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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Science in Experimental Medicine 
SAQA QUAL ID QUALIFICATION TITLE
125452  Master of Science in Experimental Medicine 
ORIGINATOR
Stellenbosch 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  Preventive 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 qualification will produce scientists who can independently contribute to future research in the multidisciplinary field of experimental medicine. It will educate the learners in both the theoretical and practical aspects of biomedical research, as well as general data analysis and scientific communication. This research-based qualification will be conducted in the laboratory, adding a strong technical aspect to the student's education.

Upon completion of the qualification, learners will demonstrate the ability to:
  • Critically analyse a specified disease and use theoretical and/or practical research to better understand the aetiology, progression and pathogenesis of the malady.
  • Conceptualise complex multi-faceted problems to identify therapeutic targets to formulate or refine treatment for the identified diseases.
  • Apply specialised knowledge both systematically and creatively to compare and consider current theories to resolve the scientific challenges of identifying therapeutic targets and formulating or refining treatment for a specified disease.
  • Critique currently held views of specific diseases and contextualising previous finding with regards to identifying therapeutic targets or formulating a surrogate model to simplify further study and limit confounding information.
  • Identify new therapeutic targets that can be practically tested with experimentation to further understand the studied disease and either append accepted theories or formulate new hypotheses.
  • Apply highly competent practical laboratory skills to complete evaluations of information and conduct experiments to prove or disprove theories related to experimental medicine.
  • Critically analyse, evaluate and critique data generated from experimental medicine experiments.
  • Communicate and defend substantial ideas that are the products of research or development in the field of experimental medicine by using the resources of academic, professional discourses as well as communication to non-specialist audiences.

    In linking the qualification to the institution-specific learners' attributes, the learner will graduate with a strong knowledge base and technical ability, enabling them to rationally evaluate and solve complex problems in innovative ways, thereby becoming a dynamic professional. Critical and creative thinking will be strongly advocated in the qualification to promote independence in thought, learning, and accountability. These attributes of an enquiring mind will ensure that learners exercise responsibility for learning and using their new knowledge as lifelong learners. Learners will regularly produce research reports and present their data at divisional and departmental level, with positive critique encouraging the learner to progress and becoming an engaged citizen that is effective in a diverse environment. The learner will be able to take-up professional employment or continue their education with doctoral studies in biomedical science.

    Rationale:
    Currently, there is a gap in the industry and academia between the knowledge gained from research in Physiology and research focusing on Pharmacology. Primarily, physiology examines the normal functions of living organisms and how systems in the body interact. It might also investigate some disease states. Pharmacology, on the other hand, examines the effects, modes of action, and usage of drugs to treat disease.

    The qualification will focus on research that examines the aetiology (the set of causes of a disease or condition) and progression of disease. Unlike physiology and pharmacology, this will encompass the development of disease models in surrogate organisms to identify new targets for future therapies. This could, for example, include finding an optimal window for a therapeutic intervention that is not necessarily pharmacological, a path not examined in physiology or pharmacology. The qualification would therefore be firmly placed between the research foci of physiology and pharmacology. This would attract learners who have a background in either biological sciences, medicine, or health-related disciplines. The qualification is primarily centred on laboratory-based translational research that is not solely clinical.

    Enrolled learners would be educated in laboratory-based biomedical research at NFQ level nine. As such, the learners will have specialist knowledge and will have the ability to evaluate current data in the field, solve complex practical and theoretical problems, and communicate professionally on multiple levels. Research data generated by the learner could and preferably should aid the formation of new therapeutic interventions that will ease the burden of disease for individuals and also benefit society and the economy. Learners from the qualification would have a comprehensive scientific skillset and would progress to professional employment, such as working in research and development, or as a product specialist in the pharmaceutical industry or a scientist working in clinical trials, or preferably, continue their journey of lifelong learning by undertaking further learners and research to obtain a doctorate. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    RPL for access:
    Learners who do not meet the minimum admission requirements but have completed a BSc (NQF level 7) in biomedical sciences, plus 2 years relevant work experience, with the candidate having multiple and diverse laboratory-based practical skills and the aptitude to understand how these techniques work and can be applied to research, can potentially be considered for RPL for access.
  • Relevant work experience could include, for example, techniques in molecular and genetic analysis and the culturing of primary and immortalised cells. This should be demonstrated by submitting a full CV detailing the work experience and outlining the variety of laboratory-based expertise developed.
  • RPL/CAT Regulation: normally, no more than 10% of a cohort of learners in a qualification should be admitted through an RPL process per intake year, unless exceeding this limit is approved by the Higher Education Quality Committee (HEQC) as part of the qualification's accreditation processes.

    RPL for exemption:
  • RPL for exemption and/or CAT is applied on a limited scale at the postgraduate level in cases where applicants request that formal, informal, and/or non-formal learning is recognised in place of modules of a structured postgraduate FMHS qualification.
  • A learner may only be granted RPL for exemption and/or CAT for a maximum of 50% of the credits of a qualification, and a maximum of 50% of the credits of a completed qualification may be transferred to another qualification. Faculties may impose further restrictions on the number of credits that may be exempted in particular years of specific academic qualifications.
  • For RPL for exemption (recognition of informal or non-formal learning), a full motivation should be submitted to the qualification committee with the relevant supporting documents or evidence of competency.
  • RPL for exemption and/or CAT will be accorded per module. Modules will be recognised where the curriculum, outcomes, credits, and NQF level of the relevant module broadly match those of the required module in the qualification for which the applicant wishes to enrol. Recognition will also be accorded to modules where the content includes additional work that exceeds the requirements of the envisaged qualification, but not less than what the envisaged qualification requires.

    Entry Requirements:
  • Bachelor of Science Honours in Pharmacology, NQF Level 8.
    Or
  • Bachelor of Science Honours in Molecular Biology, NQF Level 8.
    Or
  • Bachelor of Science Honours in Human Genetics, NQF Level 8.
    Or
  • Bachelor of Science Honours in Medical Physiology, NQF Level 8. 
    		•

    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, NQF Level 9, 180 Credits:
  • Experimental Medicine Thesis, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critically analyse a specified disease and use theoretical and/or practical research to better understand the aetiology, progression and pathogenesis of the malady.
    2. Conceptualise complex multi-faceted problems to identify therapeutic targets to formulate or refine treatment for the identified diseases.
    3. Apply specialised knowledge both systematically and creatively to compare and consider current theories to resolve the scientific challenges of identifying therapeutic targets and formulating or refining treatment for a specified disease.
    4. Critique currently held views of specific diseases and contextualising previous findings with regards to identifying therapeutic targets or formulating a surrogate model to simplify further study and limit confounding information.
    5. Identify new therapeutic targets that can be practically tested with experimentation to further understand the disease studied and either append accepted theories or formulate new hypotheses.
    6. Apply highly competent practical laboratory skills to complete evaluations of information and conclude experiments to prove or disprove theories related to experimental medicine.
    7. Critically analyse, evaluate and critique data generated from experimental medicine experiments.
    8. Identify a clearly formulated and applicable research question and identify experiments or procedures that could be used to address this research question.
    9. Convey and defend substantial ideas that are the products of research or development in the field of experimental medicine by using the resources of academic, professional discourses, as well as communicating these to non-specialist audiences. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria are provided in an integrated manner:
    1. Critically appraise current knowledge of the clinical manifestations and molecular mechanisms of a specified disease and use this to propose potential new therapeutic targets or interventions.
    2. Accurately identify and describe a specific disease.
    3. Correctly use theoretical and/or practical research to better understand the aetiology, progression and pathogenesis of the malady to identify therapeutic targets to help formulate or refine treatment.
    4. Become proficient and expert in techniques of molecular and cellular biology required for investigative research.
    5. Practically complete experimentation and correctly analyse data to confirm or refute the validity of the proposed target / intervention.
    6. Conceptualise and design experimentation to test the validity of the proposed target / intervention.
    7. Present findings in a research assignment containing an introduction to the research, a literature review, methodologies used in the research, and chapters containing the results and findings and final conclusions.
    8. Presentation of the research to the examiners of the research assignment and in an open forum lecture.

    INTEGRATED ASSESSMENT
    Assessment in this qualification will be aligned with the institution's policy, Assessment Policy (2021).

    The MoU between the student and supervisor will ensure that learners are supported through the entire research process (laboratory work, identifying research questions, data analysis and writing up findings) to ensure that a learning centred approach is followed whereby the learners are co-creators of knowledge and can take responsibility for their own learning.

    Formative assessment:
    Learners will be supported through formative assessment opportunities during supervision sessions and monitoring of research progress. Learners' progress will be regularly monitored, and through feedback, learners will be helped to identify and build on their strengths, while working on identified weaknesses. Learners will, for example, be required to present at a number of scientific meetings, in which other learners and academics are present. Here, questions are an integral part of the presentation process, which makes use of formative peer and supervisor evaluation to improve both presentation and question- answering skills.

    Summative assessment:
    The Summative assessment will be based on an evaluation of the research thesis and will be done by two independent examiners, one of whom will be external. Examiners will be appointed by the Head of the Division/Department in consultation with the supervisor and the Programme Committee. Learners will be required to deliver a project presentation. The final mark will be calculated from the marks obtained for the research project, which will be from the supervisor's mark (10% weight), research thesis (internal examiner: 40% weight and external examiner: 40% weight) and project presentation (10% weight).

    As per the institution's Assessment Strategy, the assessment approach will align with the following principles of good assessment practices:
  • Achievability: the assessment tasks, their scope, and demands will be manageable for the lecturer and students.
  • Validity: aimed at conclusively identifying whether students have mastered the outcomes.
  • Reliability: by creating formative assessment opportunities, such as attendance and presentation of research progress at a number of scientific meetings and utilising these formative opportunities to provide continuous, sustainable feedback by the supervisor to enhance the student's learning.
  • Transparency and fairness: whereby the requirements for the research assignment and all of the research elements will be discussed with students so that they are fully informed of what is required of them, and all students have a fair chance to demonstrate their knowledge and skills.

    The assessments for this qualification are used for both summative (assessment of learning) and formative (assessment for learning) purposes. Learners will be guided through their research assignment by a supervisor. Different targets will be set for learners to deliver at different stages of the research assignment, enabling a multi-stage assessment approach. Regular feedback will allow learners to learn from and reflect on their progress and enable them to improve on their final product.

    The research assignment as an assessment allows for constructive alignment within the qualification, whereby the supervisory support, the research process and the assessment criteria ensure that the learners is aware of the requirements to be met and the level of complexity required of them. Furthermore, all assessment opportunities will test learners' ability to critically evaluate and utilise a wide range of basic and complex information to solve problems effectively using appropriate methods that are relevant to research in experimental medicine and to communicate knowledge and findings and their potential implications.

    Due to the small number of enrolments, feedback on both formative and summative assessment opportunities are provided in person and thoroughly discussed with the student. Feedback is provided on a regular basis and individualised progress of the learners is also managed via the MoU (with setting of target dates, etc). 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with similar qualifications from United Kingdom and Sweden:

    Country: United Kingdom.
    Institution: University of Sheffield (US).
    Qualification title: Human and Molecular Genetics MSc.
    Duration: One year full-time.

    Entry requirements:
  • Minimum 2:1 undergraduate honours degree in a relevant subject with relevant modules.
    Entry requirements:
  • Minimum 2:1 undergraduate honours degree in a relevant subject with relevant modules.

    Qualification structure:
    Modules:
  • Laboratory Techniques in Molecular Bioscience.
  • Advanced Molecular diagnostics and cell culture techniques.
  • Advanced Scientific Skills.
  • Literature Review in Molecular Genetics.
  • Research Project.

    Assessment:
    Assessment includes, but isn't limited to, formal examinations, coursework assignments, poster presentations, and a dissertation.

    Similarities:
  • University of Sheffield (US) and South African (SA) qualifications are offered on a one-year full-time basis.
  • Both qualifications require learners to have an undergraduate honours degree in a relevant field.

    Difference:
  • University of Sheffield (US) offers coursework and research, while the South African (SA) qualification offers a thesis.

    Country: Sweden.
    Institution: University of Obebro (UO).
    Qualification title: Master's Programme in Experimental Medicine.
    Duration: two years full-time.
    Credits: 120 credits.

    Purpose/rationale:
    The master's programme in Experimental Medicine provides a broad insight into general aspects that affect public health in today's society. The qualification will provide knowledge and skills in modern experimental medical and laboratory science, as well as in-depth knowledge of cell biology, immunology, human genetics and bioinformatics, and translational medicine.

    Entry requirements:
    Bachelor of Science in Biomedicine, Bachelor of Science in Biomedical Laboratory Science, Master of Science in Medicine, or Master of Science in Veterinary Medicine.

    Qualification progression:
    This MSc programme will prepare you for an international career in either academia, with the option of pursuing PhD studies, or in the public or private sectors, seeking employment with authorities, the pharmaceutical or biotechnical industry, government, or healthcare.

    Similarities:
  • University of Obebro (UO) and the South African (SA) qualifications will equip learners with expertise in modern experimental medical and laboratory sciences, alongside in-depth knowledge of cell biology, immunology, human genetics, bioinformatics, and translational medicine.
  • Both qualifications progress to a Doctor of Philosophy in the relevant field.

    Difference:
  • University of Obebro (UO) is offered for a duration of two years full-time, while the South African (SA) qualification is offered for a period of one year full-time.
  • UO qualification consists of 120 credits, while the SA qualification consists of 180 credits. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation

    Horizontal articulation:
  • Master of Science in Pharmacology, NQF Level 9.
  • Master of Science, NQF Level 9.

    Vertical articulation:
  • Doctor of Philosophy, NQF Level 10.
  • Doctor of Medicine, 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. Stellenbosch 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.