PRESENTED BY | DR T K S LETLAPE22 FEBRUARY 2012

i. HPCSA & It’s Structure

ii. Mandate of the Medical & Dental Professions Board

iii. Minimum Standards For Education & Training In Medicine

iv. Accreditation Process History Cycle

v. The regulation of the medical qualifications in higher education institutions

vi. Capping of enrolments in medical programmes offered by higher education institutions

vii. The role of the HPCSA in determining the number of students that may be registered by higher education institutions in medical programmes.

viii. The overall role of the Council in higher education

ix. Closing

The Health Professions Council of South Africa (HPCSA) is established by the Health Professions Act number 56 of 1974 as amended in 2007.

The driving vision of the HPCSA is “Quality Health Care “Quality Health Care Standards for All”Standards for All” members of the population of South Africa.

We are committed to:

i) Promoting the health of South Africa’s populationii) Determining standards of professional education and trainingiii) Setting and maintaining fair standards of professional practice

MISSIONThe mission of HPCSA which is “To enhance the quality of health by developing strategic policy frameworks for effective co-ordination and guidance of the professional boards in:

Setting health care standards for training and discipline in the professions registered with the Council;Ensuring ongoing professional competence; andFostering compliance with those standards

BACKGROUND Section 3 (f) of the amendment act stipulates that the

HPCSA, control and to exercise authority in respect of all matters affecting education and training within its jurisdiction

Section 15 A (c) further stipulates that Professional Boards control and exercise authority in respect of all matters affecting the education and training of persons in any health profession falling within the ambit of the professional board.

STRUCTUREHPCSA has Twelve (12) Professional Boards operating under its auspices (representing 29 major professions)

De

nta

l T

he

rap

y

& O

ral

Hy

gie

ne

Die

teti

cs

& N

utr

itio

n

Em

erg

en

cy

Ca

re

En

vir

on

me

nta

l H

ea

lth

P

rac

titi

on

ers

Me

dic

al

& D

en

tal

Me

dic

al

Te

ch

no

log

y

Oc

cu

pa

tio

na

l T

he

rap

y &

Me

dic

al

Ort

ho

tic

s/P

ros

the

tic

s

Op

tom

etr

y &

Dis

pe

ns

ing

O

pti

cia

ns

Ph

ys

ioth

era

py

, P

od

iatr

y

& B

iok

ine

tic

s

Ps

yc

ho

log

y

Ra

dio

gra

ph

y &

Cli

nic

al

Te

ch

no

log

y

Sp

ee

ch

, L

an

gu

ag

e &

He

ari

ng

Pro

fes

sio

ns

The Medical and Dental Professions Board (MDB) is one of the Professional Boards.

MDB is responsible for regulating health professionals in medicine, clinical associate, dentistry and medical science.

MANDATE OF THE MDB To determine and ensure maintenance of

minimum standards for professional practice and professional conduct.

To determine and ensure upholding of minimum standards for education and training in medicine, dentistry and medical science.

MANDATE OF THE MDB To grant certification to compliant

practitioners to practice professions.

To register, where applicable, graduates for internship

To register, where applicable, graduates for community service

MINIMUM STANDARDS FOR EDUCATION AND TRAINING IN MEDICINEi. Ensure that practitioners are competent to

practice the medicine profession safely, ethically and professionally

ii. Used to measure compliance of education and training

iii. Undergraduate education and training

iv. For clinical training (e.g. internship)

v. Postgraduate education and training

ACCREDITATIONThe purpose of accreditation is to promote

excellence in educational preparation while

assuring the public that graduates of accredited

programmes are educated in a core set of

knowledge and skills required for competent, safe,

ethical, effective, and independent professional

practice

THE FOCUS OF THE ACCREDITATION PROCESS

i. The vision, mission, objectives & outcomes for university programme

ii. Curriculum design, content & organisation

iii. Teaching, training, learning and assessment

iv. Students recruitment, safety, support & guidance

v. Student progression and achievement

vi. Staff recruitment, selection, development

vii. Educational facilities and services

viii.Governance and organisation

ix. Quality assurance and enhancement

FOCUS OF THE ACCREDITATION PROCESS cont.….

THE ACCREDITATION CYCLEThe MDB accreditation cycle is five years; which is

followed by a follow up visit

Limited accreditation surveys are conducted support improvement

Universities submit annual reports to the boards to report on recommendations

Should the institution’s facilities/curricula not adhere to minimum standards accreditation is withheld or withdrawn

HISTORY OF ACCREDITATION1. University of Limpopo

2001 = 200 2004 = 200 2008 = 200 2009 = 200

 2. University of Pretoria 2007 = 220

3. University of the Witwatersrand 2004 = 240 plus 60 for GEMP 2006 = 240 plus 80 for GEMP 2010 = 220 plus 160 for GEMP

 

4. University of the Free State 2002 = 200 2005 = 140 2010 = 140

5. Walter Sisulu University 2003 = 100 2008 = 100 2011 = 120

 

6. Stellenbosch 2003 = 200 2008 = 220 2011 = 250

7. University of Cape Town 2003 = 200 2005 = 200 2007= 200

8. University of KwaZulu-Natal 2005 = 210 2010 = 210

HISTORY OF ACCREDITATION

THE REGULATION OF THE MEDICAL QUALIFICATIONS IN HIGHER EDUCATION INSTITUTIONS

i. This is done through the health professions act

ii. Evaluate and accredit higher education institutions

iii. Evaluate and accredit clinical training and professional practice facilities

iv. Register students who are enrolled at higher education institutions for qualifications leading registration with the HPCSA

v. Conduct Board examinations to ensure that graduate are fit for registration

CAPPING OF ENROLMENTS IN MEDICAL PROGRAMMES OFFERED BY HIGHER EDUCATION INSTITUTIONS

i. The determines the maximum number of students that can be enrolled for programmes according to the extent to which an institution meets minimum standards for delivery good quality graduates

ii. The HPCSA/Professional Boards do not cap the number of students that can be enrolled or number of output that should be delivered by institution

CAPPING OF ENROLMENTS IN MEDICAL PROGRAMMES OFFERED BY HIGHER EDUCATION INSTITUTIONS

iii. There was a time when there were not enough posts to absorb graduates in professions such as medical technology and environmental health. In these cases the HPCSA regulated the size of the intake of first year students

iv. There is currently no Professional Board which has restricted the number of first year students due employment opportunities

THE ROLE OF THE HPCSA IN DETERMINING THE NUMBER OF STUDENTS THAT MAY BE REGISTERED

i. Enrolment planning in higher education is the function of the Department of Higher Education and Training

ii. The DHET sets enrolment targets for institutions to guide student admissions

iii. The HPCSA has no direct input the enrolment planning for students to be registered by higher education institutions

THE OVERALL ROLE OF THE COUNCIL IN HIGHER EDUCATION

i. Quality assurance of education and training leading to registration with the Council through the Health Professions Act

ii. The HPCSA has an Education Training Quality Assurance Standing committee which guide and monitor performance of the Professional  Boards

iii. Protecting the public by ensuring delivery of competent practitioners who are safe to practice their professions

INTERN REGISTRATIONS | 2009 - 2011

Thank you for your attention

Physical Address:553 Vermeulen Street, Arcadia [cnr Vermeulen & Hamilton

Streets

Postal Address:P O Box 205, Pretoria, 0001

Telephone :+27-12-338 9320 Fax: +27-12- 324 1520

Website : www.hpcsa.co.za

E-mail: registrar@hpcsa.co.za