| Code | Faculty |
|---|---|
| 10130003 | Faculty of Health Sciences |
| Credits | Duration |
|---|---|
| Minimum duration of study: 6 years | Total credits: 1238 |
| Prof BG Lindeque [email protected] | +27 (0)123541201 |
Each student in Medicine must apply to the Registrar of the Health Professions Council of South Africa for registration as a student in Medicine, immediately after admission to the first year of study.
After obtaining the degree, a student must register with the Health Professions Council of South Africa as an intern, and complete at least one year of training at an institution approved by the abovementioned Council for this purpose. (Students who qualify after July 2006, will have a compulsory two-year internship.) After this, he or she must register with the Council as a physician and complete one year of community service before he or she may work in private practice.
The integrated outcomes-based problem-oriented programme consists of theoretical blocks, special activities (SAs) and clinical rotations. During the final 18 months, referred to as the Student Intern Complex (SIC), all the programme activities take place in the clinical settings.
Minimum requirements | ||||||||||||
Achievement level | APS | |||||||||||
English | Mathematics | Physical Science | ||||||||||
NSC/IEB | HIGCSE | AS-Level | A-Level | NSC/IEB | HIGCSE | AS-Level | A-Level | NSC/IEB | HIGCSE | AS-Level | A-Level | |
5 | 3 | C | C | 5 | 3 | C | C | 5 | 3 | C | C | 35 |
The Faculty can accommodate 300 first-year MBChB students. Applicants for MBChB I are evaluated according to different categories, with the minimum admission requirements set according to the categories in question.
Important:
Students have three assessment opportunities, namely a block test, first examination and second examination in order to pass GPS Generic procedural skills 280. Although a student will not be held back if GPS 280 is failed, the module in question must be passed by the end of the first semester of the third year of study, failing which the student will be held back in the third year of study.
Fourth year of study:
Fifth year of study:
Block 18 (GNK 585) Pharmacotherapy 585 is preceded by two study weeks, namely Block 18a in the 2nd year, 2nd semester and Block 18b in the 4th year, 2nd semester.
Note: Marks obtained in the morning rotations are taken into account with the relevant block marks.
Second half of the fifth year of study, and the sixth year of study:
Admission to the Student Intern Complex (SIC):
Student Intern Complex (SIC) (18 months)
SIC Semester (a): Surgery and related disciplines and Family Medicine
Total credits per semester: 120
SIC Semester (b): Internal medicine and related sub-disciplines and psychiatry
Total credits per semester: 120
SIC Semester (c): Women’s and children’s health and community-based education
Total credits per semester: 120
SA13 Special activity: Diagnostic laboratory medicine
Total credits: 11
Total credits Student Intern Complex: 371
*SA13 Diagnostic laboratory medicine is followed by two study days, namely SA13a in the 6th year, 2nd semester.
Rotation(s) failed or not promoted in
Passing a block/special activity in the MBChB degree programme
Repeating blocks and/or special activities (and thus the year of study) in the MBChB degree programme
A student who has failed one or more blocks and/or special activities in a year of study, must repeat the year of study. However, such a student will be exempted from the blocks and/or special activities passed in the previous (failed) year.
The Examination Moderating Meeting and/or the Chairperson of the School of Medicine, reserves the right to only award a pass mark to the said blocks and/or special activities should the student comply with the following requirements in respect of the blocks and/or special activities in question:
Examinations and pass requirements
In accordance with the stipulations of the General Regulations, a minimum year or semester mark of 40% is required for admission to the examination: Provided that the different year and semester modules in a School need not be handled in the same manner, although a considerable degree of uniformity is advisable.
The stipulation that students be admitted to the examination without reservation, is supported. A final block mark in the relevant module is, however, calculated from the block examination mark as well as the block mark compiled from continuous evaluation during the presentation of the module (i.e. the semester, year, module or block mark). The latter is calculated from the marks obtained in one or more of the undermentioned:
The contribution of each modality in the calculation of the abovementioned mark is set out in the regulations and published in the study guides. The details are explained in detail to the students concerned before commencement of the modules. Likewise, also the weight allocated to the abovementioned marks and the various examination marks when calculating the final block mark awarded to the student, which varies between 50:50 and 40:60 according to the field of study, year of study and programme-specific compilation.
The importance of continuous evaluation in the assessment of students is non-negotiable, and therefore the marks awarded in these type of evaluations will form part of the final pass mark of all modules/subjects.
The pass mark for essays is at least 50%. The stipulations of the General Regulations regarding requirements for dissertations apply mutatis mutandis to essays.
For requirements regarding the abovementioned, also consult the study manual of a given block.
Academic exclusion from further study
Failed candidates/Admission to the second semester of MBChB I
Failed candidates/Admission to MBChB II
Admission to the second year of study
A student must pass all the modules prescribed for the first year of study before admission to the second year of study.
Failed candidates/Admission to MBChB III
See also Examinations and pass requirements regarding students who fail certain blocks and therefore have to repeat the year of study.
Admission to the third year of study
A student must pass all the modules prescribed for the second year of study with exception of SA9 for admission to the third year of study.
Failed candidate (third year of study)
A student who fails any given block (i.e. examination modules), fails and will be required to repeat the third year of study. Consult also faculty regulations regarding students who fail some blocks, and thus the year of study.
Admission to the fourth year of study:
A student must pass all the modules prescribed for the third year of study for admission to the fourth year of study. Consult also faculty regulations regarding students who fail certain blocks in a year, and therefore the year of study.
Failed candidates (fourth year of study)
A student who fails any given block (i.e. examination modules), fails and will be required to repeat the fourth year of study. Consult also the paragraph regarding students who fail some blocks, and thus the year of study.
Admission to the fifth year of study:
A student must pass all the modules prescribed for the fourth year of study for admission to the fifth year of study.
Fifth year of study:
Second semester
The Student Intern Complex (SIC) commences at the beginning of the second semester of the fifth year of study.
Failed candidates
The degree is conferred with distinction on a student who has obtained an average of at least 75% in the Student Intern Complex rotations.
Student interns: MBChB
All students
Students who repeat rotations: MBChB
Students who are "finalists" at another time than the end of the sixth year of study: MBChB
Minimum credits: 160
Module content:
Find, evaluate, process, manage and present information resources for academic purposes using appropriate technology.
Module content:
Apply effective search strategies in different technological environments. Demonstrate the ethical and fair use of information resources. Integrate 21st-century communications into the management of academic information.
Module content:
Proficiency in academic English by interpreting and contextualising philosophical and sociological texts prescribed during the first semester; medical ethics; study skill improvement. *Presented to students in Health Sciences only.
Module content:
Proficiency in Academic English used in the basic medical sciences; analysis, synthesis and presentation of select texts prescribed in the second semester. *Presented to students in Health Sciences only.
Module content:
The longitudinal clinic attachment programme will link students to one of about 40 clinics in Pretoria and its surrounds. Each student is allocated to a specific clinic in Tshwane, Hammanskraal or Metsweding for a four-year period - medical students from the middle of the first year to the middle of the fifth year, and dentistry students from the middle of the first year to the end of the second year. Students will visit these clinics during the course of each block and special activity as negotiated with each block and rotation chair. The activities they do at the clinic will be the practical application of the theory they acquired in class with the added benefit of the experience of the context of the patient and the healthcare system.
Module content:
(a) Molecule to cell (2 weeks)
The principles of physiology, chemistry and genetics applicable to man. Macro molecules, lipids, carbohydrates and protein. Introductory genetics: molecular evolution, gene structure and transmission, genetic control of the cell cycle and genetic defects. Impulse conduction and muscle contraction. Nerve potentials.
(b) Cell to tissue (4 weeks)
Gamatogenesis, embryogenesis, embryopathy, histology and incidence of tissue types. The immune system and its components. Tissue specificity, genetic control of expression and factors influencing gene expressions.
(c) Tissue to organism (2 weeks)
Anatomical terminology and introduction to the systemic and functional organisation of the human body. Arrangement of tissues in organs. Life stages of man.
Module content:
Theory: Introduction to general chemistry: Measurement in chemistry, matter and energy, atomic theory and the periodic table, chemical compounds and chemical bonds; quantitative relationships in chemical reactions, states of matter and the kinetic theory; solutions and colloids, acids, bases and ionic compounds, chemical equilibria. Introduction to organic chemistry: Chemical bonding in organic compounds, nature, physical properties and nomenclature of simple organic molecules, isomerism, chemical properties of alkanes and cycloalkanes, alkenes, alcohols, aldehydes and ketones, carboxylic acids and esters, amines and amides, carbohydrates, proteins, and lipids.
Practicals.
Module content:
This is a broad introduction to the philosophy and history of science. Examples of themes and historical periods which are covered include: world views in ancient Greece; Socrates; Plato – the founder of Western thought; Aristotle – the foundation of a new tradition; Leonardo da Vinci; the foundation of modern science; the wonder years of the seventeenth century – the flourishing of the sciences and philosophy; the rising of mechanization; a drastic turn in man's vision – the rise of psychology; how the theory of relativity changed our view of the cosmos; quantum theory and its implications for the modern world view; the biological sciences and the secrets of life; the rise and role of psychology; the neuro-sciences; the place, role and benefit of philosophical thought in the sciences.
Module content:
Introduction to the Study of Medicine/Dentistry.
Introduction to the Faculty of Health Sciences and students’ interaction with the faculty description of the curriculum and the demands made on students at different stages. Introduction to the principles contained within the “golden threads”. Introduction to the cultural differences and taboos important to the health care worker. First stages of learning a new language – Setswana and Afrikaans.
Module content:
The bio-psychosocial approach to health care; patients in their family and community environment; the role of psychology in the work of a generalist; how patients adapt to sickness and cope with stress; the health care system in rural South Africa; health promotion and health education; the use of electronic databases.
Module content:
Introductory principles to clinical pharmacotherapy on the grounds of applicable patient problems/disease processes; receptors for medicines; principles of structure activity relationships; dynamic and kinetic principles to bring pharmacological principles and clinical therapy together in a problem-based curriculum.
Module content:
This module comprises basic psychology and sociology concepts relevant to Medicine, and to Dentistry, in the case of BChD students.
Basic psychiatric concepts are also taught.
Module content:
Introductory study of the ultra structure, function and composition of representative cells and cell components. General principles of cell metabolism, molecular genetics, cell growth, cell division and differentiation.
Module content:
The acquisition of a basic medical orientated vocabulary compiled from Latin and Greek stem forms combined with prefixes and suffixes derived from those languages. The manner in which the meanings of medical terms can be determined by analysing the terms into their recognisable meaningful constituent parts, is taught and exercised. The functional use of medical terms in context as practical outcome of terminological application is continually attended to.
Module content:
Units, vectors, one dimensional kinematics, dynamics, work, equilibrium, sound, liquids, heat, thermodynamic processes, electric potential and capacitance, direct current and alternating current, optics, modern physics, radio activity.
Minimum credits: 176
Module content:
The longitudinal clinic attachment programme will link students to one of about 40 clinics in Pretoria and its surrounds. Each student is allocated to a specific clinic in Tshwane, Hammanskraal or Metsweding for a four-year period - medical students from the middle of the first year to the middle of the fifth year, and dentistry students from the middle of the first year to the end of the second year. Students will visit these clinics during the course of each block and special activity as negotiated with each block and rotation chair. The activities they do at the clinic will be the practical application of the theory they acquired in class with the added benefit of the experience of the context of the patient and the healthcare system.
Module content:
Interdisciplinary module with a large Physiology component.
Module content:
(a) People and their environment (6 weeks)
Interpersonal skills; contextual and environmental aspects within which patients develop and live with their specific problems; medical ethics with regard to the community, patients and the medical profession; the role and duties of the medical practitioner within the South African legal system, especially with regard to interpersonal violence in society, injuries, the process of dying and death; genetic disability in the South African society; public health and health research. This section of the module can only be taken by medical students.
Module content:
Basic principles of pathology and immunology applicable to disease processes. The principles of tumour genetics, pathology and dissemination of tumours.
Module content:
The study of micro organisms which cause disease in the human body. This module entails the study of the interaction of micro-organisms with the human host which results in disease.
Module content:
The bio-psychosocial model of illness; the SIAMS framework for the consultation; surface anatomy: the integrated management of childhood illness (IMCI); general physical examination skills and introduction to clinical departments.
Module content:
Clinically applied regional dissection of the upper limb, neck and back, head, brain, thorax, abdomen, pelvis and lower limb.
Minimum credits: 198
Module content:
(a) Abdomen and abdominal problems
(b) Mamma
A study of the anatomy and functions, as well as the diseases of the different organs in the abdominal cavity including conditions of the abdominal wall. Furthermore, lectures on the clinical conditions of the mamma will be presented.
Module content:
(a) Pregnancy
(b) Neonatology
The study of the natural physiological complexes and pathological conditions concerning pregnancy and birth. Different learning opportunities and situations are used, including prenatal clinics, labour wards and neonatal units. Emphasis is placed on acquiring scientifically-based information, as well as important practical and clinical skills. The behavioural sciences are also included in the block, as well as the social, family and community-related aspects.
(c) Growth and development (2 weeks)
A study of the unique aspects of the physical growth and neuro-development of a normal child. Learning opportunities are presented to the student to identify problems concerning growth and development, as well evaluating and handling children with abnormal growth and development. Emphasis is placed on the prevention, evaluation and handling, as well as the effective treatment with a decided result. This block integrates with the previous block in order to enable the student to understand the continuum of growth and neuro-development from the prenatal to the post-natal milieu.
Module content:
Discussion of the important diseases in order to obtain a complete overview of the disease, which will include anatomy, physiology, pathology, pharmacology and clinical medicine.
Module content:
Lungs and chest.
Discussion of the significant diseases in order to obtain a complete overview of the disease, which will include anatomy, physiology, pathology, pharmacology and clinical medicine.
Module content:
Haematological malignant neoplasia: Basic and clinical information with regard to this group of diseases, including healing ability with regard to lymphoma, leukaemia, myeloproliferative diseases; and immunoproliferative diseases.
Module content:
An opportunity for the undergraduate student to acquire knowledge, skills and experience in the medical practice environment.
Module content:
The longitudinal clinic attachment programme will link students to one of about 40 clinics in Pretoria and its surrounds. Each student is allocated to a specific clinic in Tshwane, Hammanskraal or Metsweding for a four-year period - medical students from the middle of the first year to the middle of the fifth year, and dentistry students from the middle of the first year to the end of the second year. Students will visit these clinics during the course of each block and special activity as negotiated with each block and rotation chair. The activities they do at the clinic will be the practical application of the theory they acquired in class with the added benefit of the experience of the context of the patient and the healthcare system.
Minimum credits: 219
Module content:
Module 1: Genital conditions
Module 2: Urinary tract disease
A study of the disorders of the urinary tract and genital systems in males and in females.
Theoretical and practical instruction is used to integrate basic science and clinical medicine. Important clinical skills must be mastered.
Module content:
Discussion of the important diseases of the central, peripheral and autonomic nervous system with a view to obtaining a total overview of the specific diseases, which will include anatomy, physiology, pathology, pharmacology, clinical neurology, clinical neurosurgery and neuropaediatrics.
Module content:
A learning opportunity for the undergraduate student to:
(i) experience in practice, the general practitioner or family physician,
(ii) meet the unselected patient and
(iii) observe first-hand, the problems which have to be contended within primary care. The problems comprise biomedical, psycho-social and managerial challenges.
Module content:
The module is designed to help students gain knowledge, skills and attitudes in order to understand and respond to the special needs and vulnerability of children in relation to development, nutrition, environment and adaptation; recognise by means of history and examination, common and important abnormalities of development, nutrition, environment and adaptation and be able to deal with them effectively; recognise by means of history and examination, common and important health problems of infancy and childhood and be able to deal with them effectively.
The mornings are devoted to direct contact with paediatric patients and their problems by means of small-group activities at a variety of experimental learning sites.
The afternoon periods are used for representative case studies with regard to a series of general or important themes, illustrated by multidisciplinary symposia, lectures, problem-solving exercises and self-tuition.
Module content:
A study of the build and functions as well as the diseases of the musculo-skeletal movement apparatus in adults and children. Emphasis is placed on the diagnosis and treatment of the most prominent conditions as well as the acquiring of practical and clinical skills.
Module content:
An opportunity for the student to become familiarised with the most common endocrinology problems in practice, including diabetes and obesity. The focus is on the recognition of these conditions and their practical handling.
Module content:
An opportunity for the undergraduate student to acquire knowledge and skills in respect of the prevention, diagnosis and treatment of diseases of the head and neck region by means of lectures, seminars, self-tuition and practical sessions in the clinic, ward, theatre as well as the skills laboratory. A problem-based and inter-disciplinary approach is emphasised.
Module content:
Discussion of the physiology and psychology of ageing and an overview of diseases commonly found in the elderly, with a biomedical psycho-social approach.
Module content:
The longitudinal clinic attachment programme will link students to one of about 40 clinics in Pretoria and its surrounds. Each student is allocated to a specific clinic in Tshwane, Hammanskraal or Metsweding for a four-year period - medical students from the middle of the first year to the middle of the fifth year, and dentistry students from the middle of the first year to the end of the second year. Students will visit these clinics during the course of each block and special activity as negotiated with each block and rotation chair. The activities they do at the clinic will be the practical application of the theory they acquired in class with the added benefit of the experience of the context of the patient and the healthcare system.
Minimum credits: 114
Module content:
The module will help students to acquire knowledge, skills and attitudes that will enable them to diagnose and manage certain psychiatric conditions. Preventive and promotive aspects of management are also emphasised. These psychiatric conditions include the following: mood disorders, anxiety disorders, alcohol and substance-related disorders, sexual disorders, schizophrenia and other psychotic disorders, mental disorders due to general medical conditions, personality disorders, eating disorders and sleep disorders.
These topics will be handled as applicable to children, adolescents and adults. Additional topics include: legal aspects, aggression, child abuse, child development, mental retardation and interpersonal skills.
During morning lectures, students are directly exposed to psychiatric patients and their problems by means of small-group activities.
The afternoon lectures are used for the solution of problem-orientated case studies and accompanied exploration of the themes mentioned above. The module is student-oriented, with the emphasis on self-tuition.
Module content:
This module aims to integrate the concepts of Family Medicine and Community Medicine for the delivery of health care in South Africa. The module content covers medico-legal aspects of practice, ethical issues, as well as approaches to common problems in practice, with emphasis on the application of the bio-psychosocial model of care in the South African district health system.
Module content:
The block consists of two modules, one practical and the other theoretical. The objective of the trauma practicals is to introduce students to clinical recognition of trauma emergencies, institution of emergency resuscitation, application of life saving and life support manoeuvres and emergency treatment of the trauma victim. Using actors/models, students are taught the application of the Advanced trauma life support (ATLS) (ABCDE) type approach to trauma.
The trauma theory comprises the introduction to the full spectrum of trauma as a disease. Epidemiology of trauma, mechanisms of wounding, including ballistics, the biological response to trauma, wound healing and complications of trauma will be taught. Emergency treatment, resuscitation and intensive care treatment of the trauma victim will be covered.
A systematic course on a thematic basis will be given to cover the major organ systems prioritised according to the ATLS type approach of life threatening, limb threatening or disfiguring injuries.
Thus, thoracic, cardiovascular, abdominal, head and neck trauma will be dealt with as potential life threatening injuries, orthopaedic as limb threatening trauma and skin injuries are mainly disfiguring. Thermal, electrical and chemical burns and hypothermia will be covered. Introduction to physical and psychological rehabilitation and nutrition of the trauma victim will be taught.
Module content:
Core pharmacotherapy and applicable clinical aspects of the most general and prominent diseases and conditions, principles of toxicology and medical-forensic aspects of substance abuse, court proceedings and iatrogenic deaths.
Module content:
A basic introduction to the underlying principles of the theory and practice of anaesthesiology applicable to the generalist. Learning experiences comprise practical residency (prior to Block 18), formal interactive lectures, workshops and case studies (during Block 18).
Module content:
The longitudinal clinic attachment programme will link students to one of about 40 clinics in Pretoria and its surrounds. Each student is allocated to a specific clinic in Tshwane, Hammanskraal or Metsweding for a four-year period - medical students from the middle of the first year to the middle of the fifth year, and dentistry students from the middle of the first year to the end of the second year. Students will visit these clinics during the course of each block and special activity as negotiated with each block and rotation chair. The activities they do at the clinic will be the practical application of the theory they acquired in class with the added benefit of the experience of the context of the patient and the healthcare system.
Minimum credits: 371
Module content:
Surgery (7 weeks) in the Student Intern Complex: General surgery, vascular surgery, plastic surgery, paediatric surgery, cardiothoracic surgery.
Module content:
Diagnostic laboratory medicine (2 weeks); image-forming medicine; evidence-based medicine and bio-ethics (two days) in the Student Intern Complex.
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