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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Health Sciences in Biomedical Technology 
SAQA QUAL ID QUALIFICATION TITLE
96761  Doctor of Health Sciences in Biomedical Technology 
ORIGINATOR
Central University of Technology, Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Doctoral Degree  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 10  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This qualification will enable the learner to apply an integration of theory, principles competently, proven and newly-developed techniques, practical experience and appropriate skills to the solution of well-defined and abstract problems in the selected field of Biomedical Technology and Medical Laboratory Sciences. Additionally, the qualification will provide learners with research skills and perspectives to enrich their specialisation studies, to aid in professional development and to enhance professional relationships.

Holders of this qualification will demonstrate skills of conducting research independently, acting as supervisors for Masters and Doctoral learners. Moreover, the learners will increase their understanding and appreciation between academic theory and research and its practical application in the workplace within the Biomedical Technology and Medical Laboratory Science fields as well as other relevant fields. Consequently, the learner will become a researcher who will benefit the community and society through their skills.

Rationale:
The primary rationale for designing the Doctor of Health Sciences in Biomedical Technology is to meet the needs of the South African community as identified by the National Department of Health and to ensure that it is compatible with international standards. The sector requires the acquisition of advanced research competencies to meet the operational and future requirements of the ever-changing environment of the healthcare sector.

Biomedical sciences play a pivotal role in the healthcare system in the country by providing essential information about diagnostic and analytical services regarding the patient's health. Furthermore, the discipline plays a crucial role in the diagnosis, monitoring and treatment of various diseases. The qualification is structured to address the need for high-level research competency of NQF Level 10 in this critical sector of patient care.

Advances in technology, the confluence of the information age, and the sheer speed and expansion of communication capabilities have significantly accelerated the pace of globalisation. Therefore, there is a need for skilled research learners who will drive the knowledge economy by conducting original applied research that will enhance the medical diagnostic, analytical and therapy-related services. Thereby generating innovative ways of contributing to a healthcare system that is financially sustainable and responsive to patient needs. These needs are a vital aspect of the imminent implementation of the NHI scheme.

Forging partnerships with industry, community and research organisations within the healthcare environment is an essential component to ensure the success of this qualification. Moreover, the need for highly skilled individuals has been identified by industry via different forums; conferences, advisory committees, (where industry and academia are involved), National working group of University of Technology and HPCSA professional board education committees. Learners of other related fields and the previous qualifications (Baccalaureus Technologiae and Masters Technologiae: Biomedical Technology) who are in the industry indicated a need to further their studies and to enter the field of research. The qualification addresses the need of these learners.
Learners can be employed as scientists, lecturers, senior researchers, or as a medical technologist/medical laboratory scientist if they have to correct credentials.

The learner will be a reflective practitioner and a life-long learner in his or her profession, thereby contributing to the community and society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) policy follows a standardised process of recognising credits for articulation and access purposes. The RPL policy guide and regulate the process of identifying, assessing and recognising the skills and knowledge RPL learners gained from formal, non-formal and informal contexts.

Similarly, the institution has a Credit Accumulation and Transfer (CAT) policy as an alternative mechanism to gain access to qualifications. This policy provides an arrangement for the accumulation of credits, and the transfer of credits, into a single differentiated system, via the application of recognition of credit accumulated across the learning process. The policy further facilitates the development of credible, efficient and transparent processes, both for the accumulation of credits within qualifications and for the transfer of credits between qualifications.

Entry Requirements:
The minimum admission requirements for this qualification is a:
  • Masters of Health Sciences in Biomedical Technology, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following a compulsory module at NQF Level 10 totalling 360 Credits.

    Compulsory Module, 420 Credits:
  • Thesis 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Demonstrate knowledge of the range of relevant knowledge in the selected field of research.
  • Demonstrate an understanding of the chosen field.
  • Demonstrate the ability to instigate unique, innovative research at a high-quality level.
  • Select and utilise the appropriate research method for the investigation.
  • Apply scientific methods appropriately in the research process.
  • Apply research tools effectively and accurately in the research process. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner:
  • List and cite literature within the literature survey, and the exposition of the research reflects familiarity of relevant and recent trends in technologies, techniques, models and theories in the chosen field;
  • Analyse, explain and contrast the models, principles, theories, techniques and methodologies in the chosen field accurately in oral presentations and the written thesis of the research;
  • Assess the unique innovation of the research and contribute towards Biomedical technology and related fields;
  • Justify the use of literature surveys or experimentation or correlation or causal analyses, fully and correctly in oral presentation and the written thesis of the research;
  • Identify, define and provide detail of the unique research problem clearly in the research proposal;
  • Ensure the stated hypothesis directs the investigation;
  • Ensure logical interpretation of data reflects a clear understanding of the relationship between facts in the study and the ability to evaluate conflicting information;
  • Use the information sources accurately and appropriately and include a range of media;
  • Apply information technology skills effectively in information searches, data-analyses, data presentation and the production of the thesis;
  • Apply the appropriate mathematical and statistical methods correctly to quantitative and qualitative data;
  • Ensure the inferences, interpretations and conclusions from measurements, and statistical analyses are valid;
  • Apply language and numerical skills effectively in communicating the research problem, its investigation, outcome and recommendation.

    Integrated Assessment:
    Learners must present a protocol defence to a panel of experts in the related field before undertaking the study. This presentation is a measure to assess the standard and level of research. Upon completion of the study, graduates must submit a doctoral thesis containing the report of their research. The thesis must meet all the standards and requirements of a doctoral thesis, which include proof of successful integration of all the elements required to substantiate the central thesis and original contribution(s) of the study. Also, there is a need for a minimum of one scientific publication before successful completion of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The principal intention for designing this qualification was to meet the specific needs of the South African community. However, due to globalisation and collaboration opportunities for graduate, this qualification was compared with international higher education institutions and found to be in line with similar qualifications. Some international qualifications with the medical laboratory science field have a specialised practice component. The specialised practice qualification is not in the following similar qualifications:
  • Doctor of Clinical Laboratory Science at Rutger School of Health Sciences in the USA.
  • Doctorate in Clinical Laboratory Science at the University of Kansas in the USA.
  • Biomedical Sciences PhD at the University of Birmingham in the UK. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Health Sciences, NQF Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Central University of Technology, Free State 


    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.