important senate notice - Walter Sisulu University

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Department of Health Education. Initially the focus was on undergraduate education and training and postgraduate programmes were later on introduced. To date the Faculty offers a range of programmes from certificates to undergraduate diplomas, bachelor degrees, honours, postgraduate diplomas, masters, Ph D’s and MD’s (Doctor of Medicine). The Faculty has a Medical Library which has a Skills Laboratory and Computer Learning Centre with Telemedicine facilities’. International collaboration and establishment of regional Training Centre for HIV / AIDS in 2004. In collaboration with the Provincial Department Health, the Faculty has also a Regional Training Centre (RTC) for HIV and AIDS that was established in 2004. The Faculty has been recommended as a WHO collaborating centre for PBL/CBE. It is a full and active member of The Network: Towards Unity for Health, and hosted the 1996 International Network Conference in Durban. Its full membership status was endorsed in 2006 for another 5 (five) years. The Faculty is now recognised by its peers internationally as one of eight (8) Medical Schools in the world that are champions of social accountability in health professions education. These medical schools have formed an organisation called the Training for Health Equity Network (THEnet). The Faculty of Health Sciences at WSU is the only Faculty of Health Sciences in Africa that is a member of this organisation. The Faculty of Health Sciences has its Headquarters at Mthatha Campus but has an Academic Health Service Complex that spreads throughout the Eastern Cape Province including Mthatha Hospital Complex, East London Hospital Complex, Port Elizabeth Hospital Complex, about 15 District Hospitals mainly in the North Eastern Region of the Eastern Cape and 7 Community Health Centres (5 around Mthatha, 1 at Mqanduli and 1 in Qumbu). The teaching Platform is further enhanced by the establishment of Health Resource Centres at Mthatha, East London, Port Elizabeth and Queenstown. A fifth Health Resource Centre is being planned for Lusikisiki. These Health Resource Centres are strategically built next to the three Hospital Complexes at Mthatha, East London and Port Elizabeth. The fourth one is built next to the Regional Hospital in Queenstown whilst the fifth one will be built next to the Regional Hospital in Lisikisiki. The purpose for establishing these Health Resource Centres is to create an academic environment throughout the Eastern Cape Province so that students are taught properly by joint staff that has access to library and internet facilities, to enable the three functions of an academic institution to be fulfilled adequately, i.e. teaching & learning, research and service to the people. The Faculty of Health Sciences is regarded as the flagship of this university. Its niche area is rural health, based on its context. This has made this Faculty to be committed to learning and teaching in the community from District Hospitals to Community Health Centres, Clinics and patient homes (i.e. district learning complexes). Problem-Based Learning is introduced in first year and continues to be the main learning strategy up to final year. This is the only <strong>University</strong> in South Africa that offers small group Problem-Based Learning tutorials in clinical years. Learning in the community (i.e. Community-Based Learning) is also introduced early in the curriculum and the time spent in the community is progressively increased up to final year. Community- Based Learning in this Faculty is strengthened by the establishment of community partnerships around Mthatha and this led to the establishment of four (4) purpose-built Community Health Centres around Mthatha. The Clinical Associate Programme is thus modeled through these two powerful learning strategies, Problem-Based Learning and Community-Based Education. More than 90% of the curriculum for the Clinical Associate Programme is taught in District Learning Complexes, which is where the graduates of this programme will practice after completion. School of Medicine HEALTH SCIENCES 10
The Schools of Medicine has since graduated 935 doctors [111 on the traditional medical curriculum (1990-1996); 340 on the innovative PBL/CBE 6-year curriculum (1997-2004); and 484 doctors on an even more innovative and integrated PBL/CBE 5-year curriculum (2004- 2009)]. The first year intake is currently restricted to 100 new students. The Clinical Associate programme was introduced in 2008 and had an intake of 24 students per annum and its 1st cohort will be graduating in 2011. From 2011 the intake for first year students will be 32. School of Nursing The Nursing Programme that was initially offered in 1982 was a part-time diploma. in Nursing Administration and Community Health Nursing which was an 18 month programme. In 1984 the Diploma Nursing Administration and Community Health Nursing was upgraded to two years. Staff complement from 1982 – 1990 were three part-time lecturers, two of whom were employed as full-time in 1984. In 1990 the B Cur (A E et C) was started and the Honours B Cur started in 1991. The 4 year basic nursing degree (B Cur Basic) started in 1997. This programme adopted a problem-based, community based approach and 296 registered nurses have already qualified. A Masters programme started in 1999 and has produced 15 graduates. The first year intake is currently restricted to 85 students including repeaters. School of Allied Health Professions The Department of Health Promotion that was established in 1989 was upgraded to Health Education and Health Promotion in 1995 in response to the need to re-orientate training towards Primary Health Care, using problem based and community based learning. In 1999 a Bachelor of Science in Health Promotion degree was introduced and 298 students have since graduated from 2001-2010. In 2000 a Postgraduate Diploma in Health Promotion was also introduced and this programme has since graduated 16 students. The first year intake is currently restricted to 85 students including repeaters. The Department of Social Work joined the School of Allied Health Professions in January 2009 and has two (2) programmes: Bachelor of Social Work and Master of Social Work. In January 2009 there was an intake of 160 students for Bachelor of Social Work and an intake of 5 students for the Master of Social Work. The first year intake is currently restricted to 136 students including repeaters. ACADEMIC HEALTH SERVICE COMPLEX (AHSC) OF EASTERN CAPE The Academic Health Service Complex of the Eastern Cape consists of hospital facilities (including attached community health centres and clinics) at all levels of health care (level 1, level 2 and level 3). The functions of the AHSC include teaching and learning, research, service and community engagement. WSU-Mthatha Complex serves as the epicentre with other Provincial Hospitals, District Hospitals, Community Health Centres and Health Resource Centres being integral parts of the Teaching Platform. Mthatha has had developments such as the Nelson Mandela Academic Hospital (NMAH). This is a 480 bedded Secondary and Tertiary Service Hospital . In addition to being a centre for teaching of both undergraduate and postgraduate students, NMAH is also a referral hospital for Highly Specialised Hospital Care in Region D and E with approximately 2,6 million people. The foundation stone was laid by the former State President 11 2011 P R O S P E C T U S
Page 1: Walter Sisulu University www.wsu.ac
Page 4 and 5: STUDENT DECLARATION “As a student
Page 6 and 7: CONTENTS General Information Vision
Page 8 and 9: MESSAGE FROM THE EXECUTIVE DEAN The
Page 10 and 11: • Problem-based learning as a veh
Page 14 and 15: of South Africa, Dr Nelson Mandela
Page 16 and 17: Linkage/Collaboration/ Partnership
Page 18 and 19: MEDICAL LIBRARY Librarian : VO Mjol
Page 20 and 21: DEPARTMENT OF OBSTETRICS AND GYNAEC
Page 22 and 23: MTHATHA COMPLEX Senior Specialist/S
Page 24 and 25: PORT ELIZABETH COMPLEX Principal Sp
Page 26 and 27: Ontario), CCFP (College of Family P
Page 28 and 29: Senior Lecturer : D Eghan, MBChB, D
Page 30 and 31: MTHATHA COMPLEX Principal Specialis
Page 32 and 33: Ed)(Natal), MBA (MANCOSA) Junior Le
Page 34 and 35: are expected to pay 25% of the tota
Page 36 and 37: HPCSA as Medical Intern. This regis
Page 38 and 39: • Library Services • Residence
Page 40 and 41: G.8.4 Students not readmitted in te
Page 42 and 43: ACCOMMODATION Currently students fr
Page 44 and 45: PROFESSIONAL CODE OF CONDUCT DRESS
Page 46 and 47: Mr T Sonamzi, Reference Librarian :
Page 48 and 49: These Health Centres serve academic
Page 50 and 51: DEGREES, DIPLOMAS AND CERTIFICATES
Page 52 and 53: MEDSUR M Med in General Surgery MED
Page 54 and 55: Qualification and Courses Codes Cre
Page 56 and 57: Learners who register for this qual
Page 58 and 59: Expert Resource Sessions These sess
Page 60 and 61: public health, health services mana
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Theme 3. Population Medicine Theme
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Electives The electives or special
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m. Promotion: For entry into the se
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c. Assessment: Block Assessment The
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examination, in addition to obtaini
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Anaesthesiology. There will be 2 we
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Block Duration (approx weeks) 1. Ce
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OSPE 20% IPA 20% g. Promotion For e
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Regarding Clinical Clerkships in In
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POSTGRADUATE DIPLOMAS AND DEGREES A
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Summary of Courses CODES CODES CRED
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seminars, self-directed learning, R
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Computation of Marks All marks shal
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BACHELOR OF SCIENCE (HONOURS) (PHYS
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Pre-requisite Modules Advanced cell
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Summary of Courses QUALIFICATION /
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and skills, from a variety of disci
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projects, work visits. Attendance t
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QUALIFICATION / COURSES CODES CREDI
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QUALIFICATION / COURSES CODES CREDI
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SCHOOL OF ALLIED HEALTH PROFESSIONS
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Supplementary Examination • A stu
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National Senior Certificate (NSC) C
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2 nd SEMESTER SOW 2209: COMMUNITY W
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Summary of Courses QUALIFICATION/CO
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Assessment/Test and Examination Con
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Summary of Courses COURSES CODES CR
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SCHOOL OF NURSING BACHELOR OF CURAT
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Summary of Courses COURSES AND QUAL
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The combined mark (exam mark) in a
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QUALIFICATION/ COURSES CODES CREDIT
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Second Year One (1) paper of 3 Hour
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Summary of Courses QUALIFICATION /
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SPECIAL PROGRAMMES 1. EXAMINATION F
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HIPPOCRATIC OATH I do solemnly decl
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NOTES _____________________________
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NOTES _____________________________
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