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Welcome to the Faculty

of Health Sciences

The Faculty of Health Sciences is recognized nationally and internationally as

an outstanding institution in terms of its education of health professionals,

its research and its clinical service. Furthermore, it is an institution with a

tradition of excellence and a proud history. A great health sciences

institution, however, never rests comfortably on its past successes. A great

health sciences institution does more than make history – it makes the

future.

The Faculty management is deeply committed and this has been translated

into an action agenda which recognises the need for constant innovation

and is dedicated to meet the health sciences challenges: those not yet

conquered and those not yet known.

Research in the Faculty of Health Sciences has a strong emphasis on

multidisciplinary approaches.

Students learn to make a life, make a living and make a difference.

Graduates become community leaders that are distinct in their ability to

think, communicate and contribute.

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The University of Pretoria's medical school was the first to change over from a

traditional curriculum to an integrated, problem-oriented curriculum. The

curriculum is outcomes-based and the content is organised around body

organs and systems. It contains a larger component of community health and

primary health care than the former curriculum. The curriculum enables the

Faculty to realise its vision of local relevance and international

competitiveness. Encompassing research and wide international and national

consultation with other medical institutions led to the designing and

implementation of this new, undergraduate, medical curriculum in 1997. In

1996, an Educational Office was established to manage the implementation of

the different phases of the curriculum over six years (1997-2002).

However, all the curricula of the other undergraduate courses presented in

the Faculty were all re-evaluated. The new problem-based curricula offered at

undergraduate levels in the Schools of Medicine, Dentistry and Healthcare

Sciences all contain elements of community-based training, integrated

problem-solving tuition that is outcomes based, and provides early contact

with patients, with an emphasis on psychomotoric skills. Some of the modules

in the School of Healthcare Sciences are presented jointly, in the process

preventing a duplication of modules and promoting the interdisciplinary

cooperation between the professional groups that are included in the School.

The School strives to continuously integrate theory and practice in teaching

and learning.

The Health Professions Council of South Africa (HPCSA) formally accredited

the new undergraduate programmes in medicine and in dentistry in 2001.

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D E A N O F T H E F A C U L T Y

Prof Eric Buch

D E P U T Y D E A N / C H A I R P E R S O N O F T H E

S C H O O L O F M E D I C I N E

Prof Gerhard Lindeque

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The School of Medicine at University of Pretoria started out as the

Faculty of Medicine in 1943. The first class comprised of 57 students.

Over the years class sized increased and departments of allied health

care were added to the Faculty. With the formation of the Faculty of

Health Sciences in 1999 the School of Medicine was established as

one of four Schools in the Faculty, the others being Schools of

Dentistry, Health Care Sciences and Health Systems & Public Health.

The School of Medicine offers training for the following degrees:

MBChB

MMed in different specialties

MPharm Med

MPhil (Philosophy and ethics of mental health)

BClinical Medical Practice

MPhil (Pain Management)

Master of Early Childhood Intervention

BScHons

MSc

Doctor of Medicine

Doctor of Philosophy

The School of Medicine houses 28 academic departments and 6

academic divisions. Training is offered at several training sites

including the facilities of Faculty of Health Sciences, the Steve Biko

Academic Hospital, Kalafong Hospital, Tshwane district Hospital,

facilities of the National Health Laboratory Service and several sites in

Mpumalanga as well as primary care sites in the Tshwane region.

The training programmes of the School of Medicine have been

accredited by the Health Professions Council of South Africa.

M

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Ὄμνυμι Ἀπόλλωνα ἰητρὸν καὶ Ἀσκληπιὸν καὶ Ὑγείαν καὶ Πανάκειαν καὶ θεοὺς πάντας τε καὶ πάσας, ἵστορας ποιεύμενος, ἐπιτελέα ποιήσειν κατὰ δύναμιν καὶ

κρίσιν ἐμὴν ὅρκον τόνδε καὶ συγγραφὴν τήνδε‧

ἡγήσεσθαι μὲν τὸν διδάξαντά με τὴν τέχνην ταύτην ἴσα γενέτῃσιν ἐμοῖς, καὶ βίου κοινώσεσθαι, καὶ χρεῶν χρηί̈ζοντι μετάδοσιν ποιήσεσθαι, καὶ γένος τὸ ἐξ

αὐτοῦ ἀδελφοῖς ἴσον ἐπικρινεῖν ἄρρεσι, καὶ διδάξειν τὴν τέχνην ταύτην, ἢν χρηί̈ζωσι μανθάνειν, ἄνευ μισθοῦ καὶ συγγραφῆς, παραγγελίης τε καὶ

ἀκροήσιος καὶ τῆς λοίπης ἁπάσης μαθήσιος μετάδοσιν ποιήσεσθαι υἱοῖς τε ἐμοῖς καὶ τοῖς τοῦ ἐμὲ διδάξαντος, καὶ μαθητῇσι συγγεγραμμένοις τε καὶ

ὡρκισμένοις νόμῳ ἰητρικῷ, ἄλλῳ δὲ οὐδενί.

διαιτήμασί τε χρήσομαι ἐπ' ὠφελείῃ καμνόντων κατὰ δύναμιν καὶ κρίσιν ἐμήν, ἐπὶ δηλήσει δὲ καὶ ἀδικίῃ εἴρξειν.

οὐ δώσω δὲ οὐδὲ φάρμακον οὐδενὶ αἰτηθεὶς θανάσιμον, οὐδὲ ὑφηγήσομαι

συμβουλίην τοιήνδε‧ ὁμοίως δὲ οὐδὲ γυναικὶ πεσσὸν φθόριον δώσω. ἁγνῶς δὲ καὶ ὁσίως διατηρήσω βίον τὸν ἐμὸν καὶ τέχνην τὴν ἐμήν.

οὐ τεμέω δὲ οὐδὲ μὴν λιθιῶντας, ἐκχωρήσω δὲ ἐργάτῃσι ἀνδράσι πρήξιος τῆσδε.

ἐς οἰκίας δὲ ὁκόσας ἂν ἐσίω, ἐσελεύσομαι ἐπ' ὠφελείῃ καμνόντων, ἐκτὸς ἐὼν πάσης ἀδικίης ἑκουσίης καὶ φθορίης, τῆς τε ἄλλης καὶ ἀφροδισίων ἔργων ἐπί

τε γυναικείων σωμάτων καὶ ἀνδρῴων, ἐλευθέρων τε καὶ δούλων.

ἃ δ' ἂν ἐν θεραπείῃ ἢ ἴδω ἢ ἀκούσω, ἢ καὶ ἄνευ θεραπείης κατὰ βίον ἀνθρώπων, ἃ μὴ χρή ποτε ἐκλαλεῖσθαι ἔξω, σιγήσομαι, ἄρρητα ἡγεύμενος

εἶναι τὰ τοιαῦτα.

ὅρκον μὲν οὖν μοι τόνδε ἐπιτελέα ποιέοντι, καὶ μὴ συγχέοντι, εἴη ἐπαύρασθαι

καὶ βίου καὶ τέχνης δοξαζομένῳ παρὰ πᾶσιν ἀνθρώποις ἐς τὸν αἰεὶ χρόνον‧ παραβαίνοντι δὲ καὶ ἐπιορκέοντι, τἀναντία τούτων.

I swear to fulfill, to the best of my ability and judgment, this covenant:

I will respect the hard-won scientific gains of those physicians in whose steps I walk, and gladly share such knowledge as is mine with those who are to follow.

I will apply, for the benefit of the sick, all measures which are required, avoiding

those twin traps of overtreatment and therapeutic nihilism.

I will remember that there is art to medicine as well as science, and that warmth, sympathy, and understanding may outweigh the surgeon's knife or the chemist's

drug.

I will not be ashamed to say "I know not," nor will I fail to call in my colleagues when the skills of another are needed for a patient's recovery.

I will respect the privacy of my patients, for their problems are not disclosed to me that the world may know. Most especially must I tread with care in matters of life

and death. If it is given me to save a life, all thanks. But it may also be within my power to take a life; this awesome responsibility must be faced with great

humbleness and awareness of my own frailty. Above all, I must not play at God.

I will remember that I do not treat a fever chart, a cancerous growth, but a sick human being, whose illness may affect the person's family and economic stability.

My responsibility includes these related problems, if I am to care adequately for the sick.

I will prevent disease whenever I can, for prevention is preferable to cure.

I will remember that I remain a member of society, with special obligations to all

my fellow human beings, those sound of mind and body as well as the infirm.

If I do not violate this oath, may I enjoy life and art, respected while I live and remembered with affection thereafter. May I always act so as to preserve the finest

traditions of my calling and may I long experience the joy of healing those who seek my help.

Written in 1964 by Louis Lasagna, Academic Dean of the School of Medicine at Tufts University, and used in many medical schools today.

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PRINSHOF CAMPUS MAP ( D O W N L O A D T H E M A P F R O M T H I S L I N K : )

web.up.ac.za/sitefiles/file/Maps&Directions/2014/Prinshof.pdf

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Name:

Portfolio: Contact

Number:

Email:

Dr Etienne Kok (Guardian)

Guardian 0827732494 ekok@medic.up.ac.za

Andrea Maree (Nursing)

Chairperson 0829215248 andrea.maree@yahoo.com

Louis Postma (Radiography)

Vice Chairperson 0718778312 U11051249@tuks.co.za

Talia Wilmot (OT)

Webmaster 0728585242 talia.wilmot@mweb.co.za

Chrizell Hanekom (Dentistry)

Social 0833059425 chrizell@live.co.za

Seve Speranza (Physio)

Secretary 0799825667 sevespartan@yahoo.com

Lindi Kruger (BCMP)

Treasurer 0614235992 lindikruger@vodamail.co.za

Monè Dewey (Dietetics)

Projects 0723672292 Monedewey@gmaio.com

Jadine du Plesis (Medicine)

Publishing 0729588579 Jadine24@gmail.com

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Wickus Neethling 072 685 3711 MBChB VI wickusneethling@hotmail.com

Amy Chapman 084 623 3369 MBChB V amylasec@gmail.com

Shaylee Kirsten 076 487 9954 MBChB IV shayleekirsten@yahoo.com

Danie Theron 082 418 6968 MBChB III Danietheron97@gmail.com

Andreas

Ziemkendorf

074 588 4787 MBChB II ziema08@gmail.com

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:

University of Pretoria

UP Yearbook Info

Library Home

clickUP

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wickUP

House Olympus

House Curlitzia

web.up.ac.za

http://web.up.ac.za/default.asp?ipkCategoryID=1797

www.library.up.ac.za

clickup.up.ac.za/webapps/login

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wickUP.weebly.com

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http://web.up.ac.za/res.asp?ipkCategoryID=6721

Add these to your Bookmarks:

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91829

19289

129

1820

97624

09781

41

50415

461

04617

84097

0001

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Add these to your PhoneBook

Head; Student Administration

Mr Robert Cooper

Tel: 012-354 1392

E-mail: rob.cooper@up.ac.za

Admission & Selection

Ms Tjhudu Mabasa

Tel: 012 354 1064

E-mail: tjhudo.mabasa@up.ac.za

Student Records and Enrollments

Ms Marlene Viljoen

Tel: 012 354 1393

E-mail: marlene.viljoen@up.ac.za

Study Financing

Ms Elsa Eksteen

Ms Refilwe Aphane

Tel: 012 354 1142

E-mail: elsa.eksteen@up.ac.za

Tel: 012 354 2001

E-mail: refilwe.tlatla@up.ac.za

Medical Clothing & Equipment

Tanc

Bioclin Solutions

Edna Medical Distributors

www.tanc.co.za; 083 309 6908 (Jed)

80 Pretorius Street

012-326 7771

www.edna.co.za; 012-335-8104

581 Frederika Street

24 Hour Emergency Numbers

0800 00 64 28

012-420 2310

012-420 2760

Student Health Clinic

BMW 8th floor

Mondays & Thursdays (12:00 -

14:00)

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Social Aspects:

Be on the lookout for all the Residence Socials! Ask your HK member

Pulse Committee: Disability Day; Medical Talent Show

UP events: RAG, IenkMelodienk, Serenade, Serrie etc

Sports:

Prinshof Campus sport facilities: Tennis, Basketball, Soccer

Pretoria Municipal Grounds (Annie Botha Street): Tennis, Netball,

Soccer

Rietondale Park: Tennis, Soccer, Hockey, Softball

LC de Villiers @ UP (Hatfield Campus)

Hillcrest Swimming Pool

(Cnr Jan Shoba (Duncan) Rd and Duxbury Str)

Gymnasiums:

Virgin Active (Hatfield & Groenkloof)

Planet Fitness (Lynnwood Bridge)

Body Lab (Beatrix Street)

Tuks Student Gym (http://web.up.ac.za/default.asp?ipkCategoryID=856)

Student Groups to join:

MSF; SAMSA; Pulse; Project JJ

Shopping:

Queenswood Shopping Centre (Cnr of Stead Ave & Soutpansberg)

Jakaranda Centre (Cnr of Frates rd & Jacobs Str)

Brooklyn Mall

Menlyn Park Mall

Wonderboom Junction

ATM’s:

Steve Biko Academic Hospital,3rd Floor at the entrance (ABSA,

Standard Bank)

Tshwane District Hospital, Opposite Casualties

Unfortunately no ATM’s are available at HWS or BMW

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WEBSITE: www.library.up.ac.za

SERVICES: Books

Journals

Videos/DVDs

Fax

Computer services

Internet

ClickUP

Printing

Photocopy (Xerox)

Binding

Bookmark®

For all your stationery requirements & Text Books

Located in HWSnyman

The Brand New CPR Cafe

Located in HWSnyman

BMW Cafeteria

Located in the BMW Building

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Student Injury ( N E E D L E S T I C K / S P L A S H )

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ALWAYS TRY TO FOLLOW THE

CHAIN OF COMMAND:

Student

Class Representative

Lecturer

Block Chair / HOD

Year Chair

Lecturers are also

available when you

question or struggle with

the content of your work.

Consult your block books

and make use of the

details provided to make

appointments with the

relevant lecturers.

Whenever a group of

students/the whole class

has an issue with the

lecture, the best option is

to approach your class

representative first.

?

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What to expect? This will be the first time you are introduced to the content of

your course. The best way to enjoy and appreciate what you are studying is to

not conceive ideas about how things should be. Go with the flow and enjoy the

wonders of studying medicine.

Regarding the Subjects:

SA 1 (GNK 120): This week will be an orientating experience where you will get

to know the workings of the faculty of medicine. There will be short lectures,

discussions and films shown to make you feel at ease with entering the medical

profession.

SA 3a (GNK 127): This week will introduce you to the L-CAS program where you

will be assigned to a specific clinic with a group of colleagues with whom you

will work and learn basic skills pertaining to community orientated primary care.

Apart from the practical work, you will be taught the ethics and principles of

equity and how to treat patients in the clinic. You will receive a project from the

library to introduce you to the principles of written assignments.

BOK 121 (Block 1): This is the main subject of second semester, year one of

MBChB 1. It is broken down into 3 subjects which each contain different sub-

disciplines. The aim of this block is to acquaint you with the type and of work

you will be studying throughout the course of medicine. It introduces you to the

different subjects which make up your degree course and lays the foundation for

your studies in the first semester of MBChB 2. You will be writing tests every

week, so to save yourself from cramming and crashing before your first block

test, study constantly.

LCP 180: This is a continuation of the L-CAS visits that you have already started

with in SA 3a. Visits are compulsory as you have to complete a log form to

promote. Keep up to date with your journal and make sure you hand all the

documents in at the Department of Family Medicine before the deadlines.

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SMO 121: This one week course will give you a crash course in a new language.

The idea is that you should be able to identify and use words and phrases which

will help you in the clinic environment.

SA 14 (GNK 128): This 2 week course in Pharmacology will be the first time you

encounter the wonder of what medicine can really do. You will learn basic

pharmacological principles and apply your new knowledge in a fun and

interactive way through group presentations.

SA 3b (GNK 127): This will be the final week of your first year. You will complete

your last few clinic visits and write a reflective essay on what you have learnt

during your visits. The library will also expect you to hand in your assignment

during this week. If you have worked hard and promoted, you will have a nice,

long holiday before you return early in January to start your second year of

study.

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Most people find 2nd year to be a very challenging year. The workload

increases exponentially from first year and this can be difficult for some people

to handle. Although it is a difficult year, it is also the most enjoyable, because

for the first time since you started studying medicine, you are actually studying

things that make you feel like a doctor.

Second year is also considered one of the more difficult years of the course,

and that is mainly due to the introduction of SA4: Anatomy.

Anatomy is challenging because it is a massive amount of work in a short

period of time and it is coupled with dissection which is both physically and

mentally exhausting. Anatomy is a life changing experience, and although the

work load is a killer, it’s so interesting that you don't mind too much. The good

news is that the new system implemented in 2013 allows student more study

time and results in a less stressful block.

2nd year also consists of block 2, block 3 and block 4 A and B.

You start the year off with Block 3, which is a very interesting block and requires

more understanding than most blocks. It is a lot of work to get through, but it

consists of short days, so if you use your time correctly, there's no reason you

shouldn't promote.

Block 2 is very relaxed. It comes after anatomy and is the perfect break before

block 4A. If you attend class and submit all of your cases on time you will be

fine.

Block 4A and B however are a different story. 4A is a lot of work and the work is

very integrated so you have to know everything in order to see the bigger

picture so a lot of people struggle. 4B is even more work and learning all those

names of bacteria and viruses is like learning a different language, but you

sound really smart while doing it so that's a plus. All in all 2nd year is not easy,

but it is a big step towards becoming a doctor and everything that you study

feels relevant and useful.

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Third year is well-known year.

Many medical students believe it be one of the easiest years in the

degree! Don’t be fooled. This is when you start encountering real clinical

medicine! Forget dead bodies, bacteria and stabbing oranges - this is

third year!

You will delve into cardiology and pulmonology – if you don’t come out

of those blocks with your heart set on a specialization in Internal

Medicine, then you didn’t do the block right.

Third year is also your first encounter with surgery though the focus is

more on abdominal diseases and clinical manifestations. This is a testing

block as the workload increases tremendously. You have to work hard but

it will be a worthwhile experience as you will have a better medical base.

You end off the year with obstetrics and neonatology – a busy semester

two awaits with hospital visits and the chance of catching a real-live baby.

This block encourages self-study and you may be caught out if you don't

take this to heart.

Finally, you get to spend four weeks at the hospital and department of

your choice – this is called your Elective – learning more and getting back

the fire for the second half of your degree.

Third year is a busy year but also one that promises a lot more free time,

growing up and a taste of the clinical medicine to come.

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Fourth year is a whole new ball game.

For your first three years you are used to having lectures the whole day

and you now have to change from that to rotations in the morning and

lectures in the afternoon. It really is a paradigm shift and the most

difficult thing about fourth year is that you end up doing two different

disciplines at the same time and you don’t know what to focus on.

For example you have Neurology rotation and at the same time you’ll

be busy with Gynaecology block. Most students at the beginning get

frazzled because you are so used to doing one thing at a time and now

it’s this balancing act that seems so foreign to you. But do not despair,

many have gone through it and so will you when you get there.

The rotations are four weeks long and most of them you only write

after the four weeks but this almost always coincides with a test in the

block and this even complicates things the more.

Believe me, fourth year is not for faint of heart, as is medicine but you

get used to it and end up developing a system that works for you.

Fourth year can be a tiring year but forms the backbone of the clinical

part of your studies so give it your all and it will put you in pole

position to do well in your final year.

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MBChB V can be considered as a quite short but rather comprehensive year,

including 6 months of lectures and practical work until you start with the

Student Internship Complex (regarded as the start of your final year) after the

June/July break.

Fifth year consists of your last three blocks (15, 17 and 18) as well as a Special

Study Module. Along with these blocks you’ll do five rotations.

You start with Block 15 GNK 581 Psychiatry and Social Dysfunction. A wide

range of topics are covered during a 6-week period. You’ll also do a 4 week

Psychiatry rotation at Weskoppies and one of various private clinics. During

this block and rotation you are taught the psychiatric aspects of medical

disorders, syndromes and treatment and psychosocial issues.

Following block 15, you’ll start with the 6 week Block 17 GNK 583

Traumatology. It is organized into two modules: a practical course which is

carried out in a rotation-format in Steve Biko and Kalafong Hospital – this

forms part of the General Surgery 4-week rotation you’ll complete this year.

The other module is the theoretical course which will include the principles of

trauma victim care to its fullest extent, where after the completion of the

course you’ll be able to recognise injuries that threaten life, and be able to

handle and manage these patients. The modules teaches you to initiate

appropriate life-saving manoeuvres and administer treatment for various

injuries. The practical aspect will also include ward rounds in hospitals, being

on-call in casualties at various hospitals and assisting in the commencement

of emergency care and management.

The Family Medicine Rotation (Block 16) is a specially designed service-

learning opportunity for the 5th year medical students within the Longitudinal

Clinical Attachment for Students (LCAS) program. It revolves around activities

that will ‘make it better’- by actively integrating learning with experiences in

service learning and the health care system. The Department of Family

Medicine has partnered with various health care facilities in the Pretoria

region for students to form part of a team for a few weeks by delivering

patient care-based services.

The Anaesthesiology/Forensics Rotation is divided in 2-weeks / 2-weeks,

where you’ll rotate at Steve Biko and Kalafong Hospital. During the

Anaesthesiology component, you’ll assist Anaesthesiologists in theatre while

learning how to induce anaesthesia, manage patients and act appropriately

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The Anaesthesiology/Forensics Rotation is divided in 2-weeks / 2-weeks,

where you’ll rotate at Steve Biko and Kalafong Hospital. During the

Anaesthesiology component, you’ll assist Anaesthesiologists in theatre while

learning how to induce anaesthesia, manage patients and act appropriately

when complications occur. The Forensics aspect consists of academic sessions

and post-mortem examinations led by a team of Forensic Pathologists.

Detailed post-mortem investigations are done while various topics are

addressed and discussed, such as abuse, wound ballistics, poisoning,

homicide, accidental injuries etc.

The short 1 week SMO 511/512 on HIV and Drugs has the aim to provide

primary health care professionals with the knowledge and skills to be able to

adequately manage commonly occurring conditions and issues related to

HIV infection. The week consists of various lectures emphasising the active

role primary care practitioners play in the diagnosis and management of

patients with HIV.

Block 18 starts with GNK 585 – Pharmacology. It consists of core

pharmacotherapeutics and relevant clinical aspects of the most common and

important disease and conditions; principles in toxicology and forensic

aspects of substance abuse and poisoning. This GNK will be completed in

two weeks, where after GNK 586 – Anaesthesiology will follow. Continuing

the experience and knowledge gained during the rotation, the block

provides more detailed information and theory regarding various aspects of

anaesthesia, such as local and regional anaesthesia, induction, complication

management, airway management, anaesthesia in trauma, paediatrics,

geriatrics etc.

Fifth year can almost be seen as a strict continuation of fourth year, but is also

the big stepping stone towards the Student Internship Complex (SIC).

The curriculum in fifth year ties the knot together perfectly, by bringing theory

and the practical aspect thereof together, making sure every student is ready

and capable of wearing the SIC badge with pride and confidence!

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Usually the first question on every first years mind is what does SIC stand for? Student

Internship complex. Why a complex you ask? Beats me!! No, I jest, it’s a complex

because the training occurs in more than one hospital, namely, Steve biko Academic

hospital, Kalafong hospital, Weskoppies (Psychiatry) and Witbank (Community

Obstetrics and Paediatrics). There are other hospitals but these are the most common.

So what does this elusive creature called ‘SIC’ year entail? It’s a seven week rotation of

different disciplines categorized under three main groups: Surgery, Gynaecology and

Internal Medicine. Under the gynaecological group you will find rotations like

community obstetrics, paediatrics and obstetrics and gynaecology. Surgical disciplines

entail; Orthopaedics, Urology, Neurosurgery, Family medicine and of course Surgery.

Last but not the least is Internal medicine which comprises of: Psychiatry, Neurology,

Internal medicine and sub-specialities like Cardiology.

The Complex is one and a half years long, from the second semester of 5th year to the

end of 6th year which is usually the second week of November. Oath taking usually

happens the following week on Friday and you have final year dinner on the Saturday.

So what happens during the seven weeks? Well for one, you no longer have formal

lectures with the whole class. You are basically an intern only that HPSCA still needs to

certify you as a competent one. So you the day mainly unfolds within the confines of

the hospital walls. There’ll be the occasional lecture which would last from 1-3hrs

depending on the rotation and this may take place in a seminar room in the hospital or

at a lecture hall in HW Snyman building. Other than the lectures, you basically admit

and clerk patients, draw blood, put up drips, assist in theatre and aid in the day to day

management of the patients.

So which blocks have the highest mortality rate (repeaters)? A first year asked me once,

So which blocks ‘chow’ the most? That’s why I added this section. The block that most

people repeat is paediatrics. ‘Paeds, really? But aren’t they just small adults?’ No, they

are not, believe me, they’ll show you who is boss. So when you get there make a note to

self.

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Is it possible to get a distinction and is it based on my six years or just SIC? It is possible

to get a distinction in all of the blocks and graduate cum laude (with distinction). The

cum laude is based on your final year marks and not the sum total of your marks for the

six years. However, at graduate they do give out prizes for the best performing student

throughout the six years. Oh, they also give prizes for excelling in each discipline and

some departments like gynaecology have a board outside with the name of the best sic

student for that year, so there is a lot of incentive to do well in your final year.

Final year, in my own opinion is the best of all the years in medicine. For one, the end is

so near you can smell it but you also get to focus on one thing for a good six weeks and

see the same thing over and over at the hospital. If you are interested, diligent in taking

care of your patients; making sure you clerk them properly and get involved in their

management, the test is so easy you’ll be laughing all the way to the bank.

I wish you all the best as you take this wonderful journey in the world of medicine. I

promise you, it is no bed of roses but if you push through it is totally worth it.

Remember there are no shortcuts in life and more so medicine. Welcome to Medical

Campus!!!

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COST PER

ITEM

ESSENTIAL

ITEMS

NICE-TO-

HAVE

ITEMS

ALL

ITEMS

YEAR Instrument / Equipment COST/ITEM Cost/year Cost/year Cost/year

1 1 Laboratory coat R 300.00 R 300.00

1 Doctor’s jacket R 300.00 R 300.00

Name badge - set of two R 40.00 R 40.00

Stethoscope (e.g. WelchAllyn) R 800.00 R 800.00

Thermometers - clinical (glass/ mercury) –

set of 2 (oral and rectal)

R 6.75 R 10.00

R 1,440.00 R 10.00 R 1,446.75

1 or 2 Mask for cardio-pulmonary resuscitation R 5.00 R 5.00

Safety glasses - 1 pair R 21.40 R 21.40

Tape measure - 1 metre R 5.00 R 5.00

Sphygmomanometer - anaeroid - 3 cuffs

(paediatric, adult, obese) Welch Allyn

R 900.00 R 809.52

Torch – penlight R 20.00 R 20.00

R 31.40 R 829.52 R 951.40

2 Dissection set (scalpel, forceps, scissors) R 70.00 R 70.00

R 70.00 R 0.00 R 70.00

3 Doctor’s jackets – 2 (1 long sleeved, 1

short sleeved)

R 600.00 R 600.00

HIV prophylaxis set - short term -

Combivir 6

R 50.00 R 50.00

Obstetric disc calculator R 35.00 R 35.00

Peak flow meter Mini Adult R 325.00 R 339.26

. R 685.00 R 339.26 R 1,010.00

4 Patella hammer – round head, long

handle

R 47.45 R 47.45

Tourniquette with buckle R 17.10 R 17.10

Monofilament (diagnostic tool for

diabetes)

R 239.75 R 239.75

Diagnostic set - battery powered, 2.5 V,

auroscope plus ophthalmoscope

R 3,500.00 R 3,411.45

Tuning fork – C128 R 205.20 R 94.44

R 64.55 R 3,745.64 R 4,009.50

SIC 1 Doctor’s jacket R 300.00 R 300.00

R 300.00 R 0.00 R 300.00

TOTAL R

2,590.95

R

4,924.42

R

7,787.65

Prices should be considered as a guideline only. They were determined on the basis of the latest available information and may be subjected to currency

fluctuations and inflation.

Instruments & Equipment F O R M B C H B S T U D E N T S

31

TITLE AUTHORS(S) YR ED ISBN PUBLISHER BLOCK SPEC ACT SIC YR

A re bolele - A Sotho

phrase book for health

workers (Eng & Afr)

Engelbrecht A 2002 Available from

Family Med dept

Dept Family

Medicine

All / Almal All / Almal 3-6

A Textbook of Clinical

Pharmacology &

Therapeutics

Ritter JM, Lewis LD,

Mant TGK, Ferro A

2008 5th x9780340900468 Hodder Arnold Part

of Hachette Livre UK

3,4,6,7,8,11,1

3,15,17,

18(i)

SA12,

SA14

1,2,4,5

Apley's System of

Orthopaedics & Fractures

OR

Apley AG, Solomon

L, Warwick D

2001 8th x9780340763735 Hodder Arnold 14, 17 SIC 4-6

Orthopaedics: A Manual of

Musculoskeletal Disorders

for GPS

Walters J 2002 3rd Unknown003 UCT (Available UP

Dept Orthopaedics)

Atlas of Human Anatomy

OR

Netter FH 2010 5th x9781416033851 Icon Learning

Systems

1,4,6,7,8,12,

13

SA4, SA5 1-4

Grant's Atlas of Anatomy

OR

Agur AMR,

Dalley AF

2012 13th x9781451110319 Lippincott W &

Williams

McMinn's Clinical Atlas of

Human Anatomy.

International edition.

Abrahams, PH et al 2013 7th x9780723436973 Elsevier Mosby

Basic Epidemiology

OR

Beaglehole R,

Bonita R,

Kjellstrom T

2006 2nd x9789241547079 WHO(Supplier:

DENOSA, Church St)

2, 4 2

Epidemiology: A Research

Manual for South Africa

Joubert G, Ehrlich R 2007 2nd x9780195762778 Oxford University

Press

Browse's Introduction to

the Symptoms and Signs

of Surgical Disease

Burnand K 2005 4th x9780340815717 Arnold 8, 17 SIC 3&5

Clinical Anaesthesiology Morgan GE &

Mikhail MS

2006 4th x9780071423588 McGraw-Hill 18(b) SIC 5-6

Clinical Gynaecology Kruger TF 2007 4th x9780702186684 Juta 11 SIC 4-6

Clinical Orthopaedic

Examination

McRae R 2010 6th x9780443058127 Churchill Livingstone 14, 17 SIC 4-6

Coovadia's Paediatrics &

Child Health

Wittenberg DF 2009 6th x9780195988437 Oxford University

Press SA

3,4,6,7,8,9,10

12

SA12 SIC 2-6

Davidson's Principles and

Practice Of Medicine OR

Boon NA 2006 20th x9780443100574 Churchill Livingstone 3 6,7,11,13 SA7, SA8,

SA11,

SA12

SIC 2-6

Davidson's Principles and

Practice Of Medicine

Colledge NR,

Walker BR, Ralston

S, Davidson S

2010 21st x9780702030857 Churchill

Livingstone/ Elsevier

2

Embryology for the Health

Science Student

Jacobs CJ, Greyling

LM & Meiring JH

2006 1st Unknown052 UP, Department of

Anatomy

1 SA4 1-2

Essential Drugs List:

Primary Health Care

STG/EDL

Department of

Health

2008 Unknown019 National Dept of

Health

SIC 5-6

Essential Drugs List:

Hospital Level

STG/EDL for Paediatrics

Department of

Health

2006 Unknown020 National Dept of

Health

SIC 5-6

Essential Drugs List:

Hospital Level

STG/EDL for Adults

Department of

Health

2006 Unknown021 National Dept of

Health

SIC 5-6

Essentials of Surgery Becker J,

Stucchi AF

2006 1st x9780721681863 Saunders, London 17 SIC 5-6

Ganong's Review of

Medical Physiology

Barrett KE, Borman

SM, Boitano S,

Brooks HL

2012 24th x9780071780032 McGraw-Hill 1,3,6,7,8 SA4 1-3

Core Book List F O R M B C H B S T U D E N T S

32

General and Systematic

Pathology

Underwood JCE 2009 5th Unknown051 Churchill Livingstone 4,6,7,8,11,13,

14

SA7 2-4

General Surgery

OR / OF

Mieny CJ 2002 x9780868744162 Academica 8 3

Algemene Chirurgie 1992 x9780868743929

Gray's Anatomy for

students OR

Drake RL et al 2010 2nd x9780808924067 Churchill Livingstone 1, 3, 4, 6, 7,

8,12,13

SA4, SA5 1-4

Clinically Oriented

Anatomy

Moore KL & Daley 2009 6th x9780781736398 Lippincott Williams

& Wilk

Gynaecology: Self-

Education Programme /

Praktiese Gids

Lindeque BG 2005

(upda

ted)

Unknown022 UP, Dept Obs &

Gynae

11 SIC 4

Human Anatomy:

Dissection Guide /

Menslike Anatomie:

Disseksiegids

Meiring JH et al 2008 2nd Unknown024 UP, Dept Anatomy 3,6,7,8,13 SA4 2,3,4

Human Histology Stevens A, Lowe JS 2005 3rd x9780323036634 Elsevier Mosby 1,3,4,6,7,8,11

,13

SA4 1-4

Imaging Atlas of Human

Anatomy International

Weir J 2012 4th 9780808923886 Mosby, Elsevier 3,8,9,11,13,1

5,16,17,

18(i,ii)

SA13 SIC 2-6

IMCI: Management of the

child with a serious

infection of severe

malnutrition: guidelines

for care of the first referral

level in developing

countries

World Health

Organisation

2000 x9789241545310 Available at

DENOSA, Church

Street

10 SA5 SIC 2-6

Introduction to Urology /

Inleiding tot Urologie

Reif S et al Unknown026 UP, Dept Urology 11 SIC 4-6

Lecture notes: diseases of

the ear, nose & throat

Bull P, Clarke R 2007 10th #9781405145084 12 4

Macleod’s Clinical

Examination OR/OF

2005 11th x9780443074059 Churchill Livingstone 6,7,11,13 SA7, SA8,

SA11

SIC 3-6

Clinical Examination: a

systematic guide to

physical diagnosis

Douglas, Graham

Talley NJ,

O'Connor S

2006 5th x9780729537629 Churchill Livingstone

MIMS Medical

Microbiology

Goering RV et al 2008 4th x9780808923725 Mosby, Elsevier 4(i) + 4(ii) 2

Sherris Medical

Microbiology, An

Introduction to Infectious

Diseases.

Ryan KJ, Ray CG 2010 5th x9780071604024 McGraw-Hill, New

York

2

Neuroanatomy Bosman MC 2008 2nd Unknown054 UP, Dept Anatomy 1,13 SA4 1-4

Neurology Handbook Van der Meyden,

CH

Unknown029 UP, Dept Neurology 13 4-6

Notes on Medical

Microbiology

Timbury MC,

McCartney AC,

Thakker B, Ward

KN

2004 x9780443071645 Elsevier Health

Sciences

4 2

Clinical Obstetrics, a SA

perspective

Cronjé HS, Cilliers

JBF, Pretorius MS

2003 3rd x9780627025372 Van Schaik 1, 9, 11 SIC 1-6

Ophthalmology, an

illustrated colour text

Batterbury M &

Bowling B

2005 2nd x9780443072963 Churchill Livingstone 12 4

Paediatric Surgery

Workbook

Becker JHR 2004 2nd x9780627026430 Van Schaik 8 3

Patient-Based

Communication &

Counselling Principles and

Practice

Reinbrach-Schutte

A, Pretorius D, Van

Rooyen M

2010 1st x9780702186608 Juta 16 SA1,SA3,S

A5

SIC 1,2,5,6

33

PEP-manual: Maternal

Care, a guide to Pregnancy

and Child birth

EBW Healthcare 2010 x9781920218270 Available from the

Education Office

9 3

PEP-manual: Newborn

Care, a learning

programme for

professionals

EBW Healthcare 2010 x9781920218287 Available from the

Education Office

9 3

PEP-manual: HIV, a

learning programme for

professionals

EBW Healthcare 2010 x9781920218201 Available from the

Education Office

9 3

Primary Health Care

Psychiatry: a practical

guide for Southern Africa

Baumann S 2007 1st x9780702172984 Juta 15 SIC 4-6

Primer on Kidney Diseases Greenberg A 2005 4th x9781416023128 Saunders 11 SIC 4-6

Principles and Practice of

Surgery

Garden JO,

Bradbury AW,

Forsythe JLR, Parks

RW

2007 5th x9780443101571 Churchill

Livingstone, Elsevier

8 SIC 3,5,6

Simply Ask: A Guide to

religious sensitivity for

Healthcare professionals

Lubbe, G 2009 2nd Available from

Education Office

Desmond Tutu

diversity Trust

All 1-6

Simpson’s Forensic

Medicine

Payne-James J,

Jones R, Karch SB,

Manlove J

2011 13th x9780340986035 Arnold 2,8,9,10,17,

18(i,ii)

SA14, SIK 2-6

South African Family

Practice Manual

Mash B & Blitz-

Lindeque J

2006 2nd x9780627026157 Van Schaik 16 SIC 2-3,5-6

Stedman's Medical

Dictionary for the Health

Professions and Nursing

Stedman I 2005 5th x9780781791632 Lippincott Williams

& Wilkins

2,3,4,6,7,8,10

11,13,14,15,

18(i,ii)

SA4,

SA8,SA11,

1-6

The clinical examination of

the child OR

De Witt TW Unknown 066 UP, Dept Paediatrics 10 4

Die Kliniese Ondersoek

van die Kind

De Witt TW Unknown 027

The Right Test - A

Physician's Guide to

Laboratory Medicine

Speicher, CE 1998 3rd x9780721651231 WB Saunders Co 3, 4 SA13 SIC 2-6

Wheater’s Functional

Histology: A Text & Colour

Atlas

Young B, Heath JW

& Lowe, JS

2006 5th x9780443068508 Churchill Livingstone 1,3, 6, 7, 8,

11, 12

1-4

COMPACT DISKS / KOMPAKSKYWE:

Clinical procedures for

medical practitioners

Boon JM,

Abrahams PH et al

2007 2nd x9781868546404 UP, Dept of

Anatomy

6, 7, 8, 12,

13, 14, 17

SA4 2-5

General Skills in Health

Care

Treadwell I 2006 5th Unknown067 UP, Skillslab 6, 7, 8 2-3

RECOMMENDED BOOKS

Clinical Chemistry Marshall WJ,

Bangert SK

2008 6th x9780723434559 Mosby Ltd SA13 6

Clinical Microbiology &

Infectious Diseases

Spicer WJ 2008 2nd x9780443103032 Churchill

Livingstone/ Elsevier

4(i), 4(ii) 2

Cancer: Principles &

Practice of Oncology

DeVita VT,

Lawrence TS,

Rosenberg SA

2010 8th x9780781772075 Lippincott Williams

& Wilkins

SA12 2

Medical Ethics, Law and

Human Rights, A South

African Perspective

Ed by K Moodley 2011 x9780672028092 Van Schaik 2 2

Community Oriented

Primary Car L2

Marcus, T 2013 1st Unknown079 SA3 SIC 1, 5,6

Principles and Practice of

Pediatric Oncology

Pizzo PA, David

MD, Poplack MD

2010 6th x9781605476827 Lippincott Williams

& Wilkins

SA12 2

# The list was compiled to the best of our knowledge from information obtained from heads of departments and block chair persons in 2011. We cannot accept

responsibility for changes that might have occurred – therefore please check your study guide when you start with a new block/special activity.

34

You’ll be expected to complete various research projects, tasks and assignments while

studying at the University of Pretoria. The university places specific emphasis on integrity

and ethical behaviour with regard to the preparation of all written work to be submitted for

academic evaluation. A student is guilty of plagiarism when he/she extracts information form a book,

article or web page without acknowledging the source, thus pretending that it is the

student’s own work. This does not only apply to cases where the student quotes

verbatim, but also when he/she presents someone else’s work in a somewhat

amended form (paraphrase), or even when someone else’s deliberation is used

without the necessary acknowledgment in your text. You are also not allowed to use

another student’s previous work and are furthermore not allowed to let anyone copy

or use your work with the intention of presenting it as his/her own. A declaration on

an official form, of which a copy is usually available in your study guide, must

accompany all written work to be submitted and no written work will be accepted

unless the declaration has been completed and attached.

The academic personnel will provide you with information regarding reference

techniques as well as ways to avoid plagiarism. Should you at any time feel unsure

about the requirements, you must consult the lecturer concerned before you submit

any written work. Information brochures on this topic are also available at the

Academic Information Services.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. In

addition, the matter can also be referred to the Committee for Discipline (Students)

for a ruling to be made. Plagiarism is considered a serious violation of the

university’s regulations and may lead to suspension from the university.

Executive decision: Par 10.6.2 of Rt 228/03: 17 June 2003; Rt 235/03

Access the following links regarding the use of the Vancouver referencing technique.

It’ll be wise to bookmark these links, since you’ll be using them quite often:

>> http://www.ais.up.ac.za/health/Vancouver.htm

>> www.ais.up.ac.za/health/tutorials/vancouver.pdf

35

TO BEING DOCTORS-TO-BE

E WHO WERE ALWAYS OVERACHIEVERS. WHO MISSED THE DUSK OF OUR ADOLESCENCE solving multiple-choice questions.

We who began our adult lives spending alternate days with corpses. Who carry bones in our bags and books that break our backs. Who spend the prime of our youth in the grime of wards. Who have already witnessed a lifetime’s share of deaths. Who learn about depression but fail to recognise it in ourselves. We who have no definite class hours. Who don white coats even in the heat of January. Who are accustomed to the deadweight of stethoscopes around our necks. Who will pursue likely teachers for a lesson even into the night. We who also study law, sociology, psychology, entomology, nutrition, sanitation and statistics. Who are always between exams. Who neglect the pursuit of our other passions. Who sometimes cancel our own vacations. Who covet amphetamines. We who touch people slathered with stools, slime and psoriasis. Who have been sprayed by every infective fluid. Who are protected from a life with HIV by the flimsy rubber of gloves. Who tempt its prolonged death every time we draw blood. Who laugh off our chances of contracting tuberculosis. Who know batchmates who have. We who study ánd work for six years, but intern as peons. Who graduate after our peers have finished postgraduation. Who are the last to earn first salaries. Whose parents must support us well into our twenties. Whose futures are thwarted by the government every step of the way. We who sacrifice weekends to classes that propel us towards specialisation. Who must compete with each other for expertise you desperately need. Who will slog for years to earn the letters you look for prefixing our names. We whose friends have designated us perpetually busy. Whose presence at family functions is always greeted with surprise. Who are sick of the question, ‘what are you going to specialise in?’ We who have befriended no non-medical person since our course began. Who are no longer with our loves from before it did. Who date each other and only discuss medicine. Who will advise you to procreate before thirty but who marry after it. We who trawl the AppStore for medical apps. Who have spent more on medical manuals than meals and movies combined. Who believe that the real problem is unregulated fertility. Who associate the first rains with malaria. Who are disillusioned by the fact that there is no health without wealth. We who are hunted and haunted by questions that have no answers. Who feel guilty when we know less than we should. Who fear that we will never be good enough. We who cannot round off numbers. Who are forbidden shortcuts. Who are not allowed to be judgemental. Who must help even the dregs of society. We who cannot ever abandon logic. Who are rational but must allow for prejudices. Who have no choice but to listen. We who will never tell you any of this. We who really need to step back and appreciate ourselves.

[Accessed from: http://mrigankwarrier.wordpress.com/2013/06/30/to-being-doctors-to-be/]

W

36

Compiled by W Neethling

. . .

Digital version can be downloaded from

wickUP.weebly.com