[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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 Rheumatology 
SAQA QUAL ID QUALIFICATION TITLE
125447  Master of Philosophy in Rheumatology 
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 primary purpose of the Master of Philosophy in Rheumatology is to educate and train physicians to acquire and illustrate updated knowledge, skills, and experience who can further contribute to the development of knowledge at an advanced level in the subspeciality. The Rheumatology Fellowship qualification will advance the understanding, diagnosis, treatment, and prevention of rheumatic illness in South Africa. Learners will have the clinical, investigative, and teaching skills necessary to take up a leading role in academic and clinical Rheumatology. Rheumatologists will be well positioned for advanced, specialised professional employment in South Africa. The qualification therefore supports the provision of services in a scarce healthcare field that the South African population needs.

Upon completion of this qualification, qualifying learners will be able to:
  • Analyse the complex relationships between various departments and associated secondary referral hospitals to deliver preventative care and curative integrated services efficiently and effectively, to solve rheumatic disease and manifestations timeously, and seek opportunities that may positively impact national health.
  • Develop a clinical grounding in Rheumatology 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 Rheumatology knowledge base through applied readings, bedside teaching, related case discussions, scientific meetings, and associated research activities.

    Rationale:
    This qualification is intended for well-trained and experienced physicians who should be able to provide safe, equitable, and patient-entered care. They should also be able to work and communicate professionally in teams, critically appraise their own performance, receive constructive feedback, and engage in self-reflection. However, the need exists for subspecialist physicians who can further ensure that knowledge translates to excellent, evidence-based, equitable clinical care within South African healthcare systems. A substantial number of conditions and therapeutic modalities require highly specialised knowledge in Rheumatology.

    Although no model has been developed and/or published in South Africa to accurately determine the required numbers of medical specialists in a region, a general recommendation is that there should be at least one subspecialist (rheumatologist) per 100 000 of the population. According to Modi (2017), there were only 85 rheumatologists in South Africa in 2017, which is far below the general recommendation of approximately 600. There is also a disparity in resources, as only a few rheumatologists are employed in the public health sector.

    Historically, rheumatic diseases have not received much attention in sub-Saharan Africa, possibly due to the overwhelming incidence of infectious diseases and the decreased life span of the general population in this region. Rheumatic diseases were previously considered to be rare among Africans, however common rheumatic diseases such as gout, RA, osteoarthritis and SLE are increasingly being reported, as are conditions previously not considered, such as SSc, psoriatic arthritis and osteoporosis. It is hoped that increasing awareness of rheumatic diseases in Africa will lead to earlier diagnosis and better outcomes for patients (Adelovo, Mody, Tikly et al 2021).

    The burden of rheumatic diseases in Africa is higher than in other parts of the world in terms of morbidity and mortality, as most patients only present at a later stage of the disease. Epidemiological studies have shown that although the prevalence of musculoskeletal disorders in the developing world is similar to that in the developed world, the burden is higher due to delayed diagnosis arising from poor education, sociocultural beliefs, poverty, and limited access to care (Modi. 2017). Urgent needs therefore exist to raise awareness of the burden and effects of rheumatic diseases in Africa, to promote the education of community and health-care workers, and to undertake research that will inform clinical practice and improve outcomes for patients.

    The 2010 Global Burden of Disease survey showed that rheumatic and musculoskeletal diseases have the fourth highest global impact on disability-adjusted life years and are the second leading cause of disability as measured by years lived with disability (Murray, Vos, Lazano et al, 2012). Future progress depends on research and education, early diagnosis, and the training of more health professionals, including rheumatologists, to diagnose and manage patients.

    Rheumatologists register with the Health Professions Council of South Africa (HPCSA) as the statutory body that controls the education, training, and registration for practicing health professions registered under the Health Professions Act (Act 56 of 1974). The HPCSA endorsed the development and implementation of this qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has a well-established unit that deals with RPL.

    RPL for exemption:
    Possible exemption, for a maximum period of 1 year (50% of the time), based on comparable training and experience gained at another recognized academic institution could be granted, subject to the following conditions:
  • The periods of training must have occurred within at most two years before registering for the qualification in the subspeciality.

    RPL for access:
  • Sufficient experience must be proven using a logbook, portfolio and certification by the Head of the Department of Internal Medicine where the experience was gained.
  • The above information must be evaluated by the Head of the Department of Internal Medicine of the institution and approved as equivalent. With the consent of the Head of the Department and the Executive Committee (MEDEX) of the School of Medicine.

    Entry Requirements:
  • Bachelor of Medicine and Bachelor of Surgery, NQF Level 8.
    And
  • Registration with the Health Professions Council of South Africa (HPCSA). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 9, 180 Credits:
  • Clinical Rheumatology, 120 Credits.
  • Research in Rheumatology, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse the complex relationships between various departments in a tertiary training hospital as well associated secondary referral hospitals to deliver preventative care and curative integrated services efficiently and effectively, to solve rheumatic disease and manifestation timeously, and seek opportunities that may positively impact national health.
    2. Develop a clinical grounding in Rheumatology 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 Rheumatology knowledge base through applied readings, bedside teaching, related case discussions, scientific meetings, and associated research activities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO:1 Analyse the complex relationships between various departments in a tertiary training hospital as well associated secondary referral hospitals to deliver preventative care and curative integrated services efficiently and effectively, to solve rheumatic disease and manifestation timeously, and seek opportunities that may positively impact national health.
  • 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, community healthcare centres or specialist rheumatology units.
  • Lead multidisciplinary teams and prioritise problems, planning cost-effective and safe investigation and rational management of rheumatic patients.
  • Apply science, technology, and innovation across diverse healthcare systems and geographic regions effectively and critically, showing insight into the future of Rheumatology as an area of specialisation, and responsibility towards the environment.

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO:2 Develop a clinical grounding in Rheumatology 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.
  • Identify, select and apply appropriate clinical procedures in the delivery of Rheumatic healthcare and services that will benefit patients.
  • Provide consultative services and train medical officers, colleagues in interprofessional teams, registrars and medical students to advance Rheumatology and related specialist services as part of an interprofessional team.
  • Accept responsibility and accountability for performed work within the context of Rheumatology as an area of sub-specialization.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO:3 Develop a sound Rheumatology knowledge base via applied readings, bedside teaching, related case discussions, scientific meetings, and associated research activities.
  • Research and critique best evidence from literature, discuss application to own patients and report on complex rheumatic cases.
  • Critically evaluate available literature from multiple sources of information on related and complex Rheumatology 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 use various types of assessment that enhances student learning. The assessment plan adheres to the national requirements set by the HPCSA as the statutory professional body to ensure that learners can register as professionals in the field.

    The fellow-driven qualification can provide for continuous programmatic assessments in both the clinical coursework module and the research module. The assessment strategy encourages reflexive praxis whereby fellows can develop evaluative judgement to critically appraise their performance when receiving constructive feedback from colleagues, mentors and supervisors. Assessment opportunities are employed in such a way that learners should apply their knowledge and skill as real workplace-based experiences.

    Formative assessment:
    Continuous Workplace-Based Assessments (WBA) of the clinical coursework module:
    Direct observations, based on the list of prescribed EPAs take place in clinical settings while the learner work 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 written feedback to the learner, and feedback are quarterly discussed with the supervisor. Feedback is provided through the use of 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 recordkeeping, e.g. logbook with EPAs, skills and procedures is signed off by the supervisor once the student achieved competence. The logbook specifies the minimum number of patients as well as type.

    The logbook with signatures, records of observations with its written feedback, records of quarterly feedback meetings, and remedial plans all forms 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 discussed etc.).

    Entry into the final exit level assessment:
    In order to enter the final exit examination, an overall minimum mark of 50% is required by the institution department for the final Portfolio. In addition, a sub-minimum may be required in sub-divisions of the Portfolio assessment as communicated to learners as per specific programme rules. The learner must be declared competent by a properly constitution departmental assessment committee meeting and signed off by the HOD and supervisors for all EPAs required for Rheumatology.

    The CMSA (CMSA) as the appointed national assessment body, has the following additional requirements for admission to the summative examination:
  • Certification of having completed at least 18 months as a subspecialty trainee in an accredited subspecialty unit in a teaching hospital, registered and approved by the HPCSA.
  • Submission of a written report from the academic HOD in which he/s trained indicating satisfactory completion of all training requirements.
  • Logbook, List of observations/ WBAs and Portfolio of Evidence.

    Summative assessment:
    Final National Exit Examination through CMSA:
    CMSA(CMSA) is the national assessment body who assess all candidates in the country in the final exit examination, and it follows its own internal and external assessments and moderation in conjunction with the HPCSA prescripts.

    The institution is a full member of the CMSA, where the institution programme coordinators and Rheumatologists participate in the standard setting of final exit examinations for all candidates together with colleagues from other institutions in South Africa that offers this training. The institution's subspecialists participate in the CMSA final exit examination as convenors and/or examinators and/or moderators.

    The final national exit examination is the only recognized final examination for the clinical coursework module in Rheumatology SMU does not set a separate exit examination and dual exit therefore is not applied.

    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.

    The format of the exit level examination is as follows:
    2x Online written papers of 3 hours each, with a subminimum of 50% requirement for each online written examination. The learner must pass both written examinations, to be invited to a structured oral portfolio assessment, which is based on 6 of their portfolio cases by an external panel of at least 2 members from 2 different centres. If the portfolio exam is failed, remedial action is taken with a repeat assessment in 3 months.
    The weighting of the components are as follow:
  • Written Paper 1 - SAQ (33.3%).
  • Written Paper 2 - DI (33.3%).
  • Structured Oral Portfolio Examination (33.3%).

    Continuous and final Assessment of the research module:
  • Research proposal to School of Medicine Research Committee (SReC) within 9 months (not scored with marks > only feedback).
  • SMUREC Research Ethics clearance within 15 months after first-time registration (not scored with marks only feedback).
  • Learner who apply to write the CMSA examination must submit a comprehensive Portfolio of Learning which were reviewed and signed by the Head of the Internal Medicine Department the institution, who will then write a letter to the CMSA, certifying that the Portfolio of Learning was completed satisfactorily. The relevant content area of the Portfolio of Learning is prescribed by the CMSA as per SECTION 7: Research.

    Final Assessment:
    The final research project requirement may be met in any one of the following ways:
  • A research-based mini-dissertation, (the mini-dissertation is governed by General University and School rules regarding registration with SMUREC, supervisors and external assessors).
  • Publication or acceptance of a peer-reviewed original research article in a DHET-accredited journal with the student as the primary author.
  • Publishable article:
    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 the 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 
    The qualification was internationally benchmarked with the following institutions:

    Country: England.
    Institution: The University of Leeds, in partnership with Health Education Yorkshire and the Humber and Leeds Teaching Hospitals NHS.
    Qualification: Academic Clinical Fellowship (ACF) in Rheumatology.
    Duration: three years.

    Purpose/rationale:
    The ACF in Rheumatology is a National Institute for Health and Care Research (NIHR) Integrated Academic Training post aimed at doctors at ST1 level who wish to develop as clinical academics in Rheumatology. It combines clinical specialty training in Rheumatology with formal academic development, preparing trainees for higher research degrees (PhD/MD) and future academic clinical leadership.

    Qualification structure:
    Trainees spend 25% of their time on research within the NIHR Clinical Therapeutics, Pharmacology & Industry theme.

    Clinical Training Components:
    The clinical part (75%) includes:
  • Outpatient and inpatient Rheumatology rotations.
  • Musculoskeletal disease management.
  • Exposure to multidisciplinary rheumatology teams.
  • Immunology and inflammatory disorders training.
  • Progression through specialty curriculum toward CCT.

    Similarities:
    Learners at both University of Leeds and South African (SA) qualifications are full-time employees in the training hospitals for the full duration of the training period, while also supporting the academic programme of the University.
  • Learner must hold a national training number from their respective health professional councils, such as the HPCSA.
  • The content of the core curriculum at both institutions addresses similar objectives and outcomes.

    Differences:
  • ACFs at University of Leeds comprises 3 year fixed-term national training posts, whereas the SA fellowship can be completed in 2 years.
  • Learner at Leeds undertake 75% clinical and 25% academic training over the term of the post, while SA learner completes a clinical coursework module (120 credits) and a research module (60 credits) during the full two-year training period.
  • Following the completion of their ACF fixed-term post, Leeds Fellows have the option to complete an Out-of-Programme-Research (OOPR).

    The Royal Australian College of Physicians (RACP) is the national appointed assessment and certification body in Australia and plays a similar role in the training of subspecialists as the Colleges of Medicine of South Africa (CMSA).

    Purpose/rationale:
    Develop competent physicians capable of managing complex clinical problems across medical specialties. Provide structured, supervised training pathways leading to Fellowship (FRACP), which grants specialist recognition. Ensure ongoing specialist competence through Continuing Professional Development (CPD) after Fellowship.

    Entry requirements:
  • Hold a medical degree accredited by the Australian Medical Council (AMC) or MCNZ.

    Duration:
    3 years (36 months) full-time equivalent.
    Covers Adult Internal Medicine OR Paediatrics and Child Health.

    Similarities:
  • Both Australian and South African fellows receive Advanced Training in Rheumatology at their universities and associated training hospitals, exploring in-depth specialty training in the diagnosis and holistic management of people with diseases that affect joints, muscles, bones and systematic autoimmune conditions.
  • They train under supervision and prepare for independent practice as a consultant.
  • They participate in WBL and WBA activities which are designed to support reflective practice and self-directed learning.
  • The RACP and MCSA respectively prescribe and regularly review the training programme in Rheumatology to ensure that it is line with educational best practice, by setting the national curriculum and overseeing final exit level examinations and certification.
  • To enter into the Fellowship training programme, both South African and Australian learner must be registered as physicians at the national health professions councils and been appointed to an appropriate advanced training position.

    Difference:
    The duration of the training period for South African fellows is two years and differs from the training period of 3 years for Australian fellows. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal, vertical and diagonal articulation options.

    Horizontal Articulation:
  • Master of Philosophy in Paediatric Rheumatology, NQF Level 9.

    Vertical Articulation:
  • Doctor of Medicine, NQF Level 10.

    Diagonal Articulation:
  • 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.