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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Health Sciences in Health Professions Education 
SAQA QUAL ID QUALIFICATION TITLE
99786  Master of Health Sciences in Health Professions Education 
ORIGINATOR
North West 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  Promotive Health and Developmental Services 
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-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 focus on a career in health professions education necessitates research and literature-based knowledge and competence in the theory and practice of education for the health professions, for the lecturers to be equipped with the most effective teaching competencies and skills.

Rationale:
In recent years, there has been an increased demand, with a concomitant proliferation, of qualifications at Master's level for Health Professions Education (HPE), in contrast to qualifications directed at the practices associated with the health environment. These qualifications are directed at teaching and learning practices in health education and are related to both academic career paths and accreditation practices for health education worldwide. Increasingly HPE faculty members are making education a focus of their professional roles and their future career paths.

A qualification in the field of health education is rapidly becoming a necessary credential for HPE leaders. Research required for graduation from these programmes may result in publications in refereed journals, thus supporting lecturers' promotion possibilities. The common goals of qualifications for HPE typically are to educate HPE leaders in: the theory and practice of HPE, direct teaching knowledge and skills, competencies to appraise HPE scholarship and produce HPE scholarship.

There is a need for the Master of Health Sciences in Health Professions Education (MHSc in Health Professions Education) for lecturers in Health Professions Education at the institution. It is also apparent that this qualification is necessary with the increase in lecturers in Health Sciences opting for a career focus in teaching and learning. Such a qualification will also address the need of other health professions educators such as nurse educators who want to focus on research in teaching and learning within the nursing profession at colleges or other higher education institutions.

Therefore, this qualification will provide for lecturers, who are currently employed as teachers and researchers in one of the health professions within a higher education and training environment, with an opportunity to enrol for a Postgraduate qualification at Level 9. The focus of this qualification is on health education research in the higher education context with the aim to advance scholarship of teaching and learning in Health Sciences, and to prepare the lecturers for further study. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The RPL policy of the institution acknowledges that the Recognition of Prior Learning (RPL) must be conducted in a valid, reliable and equitable way and that it must form part of the existing policy on the admission.

Entry Requirements:
The minimum requirements for admission to the Master of Health Sciences in Health Professions Education is as follows:
  • A Bachelor Honours Degree in a field of health sciences, Level 8.
    Or
  • A Postgraduate Diploma at Level 8 in a field of health sciences.
    Or
  • A Bachelor's Degree at Level 8, with specialization in a field of health sciences.
    And
  • Proof of a minimum of 4 years of recent teaching and research experience in a field of health sciences at a higher education institution.

    The following admission requirements are relevant to candidates with nursing qualifications:
  • A Bachelor of Nursing Science and a Diploma of Nursing Education.
    And
  • Proof of registration with the South African Nursing Council as a nurse educator or of an equivalent registration if the student is not a South African citizen. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises one compulsory module at Level 9, which makes this qualification a full dissertation:
  • Health Education Research, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
  • Demonstrate specialist knowledge and critical understanding of the field of health science education appropriate to specific health professions within the higher education environment.
  • Display the command of and the ability to select and execute appropriate and ethical research methodologies, including the design, methods, data analysis, and report writing for health science education research.
  • Use the resources of academic and professional discourses to communicate and defend substantial ideas that are the products of research in an area of health education in a higher education context; and use a range of advanced and specialized skills to communicate findings and ideas to a range of appropriate audiences.
  • Operate independently and take responsibility for own work in the higher education research context, thereby demonstrating the ability for effective resource management. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will be used in an integrated manner across all the Exit Level Outcomes to assess them:
  • Conceptualise and design a comprehensive research project in the field of health professions education in the Higher Education context under the guidance of a study leader.
  • Write a research proposal and a comprehensive literature overview on a relevant health science education research topic.
  • Plan a research study selecting and motivating appropriate research methodology.
  • Conduct an empirical research project in an ethical, proper and professional manner.
  • Debate and defend research findings with other health profession education researchers.
  • Communicate in a professional manner the research process and research findings through a dissertation, colloquiums and publications.

    Integrated Assessment:
    The institution's Assessment and Moderation policy requires that assessment in qualifications be based on the following premises: In agreement with the National Higher Education Policy for Outcomes-based Education and the South African Qualificatoins Authority Level Descriptors as relevant to the graduate attributes for qualifications on the Higher Education Qualifications Sub-framework, the assessment approach of the institution is one of appropriate, continuous formative and summative assessment activities within an outcomes and qualification-based higher education environment.

    The qualification outcomes and assessment criteria for this qualification were formulated according to the requirements of the Level 9 descriptors. The outcomes and assessment criteria will be included in the Faculty of Health Sciences Calendar and in the study guide, making it available to the students.

    Guidance and feedback will be provided to the student on a monthly basis by the supervisor as a form of formative assessment. Formative assessment opportunities include (1) a research proposal / title registration document and presentation at a colloquium under scrutiny of a scientific committee, writing of a comprehensive literature overview on a relevant health science education research topic, reporting on the empirical process, writing up of the final research findings, finalising the dissertation, preparing an article; (2) regular meetings with the supervisor for discussions and guidance regarding the research; and (3) a presentation of preliminary research results at a colloquium under scrutiny of a scientific committee.

    The supervisor will then give final permission for a dissertation to be submitted for examination. The examination process is the final summative assessment of the work.

    Integrated summative assessment in the form of the dissertation will furnish proof of the candidate's ability to interpret, integrate, and critically use the literature to a limited extent, do research in the relevant field of study and report such research results satisfactorily. 
    		•

    INTERNATIONAL COMPARABILITY 
    The purpose of the Master of Health Professions Education (MHPE) qualification is to provide the training necessary to produce effective leaders in health professions education. Accordingly, the qualification recruits health professionals who have, or are preparing for, educational leadership positions but who lack formal training in education and management. Acknowledging a wide diversity in educational and professional backgrounds, the MHPE offers some flexibility for candidates to design a curriculum that fits their needs and interests.

    The aspects covered in the qualification should include:
  • Pro Seminar in Health Sciences Education: Topics, Issues and Educational Scholarship.
  • How People Learn: Learning Theories and Research.
  • Curriculum Development and Improvement: Continuous Quality Improvement.
  • Principles of Assessment: Measurement Theory, Assessment Principles and Tools.
  • Instructional Design and Strategies for Learning.
  • Survey Design and Research.
  • Intro to Capstone Project.
  • Logic of Systematic Inquiry/Intro to Experimental and Quasi-experimental Designs.
  • Qualitative and Quantitative Analytic Methods.
  • Leadership Theory and Behavior.
  • Innovation and Leading Change.
  • Independent Study -Topics in Health Professions Education.

    Examples of a similar qualification elsewhere in the world are offered by the Vanderbilt University, School of Medicine, Nashville, Tennesee, and Monash University in Australia, who all offer a two-year Master of Health Professional Education.

    Conclusion:
    This qualification is comparable to other similar qualifications from around the world with regards to outcomes and assessment criteria, degree of difficulty and notional hours whereby a complete list is published in the Medical Teacher Journals. 
    		•

    ARTICULATION OPTIONS 
    This qualification does not offer any specific articulation with qualifications offered by the North West University.

    However, the qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Master of Philosophy: Health Sciences Education, Level 9.

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

    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. North West 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.