critically, showing insight into the future of (adult) pulmonology as an area of specialisation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Illustrate updated medical knowledge and skills to identify, select and apply appropriate clinical procedures in the delivery of pulmonory health care services.
  • Provide consultative services and train medical officers, colleagues in interprofessional teams, registrars and medical learners to advance pulmonology and related specialist services as part of an interprofessional team.
  • Accept responsibility and accountability for the work performed within the context of pulmonology as an area of sub-specialisation.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Research and critique the best evidence from the literature, discuss its application to own patients, and report on complex pulmonory cases.
  • Evaluate available literature from multiple sources of information on related and complex 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 conducted by the CMSA, the only recognised body appointed for this purpose 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 States of America.
    Institution name: Virginia Commonwealth University (VCU).
    Qualification title: Pulmonary and Critical Care Medicine.
    Duration: 3 Years.

    Purpose:
    The purpose qualification is designed to satisfy the requirements for both the Pulmonary and Critical Care Medicine subspecialty board certification. More importantly, though, the qualification is designed to prepare the learner for a career in pulmonary and critical care medicine by providing state-of-the-art clinical training, basic or clinical research opportunities, and teaching/leadership responsibilities.

    Similarities:
  • Both VCU and the South African qualification offer a learner-driven curriculum that provides broad-based learning experiences in all aspects of pulmonary disease, including bedside training in bronchoscopy, airway management, bedside ultrasound, and related critical care procedures.
  • Learners at both institutions receive clinical and scholarly training, benefiting from direct experience and mentorship in subspecialist areas.

    Differences:
  • VCU employs 15 fellows (5 per year) while the SA qualification takes a maximum of two per year during the two-year training period.
  • Although the SA qualification includes components of Critical Care Medicine, it does not offer full specialisation in Critical Care Medicine.
  • After the successful completion of the SA qualification, learners are eligible to write the CMSA exit level examination and register as Pulmonologists with the HPCSA.

    Country 2: Canada.
    Institution name: University of Toronto (UT).
    Qualification title: Respirology.
    Duration: 1 Year.

    Purpose:
    The purpose of the Respirology Fellowship at the University of Toronto is to develop physician-scientists and clinical leaders through an intensive one-year, respiratory-focused training program that combines =75% clinical or basic research with additional components in health services, quality improvement, and education. The qualification housed within a world-renowned Division of Respirology and substantial affiliated hospitals aims to advance lung disease care and outcomes both locally and globally, particularly in subspecialty areas such as lung transplantation, sleep-related breathing disorders, cystic fibrosis, interstitial lung disease, and airway diseases. Learners will emerge equipped with rigorous methodological skills, in-depth subject matter expertise, and a commitment to translating discoveries into improved patient care and health system innovation.

    Similarities:
  • Learners respond to the needs of the communities they serve, and research output is a requirement at both UT and the South African institution.
  • Similar topics of learning are covered in the curricula of both institutions.
  • The learning experiences at UT and the SA institution range from specialised care in intensive units to community-based clinics, providing learners with versatility in addressing societal health challenges.
  • Learners from both institutions write external examinations set by either the Royal College of Physicians of Canada or the Colleges of Medicine of South Africa.

    Differences:
  • The duration of the qualifications differs.
  • UT train more than 30% of internal medicine specialists in Canada, while in SA, there are various institutions to train learners. 
    		•

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

    Horizontal Articulation:
  • Master of Philosophy in Adult Critical Care, 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.