Course Summary
Diagnostic Radiography is an Allied Health Profession and successful graduates from this course are eligible to apply for professional registration with the Health Professions Council. Diagnostic radiography encompasses all types of medical imaging which may be used to help diagnose or monitor disease processes, pathology and trauma. This modular course provides students with competence in producing and interpreting medical images using modern technology in a range of health care settings with the patient or service user as the focus for the practitioner. The modules develop the wide range of skills necessary to accomplish technical competence, interpersonal health care skills and interprofessional team work. The student will also develop an appreciation of the need for continuing professional development as medical technology and health care provision are constantly evolving.
Entry Requirements
280 UCAS tariff points from Advanced Level GCE (or equivalent) plus 5 GCSE’s at C or above to include English, Mathematics & Science. A good science background is essential and communication skills are important hence the need for Science, Maths & English at C or above at GCSE.
International applicants must provide evidence of competence in English language – Grade C GCSE or an equivalent qualification. The British Council run an International English Language Testing Service (IELTS) in many countries that students from overseas can use to check language proficiency. The minimum IELTS accepted for this course is 7.0.
Students will be in hospital practice placements working with vulnerable people hence the requirement for an enhanced CRB check. The Occupational Health assessment is necessary to protect both the student and patients and risk assessments may be undertaken to ascertain any reasonable adjustments which can be made to facilitate an applicant with a disability.
Course Aims
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To provide a vocational education which will enable graduates to be eligible to apply for professional registration with the Health Professions Council as a diagnosticradiographer
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To enable students to acquire the skills of research and enquiry with which to develop an analytical, evaluative and reflective approach to practice, thereby providing graduates with a strong foundation for lifelong learning
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To produce graduates who will work as an effective member of the multi-professional health care team delivering a user-focused service
Core Skills
In the first year it is intended that students will be able to demonstrate:
Knowledge, Understanding and Cognitive Skills
Emphasis on building a knowledge base on introduction of radiographic and medical terminology, key ideas, acknowledging sources, accuracy, rational argument; models of enquiry.
Key and Common Skills
Secure foundation in study skills, library and laboratory skills, computer literacy and ability to communicate effectively.
Subject Specific Skills
Care and nursing skills, basic radiographic skills and developing ability to reflect on practice.
In the second year it is intended that students will be able to demonstrate:
Knowledge, Understanding and Cognitive Skills
Ability to relate complex elements of knowledge to one another, to seek links and integrate subject areas, theory and clinical experience and a critical and analytical approach to data and evidence.
Key and Common Skills
Further consolidation of appropriate study skills and of critical thinking; development of problem solving and research skills; ability to monitor personal development as a learner.
Subject Specific Skills
Beginning to develop a range of complex skills and concepts in diagnostic imaging; ability to audit own skills and understanding and set objectives for clinical placements;
In the final year it is intended that students will be able to demonstrate:
Knowledge, Understanding and Cognitive Skills
Emphasis on analysis, synthesis and reflection; ability to handle cognitive complexity; to evaluate; to apply knowledge and new skills in new situations; to apply the particular to the general.
Key and Common Skills
Full range of study skills consolidated; understanding of conceptual and theoretical issues demonstrated or applied to independent enquiry; ability to articulate personal standpoint in the context of an understanding and respect for views of others.
Subject Specific Skills
Competence in radiographic skills; developing creative solutions or approaches; professional autonomy.
Module Framework and Module Description
Modules are generally valued at 20 credits. Professional practice modules are valued at 40 credits and run across both semesters at each level to facilitate experiential learning in practice placements.
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Certificate
120 Credits
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Principles of Radiological Physics (20 credits)
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Physics & Information Technology
(20 credits)
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Healthcare Principles
(20 credits)
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IPL The Professional Person (20 credits)
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Professional Practice 1 (40 credits)
(General radiography –projection imaging)
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Intermediate
120 Credits
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Focus on User Needs
(20 credits)
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Trauma, Orthopaedic and Theatre Radiography (20 credits)
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Pharmacology
(20 credits)
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Research Methods for Radiographers (20 credits)
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Professional Practice 2 (40 credits)
(Imaging various body systems using contrast agents)
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Honours
120 Credits
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Preparation for Practice
(20 credits)
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IPL The Organisation
(20 credits)
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Dissertation (40 credits)
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Professional Practice 3 (40 credits)
(Specialised and advanced imaging procedures)
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Some modules are taught jointly with students on the BSc (Hons) Oncology & Radiotherapy Technology programme. Joint Modules with Oncology in bold.
Two modules are taught in Interprofessional learning communities with students from, midwifery, nursing, radiotherapy, social work, and operating department practitioners.
IPL = Interprofessional Learning modules.
Most modules are compulsory however there is an option at Honours level to participate in an Erasmus (EU funded) student exchange with one of a number of partner universities. This exchange is for a three month period and the programmes offered are valued at 20 ECTS = 40 UK credits. The dissertation and professional practice modules remain compulsory for HPC registration so the exchange is in place of the remaining 40 credits.
Teaching, Learning and Assessment
In the first year learning is predominately teacher designed and guided; there is scope for individual and group initiative within controlled frameworks; there is close supervision in clinical practice environments developing the ability to work in teams.
In the second year students collaborate with lecturers but with learning design largely teacher influenced; learners have mastery over a range of learning styles and can select the appropriate strategy for the task in hand and outcome identified.
The final year there is an assumption of greater responsibility for the students’ own learning – both independent and collaborative. This should be collaborative with the peer group, teachers and clinical colleagues across the healthcare professions. Problem based learning is utilised more at this level.
The assessment strategy has been designed to:
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Evaluate each student’s competence to practice as a clinical radiographer
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Assess the student’s learning attainments, academically and clinically
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To reinforce the academic and practice links between all components of the course
The course consists of both formative (during the module) and summative (at the end of the module) assessment mechanisms, which combine to form a balanced assessment strategy.
A variety of assessment methods are adopted including:
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Objective Structured Clinical Examination (OSCE)
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Objective Structured Practical Assessment (OSPA)
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Practice-based portfolios
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Patient or pathology based case profiles; presented as posters, in written format or seminar presentations
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Written examinations
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Group or individual presentations
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Extended essay type assignments
Timetabling
The academic year is 40 weeks divided into two semesters thus students have 12 weeks holiday per year. Each semester has a campus based block and a practice based block. All practice based weeks are 30 hours attendance which may vary depending on the area where the student is working. There is a 90% attendance requirement for practice hours. Campus based weeks vary through the course but in the first year there are usually 20 hours timetabled over the five days. In the second year there are usually 16 hours timetabled over four days and in the third year 10 -16 hours over two to four days. Greater use is being made of Virtual Learning Environments and small learning communities so for some modules attendance on campus may not always be required.
Typical Course Calendar
Key: un-shaded weeks represent practice placement weeks
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Week No
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Certificate
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Intermediate
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Honours
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5
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2nd year resits
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6
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1st year resits
|
1
|
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7
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Induction
|
1
|
2
|
|
8
|
1
|
2
|
1
|
|
9
|
2
|
3
|
2
|
|
10
|
3
|
4
|
3
|
|
11
|
4
|
5
|
4
|
|
12
|
5
|
6
|
5
|
|
13
|
6
|
1
|
6
|
|
14
|
7
|
2
|
7
|
|
15
|
8
|
3
|
8
|
|
16
|
1
|
4
|
1
|
|
17
|
2
|
5
|
2
|
|
18
|
3
|
6
|
3
|
|
19
|
4
|
7
|
4
|
|
20
|
5
|
8
|
5
|
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Christmas
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Hols x 2 weeks
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|
|
|
Christmas
|
|
|
|
|
23
|
6
|
Reading wk
|
Assess wk
|
|
24
|
7
|
Assess wk
|
1
|
|
25
|
8
|
1
|
2
|
|
26
|
Assess wk
|
2
|
3
|
|
27
|
1
|
3
|
4
|
|
28
|
2
|
1
|
5
|
|
29
|
3
|
2
|
6
|
|
30
|
4
|
3
|
1
|
|
31
|
5
|
4
|
2
|
|
32
|
6
|
5
|
3
|
|
33
|
7
|
6
|
4
|
|
34
|
1
|
7
|
5
|
|
35
|
2
|
8
|
6
|
|
Easter
|
Hols x 2 weeks
|
|
|
|
Easter
|
|
|
|
|
38
|
3
|
9
|
Reading wk
|
|
39
|
4
|
10
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Assess wk
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|
40
|
5
|
??Reading wk
|
1
|
|
41
|
6
|
4
|
2
|
|
42
|
7
|
5
|
3
|
|
43
|
8
|
6
|
4
|
|
44
|
9
|
7
|
5
|
|
45
|
10
|
8
|
6
|
|
46
|
11
|
Reading wk
|
Assess wk
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|
47
|
Reading wk
|
Assess wk
|
7
|
|
48
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Assess wk
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Hols x 8 weeks
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End of course
|
|
49
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Hols x 8 weeks
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|
|
|
50
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|
|
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51
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|
|
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52
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NB The two week holiday in the second semester may shift earlier or later some years.
2nd semester start dates are staggered for different year groups.
Work Experience
There are eight NHS Trusts throughout East Anglia with whom we have practice placement agreements and each is validated to take a certain maximum number of students at any one time. Students are asked at interview to identify their preferred placement site but these are only allocated shortly prior to enrolment. Students will normally return to the same Trust for successive practice placements but may use elective weeks in the third year to widen their experience. Our eight NHS Trust partners are Addenbrookes’ in Cambridge, Norfolk & Norwich University Hospital, Ipswich Hospital, Essex Rivers in Colchester, West Suffolk Hospital in Bury St Edmunds, Queen Elizabeth Hospital King’s Lynn, James’ Paget Hospital at Gorleston, & Peterborough Hospitals. We have Clinical lecturers based at each practice placement site and they organise and support students’ practical experience including rotas, assessment and mentors.
Tutorial and Study Support
At induction students are allocated a personal tutor from the course team who will support them through their course using the P4 Framework (Personal & Professional Progress Planning). In addition the clinical lecturers will allocate each student a radiographer mentor for each year of the programme and first year students are allocated a second year ‘buddy’ for their first practice placement. There is a Virtual Learning Environment which facilitates web based support.
Opportunities on Completion of the Course
Most diagnostic radiography graduates will go directly to work in NHS hospitals and later may specialise in one imaging modality or clinical area, others follow careers in:
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private hospitals
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research centres, QA or audit
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education: clinical or academic
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healthcare management
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medical sales or technology support specialists
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industry
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veterinary practice
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armed forces
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prisons
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customs and excise
There are also great opportunities for travel as this qualification is accepted in most countries as demonstrating competence to practice. Graduates are however expected to maintain their competence to practice through Continuing Professional Development post registration. Following work experience students may go on to take further qualifications and work as Advanced practitioners or Consultant practitioners.