Programme Booklet.doc

1

Department of Allied Health

Professions

MSc Medical ImagingProgramme information

TABLE OF CONTENTS

Introduction 1

1.0

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

1.9

1.10

1.11

1.12

1.13

1.14

1.15

1.16

1.17

1.18

1.19

1.20

Programme

Information…………………………………………………………………………………..

Nature of the

Programme………………………………………………………………………………...

Programme Aims and Learning

Outcomes……………………………………………………………...

Modules of the Programme

……………………………………………………………………………..

Programme

Structure……………………………………………………………………………………..

Award

Titles………………………………………………………………………………………………..

Pattern of

Attendance…………………………………………………………………………………….

Programme

Content………………………………………………………………………………………

Credit

Exemption…………………………………………………………………………………………..

Learning and Teaching

Strategies………………………………………………………………………...

Assessment………………………………………………………………………………………………

…

Procedures and Criteria for

Assessment…………………………………………………………………

General Assessment Criteria for Banded Marking

Scheme…………………………………………….

Poster Assessment

Criteria………………………………………………………………………………..

Criteria for Assessment of

Portfolios……………………………………………………………………..

Summary Criteria for Research

Projects………………………………………………………………….

Assessment

Conventions………………………………………………………………………………….

Concession Requests

……………………………………………………………………………………...

Plagiarism, Copying and

Duplication…………………………………………………………………….

Responsibilities of Clinical

2

2

2

4

5

6

9

9

9

9

11

11

12

14

15

17

18

18

19

22

22

mailto:[email protected]

Supervisors…………………………………………………………………...

Guidelines for the Clinical Supervisor’s

Report………………………………………………………….

The Modules

Orientation .................................................................................................................................24

Magnetic Resonance Imaging Pathway

Principles of Science and Technology in Magnetic Resonance Imaging..........................................27

Clinical Applications and Management I (MRI of Brain, Spine and Knee)........................................29

Clinical Applications and Management II (Musculo-Skeletal MRI)...................................................32

Clinical Applications and Management III (Non-Routine Brain, Head & Neck).................................35

Clinical Applications and Management IV (MRI Body Imaging).......................................................38

Nuclear Medicine Pathway

Principles of Science and Technology in Nuclear Medicine.............................................................41

Clinical Applications and Management I (Standard Nuclear Medicine Procedures)..........................43

Clinical Applications and Management II (Complex & Non-Standard Nuclear Medicine Procedures)46

Clinical Applications and Management III (Positron Emission Tomography, PET).............................48

Clinical Applications and Management IV (Radionuclide Therapy).................................................50

Clinical Applications and Management V (Radiopharmacy and Non-Imaging Diagnostic Tests).......52

Medical Ultrasound Pathway

Principles of Science and Technology in Medical Ultrasound..........................................................54

Techniques in Musculo-skeletal Ultrasound Imaging

………………………………………………………………….57

Clinical Applications and Management I (Obstetrics & Pelvic Ultrasound)......................................58

Clinical Applications and Management II (Abdominal & Small Parts Ultrasound).............................60

Clinical Applications and Management III (Musculo-Skeletal Ultrasound)........................................62

Clinical Applications and Management IV (Peripheral Vascular Ultrasound)....................................64

Clinical Applications and Management V (Echocardiography)........................................................66

Modules available across all pathways

Open Module (work based learning).............................................................................................68

Developing a Research Proposal...................................................................................................70

Undertaking Systematic Reviews.................................................................................................72

Appendix 1 - Key Skills Matrix for the MSc Medical Imaging Programme …………………………….

…...........................75

Appendix 2 ....................................................................................................................................... ..77

- Validated Modules within the MSc Interprofessional Health & Social Care

- Modules available from other programmes

Appendix 3 - 2007/ 2008 fees…………….……..…………………….

……………………………………………………….78

1

Introduction

Welcome to Canterbury Christ Church University. This programme guide contains

specific details about the PgC/PgD/MSc Medical Imaging to supplement general

information in the Postgraduate (HE4) Interprofessional Framework Student

Information Booklet. I trust you will find it a comprehensive guide and welcome the

opportunity to discuss any aspect of the programme or your specific requirements

in more detail.

The programme offers a range of medical imaging qualifications, Postgraduate

Certificate/ Postgraduate Diploma / Master of Science, in either Medical Imaging,

Magnetic Resonance Imaging, Medical Ultrasound or Nuclear Medicine and

Postgraduate Certificate in Radiopharmacy Practice. It has been developed in

conjunction with service practitioners and forms part of the portfolio of the

Postgraduate Interprofessional Framework. Consonant with the ethos of the

Framework, all modules are available for stand alone study.

The programme is innovative in nature and requires significant and explicit

commitment from students who enter the programme, from all staff within the

student’s clinical department and from the relevant employing authorities.

As Programme Director I am here to offer individual advice and support about any

aspect of the Programme and I hope that you will make as much use of this service

as you deem necessary.

Position Name Telepho

ne

E-mail Room

Framework

Director

Keith

Piper

01227

782425

[email protected].

uk

Jg29

Johnson

Framework

Administrator

Susanna

h Russell

01227

782140

[email protected] Jf24

Johnson

Programme

Director

MSc Medical

Gill

Dolbear

01227

782085

[email protected] Jg30

Johnson

2

Imaging

Programme

Administrator

Maria

Pacan

01227

782401

[email protected]

c.uk

Jf24

Johnson

Gill Dolbear

Programme Director

Canterbury Christ Church University

Tel: 01227 782085

Fax: 01227 451739

Email: [email protected]

3

mailto:[email protected]

1.0 Programme Information

1.1 Nature of the Programme

The Programme consists of work-based Clinical Applications & Management

modules as well as taught Principles of Science and Technology, and Techniques in

Musculo-skeletal Ultrasound Imaging modules. The modules are studied at M

(Masters) HE4 level and each module carries 20 HE4 level credits.

Work-based learning requires commitment of the individual but, more significantly,

requires commitment of all staff in the workplace. Students are supported by the

Programme Director, their Academic Supervisor, their Clinical Supervisor and by

appropriate Learning Agreements.

Full and part time modes of study are offered. For example, a full time certificate

level programme may be undertaken in a minimum of one year or two years part

time, while a full MSc would be expected to take a minimum of two years full time

or up to six years part time. Approval for the programme has been gained from the

relevant accrediting and professional bodies.

1.2 Programme Aims and Learning Outcomes

Programme Aims

The overall purpose of the programme is to foster the individual personal and

professional development of health care practitioners to a higher level of practice

consonant with the ethos of interprofessional work and patient/client centred care.

It aims to:

Ensure practitioners develop the knowledge, competences, skills and attitudes

needed to demonstrate mastery in both academic and professional capability in

their chosen fields of practice;

Facilitate a challenging, interprofessional learning environment where

practitioners can develop further the critical, analytic and reflective cognitive

skills necessary for higher levels of patient/client centred practice and

interprofessional working;

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Hone practitioners’ research and critical appraisal skills enabling them to make

innovative use of evidence for best practice;

Create autonomous, self directed learners who are able to sustain and advance

their continuing professional development beyond the programme and support

others in the practice environment to develop themselves;

Enable practitioners to be proactive in initiating and leading role developments

in their specific fields.

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Programme Learning Outcomes

For all certificate, diploma and MSc awards, students who complete their chosen

award successfully will demonstrate the following outcomes. The breadth of their

achievement will be dependent on the specific scope of practice defined by the

pathway selected.

the clinical knowledge, skills and attributes to provide an imaging service within

a chosen modality or specialism;

critical and rigorous analysis of literature, research evidence, documentation

and policy in relation to higher levels of practice in their chosen field;

appropriate, person centred advice and support for clients/patients and carers;

the ability to engage in critical self evaluation and assessment;

personal skills of reflective critical awareness necessary to respond positively to

the challenges of the future through continuing professional development;

the knowledge and expertise to accept or decline service referrals and provide

appropriate comment and advice to referring colleagues;

the necessary knowledge, communication skills and critical understanding to

provide reports or interpretations on the imaging examinations undertaken,

within the scope of their professional practice;

critical awareness of the significance of interprofessional collaboration, liaison

and team working.

Successful completion of an MSc will require demonstration of;

the ability to plan, manage, execute and interpret a piece of independent

research in the student’s chosen field of practice.

In addition to the above transferable skills practitioners will be expected to

demonstrate in their assessments further development of the following key skills

where appropriate;

Communication

Application of number

Information technology

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Working with others

Problem solving

Improving own learning and performance.

A key skills matrix for the programme is shown in Appendix One.

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1.3 Modules of the Programme

The Programme consists of various modules offered at HE Level 4, with each

module attracting 20 credit points. The modules offered within the Programme are

listed below:-

Medical Ultrasound Pathway

Code Module Title

MMIHF4UPS Principles of Science and Technology in Medical Ultrasound

MMIHF4UTM Techniques in Musculo-Skeletal Ultrasound Imaging

MMIHF4UCP Clinical Applications and Management I (Obstetric & Pelvic

Ultrasound)

MMIHF4UCS Clinical Applications and Management II (Abdominal & Small

Parts Ultrasound)

MMIHF4UCM Clinical Applications and Management III (Musculo-Skeletal

Ultrasound)

MMIHF4UCV Clinical Applications and Management IV (Peripheral Vascular

Ultrasound)

MMIHF4UCE Clinical Applications and Management V (Echocardiography)

Magnetic Resonance Imaging Pathway

Code Module Title

MMIHF4MPS Principles of Science and Technology in Magnetic Resonance

Imaging

MMIHF4MCK Clinical Applications and Management I (MRI of Brain, Spine

and Knee)

MMIHF4MCM Clinical Applications and Management II (Musculo-Skeletal

MRI)

MMIHF4MCN Clinical Applications and Management III (Non-Routine Brain,

Head & Neck MRI)

MMIHF4MCB Clinical Applications and Management IV (MRI Body Imaging)


Code Module Title

MMIHF4NPS Principles of Science and Technology in Nuclear Medicine

MMIHF4NCS Clinical Applications and Management I (Standard Nuclear

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Medicine Procedures)

MMIHF4NCC Clinical Applications and Management II (Complex & Non-

Standard Nuclear Medicine Procedures)

MMIHF4NCP Clinical Applications and Management III (Positron Emission

Tomography, PET)

MMIHF4NCR Clinical Applications and Management IV (Radionuclide

Therapy)

MMIHF4NRN Radiopharmacy and Non-Imaging Diagnostic Tests

The following modules are available across all pathways:-

Code Module Title

MZZHF4OP1 Open Module

MZZHF4USR Undertaking Systematic Reviews

MZZHF4DRP Developing a Research Proposal

MZZHF4DSS Research Project (two or three modules)

1.4 Programme Structure

Consonant with the MSc Interprofessional Health and Social Care (IPHSC) degree,

the programme is modular in structure and flexible. All modules attract 20 HE4

credit points and are offered at Master’s level. For the award of an MSc, students

are required to successfully complete 9 modules (180 credits). All pathways have a

discrete Postgraduate Certificate award comprising 3 modules (60 credits) and a

Postgraduate Diploma award comprising 6 modules (120 credits).

As befits a professional development programme where skill mix and cross

boundary, interprofessional working are integral to the aims, students are required

to complete the Orientation taught module in their certificate awards and include

one module from the MSc IPHSC in their diploma profile.

The choice of 3 exit points in the imaging pathways, Certificate, Diploma and MSc,

reflects the need to be service led in the provision of educational programmes. A

practitioner wishing to pursue their career in a specific field of imaging practice

requires, as a minimum, competence in standard procedures and a demonstrable

understanding of the scientific basis of the modality provided by the Postgraduate

Certificate. Thus, these awards offer little flexibility, the Orientation and Principles of

Science and Technology modules are compulsory, as is one Clinical Applications

module. Many will wish to develop their roles further, either by diversifying or

becoming competent in more complex procedures, and proceed to the Diploma

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qualification. Moving from Certificate to Diploma will be a continuous process for

some practitioners, but for others, a break in study may be preferred. Some

practitioners will wish to continue studying and achieve a full MSc.

The modules themselves are a mixture of workplace based, taught and research

modules. Workplace based modules are clinically based with five hours contact with

the academic supervisor. The acquisition of specific competences takes place in the

work setting under the supervision of an expert practitioner, underpinned by a

learning agreement.

With the exception of Techniques in Musculo-skeletal Ultrasound Imaging and

Principles of Science and Technology, taught modules are from the existing MSc

Interprofessional Health and Social Care (IPHSC) framework. They comprise 40

hours contact time delivered in 3 x 2 day or 3 x 3 day blocks. This programme

offers a menu of approximately 12 modules each academic year, including the

compulsory Orientation and Developing a Research Proposal modules.

Research modules are independent enquiry, with six hours supervision from a

member of the academic staff. A research proposal is developed and assessed

within the compulsory taught Developing a Research Proposal module.

Integrating the medical imaging pathways with the MSc IPHSC framework means

that students can have some flexibility about their degree pathway. All pathways

contain modules which develop knowledge and skills in the specific imaging

modality. In each, there is a minimum number of competence based modules which

must be achieved to gain the certificate and diploma awards. Permitting students to

choose their remaining modules from the MSc IPHSC menu allows the programme

of study to be focussed on a particular professional interest and gives a broader,

interprofessional context to their degree profile. In addition, this approach enables

the recruitment of small numbers of students to different pathways whilst

maintaining viability.

1.5 Award Titles

Students are required to register for a specific pathway. The profile for the pathway

and associated award is given below.

Medical Ultrasound

Exit award: Postgraduate Certificate Medical Ultrasound

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Module 1 Orientation (taught) (shared with MSc IPHSC)

Module 2 Principles of Science and Technology in Medical Ultrasound

(taught)

Module 3 Clinical Applications & Management (workplace based)

Modules 1 & 2 are compulsory, but students may choose any one of the Clinical

Applications and Management modules offered.

Exit award: Postgraduate Certificate in Musculo-skeletal Ultrasound

Module 1 Techniques in Musculo-skeletal Ultrasound Imaging

Module 2 Principles of Science and Technology in Medical Ultrasound

(taught)

Module 3 Clinical Applications & Management III (workplace based)

All modules are compulsory.

Exit award: Postgraduate Diploma Medical Ultrasound


Module 5 Clinical Applications & Management (workbased) OR Open

module OR one from the MSc IPHSC menu (taught)

Module 6 One from the MSc IPHSC menu (taught)

Students must complete six modules in total. Students must choose at least one

but may undertake two further Clinical Applications & Management modules in the

Diploma route. Only one open module will be permitted for students on the

medical ultrasound, nuclear medicine or MRI pathways.

Exit Award: MSc Medical Ultrasound

Module 7 Developing a Research Proposal (taught) (shared with MSc

IPHSC)

Modules 8 &

9

Research Project (two modules)

Magnetic Resonance Imaging (MRI)

Exit award: Postgraduate Certificate Magnetic Resonance Imaging

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Module 2 Principles of Science and Technology in MRI (taught)

Module 3 Clinical Applications & Management I (workplace based)


Exit award: Postgraduate Diploma Magnetic Resonance Imaging



OR Open module OR one from the MSc IPHSC menu

(taught)



but may undertake two further Clinical Applications & Management modules in

the Diploma route. Only one open module will be permitted for students on the

medical ultrasound, nuclear medicine or MRI pathways.

Exit Award: MSc Magnetic Resonance Imaging

Module 7 Developing a Research Proposal (taught) (shared with

MSc IPHSC)

Module 8 &

9

Research Project


Exit award: Postgraduate Certificate Nuclear Medicine


Module 2 Principles of Science and Technology in Nuclear Medicine

(taught)

Module 3 Clinical Applications & Management I (workplace based)


Exit award: Postgraduate Diploma Nuclear Medicine

Module 4 Clinical Applications & Management (workbased) OR

Radiopharmacy & Non Imaging Diagnostic Tests

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(workbased)

Module 5 Clinical Applications & Management (workbased) OR

Radiopharmacy & Non Imaging Diagnostic Tests

(workbased) OR Open module OR one from the MSc

IPHSC menu (taught)



but may undertake two further Clinical Applications & Management modules in the

Diploma route. Only one open module will be permitted for students on the medical

ultrasound, nuclear medicine or MRI pathways.

Please note: the Radiopharmacy and Non-Imaging Diagnostic Tests module is not

compulsory, however, students will be strongly advised to include it in their

Postgraduate Diploma.

Exit Award: MSc Nuclear Medicine

Module 7 Developing a Research Proposal (taught) (shared with

MSc IPHSC)

Modules 8 &

9

Research Project (Modality Specific)

Exit award: Postgraduate Certificate in Radiopharmacy Practice


Module 2 Principles of Science and Technology in NM (taught)

Module 3 Radiopharmacy & Non Imaging Diagnostic Tests

(workbased)


Medical Imaging

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Exit award: Postgraduate Certificate Medical Imaging


Module 2 Open module or one from the MSc IPHSC menu (taught)


Module 1 is compulsory. If two open modules are completed as modules 2 and 3,

no further open modules will be permitted.

Exit award: Postgraduate Diploma Medical Imaging




Students must complete six modules in total. Only two open modules will be

permitted over all for students on the medical imaging pathway.

Exit Award: MSc Medical Imaging

Module 7 Developing a Research Proposal (taught) (shared with MSc

IPHSC)

Modules 8 &

9

Research Project (two modules)

1.6 Pattern of Attendance

Taught modules, including Developing a Research Proposal, are offered in 3 x 2day

blocks per semester. The Orientation taught module is offered in 3 x 3day blocks

per semester. Each semester lasts for approximately 18 weeks, from October to

February and February to June. Workplace based modules extend over a 26 week

period from the time of their registration.

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Practitioners wishing to pursue a specific, in-depth, individual study may utilise the

Open module structure of the MSc Medical Imaging which includes 5 hours of

academic tutorial support over a six to nine month period.

Research modules may be registered at any time following assessment of the

proposal and approval by the Local Research Ethics Committee where applicable.

Students have 6 – 9 months to complete their research projects.

1.7 Programme Content

The programme content is based on:

Meeting the knowledge and skills base requirements to ensure participants are

competent to practise in their chosen imaging modality/field of practice.

The specific learning needs of individual students as identified in a learning

agreement developed on an individual basis at the start of the programme.

Providing an education platform from which students, on successful completion,

can provide a high quality service to patients / clients and also lead and respond

to role development challenges of the future.

The specific needs of the service as identified at the commencement of the

programme.

1.8 Credit Exemption

Consideration will be given to students holding relevant, specific academic credit or

having appropriate experience, utilising the Higher Education Institution’s existing

APL/APEL policies for up to 50% of the MSc award (90 credits maximum). This

includes work place based clinical applications modules, provided that evidence of a

match can be demonstrated.

There will normally be no exemption from the compulsory Orientation, Principles of

Science and Technology and Developing a Research Proposal modules or from the

research elements of the Master’s award.

1.9 Learning and Teaching Strategies

Consonant with the University Learning and Teaching Strategy, the programme is

learner centred and is oriented significantly towards workplace partnerships; using

work based materials and the normal work environment as a source and site of

15

learning. Following discussion with the Pathway Leader in conjunction with MSc

Medical Imaging Programme Director, the student will select their preferred

modules and a provisional pathway will be agreed and documented.

Student responsibility for managing their own learning is assumed, although it is

recognised that some support may be required to orientate students to work at this

level. Therefore some study skills are included in the compulsory Orientation

module.

Each of the work based clinical applications modules is founded on an individual

learning agreement between the student, the academic supervisor, the clinical

supervisor and the workplace manager. Effective work based learning requires such

formalised agreements, which clearly identify the respective responsibilities of all

parties involved. It also provides a significant opportunity for staff development in

relation to learning and teaching in the workplace.

The Learning Agreement sets out the nature and scope of the learning opportunities

in the individual setting and the duties and obligations of the student, the academic

tutor, the clinical supervisor and the line manager so that the roles and

responsibilities of each party are understood by all. Aims and learning outcomes are

specified together with identified learning activities and assessment. This four way

agreement will ensure that students are developing their practice in accordance

with Trust practices and protocols as well as securing the support of the workplace

as the main site and source of learning.

In most cases, the student is being sponsored by their workplace to develop skills in

line with service objectives and therefore the range of equipment and examinations

undertaken can normally meet the student’s development needs. It is part of the

role of the Academic Supervisor, as the learning facilitator, to ensure that the

clinical environment is adequate. If additional experience is required outside of the

normal workplace setting, then it is the responsibility of the student and/or their

Line Manager to negotiate an appropriate clinical placement and this is reflected in

the learning agreement.

Identification of an appropriate Clinical Supervisor is the responsibility of the

student and their Line Manager, subject to the approval of the Academic Supervisor.

This person will be proficient in the area of competence to be developed and may

16

therefore be a member of a different profession such as a medical practitioner.

Since modules are individually negotiated and may be begun at any time, it is

impractical to offer supervisors a group induction and training on site at the

University. A Guide for Clinical Supervisors has therefore been developed and, when

the Academic Supervisor visits the workplace to confirm the learning agreement, a

briefing meeting will be arranged with the Clinical Supervisor. Supervisors will be

encouraged to contact the Academic Supervisor for support and/or advice as often

as necessary.

The central learning and assessment tool for work based modules is a Portfolio of

Professional and Clinical Development. The Portfolio is a record of the student’s

learning and development as a competent practitioner measured against the

specified outcomes in the learning agreement. Its role in the formative

development of the student is as significant as its assessment function and it

therefore contains both formative and summative material in a mix of analytic and

reflective styles. The Academic Supervisor and student use the portfolio to monitor

and actively manage the student’s development, meeting together approximately

three times during the period of study.

Using all the learning opportunities that arise in the workplace, the aim is to enable

students to demonstrate their competence, analyse and reflect on their practice, as

well as develop their problem solving, judgement making, interpretation, report

writing and communication skills. Learning strategies may include self directed

learning activities, attendance at clinical review meetings, shadowing activities,

tutorials and supervised and unsupervised practice. Web technology will be utilised,

both for learning as in access to image banks, and for student support and

information. These should enable the integration of academic learning with

attainment of clinical competences such that that each informs the other and deep

learning is sustained.

1.10 Assessment

The rationale for assessment is to enable students to demonstrate a reflective,

critical understanding of the relationship between relevant theories and practice

knowledge and expertise to facilitate their professional and personal development

and contribute to service development. A familiarity with basic literature is

assumed and participants are expected to articulate a high level of academic ability

17

through reasoned argument and critical reflection on practice using a variety of

assessment modes.

Modules are weighted equally and the form of assessment is selected to match the

module content and reflect the crucial theory/practice interface and problem

solving emphasis in the programme. The assignment for each module is specified

in the module outline to ensure accurate and appropriate assessment of learning

outcomes. In the case of taught modules, it may be a case study, long essay,

situational analysis, practical exercise or report. In many modules students are

given the opportunity to present a preliminary plan of their assignment to their

peers. This is always formative in the sense that the discussion and feedback

generated is useful to students. In a few modules the presentation forms part of

the summative assessment schedule.

Where professional role development through the acquisition of specific

competences is an identified outcome, as in a work based competence

development module, students are required to demonstrate explicitly in their

written work and in practice, how these have been achieved. The Learning

Agreement and Portfolio of Professional Practice Development are the chief means

by which student attainment is defined, monitored, measured and verified. The

Learning Agreement sets out the specific learning outcomes and, where possible,

these are matched to occupational standards to ensure consistency.

1.11 Procedures and Criteria for Assessment

Each module is summatively assessed independently and equitably in accordance

with the programme's discrete structure. The module learning outcomes form the

basis for assessment and the general assessment criteria of the MSc Medical

Imaging are applied to these outcomes to form a judgement on the student's work.

To achieve accreditation at Master's level, written assignments will encompass all of

the following aspects; coherence in linking theory to practice, breadth of

understanding of issues within multiple frameworks, depth in evaluating a limited

range of key issues, consistency of argument, clarity of expression and good

presentation skills.

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Breaches of Confidentiality

Students are expected to abide by relevant Codes of Practice and maintain

appropriate levels of confidence at all times. Patient/client identifying details should

be protected at all times. Appropriate consideration should be given to maintaining

anonymity of time, place, and persons e.g. carers, colleagues, peers. Repeated

breaches of confidentiality or breaches at Master’s level will result in a mark of zero

and subsequent requirement for resubmission. Where material is in the public

domain it is appropriate to recognise the source of the material- however no patient

details must be identifiable.

1.12 General Assessment Criteria for Banded Marking Scheme

The PgC/PgD/MSc Programme uses a marking system with the following bands and

categories:

Fail Unsatisfactory standard

Pass Satisfactory standard

Good Pass Very good standard

Distinction Exceptional standard

Use of Literature

Fail Limited, weak selection. Uncritically presented.

Limited recognition of significance for the professional context.

Pass Appropriate range and choice of literature.

Recognition and critical analysis of issues of significance for the

professional context

Good Pass Good selection of key primary texts with critical evaluation of

significant issues for the professional context.

Some, limited analysis of related, secondary texts.

Distinction Excellent, wide range of key and peripheral primary and

secondary texts, demonstrating critical evaluation and synthesis

with the professional context.

Interface between Theory and Practice in the Professional Context

Fail Limited use of theory. Lack of / limited awareness of the

relationship between theory and practice. Little integration or

19

critical analysis of the articulation between theory and practice.

Pass Clear articulation of the relationship between and critical

analysis / evaluation of the significance of relevant theory to

specific professional practice. Awareness of how each may be

informed by the other.

Good Pass Very good, critical analysis / evaluation of the relationship

between theory and practice. Some use of multiple theoretical

frameworks to evaluate professional practice. Demonstrable

synthesis to show how each is informing the other. Some

evaluation of their usefulness.

Distinction Rigorous critical analysis of the interface between theory and

practice, clearly elaborated to evaluate theoretical adequacy and

synthesize the development of professional practice. Excellent,

creative use of multiple frameworks for evaluation and synthesis

of own stance.

Knowledge and Clarity of Reasoning

Fail Knowledge circumscribed. Sense of argument but poorly

expressed lines of thought. Conclusions do not always arise from

premises.

Pass Appropriate, defended knowledge of current, relevant issues.

Logical development of arguments where lines of thought are

clearly discernible. Relevant, limited conclusions arising from

premises.

Good Pass Sound knowledge. Ability to discriminate and justify key issues.

Arguments are confidently expressed through clear, logical lines

of thought. Conclusions are firmly articulated, comprehensive,

relevant and arise directly from the premised arguments.

Distinction Excellent, comprehensive knowledge base. Ability to

discriminate key issues and relate them to the wider context.

Lines of thought are transparent and the arguments are

confidently expressed to develop and synthesize compelling

conclusions. Innovative thinker.

Organization of Material

20

Fail Poorly organized, incoherent structure. Poor presentation and

referencing. Appropriate supporting material not given /

disorganized.

Pass Organization and structure is sufficient to support and not

obscure the work. Appropriate presentation. All supporting

material present. Referencing is sound and appropriate.

Good Pass Organization is comprehensive and structure coherent. Well

presented, facilitating comprehension. Supporting material is

well presented and ordered. Accurate referencing.

Distinction Excellent coherent organization and structure which enhances

comprehension. Excellent presentation of all material.

Referencing is accurate to a high degree.

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1.13 MSc Medical Imaging - Poster Assessment Criteria

Candidate Number Poster Number:

Title of Poster: The Development of Practice by the use of Musculoskeletal Ultrasound Imaging as a Clinical

Assessment Tool

Presentation &

Design

Abstract Practice Development Evidence of critical

evaluation

FAILStructure,

organisation and

presentation of

information on the

poster is disjointed

and difficult to follow

Abstract not present

or poorly structured

with only a limited

summary of the

proposed practice

development

Poster fails to convey

a coherent message

relating to the

proposed practice

development

Limited evidence of

appropriate reading

and inadequate

evidence to

substantiate

arguments. No critical

analysis shown

PASSA well designed

poster presentation

with good

communication and

logical flow

Abstract begins to

summarise the

proposed practice

development

Poster has some

application to the

proposed practice

development which is

clearly defined

Some evidence of the

ability to analyse and

synthesise concepts

with appropriate

application to practice

GOOD

PASS

A very well designed

and comprehensive

poster presentation

that Is easy to read

Abstract clearly

identifies the

proposed practice

development and

Good application to

the proposed practice

development shown

with a logical

Demonstrates a well

developed ability to

analyse, synthesise

and evaluate making

and follow summarises this structure balanced judgements

DISTINCTI

ON

An interesting,

innovative and well

designed poster with

excellent and well

structured

communication of

argument/ideas

Abstract stands

alone in summarising

the proposed

practice

development

An excellent poster

that shows the benefit

of the proposed

practice development

clearly

The work

demonstrates an

exceptional ability to

evaluate critically

using a wide range of

appropriate criteria

and reading

Comment: First/Second marker

Signature:

1.14 Criteria for Assessment of Portfolios

The Portfolio contains five elements of assessment, each of which must be

completed successfully for the student to pass.

Quantitative Record of Practice

For each pathway a specific number of examinations must be completed and

recorded (see module outlines for details). This number must reflect an

appropriate range and depth of experience and, by the time of submission of the

portfolio, a substantial number must have been completed unassisted. The

number of assisted examinations and the nature of the assistance given will

depend on the prior experience and ability of the specific student and will be

determined in conjunction with the Clinical Supervisor as the student progresses.

The combined total of unassisted and assisted examinations may well exceed the

minimum number specified in order to enable both the student and the Clinical

Supervisor to be confident that competence has been achieved.

Case Studies

These will be marked using the general assessment criteria for master’s level

work, as described in the Programme Guide.

The two 750 word case reports should be in the style of a case history presented

for submission to a peer reviewed journal. This will normally be under three

headings; a brief introduction to the topic, a synopsis of the case history and an

evaluation of the specific case in relation to current available evidence. Images

and/or video material will need to be submitted as part of each case study.

Patient information normally recorded must be removed from all material

submitted.

The 2000 word case study is an in-depth case study which evaluates the chosen

imaging strategy and its implications for the management of a chosen patient.

The study will be analysed in relation to current literature and must include a

reflective appraisal of the process and outcomes for the particular patient under

consideration. The case study chosen should be one that the student found

challenging, either in terms of its complexity or its unusualness. Again, all patient

identification information must be removed prior to submitting the case study.

Audit & Reflective Analysis of Reports or Commentaries (1500 words)

All unassisted examinations in each pathway must be accompanied by a report

or commentary on the findings in the style of a clinical report. This must be

produced by the student without assistance and prior to the production or sight

of the final report issued. (These are used as audit data and are not included in

the portfolio.)

Where the student’s reports are in addition to the medical report, as in the

magnetic resonance imaging and nuclear medicine pathways, they should be

audited against the medical report, although the patient’s case records may also

be used in the audit as additional audit evidence.

Unassisted examinations in medical ultrasound will generally result in the student

issuing the report. In this case, students must arrange for at least 10% (and a

minimum of 25) of their unassisted examinations to be verified after they have

produced the report to be issued.

The audit should be both quantitative and qualitative and written up in a properly

referenced report. Numerical data relating to the number of examinations

conducted, and the concordance or otherwise with the definitive or verifying

report must be included, together with an interpretation of the numerical data.

Additionally, students are required to reflectively and critically appraise their work,

evaluating particularly image quality, imaging appearances and the reports

produced. Within the audit report, students must use both the quantitative and

qualitative elements to evaluate and judge their development as competent

practitioners in the discipline. The written report will be assessed using relevant

aspects of the general assessment criteria for master’s level work.

Clinical Supervisor’s Report

This comprises a detailed appraisal of the student’s development in six

categories; knowledge/value base, skills development, capacity for professional

development, professional identity, learning to learn, and the Trust and the

Programme. The Clinical Supervisor will recommend a pass or a fail.

Personal reflection (500 words)

A personal reflection must be included on the role development undertaken

throughout the period of the module. The criteria for the assessment of reflection

in portfolios are as follows:

Fail Some limited reflection but no evidence of learning via

theorising and/or implementation of ideas/changes in

practice and only limited support for claims in the

presented portfolio. No reflection on implications for

future learning and development. Limited

understanding of role.

Pass/Good Pass Reflection on practice with evidence of learning via

theorising and/or implementation of ideas/changes in

practice with sound support for claims in the presented

portfolio. Able to appraise implications for future

learning and development. Good understand of role.

Distinction Self critical reflection on practice with evidence of

learning via theorising and/or implementation of

ideas/changes in practice plus excellent support for

claims in the presented portfolio. Able to identify

significant implications for future learning and

development. Advanced understanding of role.

1.15 Summary Criteria for Research Projects

Fail The research question is poorly thought out and the rationale is

not well articulated. There is insufficient literature to provide

balanced support for the scope of the study and a failure to link

the literature to the project aims and objectives. The research

design is inappropriate, poorly planned and executed, and not

clearly elaborated in the text. The results do not adequately

reflect the research question and are poorly demonstrated and

explained. There is minimal discussion of and reflection on the

findings in relation to the literature and to implications for

practice. Conclusions are limited and do not arise from the study

directly. Poor standard of presentation, clarity of expression and

referencing.

Pass The research question is of appropriate scope, adequately stated

and justified, and related to professional context. The literature

review utilises a range of key primary texts and journals to

provide a balanced if rather narrow range of competing

perspectives to support the project aims and objectives. The

research design is adequately planned and executed to produce

sound, reliable evidence which correlates with the research

question. Analysis is generally well focused on the evidence and

related to the literature. There is reflection on implications for

practice leading to sound conclusions. The work is well presented

with a clear style and accurate referencing and bibliography.

Good Pass The research question well articulated, set in the relevant

professional context and communicated clearly. A wide range of

literature is consulted, utilising primary and secondary texts. The

links between the literature and the student’s study are apparent

and a variety of perspectives provides a balanced context. An

appropriate methodology is justified and executed with accuracy

to provide valid data in respect of the research question. The data

is presented using appropriate descriptive/inferential statistics to

highlight intended outcomes. The analysis of data is rigorous and

comprehensive and includes reflective evaluation of implications

for the student’s own professional practice. Good, lucid writing

style, well presented with careful and accurate references and

bibliography.

Distinction There is clear evidence of original thought in constructing the

research question and design, building upon a consideration of

other researchers in the field of study. The research question is

carefully developed and demonstrates how it may add to existing

professional knowledge. Rich and detailed use of literature shows

original sources some of which are related more peripherally to

the intended focus. The review is balanced, analytic and

demonstrates perceptiveness. The methodology is fully justified

and executed with precision and detailed attention to its

reliability and validity. The data is precise in elaborating and

answering the research question and used insightfully with

appropriate statistical support. The quality of thought and

analysis contributes significantly to knowledge in the field and in

the development of professional practice. The conclusions may

have significant import for further development. The style is

transparent and the presentation excellent.

1.16 Assessment Conventions

To be eligible for the Post-graduate Certificate students must pass three

modules.

To be eligible for the Post-graduate Diploma students must pass six modules.

To be eligible for the MSc degree students must pass all nine modules.

Students are permitted to revise and resubmit a failed piece of work on one

occasion only, for a maximum of three modules. One of these three may be

the 2 module research module.

For taught modules the timescale for resubmission is normally within two

months of the notification of fail and for research and clinical applications

modules where the student may need to undertake further clinical

development, it may be up to six months.

Successfully resubmitted work can only achieve a basic pass mark.

Students who are required to withdraw from a specific award pathway may be

permitted to continue their studies within the generic MSc framework and

achieve the MSc Interprofessional Health and Social Care. They will not be

permitted to attempt more than eleven modules in the process.

The generic MSc Interprofessional Health and Social Care framework permits a

student to ‘carry’ up to two failed modules within their degree profile provided

that nine are completed successfully.

A student who fails either the Principles of Science and Technology module or a

Clinical Applications and Management module at Postgraduate Certificate level

will be required to withdraw from that specific pathway.

Any student who fails the Orientation module will be required to withdraw from

the programme.

Students will only be withdrawn from the programme after consultation with

the external examiner and will be informed in writing by the Academic

Registrar.

1.17 Concession requests

The possibility to self-certify an illness may not apply, so you may wish to make a

case that a longer illness or other serious misfortune has affected your work. In

this case you should make a request to the Board of Examiners by writing to the

Academic Registrar stating your case and giving appropriate details such as

dates and a statement of how your work was affected. This is called a request for

concessions. You must write a signed letter; an email will not be accepted.

Concessions requests should normally be accompanied with appropriate

documentary evidence (e.g. doctor’s note giving evidence of illness or incapacity

and dates, letter from a counsellor, evidence of accident or bereavement, etc)

and should be sent to the Academic Registrar or handed in at the Registry

Helpdesk in Beckett West. On receipt, a copy of the entire request will be sent to

your programme director to present to the Board of Examiners and you will

receive an acknowledgement.

Concessions requests can be made for coursework and/or examinations. For

coursework, normally an extension to the submission date would be granted by

the programme director but you must (a) request concessions as stated above

(b) contact the programme director before the submission date and must get the

agreement for a revised submission date in writing.

Other concessions requests are considered by your Board of Examiners and

appropriate adjustments may be made to your results. If you wish a restricted

number of persons on the Board to view your request you may make this clear in

your letter.

Please remember that for all concessions requests, you should provide a full

personal statement explaining the impact of the illness or other serious

misfortune on the assessments involved. It is not sufficient to supply a doctor’s

note or counsellor’s letter on its own.

Where to hand in a request for concessions

Requests for concessions must be submitted to the Academic Registrar. They

may be handed in at the Registry Helpdesk in Beckett West or posted.

Requests/evidence should NOT to be given to the University Medical Centre or

to a Departmental office or to any other office in the University. If you present

your request to any other office other than that of the Academic Registrar, the

Board of the Examiners may disregard it.

When to hand in a request for concessions

You must hand in your request within seven days of missing an examination or

within seven days of your return to University if you are absent. If your

circumstances are on-going you should hand in your request as soon as you

can.

Do NOT wait until you get your results from the Exam Board. The Board can

only consider your circumstances if you write about them at the proper time

and before they meet.

You must bear any costs entailed in the production of any concessions evidence.

1.18 Plagiarism, Copying, and Duplication (Summary)

A thesis, dissertation, report, essay or other form of assessment, which is

undertaken as part of an award-bearing programme, must be your own work and

must not contain plagiarised or duplicated material. If plagiarism is suspected in

your work, it will be investigated and adjudicated by a staff panel.

1. Definitions

1.1 Plagiarism is the act of presenting the material, ideas, and arguments of

another person/persons as one’s own. To copy sentences, phrases or even

particular striking expressions without acknowledgement in a manner which

may deceive the reader as to the source is plagiarism; to paraphrase in a

manner which may deceive the reader is likewise plagiarism. Plagiarism is

identified in the composition of the work submitted by a student for

assessment.

1.2 Copying is an act of plagiarism, incorporating into an assessment material

from books, journals, the Web, the work of another student or any other

source without acknowledgement and submitting it in verbatim or

paraphrased form as one’s own.

1.3 Collusion is an act of plagiarism through submission of work for assessment

that purports to be a student’s own work but is in fact jointly written with

another student or other students.

1.4 Duplication of material means the inclusion in coursework (including essays,

projects, reports, dissertations and theses) of a significant amount of

material that is identical or substantially similar to material which has

already been submitted by the student for the same or any other

programme or course at this University or elsewhere.

1.5 Minor and Serious offences :

Minor offences are cases where the amount of plagiarised material is

limited (e.g. less than 20% of the whole work) and cases where there

appears to have been a lack of diligence or understanding about

referencing conventions or about prohibitions to plagiarise.

Serious offences include most second and all further offences and all

offences where the plagiarism is extensive (e.g. more than 20% of the

whole work).

2. Student Obligations to prevent Plagiarism

2.1 In order to ensure that all the work you submit is your own, you should

ensure that:

(i) phrases, sentences and passages taken verbatim from a published

work are placed in quotation marks, or indented, and the source is

acknowledged;

(ii) paraphrasing, ideas and arguments taken from a published work are

clearly referenced;

(iii) the inclusion of any other intellectual property, for example,

illustrations, diagrams, proofs, designs, computer software, in written

text or project work is clearly identified and acknowledged;

(iv) the inclusion of material from electronic sources is carefully referenced

and only Web sites freely accessible to the marker must be used;

(v) the use of the work of others is not of such volume or importance to

the submitted work as to compromise your ownership of the work;

(vi) no significant collaboration has occurred where you are required to

submit the work as an individual piece. Where work is done

collaboratively and a single piece of work is submitted, the

collaboration must be permitted by the programme director and it

must be declared on the work.

(vii) You have not presented previously or simultaneously for assessment

in this University, or elsewhere, any work that you submit, or any

substantial amount of such work.

3. Penalties for minor offences

3.1Programme Panels may award the following penalties:

(i) The student’s mark for the piece of work may be reduced.

(ii) The student may be awarded a mark of 0 for the assignment.

3.2 Resubmission of work in cases of minor offences:

(i) For assignments at HE Level 1 and below the student may be given the

opportunity to resubmit, providing that the assignment is eligible for

resubmission; the opportunity to resubmit must be offered where the

mark reduction made would result in failure of a course or module. At

HE Level 2 and above resubmission is not normally permitted.

(ii) Resubmitted work can receive no more than the pass mark and counts

as a resubmission under those rules of the programme that permit

resubmissions. For resubmitted work, the student will be entitled to no

more than the pass mark for the whole course or module.

4. Penalties for serious offences

4.1 Penalties for serious offences are graduated in severity as shown in the list

below. The indications of the penalties below are provided as guidance;

Panels may exercise discretion in the award of penalties:

(i) For a first offence, the student may be awarded a mark of 0 for the

assignment normally with no opportunity to resubmit.

(ii) For a second offence, the student will be awarded a mark of 0 for the

assignment and will not be entitled to resubmit his/her work.

(iii) For very serious offences, the student may be awarded a mark of 0

for the course, module, or unit of which the assessed work was a

part. Normally no opportunity to retake the course or module will be

given and this could result in failure of the whole programme.

In addition, Plagiarism Review Panels may award the following penalties:

(iv) For very serious offences, particularly repeated offences, the panel

may recommend to the Board of Examiners that the degree be

reduced by a class.

(v) For repeated offences of serious plagiarism, the panel may

recommend to the Principal on behalf of the Academic Board that

the student be required to withdraw from the programme, forfeiting

the right to any exit or staged awards normally allowed from the

programme.

The complete University procedures for dealing with cases of suspected

plagiarism may be accessed in the Student Procedures Booklet (hard copy) and

under ‘Student Procedures’ on the University website.

1.19 Responsibilities of Clinical Supervisors

mentoring and assessment of practice to agreed standards;

contributing to the learning agreement development and review meetings;

meeting regularly together with the student and their Academic Supervisor to

discuss and moderate students’ practice, using the questions on the report

guidelines as points of discussion;

submission of an interim report;

submission of a final annual report with a recommendation to the Practice

Panel (see below).

1.20 Guidelines for the Clinical Supervisor’s Report

Student’s name Module Title

Clinical Supervisors are required to submit a report within the Portfolio,

commenting under the following headings:

A Knowledge/Value Base B Skills

Development

C Capacity for Professional Development D

Professional Identity

E Learning to Learn and Facilitating Learning in Others F The

Trust and the Programme

In order to assist Clinical Supervisors to address these areas and to increase

parity, criteria have been formulated under each of these headings. It is accepted

that not all criteria will be relevant for all areas of work.

A Knowledge Base

A1 Does the student have an identified knowledge base which can be

articulated and consciously applied in a range of clinical situations?

A2 Is the student able to identify appropriate research evidence relating to

their work and draw on relevant practice and policy development in the UK

and abroad?

A3 Does the student have a sound working knowledge of relevant legislation?

A4 Is the student able to think about and conceptualise her/his work

coherently to colleagues across all professions?

A5 Has the student demonstrated an understanding of the ethical basis of

work with patients and clients?

B Clinical Skills Development

B1 Has the student demonstrated competence in and appropriate use of a full

range of examinations?

B2 Is the student capable of sophisticated assessment of the value of the

examination performed within the context of the overall clinical

management of the patient/client?

B3 Is the student able to communicate well with patients/clients?

B4 Has the student demonstrated skills in communicating and working

effectively with other professionals/organisations?

C Capacity for Professional Development

C1 Is there evidence of the student’s creative thinking and practice?

C2 How has the student contributed to the development of practice and

protocols?

D Professional Identity – please comment on:

D1 The student’s level of professional competence and self-confidence in

her/his role.

D2 The student’s ability to use and own her/his knowledge and skills so as to

demonstrate professional responsibility.

D3 The student’s ability to provide leadership and to work autonomously while

remaining open and accountable in their practice.

E Learning to Learn and Facilitating Learning in Others

E1 What have been the most important learning developments in the

student’s practice?

E2 What evidence is there of the student disseminating her/his learning either

in formal or informal settings?

E3 Does the student support others in their professional development?

F The Trust and the Programme

F1 How have you experienced your role as a Clinical Supervisor?

F2 Have there been constraints not anticipated when the Learning Agreement

was negotiated, or has the work progressed broadly as planned?

F3 Have you any comments on links with the Programme?

FINAL RECOMMENDATION

Do you recommend that the applicant should pass/fail? If fail, what is your

recommendation for resubmission?

Clinical Supervisor’s signature Date

Module

Title:

Orientation

code: MZZHF4CCP

credit rating: 20 HE4 credits

duration: 40 hours taught & 160 hours independent study

academic

responsibility:

Mary Brown

MODULE AIM

The aim of the module is to develop a critical understanding of the key theoretical models, evidence

base and practical methods relevant to interprofessional collaboration and a patient/client centred

practice; to develop the characteristics of research mindedness and learner autonomy, and to enable

students to identify strategies for professional and career development.

LEARNING OUTCOMES

By the end of the module students should be able to demonstrate:

1. a systematic understanding of knowledge, and a critical awareness of current problems and/or

new insights, pertinent to interprofessional collaboration and client centred practice in their area

of professional practice (KS 1);

2. conceptual understanding to evaluate critically current research and advanced scholarship on

the subject of interprofessional collaboration in health and social care services, to evaluate

methodologies and develop critiques of them and, where appropriate, propose new hypotheses

(KS 2& 3);

3. the ability to examine complex issues both systematically and creatively, make informed

judgements in the absence of complete data and communicate their conclusions clearly to

specialist and non-specialist audiences (KS 1 & 5);

4. self-direction and originality in tackling and solving problems, acting autonomously in planning

and implementing tasks in an interprofessional context (KS 4 & %);

5. continued commitment to advance their knowledge and understanding and to develop new skills

to a high level (KS 6).

KEY SKILLS OUTCOMES

Demonstrated in assessment as indicated below:

Communication Evaluate critically empirical and theoretical literature, both orally and

in writing

Application of Number Critically interpret data in a research study (option in oral presentation)

Information Technology Access and use efficiently the internet, College databases and

computer software for assignment content and presentation

Working with Others Demonstrate interprofessionality and teamwork when writing about

practice (situational analysis)

Problem Solving Reflect critically on professional practice and strategies for service

improvement and development in an interprofessional context

Improving own learning and

performance

Determine an appropriate pathway for the achievement of academic

goals and professional development. (formative)

MODULE CONTENT

The module will provide a conceptual foundation from which students will be able to reflect upon and

examine their own professional education and practice. Students will examine and analyse, through

reflexive evaluation of their own practice experience:

Working at master’s level: the concept of masters’ worthiness, study skills and expectations;

using electronic learning environments and continuing professional development and

pathway planning.

Approaches to the concepts of knowledge and research, factivity and validity in the health

and social sciences and their application to evidence based practice.

Different perspectives of recent developments in health and social services, particularly,

policies strategies and practices intended to promote the modernisation of public services,

interprofessional collaboration and client centred care.

LEARNING AND TEACHING STRATEGIES

Formal lectures introducing novel concepts and theories; practical exercises to facilitate the

development and embedding of ideas and expertise and group discussions facilitated by tutors.

Workshops to assist study skills development

Group exercises and formative seminar presentations

Students will be encouraged throughout the course to reflect on their skills development so as to be

able to present a reflective and evidenced account within their assessed assignments of the

improvements they feel they have made in the six key areas during the module.

ILLUSTRATIVE ASSESSMENT

Group Oral Presentation (0.5 weighting)

Students, working collaboratively in small interprofessional groups select either a review article or a

report of an empirical study from a peer reviewed journal and present a critique of chosen work from

the perspective of interprofessional working, client centred practice, nature and quality of supporting

evidence, methodology and contribution to professional/practice development. (LO 1, 2 & 4 - KS 1, 2,

3, 4, 5, 6) 20 minutes

Situational Analysis (0.5 weighting)

A systematic analysis of a practice situation which has an interprofessional context or dimension.

Students will choose a situation with which they are closely involved and which seems problematic in

terms of interprofessional relations. Using either a case study or through collecting relevant data they

will reflect critically on the causes and influences using interprofessional theories to produce a

coherent evaluation and propose some solutions. (LO 3, & 5 - KS 1, 4, 5, 6)

1500 words

A 500 word minimum reflective account, illustrating key skills development throughout the module,

to contribute to the portfolio of skills development.

ILLUSTRATIVE BIBLIOGRAPHY

Benner, P. (1999) Clinical Wisdom & Interventions in Critical Care: a thinking in action approach.

Saunders.

Booth, A. (1996) The SCHARR Guide to Evidence Based Practice. Sheffield Centre for Health and

Related Research Occasional Paper.

Brown, S. (1999) Knowledge for Health Care Practice- a guide to using research evidence. Saunders.

Colyer, H. and Kamath, S. (1999) ‘Evidence Based Practice: a philosophical and political & analysis.’

Journal of Advanced Nursing 29 (1) 188-193

Downie, R. and Macnaughton, J. (2000) Clinical Judgement Evidence in Practice Oxford University

Press.DH (1997) The New NHS. H.M.S.O.

DH (1998) Modernising Social Services. H.M.S.O

DH (2000) The NHS Plan. H.M.S.O

DH (2001) Working Together, Learning Together. HMSO

Fink, A. (1998) Conducting Research Literature Reviews from Paper to the Internet. Sage.

Grahame-Smith, D. (1995) ‘Evidence-based medicine Socratic dissent’. British Medical Journal 310;

1126-7

Hill, A. (2000) What’s gone wrong with Health Care. Kings Fund.

Hornby, S. (2000) Collaborative Care. Blackwell.

Lockett, T. (1997) Evidence based and cost effective medicine. Radcliffe.

McSherry, R., Simmons, M. and Abbott, P. (eds). (2001) Evidence - informed Nursing Routledge.

Miller, C. and Freeman, M. (2001) Interprofessional Practice in Health and Social Care. Kingsley.

Ovretveit, J. et al (1997) Interprofessional Working for Health and Social Care Macmillan.

Pratt, J et al (1998) Partnership fit for Purpose? Kings Fund.

Rolfe, G., Freshwater, D., and Jasper, M.(2001) Critical Reflection For Nursing and The Helping

Professions. Basingstoke: Palgrave MacMillan

Rosenberg, W. and Donald, A. (1995) ‘Evidence-based medicine: an approach to clinical problem

solving.’ British Medical Journal 310 1122-6

Sackett, D., Strauss, S. (2000) Evidence Based Medicine. Churchill Livingstone.

Trinder, L. (2000) Evidence Based Practice: a critical approach. Blackwell.

JOURNALS

Critical Social Policy

Journal of Occupational and Organizational Psychology

Sociology

Journal of Interprofessional Care

Health Service Journal

Radiography

British Journal of Occupational Therapy

Journal of Advanced Nursing

British Journal of Social Work

Journal of Evidence Based Medicine

Evidence Based Nursing

WEBSITES

www.doh.gov.uk/nhs

www.cgsupport.org/

http://www.doh.gov.uk/cno/quality-assurance-jtstatementoct03.pdf

http://www.doh.gov.uk/agendaforchange/

http://www.doh.gov.uk/healthinequalities/programmeforaction/index.htm

www.nelh.nhs.uk

www.library.utoronto.ca/medicine/ebm

www.mc.duke.edu/mclibrary/respub/guides/question.html

Module

Title:

Principles of Science & Technology in Magnetic

Resonance Imaging

code: MMIHF4MPS



academic

responsibility:

Dr Kevin Carlton

MODULE AIM

The aim of the module is to provide practitioners with a through knowledge and practical awareness

of the scientific principles and technology of MRI and its unique environment.

LEARNING OUTCOMES

In relation to magnetic resonance imaging, by the end of the module, students should be able to:

1. demonstrate knowledge, understanding and application of the science of MRI;

2. evaluate different MRI systems;

3. appraise critically image production, sequence choice, factor manipulation, image quality

and artefact reduction;

4. evaluate the principles of contrast agents in MRI;

5. understand the basic principles and applications of proton MR spectroscopy;

http://www.doh.gov.uk/healthinequalities/programmeforaction/index.htm

http://www.doh.gov.uk/agendaforchange/

http://www.doh.gov.uk/cno/quality-assurance-jtstatementoct03.pdf

http://www.cgsupport.org/

6. evaluate the relationship of MRI to other diagnostic imaging techniques, and recognise the

areas where MRI will have maximum benefit to patient management;

7. differentially appraise the roles and responsibilities of the interprofessional MRI team

KEY SKILLS OUTCOMES

1 Communication Evaluate critically empirical and theoretical literature, both orally and in

writing

2 Application of Number Critically interpret data in research studies

3 Information Technology Access and use efficiently the internet, College databases and computer

software for assignment content and presentation

4 Working with Others Relate and interact effectively with individuals and groups

5 Problem Solving Use relevant information sources. Identify and solve problems associated

with study skills and assessment at M level

6 Improving own learning

and performance

Manage own time in achieving objectives

MODULE CONTENT

Physical principles of magnetic resonance imaging;

Safety and the MRI environment;

MR system hardware and software choices;

Image production, sequences, sequence factor manipulation and their impact on the image;

Image quality, artefact recognition and reduction techniques;

Principles of contrast agents;

Basic principles and applications of spectroscopy.

Professional roles and relationships in the MR work environment.


Formal lectures, workshops, practical exercises, group tutorials.


The assessment will comprise:

A 20 minute oral presentation to the cohort (50% weighting) (LOs 1-7) (K/S 1-6)

A 2000 word fully referenced synopsis (50% weighting) (LOs 1-7) (K/S 1, 2, 3, 5, 6)

Students will present a critical evaluation of how imaging parameters may affect image quality and

perceptibility of diagnostic information. The presentation will be derived from material gathered

from the student’s clinical centre and make use of the equipment, quality control phantoms,

homemade phantoms and relevant clinical examples. Reflecting safe, current practice, it should

demonstrate a sound knowledge of the relevant fundamental physics, the features and capabilities

of the equipment, the nature of particular imaging parameters over which the practitioner has

control, the interrelationships between them and their influence on image quality.


Elster, A. (2001), Questions & Answers in Magnetic Resonance Imaging, Moseby

Hashemi, R. & Bradley, W (1997), MRI, the Basics. Williams & Wilkins

NRPB (1991), Board Statement on Clinical Magnetic Resonance Diagnostic Procedures, NRPB

NessAiver, M. (1997), All you really need to know about MRI physics. NessAiver

Shellock, F. & Kanal, E. (1996), Magnetic Resonance Bioeffects, Safety and Patient Management. Lippincott-

Raven

Westbrook, C & Kaut, C. (1998), MRI in Practice. Blackwell Science

WEBSITES:

www.mritutor.org

www.topspins.com - about MR angiography

www.mrieducation.com

www.med.harvard.edu

www.t2star.com

www.ismrm.org

www.mrisafety.com

www.cis.rit.edu

JOURNALS

Magnetic Resonance Imaging

Journal of Magnetic Resonance Imaging

Physics in Medicine and Biology

Module

Title:

Clinical Applications & Management I (MRI) (Brain,

spine & knee)

code: MMIHF4MCK


duration: 5 hours academic support / 100 hours clinical supervision/ 95 hrs

independent study

academic

responsibility:

Gill Dolbear & Chris Jeffery

MODULE AIMS

The aims of the module are:

To enable the student to become a skilled, competent and confident practitioner of MRI in

relation to the ‘routine’ brain, spine and knee.

To enable the student to reflect on and critically evaluate the role of MRI in the management of

patients and clients.

LEARNING OUTCOMES

On completion of the module students should be able to:

1. demonstrate competence in the MR imaging of the ‘routine’ brain, the spine and the

knee, and a sound understanding of sequence choice and rationale;

2. interpret images and produce a written commentary in relation to clinical presentation;

3. demonstrate accurate recognition of common anatomy and pathology in the relevant

areas, and their MRI manifestations;

4. critically evaluate sequence choice and manipulation in relation to the relevant anatomy

and physiology;

5. examine critically the relationship of MRI to other diagnostic imaging techniques,

evaluating where MRI will have maximum benefit to patient management;

6. distinguish artefacts, image quality and sequence problems, and evaluate ways in which

they could be rectified;

7. demonstrate a comprehensive awareness of issues in relation to safe practices in MRI;

8. demonstrate a thorough understanding of the psychological issues surrounding MRI and

the patient/client.

KEY SKILLS OUTCOMES

1 Communication Evaluate critically empirical and theoretical literature in writing

2 Application of Number Critically interpret quantitative data in research and/or audit

studies

3 Information Technology Access and use efficiently the internet, College databases and


4 Working with Others Demonstrate interprofessionality and teamwork

5 Problem Solving Reflect critically on professional practice and strategies for service



and performance

Determine an appropriate pathway for the achievement of

academic goals and professional development

MODULE CONTENT

Anatomy, physiology and pathology of the brain, the knee and the spine;.

Comparative imaging techniques;

Patient management including psychological issues;

Caring for children having MRI;

Safety and the MRI environment;

The principles of MRI science and technology relative to the ‘routine’ brain, spine & knee;

Quality assurance and image quality pertaining to the brain, knee and spine, including artefact

recognition and reduction techniques;

Critical imaging; caring for patients in relation to sedation and general anaesthetics.


Work based supervision and practice, shadowing activities, clinical meetings and tutorials, expert

lectures, self directed study, web based materials.


Portfolio of Clinical and Professional Development, to meet module intended learning outcomes 1-8

and K/S 1-6, containing:

A record of 60 cases, demonstrating that the full range of magnetic resonance imaging

examinations has been carried out, of which a substantial number must have been completed

unassisted. Unassisted examinations must include a written commentary;

2 x 750 word case reports to the standard of an academic journal;

1 x 2000 word in depth case study;

Audit and comparative, reflective analysis of a randomly selected number of commentaries

with reports;

Clinical supervisor’s report and verification of competence.


Barkovich, A. (1995), Paediatric Neuroradiology 2 nd edition . Raven

Berquist, T. (1995), Pocket Atlas of MRI Body Anatomy. Lippincott-Raven

Durham, D. (1997), Atlas of MR Pathology. W.B.Saunders

Kelly, L. &. Petersen, M.(1997), Sectional Anatomy for Imaging Professionals. Mosby

Shellock, F. & Kanal, E. (1996), Magnetic Resonance Bioeffects, Safety and Patient Management. Lippincott-

Raven

St Amour, T. et al (1994), MRI of the Spine. Raven Press

Stark, D. & Bradley W. (Eds), (1998), Magnetic Resonance Imaging 3 rd edition , Mosby Year Book

Westbrook, C. (1999), Handbook of MRI Technique. Blackwell Science

WEBSITES:

www.mritutor.org

www.cis.rit.edu

www.ismrm.org

www.mrisafety.com



www.med.harvard.edu

JOURNALS

American Journal of Roentgenology

British Journal of Radiology

Clinical Radiology




RadioGraphics <http://radiographics.rsnajnls.org>

Radiologic Clinics of North America

Radiology http://radiology.rsnajnls.org>

Seminars in Ultrasound, CT and MR

Module

Title:

Clinical Applications & Management II (MRI) (Musculo-

skeletal)

code: MMIHF4MCM



independent study

academic

responsibility:


MODULE AIMS


To enable the student to become a skilled, competent and confident practitioner of MRI of the

musculo-skeletal system.


patients.

LEARNING OUTCOMES


1. demonstrate competence in the MR imaging of the musculo-skeletal system and a sound

understanding of sequence choice and rationale and the appropriate use of contrast

agents;





and physiology;

5. demonstrate a sound, practical knowledge of sequence choice, factor manipulation,

image quality and image post processing techniques;


evaluating where MRI will have maximum benefit to patient management.

KEY SKILLS OUTCOMES


2 Application of Number Critically interpret quantitative data in research and/or audit studies







and performance


goals and professional development

MODULE CONTENT

Anatomy, physiology and pathology of the musculo-skeletal system;


The principles of MRI science and technology relative to the musculo-skeletal system;

Quality assurance and image quality pertaining to the musculo-skeletal system, including

artefact recognition and reduction techniques.







A record of 60 examinations demonstrating that a wide range of musculo-skeletal imaging


unassisted. Unassisted examinations must include a written commentary;




with reports;



Berquist, T. (1995), Pocket Atlas of MRI Musculo-skeletal Anatomy. Lippincott-Raven

Berquist, T. (Ed) (1995), MRI of the Musculo-skeletal system. Lippincott-Raven


Kelly, L. &. Petersen, M.(1997), Sectional Anatomy for Imaging Professionals. Mosby

Pomeranz, S. (1991), Orthopaedic MRI: a teaching file. Lippincott-Raven

Stark, D. & Bradley W. (Eds), (1998), Magnetic Resonance Imaging 3 rd edition , Moseby Year Book

Stoller, D. (1997), Magnetic Resonance Imaging in Orthopaedics and Sports Medicine 2nd edition. Lippincott-

Raven


WEBSITES:

www.mritutor.org

www.cis.rit.edu

www.ismrm.org

www.mrisafety.com



www.med.harvard.edu

www.t2star.com

JOURNALS



Clinical Radiology








Module

Title:

Clinical Applications & Management III

(MRI) (Non-routine brain, head & neck)

code: MMIHF4MCN



independent study

academic

responsibility:


MODULE AIMS


To enable the student to become a skilled, competent and confident practitioner of MRI in the

non-routine brain, and head and neck, including the principles and applications of MR

Angiography (MRA), diffusion and perfusion imaging, and contrast agents.


patients.

LEARNING OUTCOMES


1. demonstrate competence in the MR imaging of the brain and associated structures, and

head and neck, demonstrating a sound understanding of sequence choice and rationale

and the appropriate use of contrast agents;





and physiology;

5. demonstrate a sound, practical knowledge of sequence choice, factor manipulation,

image quality and image post processing techniques;



7. appraise critically the principles and applications, current and future, of MRA.

KEY SKILLS OUTCOMES



studies







and performance



MODULE CONTENT

Anatomy, physiology and pathology of the brain and associated structures, head and neck;


The principles of MRI science and technology relative to the brain and associated structures, and

the head and neck;

The principles, sequences and applications of functional imaging (perfusion and diffusion);

The use of image registration (e.g. MRI, CT and PET), including post processing and image

manipulation techniques;

MR Angiography – time of flight, phase contrast and contrast enhanced studies;

Diffusion and perfusion imaging;

Principles and applications of proton MR spectroscopy;

MRI contrast agents;

Quality assurance and image quality pertaining to the non-routine brain, head and neck,

including artefact recognition and reduction techniques.







A record of 60 examinations demonstrating that a wide range of non-routine brain and head

and neck imaging examinations has been carried out, of which a substantial number must

have been completed unassisted. Unassisted examinations must include a written

commentary;




with reports;



Berquist, T. (1995), Pocket Atlas of MRI Body Anatomy. Lippincott-Raven


Higgins, C. Hrikak, H. Helms, C. (Eds) (1997), Magnetic Resonance Imaging of the Body,

Lippincott-Raven

Kelly, L. &. Petersen, M. (1997), Sectional Anatomy for Imaging Professionals. Mosby



WEBSITES:

www.mritutor.org

www.cis.rit.edu

www.ismrm.org

www.mrisafety.com



www.med.harvard.edu

www.t2star.com

JOURNALS



Clinical Radiology








Module

Title:

Clinical Applications & Management IV (MRI) (Body

imaging)

code: MMIH4NPS



independent study

academic

responsibility:


MODULE AIMS


To enable the student to become a skilled, competent and confident practitioner of MR body

imaging, including cardiac and breast imaging;


patients.

LEARNING OUTCOMES


1. demonstrate competence in body imaging, cardiac imaging and breast imaging,

including an evaluation of sequence choice and rationale and the appropriate use of MRI

contrast agents;





and physiology;

5. demonstrate sound knowledge of sequence choice, factor manipulation, image quality

and image post processing techniques;



7. demonstrate a critical awareness of the principles and techniques used in fast imaging,

including their current and future applications, and their specific advantages in body

imaging;

8. evaluate current MRI systems and critically evaluate the future development

opportunities.

KEY SKILLS OUTCOMES



studies







and performance



MODULE CONTENT

Anatomy, physiology and pathology of the abdomen, pelvis, cardiac and breast;


The principles of MRI science and technology relative to imaging the body;

The principles, sequences and applications of cardiac imaging;

Fast scanning techniques (e.g. echo-planar imaging, breath-hold);

MRI contrast agents used in the body;

Future developments in MRI;

Quality assurance and image quality pertaining to body imaging, including artefact recognition

and reduction techniques.







A record of 60 examinations demonstrating that a wide range of magnetic resonance imaging

technique examinations has been carried out, of which a substantial number must have been

completed unassisted. Unassisted examinations must include a written commentary;

2 x 750 word case reports to the standard of an academic journal



with reports;



Heywang-Kobrunner, S. & Beck, R. (1996), Contrast Enhanced MR of the Breast, Springer

Higgins, C. Hrikak, H. Helms, C. (Eds) (1997), Magnetic Resonance Imaging of the Body,

Lippincott-Raven

Lardo, A.C., Fayad, Z.A., Chronos, N.A.F. & Fuster V.(2003) Cardiovascular Magnetic Resonance,

Mirowitz, S. (1996), Pitfalls, Variants and Artefacts in Body MR Imaging, Moseby

Ros, P. & Bidgood, W. (1998), Abdominal Magnetic Resonance Imaging, Moseby



WEBSITES:

www.mritutor.org

www.cis.rit.edu

www.ismrm.org

www.mrisafety.com



www.med.harvard.edu

www.t2star.com

JOURNALS



Clinical Radiology








Module

Title:

Principles of Science & Technology in Nuclear Medicine

code: MMIHF4NPS



academic

responsibility:

Chris Jeffery

MODULE AIM

The aim of the module is to provide students with a thorough knowledge of the science, technology

and mathematics necessary to become a competent practitioner in Nuclear Medicine

LEARNING OUTCOMES

At the end of the module, students should be able to:

1. discuss the various types of radioactive decay processes and their relationship to nuclear

medicine procedures;

2. demonstrate understanding of the interaction of radiation with matter and competence with

the associated mathematical functions;

3. understand the physical principles, chemical processes and radiation protection principles

applicable to radiopharmaceutical production;

4. evaluate the processes which contribute to degradation of radiopharmaceuticals;

5. appraise critically the methods for detecting and measuring radiation and the uses of various

devices in nuclear medicine and their continuing development.

6. evaluate methods available for storage and hard copy of images and discuss the

advantages and disadvantages of each.

KEY SKILLS OUTCOMES

1 Communication Evaluate critically empirical and theoretical literature, both orally

and in writing





5 Problem Solving Use relevant information sources. Identify and solve problems

associated with study skills and assessment at M level


and performance


MODULE CONTENT

Atomic structure, radioactive decay processes, the interaction of radiation with matter and their

applications in nuclear medicine.

The mathematics of decay processes, isotope production and radionuclide generators.

The production of radiopharmaceuticals, metal-ligand chemistry and breakdown of

radiopharmaceuticals by radiation and chemical processes.

Radiation safety and protection.

The use of radiation detectors e.g. Geiger-Muller tubes and sodium iodide detectors. Gamma

cameras and their development including single, double and triple headed cameras, the latest

crystal detectors and digital imaging heads. The measurement of radioactivity using ionization

chambers.

Image generation, hard and soft copy and routine image manipulation, enhancement and display.

The use of computer technology to facilitate fast image transfer within and between imaging centres

and mass storage devices.


Formal lectures, case study presentations, group tutorials, practical demonstrations.




A 2000 word fully referenced synopsis (50% weighting) (LOs 1-7) (K/S1, 2, 3, 5, 6)









Bernier, Christian & Langan (Eds), (1997), Nuclear Medicine - Technology and Techniques 4 th

Edition. Mosby

Chandra, R., (2005), Nuclear Medicine Physics the Basics, Lippincott, Williams &

Wilkins

Farr & Allisy-Roberts, (1997), Physics for Medical Imaging, W.B. Saunders

IPEMB report no73, (1996), Mathematical Techniques in Nuclear Medicine, IPEM

IPEM, (1991), Radiation Protection in Nuclear Medicine and Pathology

IPEM

Knoll, G., (1989), Radiation Detection and Measurement, Wiley

Steves, A., (1992), Review of Nuclear Medicine Technology, Society of

Nuclear Medicine

WEBSITES

www.bnms.org

www.mallinckrodt.nl/nucmed/noframes/nuclear/resources.htm

www.nycomed-amersham.com

www.nud.co.uk

www.asnc.org

www.snm.org

JOURNALS

The Journal of Nuclear Medicine Technology

Nuclear Medicine Communications

The European Journal of Nuclear Medicine

The Journal of Nuclear Medicine

http://www.snm.org/

http://www.asnc.org/

http://www.nud.co.uk/

http://www.nycomed-amersham.com/

http://www.mallinckrodt.nl/nucmed/noframes/nuclear/resources.htm

http://www.bnms.org/

Module

Title:

Clinical Applications & Management I (Standard NM

Procedures)

code: MMIHF4NCS



independent study

academic

responsibility:

Peter Milburn & Gill Dolbear

MODULE AIMS


To enable the student to become a competent and confident practitioner of Nuclear Medicine in

relation to standard imaging procedures.

To enable the student to reflect on and critically evaluate the role of standard nuclear medicine

images in the management of patients and clients.

LEARNING OUTCOMES

By the end of the module, students should be able to:

1. demonstrate the ability to produce images of diagnostic quality for standard nuclear

medicine procedures using safe working practices, identifying those factors which

optimize/degrade image production;

2. demonstrate the ability to interpret normal and abnormal appearances on standard nuclear

medicine images, recognise artefacts and produce a written commentary/report in relation

to clinical presentation;

3. demonstrate understanding of the underlying physiology and pathology pertaining to each

investigation;

4. discuss the relationship of nuclear medicine to other complementary or alternative imaging

modalities, evaluating benefits to patient management;

5. appraise critically the role of nuclear medicine with particular regard to cost, radiation safety

and availability;

6. demonstrate a comprehensive awareness of legislation governing nuclear medicine and its

implications for service delivery;

7. acknowledge the particular needs of patients and clients in relation to nuclear medicine

procedures and offer appropriate care.

KEY SKILLS OUTCOMES



studies







and performance



MODULE CONTENT

Image acquisition, optimization of image quality, quality control of images, image media, and

radiation protection.

Anatomy, physiology and pathology of standard nuclear medicine imaging including bone, renal,

lung, cardiac, (para)thyroid, brain, liver, infection imaging, oncology and bone densitometry.

Image processing, image enhancement and post acquisition techniques.

Identification of abnormal pathology and diagnostic pathways incorporating other imaging

modalities.

The legislative controls on the use of unsealed sources in nuclear medicine, radiation safety and

patient safeguarding.

Patient – professional interaction.







A record of 125 cases, demonstrating that the full range of standard nuclear medicine

procedures has been carried out, of which a substantial number must have been completed

unassisted. Unassisted examinations must include a written commentary/report;



Audit and reflective analysis of a randomly selected number of reports;



Bernier, Christian& Langan(Eds),(1997), Nuclear Medicine - Technology and Techniques 4 th Edition .

Mosby

Fogelman, I (Ed) (1987), Bone Scanning in Clinical Practice, Springer-Verlag

Gelfand, M. Thomas, S. (1988), Effective Use of Computers in Nuclear Medicine

Gerson, M., (1991), Cardiac Nuclear Medicine 2 nd Edition , Mc-Graw-Hill

Lee, K., (1991), Computers in Nuclear Medicine: A Practical Approach, Society of

Nuclear Medicine

Maisey, Britton, Collier. (1998), Clinical Nuclear Medicine 3rd Edition, Chapman and Hall Medical

Mistry, R., (1988), Manual of Nuclear Medicine Procedures, Chapman and Hall

Medical

Murray, I. & Ell, P. (1998), Nuclear Medicine in Clinical Diagnosis and Treatment,

Churchill Livingstone

Pennell, D. (1992), Thallium Myocardial Perfusion Tomography in Clinical

Cardiology, C. Livingstone

Peters, M. (2003) Nuclear Medicine In Radiological Diagnosis,

Woolf, Anthony D. (1988), Osteoporosis – A Clinical Guide, Dunitz

WEBSITES

www.bnms.org

www.snm.org

www.asnc.org


www.nud.co.uk






http://www.snm.org/


JOURNALS





Osteoporosis International

Module

Title:

Clinical Applications & Management II

(Complex & Non-standard NM Procedures)

code: MMIHF4NCC



independent study

academic

responsibility:


MODULE AIMS


To enable the student to become a competent and confident practitioner of Nuclear Medicine in

relation to complex and non standard imaging procedures.

To enable the student to reflect on and critically evaluate the role of complex and non standard

nuclear medicine images in the management of patients and clients.

LEARNING OUTCOMES


1. demonstrate the ability to produce images of diagnostic quality, using safe working

practices, for complex and non standard nuclear medicine procedures;

2. demonstrate the ability to interpret normal and abnormal appearances on complex and non

standard nuclear medicine images, recognise artefacts and produce a written

commentary/report in relation to clinical presentation;

3. demonstrate understanding of the underlying physiology and pathology pertaining to each

investigation;

4. discuss the relationship of nuclear medicine to other complementary or alternative imaging

modalities, evaluating future developments and potential benefits to patient management;

5. acknowledge the particular needs of patients and clients in relation to complex and non

standard nuclear medicine procedures and offer appropriate care.

KEY SKILLS OUTCOMES



studies







and performance



INDICATIVE MODULE CONTENT

Image acquisition, optimization of image quality, quality control of images and radiation protection.

Anatomy, physiology and pathology of complex and non standard nuclear medicine imaging

including brain perfusion, antibody infection imaging and new developments in the diagnosis of

malignancy.

Image processing, image enhancement and post acquisition techniques including tomographic

reconstruction, filtering and 3D rendering.

Identification of abnormal pathology and diagnostic pathways incorporating other imaging modalities

and anticipation of the likely direction of advancements.

Patient – professional interaction.







A record of 75 cases, demonstrating that the full range of complex and advanced nuclear

medicine procedures has been carried out, of which a substantial number must have been

completed unassisted. Unassisted examinations must include a written commentary/report;






Bernier, Christian& Langan(Eds) (1997), Nuclear Medicine - Technology and Techniques 4 th Edition .

Mosby

Gelfand, M. Thomas, S. (1988), Effective Use of Computers in Nuclear Medicine

George et al. (1991), Neuroactivation and Neuroimaging with SPET, Springer-Verlag

Gerson, M. (1991), Cardiac Nuclear Medicine 2 nd Edition , Mc-Graw-Hill

Goris, M. Bretille, J. (1992), A Colour Atlas of Nuclear Cardiology, Chapman & Hall

Larock et al. (1993), New Developments in Myocardial Imaging, Martin Dunitz

Lee, K (1991), Computers in Nuclear Medicine: A Practical Approach, Society of

Nuclear Medicine

Maisey, Britton, Collier (1998), Clinical Nuclear Medicine 3rd Edition, Chapman and Hall Medical

Mistry, R. (1988), Manual of Nuclear Medicine Procedures, Chapman and Hall

Medical

Murray, I. & Ell, P. (1998), Nuclear Medicine in Clinical Diagnosis & Treatment Vols I &

II. Churchill Livingstone

Pennell, D. (1992), Thallium Myocardial Perfusion Tomography in Clinical

Cardiology C. Livingstone

WEBSITES

www.bnms.org



www.nud.co.uk

www.asnc.org

www.snm.org

JOURNALS





http://www.snm.org/






Module

Title:

Clinical Applications & Management III

(Positron Emission Tomography, PET)

code: MMIHF4NCP



independent study

academic

responsibility:


MODULE AIMS


To enable the student to become a competent and confident practitioner of Positron Emission

Tomography (PET) imaging.

To enable the student to reflect on and critically evaluate the role of PET imaging in the management

of patients and clients.

LEARNING OUTCOMES


1. demonstrate the ability to produce PET images of diagnostic quality, using safe working

practices;

2. demonstrate the ability to interpret normal and abnormal image appearances, recognise

artefacts and produce a written commentary/report in relation to clinical presentation;

3. demonstrate understanding of the underlying anatomy, physiology and pathology;

4. demonstrate appreciation of the particular radiation protection requirements and radio-

pharmaceutical preparation;

5. evaluate the relative contribution of PET imaging to the management of patients and clients;

6. critically appraise PET imaging as a diagnostic tool, differentially evaluating its use in terms

of cost, patient radiation doses and availability;

7. acknowledge the particular needs of patients and clients in relation to PET imaging and offer

appropriate care.

KEY SKILLS OUTCOMES



studies







and performance



MODULE CONTENT

Anatomy, physiology and pathology of PET imaging, including brain, cardiac and whole body imaging

in oncology.

Cyclotron operation, PET radiopharmaceutical preparation and quality control.

The acquisition and processing of PET images.

Radiation protection.

The cost of PET and the role of PET imaging today and in the future. The merits of PET gamma

cameras.

Patient –professional interaction





Portfolio of Clinical and Professional Development, to meet module learning intended outcomes 1-7


A record of 50 cases, demonstrating that the full range PET nuclear medicine procedures has

been carried out, of which a substantial number must have been completed unassisted.

Unassisted examinations must include a written commentary/report;






Larock et al (1993), New Developments in Myocardial Imaging, Martin Dunitz

Maisey, Wahl & Barrington Arnold (1999),Atlas of Clinical Positron Emission Tomography

Marcel P.M. Stokkel (1999), The Clinical Applicability of F18-FDG Detection with a Dual

Head Coincidence Camera, Ponsen & Looijen

Gerson, (1991), Cardiac Nuclear Medicine 2 nd Edition , Mc-Graw-Hill

WEBSITES

www.bnms.org



www.nud.co.uk

www.asnc.org

www.snm.org

JOURNALS





http://www.snm.org/






Module

Title:

Clinical Applications & Management IV (Radionuclide

Therapy)

code: MMIHF4NCR



independent study

academic

responsibility:


MODULE AIM


To enable the student to become a competent and confident practitioner of radionuclide therapy.

To enable the student to reflect on and critically evaluate the contribution of radio nuclide therapy

procedures to the management of patients and clients.

LEARNING OUTCOMES


1. undertake the administration of therapeutic doses of radio nuclides using safe working

practices;

2. evaluate the role of radionuclide therapy and understand the technical and logistical

problems associated with unsealed source treatment;

3. be aware of the needs of the patient undergoing radionuclide therapy and examine

restrictions imposed on patients and their effects.

4. evaluate the differential uses of radionuclide therapy in patient management;

KEY SKILLS OUTCOMES








6 Improving own learning Determine an appropriate pathway for the achievement of academic

and performance goals and professional development

MODULE CONTENT

Anatomy, physiology and pathology relating to radionuclide therapy procedures.

The role of unsealed source therapy in relation to teletherapy and chemotherapy. Calculation of

radiation doses (MIRDOSE) and radiation protection and contamination issues during treatment.

Waste disposal and public dose restrictions relating to radionuclide radiotherapy, including the role of

carers and support workers.

Developments in therapeutic agents.







A record of 20-30 cases, demonstrating that the full range of standard radionuclide therapy

procedures has been observed. Participative procedures must include a written

commentary/report;



Audit and reflective analysis of a randomly selected number of procedures;



Bernier, Christian& Langan(Eds) (1997), Nuclear Medicine - Technology and Techniques 4 th Edition .

Mosby

Maisey, Britton, Collier (1998), Clinical Nuclear Medicine 3rd Edition Chapman and Hall Medical

Murray, I. & Ell, P. (1998), Nuclear Medicine in Clinical Diagnosis & Treatment Vols I &


Spencer, Richard P. (1978) Therapy in Nuclear Medicine , Grune and Stratton

WEBSITES

www.bnms.org

www.snm.org

www.asnc.org


www.nud.co.uk


JOURNALS









http://www.snm.org/


Module

Title:

Radiopharmacy and Non-imaging Diagnostic Tests

code: MMIHF4NRN



independent study

academic

responsibility:


MODULE AIMS


To enable students to produce radiopharmaceutical products safely and accurately and to perform a

range of non-imaging investigations in nuclear medicine.

To enable students to reflect on and critically evaluate the use of non imaging investigation in the

management of patients and clients.

LEARNING OUTCOMES


1. produce sterile radiopharmaceutical products within the guidelines of good manufacturing

practice, incorporating aseptic technique, radiation protection practice and safe dispensing;

2. demonstrate a sound knowledge of factors affecting radiopharmaceutical manufacture;

3. demonstrate the ability to undertake quality control procedures such as environmental

monitoring, sterility testing of products and radio nuclide/radiochemical purity measurement;

4. evaluate the role of blood cell labelling procedures and perform leucocyte and red/platelet

radio labelling;

5. perform a range of non-imaging nuclear medicine procedures, GFR/ERPF measurement,

carbon-14 breath testing, vitamin B12 malabsorption tests, and red cell mass measurement.

KEY SKILLS OUTCOMES



studies







and performance



MODULE CONTENT

Legislation and MCA recommendations controlling the environment and working practices of radio

pharmacy units.

Radiopharmacy procedures, aseptic technique, quality assurance/control, radiation protection.

Handling of radio nuclides as regards receipt, storage and disposal.

Blood radio labelling techniques including leucocyte, erythrocyte and platelet labelling.

The physiology and pathology of nuclear medicine non-imaging tests.

Practical aspects of the tests and evaluation of the results. Critical appraisal of the tests in

comparison with complementary techniques.


Formal lectures, practical radiopharmacy sessions, group discussions.




A record of 100 radiopharmaceutical preparations, 10 blood labelling procedures and 20-30

non-imaging case studies demonstrating a full range of types, of which a substantial number

must have been completed unassisted;

1x 2000 word case study on a non-imaging nuclear medicine investigation;

1 x 2000 word assignment on the working practices of a radiopharmacy;



Bernier, Christian& Langan (Eds) (1997) Nuclear Medicine - Technology and Techniques 4 th Edition .

Mosby

IPEM (1991), Radiation Protection in Nuclear Medicine and Pathology, IPEM

Maisey, Britton, Collier (1998) Clinical Nuclear Medicine 3rd Edition, Chapman and Hall Medical

Medicines Control Agency (1997) Rules and Guidance for Radio pharmaceutical

Manufacturers and

Distributors 1997, HMSO

Mistry, R. (1988) Manual of Nuclear Medicine Procedures, Chapman and Hall Medical

Murray, I. & Ell, P. (1998) Nuclear Medicine in Clinical Diagnosis & Treatment Vols I &


Steves, A. (1992) Review of Nuclear Medicine Technology, Society of Nuclear

Medicine

WEBSITES

www.bnms.org

www.snm.org

www.asnc.org


www.nud.co.uk


JOURNALS









http://www.snm.org/


Module

Title:

Principles of Science & Technology in Medical

Ultrasound

code: MMIHF4UPS



academic

responsibility:

Gill Dolbear

MODULE AIM

The aim of the module is to provide practitioners with a sound knowledge of the scientific principles

and technologies in ultrasound which underpin the provision of quality services to patients and

clients.

LEARNING OUTCOMES

In relation to medical ultrasound, by the end of the module, students should be able to:

1. Demonstrate knowledge, understanding and application of the scientific principles

underpinning medical diagnostic ultrasound imaging;

2. Evaluate ultrasound technologies used in medical ultrasound practice;

3. Utilise ultrasound technology effectively to produce appropriate diagnostic images and

spectra, ensuring that image quality is optimized and exposure to ultrasound minimised

according to clinical need;

4. Evaluate the formation of artefacts and differentiate between artefacts and true pathology;

5. Carry out effective quality monitoring in relation to ultrasound technology used in practice.

KEY SKILLS OUTCOMES

1 Communication Evaluate critically empirical and theoretical literature, both orally

and in writing





5 Problem Solving Use relevant information sources. Identify and solve problems

associated with study skills and assessment at M level


and performance


MODULE CONTENT

The physics of ultrasound and the scientific principles underpinning ultrasound imaging.

The nature of artefacts and the problems they can give rise to.

The range of ultrasound equipment that can and might be used, including the role of

Doppler ultrasound.

Ultrasound imaging techniques and the relative scientific roles of ultrasound imaging and other

imaging modalities.

Performance measurements needed to ensure technical quality assurance.


Formal lectures, practical work, exercises and demonstrations, group tutorials, student led seminars.




A 2000 word fully referenced synopsis (50% weighting) (LOs 1-7) (K/S 1, 2, 3, 5, 6)









Evans, D.H., McDicken, W.N. (2000), Doppler Ultrasound: Physics, Instrumental, and Clinical

Applications

2nd Edition, John Wiley and Sons.

Fish, P. (1997), Physics and Instrumentation of Diagnostic Medical Ultrasound 5th

Edition, John Wiley and Sons.

Hedrick, W.R. (1994), Ultrasound Physics and Instrumentation Mosby.

Hoskins, P.R., Thrush, A., Diagnostic Ultrasound Physics and Equipment Greenwich Medical

Media.

Martin, K. & Whittingham T.A. (2003)

Kremkau, F.W. (1997), Diagnostic Ultrasound: Principles and Instruments, WB Saunders

Company.

Nelson, T.R. (1999), Three-dimensional Ultrasound, Lippincott, Williams and Wilkins.

Zagzebski, J.A. (1996), Essentials of Ultrasound Physics Mosby.

WEBSITES

www.ultrasound.net

www.aium.org/consumer/obus.htm

JOURNALS


Module

Title:

Techniques in Musculo-skeletal Ultrasound Imaging

code: MMIHF4UTM


duration: 40 hours taught/ 160 hrs independent study

academic

responsibility:

Kate Springett & Gill Dolbear

MODULE AIMS


To enable practitioners to transfer knowledge of physical principles of ultrasound imaging safely,

efficiently and appropriately to musculoskeletal ultrasound imaging techniques.

To facilitate development of ability in critical interpretation of musculoskeletal ultrasound images in

varying clinical contexts relevant to the student’s own scope of practice.

To appreciate the role of musculoskeletal ultrasound imaging in practice and research.

LEARNING OUTCOMES

In relation to musculo-skeletal ultrasound, by the end of the module, students should be able to:

1. Demonstrate a thorough knowledge of different ultrasound imaging techniques relevant to

different tissues, pathologies and body sites (K/S 1, 2, 3, 6);

2. Demonstrate an in depth understanding of visual interpretation, perception and orientation

of musculoskeletal ultrasound images as relevant to their area of work/scope of practice (K/S

1, 2, 3, 6);

3. Reflect critically on the ethical and medico-legal implications of musculoskeletal ultrasound

imaging in an interprofessional context (K/S 1, 2, 3, 4, 5, 6);

4. Critically appraise published research on musculoskeletal ultrasound imaging and analyse its

validity for health and social care practice (K/S 1, 2, 3, 4, 6).

KEY SKILLS OUTCOMES

1 Communication Evaluate critically empirical and theoretical literature,

both orally and in writing

2 Application of

Number

Critically interpret data in published research

3 Information

Technology

Access and use efficiently the Internet, College databases and


4 Working with Others Demonstrate interprofessionality and teamwork when writing

about practice (poster)

5 Problem Solving Reflect critically on ethical and medico-legal aspects of musculo-

skeletal ultrasound in an interprofessional context

6 Improving own

learning and

performance


academic goals and professional development. (formative)

MODULE CONTENT

The appearance of pathology within different tissues when assessed using a range ultrasound

imaging techniques (including aspects of perception, spatial awareness, orientation of images, B-

mode imaging, Doppler imaging and movement during imaging).

A review of the different imaging modalities available for the demonstration of different pathologies

(purpose, cost effectiveness and impact on services and patients as individuals).

The ethics and medico-legal implications of using ultrasound imaging for the assessment and

diagnosis of musculo-skeletal disorders and injuries.

The validity of musculoskeletal ultrasound imaging research for health and social care practice.


Key note lectures, seminars, ‘hands-on’ workshops, demonstrations, web-based materials.


Poster design (LO 1, 3 and 4) (K/S 1-6) (40%) and presentation (LO 1, 2, 3 and 4) (K/S 1, 2, 3, 5, 6)

(60%) to demonstrate in depth understanding and critical awareness of musculoskeletal ultrasound

imaging as a clinical assessment tool.

(The poster and presentation marking criteria will be in accordance with the Faculty of Health Masters

Level Framework.)

A 500 word minimum reflective account, illustrating key skills development throughout the module.


Adler, R., Sofka, C.M., Positano, R.G. (2004) Atlas of Foot and Ankle Sonography. Lippincott,

Williams and Wilkins: Philadelphia.

Bennett, G.Y., El-Khoury D.L., Stanley, M.D. (2002) Essentials in Musculoskeletal Imaging.

Bradley, M. and O’Donnell P. (2004) Atlas of Musculoskeletal Ultrasound Anatomy . GMM:

London.

Brukner, P. and Khan, K. (2002) Clinical Sports Medicine. McGraw-Hill Publishing Co.

Eisenberg, R.L. (2003) Comprehensive Radiographic Pathology. Mosby.

Fletcher, C.D.M. (Editor) (2004) Pathology and Genetics of Tumours of Soft Tissue and

Bone (World Health Organisation Classification of

http://www.amazon.co.uk/exec/obidos/ASIN/0443065756/societyofradiolo

Tumours). Oxford University Press.

Fornage, B.D. (Editor) (1995) Musculoskeletal Ultrasound (Clinics in Diagnostic

Ultrasound). Churchill Livingstone: Philadelphia

McNally, E. (2004) Practical Musculoskeletal Ultrasound. Churchill

Livingstone: Philadelphia.

Miller, C. and Freeman, M. (2001) Interprofessional Practice in Health and Social Care.

Kingsley.

Sevenhuijsen, S. (1998) Citizenship and the Ethics of Care. Routledge.

WEBSITES

http://www.bmus.org

http://www.doh.gov.uk/nhs

http://www.podiatricultrasound.com/

http://www.ultrasound.net

JOURNALS

American Journal of Sports Medicine

Journal of Clinical Ultrasound

Journal of Interprofessional Care

Radiography

Skeletal Radiology

The Foot

Module

Title:

Clinical Applications & Management I (Obstetric & Pelvic

Ultrasound)

code: MMIHF4UCP


duration: 5 hours academic support / 100 hours clinical supervision/ 95 hrs independent

study

academic

responsibility:

Gill Dolbear & Hazel Colyer

MODULE AIMS


To ensure the student becomes a skilled, competent, confident practitioner in both obstetric and

pelvic ultrasound.

To enable the student to reflect on and critically evaluate the role of ultrasound in the management of

pregnant and non-pregnant women.

LEARNING OUTCOMES

http://www.podiatricultrasound.com/

http://www.doh.gov.uk/nhs

http://bmus.org/

http://www.amazon.co.uk/exec/obidos/ASIN/0443089094/qid=1110215894/sr=1-3/ref=sr_1_8_3/202-3781202-0777459

http://www.amazon.co.uk/exec/obidos/ASIN/0443089094/qid=1110215894/sr=1-3/ref=sr_1_8_3/202-3781202-0777459

In relation to the pregnant abdomen and female pelvis, by the end of the module, students should be

able to:

1. demonstrate the ability to produce high quality diagnostic images using technique

appropriate to the clinical condition and history, and manipulating the ultrasound controls

effectively;

2. identify normal ultrasound appearances in relation to the relevant anatomy and physiological

processes;

3. demonstrate a thorough knowledge base of the pathology that can affect pregnancy, the

foetus and the female pelvic organs;

4. evaluate common pathological conditions demonstrated on ultrasound imaging, and discuss

the related image patterns and disease mechanisms;

5. demonstrate a critical awareness of the role of ultrasound in the clinical management of the

patient;

6. critically assess the relationship of the ultrasound report to other diagnostic tests, as well as

its impact on patient management;

7. appraise critically the role of other imaging modalities;

8. acknowledge the particular patient care demands of patients of all ages undergoing

ultrasound investigations.

KEY SKILLS OUTCOMES









and performance



MODULE CONTENT

The normal and abnormal anatomy, physiology and pathology of the pregnant abdomen and female

pelvis related to the ultrasound imaging appearances.

The relative roles of ultrasound imaging and other imaging modalities, including plain and contrast

studies, computed tomography, nuclear medicine and magnetic resonance imaging.

Particular patient care and management demands of patients of all ages undergoing ultrasound

examinations, paying particular attention to children and those with fertility or pregnancy

complications.

Ethical and legal constraints to the practice of sonographers in this field of ultrasound imaging.







A record of 250 examinations demonstrating that a wide range of obstetric and pelvic examinations

has been carried out. Of these, a substantial number must have been completed unassisted. Unaided

examinations must include a written report;



Audit and reflective analysis of a random number of interpretations/reports;

Verification of competence in obstetric and pelvic ultrasound evidenced by the clinical supervisor’s

report.


Allan, L.D. (1986), Manual of Foetal Echocardiography, MTP Press

Limited.

Benaceraff. (1998), Ultrasound of Foetal Syndromes, Churchill Livingstone

Bonnar, J. (1998), Recent Advances In Obstetrics and Gynaecology,

Churchill Livingstone

Dewbury, K., Meire, H., Cosgrove, D. (1993), Ultrasound in Obstetrics and Gynaecology, Churchill

Livingstone.

Dodson, M. (1995), Transvaginal Ultrasound 2 nd Edition, Churchill

Livingstone

England, M.A. (1996), Life Before Birth 2nd Edition, Mosby-Wolfe.

Fleischer, A.C., Kepple, D.M. (1992), Transvaginal Sonography A Clinical Atlas, J.B.Lippincott

Company.

Impey, L. (1999), Obstetrics and Gynaecology Blackwell Science

Limited.

Johnston, P.G.B. (1998), The Newborn Child Churchill Livingstone

Nicolaides, K.H., Sebire, N.J., Snijders, J.M. (1999), The 11-14 week scan. The diagnosis of foetal

abnormalities, Parthenon.

Nyberg, D.A., Mahony, B.S., Pretorius, D.H. (1990), Diagnostic Ultrasound of Foetal Anomalies:

Text and Atlas Mosby.

Rumack, C.M., Wilson, S.R., Charboneau, J.W. (1998), Diagnostic Ultrasound 2nd Edition, Mosby.

Sanders, R.C., Smith, N. (1997), Clinical Sonography A Practical Guide, Lippincott,

Williams & Wilkins.

Sanders, R.C. (1996), Structural Foetal Abnormalities The Total Picture,

Mosby.

WEBSITES

www.ultrasound.net

www.ectopic.org.uk

w-cpc.org/fetal.html

www.genecare.com/amnio.html

JOURNALS

American Journal of Obstetrics and Gynaecology

British Journal of Obstetrics and Gynaecology

Gynaecologic Oncology


Journal of Obstetrics and Gynaecology

British Medical Journal

Fertility and Sterility

Human Reproduction

Obstetric and Gynaecology Survey

Module

Title:

Clinical Applications & Management II

(Abdominal & Small Parts Ultrasound)

code: MMIHF4UCS



independent study

academic

responsibility:

Gill Dolbear & Hazel Colyer

MODULE AIMS


To ensure the student becomes a skilled, competent, confident practitioner abdominal ultrasound

To enable the student to carry out some small parts examinations competently


patients presenting for abdominal or small parts examinations.

LEARNING OUTCOMES

In relation to the abdomen and nominated small parts examinations, by the end of the module,

students should be able to:



effectively;

2. identify normal ultrasound appearances in relation to relevant anatomy and physiological

processes;

3. demonstrate a thorough knowledge base of the pathology that can affect the abdomen, the

breast, the thyroid gland and the testes;

4. evaluate common pathological conditions and discuss the related image patterns and

disease mechanisms;


patient;






KEY SKILLS OUTCOMES









and performance



MODULE CONTENT

The normal and abnormal anatomy, physiology and pathology of the abdomen and nominated small

parts, related to the ultrasound imaging appearances.




examinations.








A record of 250 examinations demonstrating that a wide range of abdominal examinations

and some nominated small part examinations has been carried out. A substantial number

must have been completed unassisted. Unaided examinations must include a written report;




Verification of competence in abdominal and small parts ultrasound evidenced by the clinical

supervisor’s report.


Bates, J.A. (1999), Abdominal Ultrasound How, Why and When, Churchill

Livingstone.

Bissett, R.A.L., Khan, A.N. (1991), Differential Diagnosis in Abdominal Ultrasound, 2nd

Edition,

Bailliere Tindall.

Evans, R., Ahuja, A. (1999), Practical Head and Neck Ultrasound, Greenwich Medical

Media.

Hickey, J., Goldberg, F. (1999), Ultrasound Review of the Abdomen, Male Pelvis & Small

Parts, Lippincott.

Lees, W.R., Lyons, E.A. (1996), Invasive Ultrasound, Martin Dunitz


Sanders, R., Smith, N. (1997), Clinical Sonography a Practical Guide, Lippincott,

Williams & Wilkins

WEBSITES

www.ultrasound.net

www.limit.ac.uk/pancreas.htm

www.brisbio.ac.uk/roads/subject-listing/orchitis.html

www.prostatitis.org

http://www.prostatitis.org/

JOURNALS

American Journal of Radiology British Medical Journal

British Journal of Radiologists British Journal of Surgery

British Journal of Urology Journal of Ultrasound Medicine

Lancet Paediatrics

Radiology Surgery

Module

Title:

Clinical Applications & Management III (Musculo-skeletal

Ultrasound)

code: MMIHF4UCM



study

academic

responsibility:

Gill Dolbear & Peter Milburn

MODULE AIMS


To ensure the student becomes a skilled, competent, confident practitioner in musculo-skeletal

ultrasound.


patients suffering from musculo-skeletal disease or injury.

LEARNING OUTCOMES

In relation to musculo-skeletal ultrasound, by the end of the module, students should be able to:



effectively;


processes;

3. demonstrate a thorough knowledge base of the pathology and trauma that may be present;

4. evaluate common traumatic and pathological conditions and discuss the related image

patterns and disease or trauma mechanisms;


patient;






KEY SKILLS OUTCOMES









and performance



MODULE CONTENT

The normal and abnormal anatomy, physiology and pathology of the musculo-skeletal system,

related to the ultrasound imaging appearances.




examinations.








A record of 250 examinations demonstrating that a wide range of musculo-skeletal


unassisted. Unaided examinations must include a written report;




Verification of competence in musculo-skeletal ultrasound evidenced by the clinical



Chhem, R., Cardinal, E. (1998), Guidelines and Gamuts in Musculoskeletal Ultrasound, John Wiley

and Sons

Enzinger, F.M., Weiss, S.W. (1995), Soft Tissue Tumours 3rd Edition, Mosby.

Fornage, B.D. (1989), Ultrasonography of muscles and tendons: Examination technique

and atlas of normal anatomy of the extremities Springer-Verlag

Gibbon, W.W. (1996), Musculoskeletal Ultrasound: The essentials, Oxford University Press

Harries, M., Williams, C., Stanish, W.D., Micheli, L.J., (1994), Oxford Textbook of Sports Medicine,

Oxford University Press.


WEBSITES

www.ultrasound.net

www.aium.org/consumer.htm

JOURNALS

American Journal of Neuroradiology

American Journal of Radiology

British Journal of Surgery

Journal of Bone and Joint Surgery


Journal of Paediatric Orthopaedics

Journal of Neurosurgery

Lancet

Radiology

Skeletal Radiology

Surgery

Module

Title:

Clinical Applications & Management IV (Peripheral Vascular

Ultrasound)

code: MMIHF4UCV



study

academic

responsibility:


MODULE AIMS

http://www.aium.org/consumer.htm


To ensure the student becomes a skilled, competent, confident practitioner in peripheral vascular

ultrasound.


patients with peripheral vascular disease.

LEARNING OUTCOMES

In relation to the peripheral vascular system, by the end of the module, students should be able to:



effectively;


processes;

3. demonstrate a thorough knowledge base of the pathology that can affect the peripheral

vascular system;


disease mechanisms;


patient;






KEY SKILLS OUTCOMES









and performance



MODULE CONTENT

The normal and abnormal anatomy, physiology and pathology of the peripheral vascular system,

related this to the ultrasound imaging appearances.




examinations.








A record of 250 examinations demonstrating that a wide range of Peripheral Vascular






Verification of competence in peripheral vascular ultrasound evidenced by the clinical



Jamieson, C.W., Yao, J.S.T.(1994), Vascular Surgery 5th Edition, Chapman and Hall

Medical.

Kim, D., Orron, D.E. (1992), Peripheral Vascular Imaging and Intervention,

Mosby.

Krebs, C.A. (1998), Ultrasound Atlas of Vascular Diseases, Appleton and

Lange.

Rumack, C.M., Wilson, Charboneau, J.W. (1998), S.R., Diagnostic Ultrasound 2nd Edition, Mosby.

Thrush, A., Hartshorne, T., (1999), Peripheral Vascular Ultrasound How, Why and When

Churchill Livingstone.

Zwiebel, W.J. (2000), Introduction to Vascular Ultrasonography 4th Edition,

W.B. Saunders.

WEBSITES

www.ultrasound.net

www.aium.org/consumer.htm

JOURNALS

American Journal of Medicine

American Journal of Radiology

British Journal of Surgery

Circulation

Clinical Radiology


Journal of Ultrasound Medicine

Lancet

Medicine

Radiology

Stroke

Surgery

Module

Title:

Clinical Applications & Management V

(Echocardiography)

code: MMIHF4UCE



independent study

academic

responsibility:


MODULE AIMS


To ensure the student becomes a skilled, competent, confident practitioner in adult

echocardiography.

http://www.aium.org/consumer.htm

http://www.ultrasound.net/


patients with heart disease.

LEARNING OUTCOMES

In relation to the heart, by the end of the module, students should be able to:



effectively;


processes;

3. demonstrate a thorough knowledge base of the pathology that can affect the heart;


disease mechanisms;


patient;




8. acknowledge the particular patient care demands of patients undergoing ultrasound

investigations.

KEY SKILLS OUTCOMES









and performance



INDICATIVE MODULE CONTENT

The normal and abnormal anatomy, physiology and pathology of the adult heart related to the

ultrasound imaging appearances.



Particular patient care and management demands of patients of undergoing ultrasound

examinations.








A record of 250 examinations demonstrating that a wide range of Echocardiography





(video/dynamic material is essential in each of the case studies.)


Verification of competence in echocardiography evidenced by the clinical supervisor’s report.


Boudreau Conover, M. (1996), Understanding Electrocardiography, 7th Edition,

Mosby.

Braunwald, E. (1997), Heart Disease Volume H2 5th Edition, B. Saunders

Company.

Chambers, J. (1995), Clinical Echocardiography British Medical

Journal.

Haslett, C., Chilvers, E.R., Hunter, J.A.A., Boon, N.A. (1999), Davidson’s Principles and Practice of

Medicine

18th Edition, Churchill Livingstone

Schmailzl, K.J.G., Ormerod, O. (1994), Ultrasound in Cardiology Iowa State,

University Press

WEBSITES

www.ultrasound.net

www.aium.org/consumer/obus.htm

JOURNALS

American Journal of Medicine

British Medical Journal

Circulation

Heart

Journal of Ultrasound Medicine


Lancet

Medicine

Stroke

http://www.aium.org/consumer/obus.htm

Module

Title:

Open Module (Work-based learning)

code: MZZHF4OP1

level: HE4

duration: 5 hours academic support plus 195 hrs independent work based practice

and/or private study

academic

responsibility:

Appropriate academic supervisor and professional/clinical supervisor

MODULE AIMS

The aim of an open module is to enable the accreditation of a negotiated profession development

experience conducted outside the College, assisting the practitioner in their autonomous self

development through a critical, systematic, circumscribed enquiry into an aspect of professional

development which includes the opportunity for considered reflection and self evaluation.

LEARNING OUTCOMES

By the end of the module and in relation to the specific topic or professional role development,

students should be able to:

1. organise documentation to convey clearly the processes undertaken and what has been

achieved, including their own learning and competence development where specified;

2. critically appraise contemporary relevant literature;

3. analyse the focus and processes of development through insightful recording of actions and

reactions in the practice situation;

4. synthesise theoretical perspectives in relation to the particular professional practice;

5. demonstrate rigorous self evaluation of the process and outcomes of the development

experience.

In addition, where competences are being developed and assessed, students should be able

to:

6. demonstrate the achievement of specified competences in the work place situation

KEY SKILLS OUTCOMES

Key Skills

1 Communication Evaluate critically empirical and

theoretical literature in writing

2 Application of Number Critically interpret data in research

studies

3 Information Technology Access and use efficiently the

internet, College databases and

computer software for assignment

content and presentation

4 Working with Others Demonstrate interprofessionality

and teamwork

5 Problem Solving Reflect critically on professional

practice and strategies for service

improvement and development in

an interprofessional context

6 Improving own Learning and Performance Determine an appropriate

pathway for the achievement of

academic goals and professional

development

MODULE CONTENT

The Learning Agreement

A learning agreement is formulated between the student, the academic institution and the work

place. The agreement outlines the background to the study, the aim of the module, how intended

learning outcomes will be met, the mode of study and the timescale for completion. It is signed by all

relevant parties.

THE ROLE OF THE COLLEGE

The College undertakes to provide academic support, relevant guidance materials and access to

resources. The Programme Director will facilitate the learning agreement and registration.

An Academic Supervisor will be appointed having the following duties:

1. to provide clear guidance on professional research and develop issues in the context of the

topic chosen;

2. to engage in approximately three one-to-one tutorials;

3. to facilitate links with other sources of information and expertise;

4. to provide detailed feedback on interim material submitted;

5. to act as the first marker of the final submission.

THE ROLE OF THE WORKPLACE

Students must ensure that they have the co-operation of their Line Manager prior to the commencing

study for an open module. The nature of the module should be such that the Line Manager can

appreciate the potential benefits to service provision and facilitate the enquiry without detriment to

service delivery.

Where competence development is part of the learning outcomes specified in the learning

agreement, the Clinical Supervisor will be required to verify evidence of the student’s professional

competence as part of their final Clinical Supervisors’ report.


These are specified in the individual learning agreement.

ASSESSMENT

The enquiry report, portfolio or essay will comprise 5000 words equivalent undertaken in one of the

following four modes over a period of six to nine months:

Work Based (without practice competence development):

1. Empirical Study with Report

This comprises a research based study of a practice situation. The accompanying report will

encompass literature review, justification of method, reflection and recommendations.

2. Action Research and Portfolio

A professional action is taken and a systematic evaluation of that action is undertaken. All the

relevant documentation of the evaluation and reflection process are included in a portfolio; e.g.

initial statement, reports on group discussions, support from manager, enquiry report, critical

analysis and reflection.

Work Based (with practice competence development):

3. Professional Role Development

The role to be developed is identified and a programme of professional practice is instigated,

underpinned by the development of the appropriate knowledge/value base. The nature of the

competence is generally at a higher level or advanced practice in line with published

professional standards. Over the study period, a Portfolio of Professional Practice Development

containing formative and summative relevant material forms the learning and assessment tool.

Specific elements for assessment include a record of practice, in-depth case studies, critical,

reflective evaluation and a practice supervisor’s verification report.

Literature Based:

4. Extended essay

An in depth, critical analysis by extended essay of the body of literature relevant to a specific

work place situation in order to elaborate and develop the arguments. The essay explores all

relevant perspectives, demonstrates personal development and proposes a practical response,

applicable to the workplace.

ILLUSTRATIVE BIBLIOGRAPHY/JOURNALS/WEBSITES

Appropriate to the students area of professional practice.

Module

Title:

Developing a Research Proposal

code: MZZHF4DRP

level: HE4

duration: 40 hours contact (including 5 hours of tutorials), 160 hours private

independent study

academic

responsibility:

Professor Stephen Clift

MODULE AIMS

The module provides students with practical guidance on the development of a research proposal

and enables them to develop practical skills in the use of common methods of data gathering and

analysis.

LEARNING OUTCOMES

By the end of the module students should be able to:

1. demonstrate ability to systematic search appropriate databases and produce a

comprehensive and critical review of recent and relevant literature related to their proposed

research (KS 1, 2, 3);

2. produce clear and specific aims and objectives for their project which are both grounded in

appropriate literature and related to professional practice (KS 1, 4, 5, 6);

3. demonstrate a critical understanding of research design and methods in health research and

justify their decisions regarding the approach to be adopted (KS 1, 2, 5);

4. demonstrate a critical understanding of the basic principles of quantitative and qualitative

analysis and justify their decisions regarding the analytic methods to be used (KS 1, 2, 5);

5. demonstrate a sound understanding of basic ethical principles governing health research,

taking account of current guidance from local ethics committees (KS 1, 4, 5, 6).

KEY SKILLS OUTCOMES

Key Skills

1 Communication Present in writing, a clear, succinct and evidence-based

rationale for the intended project, which demonstrates a critical

appraisal of a wide variety of information.

2 Application of Number Demonstrate an understanding of the role and limitations of

statistical techniques in health research. Be able to competently

interpret tables of data in research papers.

3 Information Technology Demonstrate competent and efficient use of the WWW, CLINIC

and other electronic databases.

4 Working with others Seek advice from peers, managers and colleagues associated

with the local R&D department and ethics committee, in the

development and refinement of research proposals.

5 Problem solving Formulate a plan of action for a project which will serve to

provide answers or solutions to professionally focused research

problems.


and performance

Demonstrate self-reflection, self-motivation, advanced skills of

independent learning, and the ability to identify and seek

appropriate guidance for improving performance.

MODULE CONTENT

Useful starting points for identifying a research topic. Strategies for finding research information

relevant to proposed topic. Practical guidance in undertaking a systematic literature review. Use of

key research databases to locate literature. Approaches to the critical analysis of research. Practical

aspects of quantitative and qualitative research designs, specific methods of data collection and a

consideration of ethical principles in research. The importance of working within practical constraints,

resource limitations and a clear timetable.


Through lectures, discussions and group work, emphasis will be given to the practical issues involved

in using a range of methods currently employed in research in health and social care. Each student

will be expected to identify a recent research report relevant to their area of research interest for

critical discussion by the group within sessions.


A detailed research proposal of 4000 words encompassing rationale, a critical review of key literature,

research question(s)/hypothesis to be tested, and justified research design (LO 1-6) (K/S 1-6) (100%)



Research proposals must be assessed as satisfactory before students are permitted to proceed

with submission to the local research and development and ethics committees, if required, and the

undertaking of fieldwork.


Bowling, A. (1997) Research Methods in Health: Investigating Health and Health Services. Open

University Press.

Bryman, A. and Cramer, D. (1999) Quantitative Data Analysis for Social Scientists. London:

Routledge.

Dey, I. (1999) Qualitative Data Analysis: a user-friendly guide for social scientists. London: Routledge.

Dochartaigh, N.O. (2001) The Internet Research Handbook: A Practical Guide for Students and

Researchers in the Social Sciences. Sage.

Flick, U. (1998) An Introduction to Qualitative Research. London: Sage.

Gomm, R., Needham, G. and Bullman, A. (eds.)(2000) Evaluating Research in Health and Social Care.

Sage and Open University.

Grbich, C. (1999) Qualitative Research in Health: an introduction. London: Sage.

IUHPE (1999) The Evidence of Health Promotion Effectiveness. Brussels: European

Commission/IUHPE

Mason, J. (1996) Qualitative Researching. London: Sage.

May, T. & Williams, M. (eds), (1998). Knowing the Social World. Buckingham, Open University.

Robson, C. (1993) Real World Research: A Resource for Social Scientists and Practitioner-

Researchers. Oxford: Blackwell.

Scolari software (2000) Methodologist’s Toolchest. London: Sage.

Scolari software (2000) WinMax. London: Sage.

Tones, K. and Tilford, S. (2001)(3rd Edition) Health Promotion: Effectiveness, Efficiency and Equity.

Cheltenham: Nelson Thornes.

JOURNALS

Evidence based Healthcare. Published by Harcourt Publishers Ltd

Evidence Based Medicine. Published by American College of Physicians-American Society of Internal

Medicine

Evidence Based Mental Health. Published by HighWire Press

Evidence Based Nursing. Published by BMJ Publishing Group

WEBSITES

Centre for Reviews and Dissemination, University of York http://agatha.york.ac.uk/

CLINIC http://clinic.cant.ac.uk/

Health Development Agency Evidence Base http://www.hda.nhs.uk/evidence/

King’s Fund http://www.kingsfund.org.uk/

National Electronic Library for Health http://www.nelh.nhs.uk/cochrane.asp

National Statistics Office

http://www.statistics.gov.uk/cci/nugget.asp?id=313

South East Public Health Observatory http://www.sepho.org.uk/

http://www.sepho.org.uk/

http://www.statistics.gov.uk/cci/nugget.asp?id=313

http://www.nelh.nhs.uk/cochrane.asp

http://www.kingsfund.org.uk/

http://www.hda.nhs.uk/evidence/

http://clinic.cant.ac.uk/

http://agatha.york.ac.uk/

Module

Title:

Undertaking Systematic Reviews

code: MZZHF4USR

level: HE4

duration: 40 hours taught plus 160 hours private independent study

academic

responsibility:

Douglas MacInnes

MODULE AIM

The aim of the module is to enable students to develop answerable questions in evaluating the

effectiveness of health care practices. The module will also focus on teaching the skills that are

needed to be able to conduct systematic reviews to address these questions. The module is also a

pre-requisite for those students wishing to undertake a systematic review for their practice

development project.

LEARNING OUTCOMES

By the end of the module students should be able to:

1. Understand the principles and methods underpinning systematic reviews (KS 1,2,3,5);

2. critically evaluate rationale/criteria for considering specific studies for inclusion in a review

(KS 1,2,5,6);

3. devise search procedures to locate relevant information relating to health care practices (KS

1,3,4,6);

4. evaluate critically the quality of studies(KS 1,2,3,4,6);

5. analyse the statistical meta-analysis procedures which determine the overall statistical

evidence of particular interventions/procedures(KS 2,5,6);

6. be aware of the methods of effectively disseminating the results of the systematic review (KS

1,4,5,6)

KEY SKILLS OUTCOMES

Key Skills

1 Communication Evaluate critically the systematic review and meta analyses

literature, in writing

2 Application of Number Analyse the statistical meta analyses and evaluate the statistical

data contained within the systematic review.

3 Information Technology Use extensively the internet, college databases, and search

engines to gain access to the relevant information for the

assignment; use of computer software to organise their

assignment content and presentation; and use of statistical

computer software to help with statistical analysis.

4 Working with others Show awareness of the implications of the findings of the review

for professional and inter professional practice

5 Problem solving Critically evaluate the efficacy of procedures used in

undertaking the systematic review and the confidence that

could be placed in the findings.


and performance


academic goals and professional development (Formative)

MODULE CONTENT

The distinction between and uses of systematic reviews, overviews and meta analyses. Procedures to

develop a clear research question, devise a study protocol, cost the project and determine the length

of time need to complete the project.

Which sources to include and exclude from a study.

Developing search strategies to ensure that the review is comprehensive in its range of bibliographic

sources.

Methods to review the scope of the literature and ways of modifying the search, with examination of

the specialist tools that can be utilised to help with this process. Specific tools used to collect and

extract data.

Different approaches to appraising the quality of the studies collected for a review. Statistical meta-

analysis procedures which can be undertaken to statistically analyse data from a number of studies in

order to synthesise the results.

Key features of presenting and disseminating the results of a systematic review to ensure the target

audience is given clear and concise information relating to the topic under review.


The module will include a range of different strategies including formal lectures, group discussions,

workshops, formative seminar presentations, practical exercises and individual tutorials.


The module is assessed by a 4000 word assignment to meet the learning outcomes.

The assignment will develop a proposal to undertake a systematic review. This would require the

student to critically discuss the following issues and design specific procedures for the following areas

of the review.

1. Formulation of the review question

2. Definition of the inclusion and exclusion criteria

3. Development of search procedures (relating to obtaining research evidence)

4. Development of selection procedures (to evaluate the eligibility criteria of the studies).

5. Development of validity assessment (to evaluate the methodological quality of the studies)

6. Development of data extraction form (to detail the process for extracting all of the relevant

data from each study).

7. An overview of how the results would be analyzed and presented.

(KS 1-6), (LO 1-6)



Research proposals must be assessed as satisfactory before students are permitted to proceed with

submission to the local research and development and ethics committees, if required, and the

undertaking of fieldwork.


Chalmers. I. & Altman. D. (eds) (1996) Systematic reviews . BMJ Publishing.

Cook. D., Mulrow., C. & Haynes. R. (1997) Systematic reviews: synthesis of best evidence for clinical

decisions. Annals of Internal Medicine 126(5): 376-80.

Cooper. H., Carlisle. C., Watkins. C., & Gibbs. T. (2000) Using qualitative methods for conducting a

systematic review. Nurse Researcher 8: 28–38

Crombie. I. (1996) The Pocket Guide to Critical Appraisal. BMJ Publishing.

Eggars. M., Davey Smith. G., & Altman. D. (2001) Systematic Reviews in Health Care: Meta Analysis

in Context.

BMJ Books.

Entwistle. V., Sowden. A., & Watt. I. (1998) Evaluating interventions to promote patient involvement

in decision making: by what criteria should effectiveness be judged? Journal of Health Service

Research Policy 3: 100-7

Meade. M. & Richardson. S. (1997) Selecting and appraising studies for a systematic review. Annals

of Internal Medicine 127(7): 531-7

Milne. R. & Chambers. L. (1993) Assessing the scientific quality of review articles. Journal of

Epidemiological Community Health 47: 169-160.

Muir Gray, J. (1997) Evidence-Based Healthcare. Churchill Livingstone.

Mulrow. C. (1994) Rationale for systematic reviews. British Medical Journal 409: 597 –99.

Mulrow, C. & Oxman, A. (eds) (1997) Cochrane Collaboration Handbook. In; The Cochrane Library

(The Cochrane Collaboration). Update Software, Issue 4, Oxford

NHS Centre for Reviews and Dissemination (1996). Undertaking systematic reviews of research

effectiveness. CRD Report No. 4. York, York publishing services Ltd.

Sackett. D., Rosenberg. W., Muir Gray. J., Haynes. & Richardson. W. (1996) Evidence based medicine:

what it is and what it isn’t. British Medical Journal 312: 71–72

Sutton. A., Jones. D., Abrams. K., Sheldon. T., & Song. F. (1999) Systematic reviews and meta-

analysis: a structured review of the methodological literature. Journal of Health Services Research

Policy 4: 49–55.

JOURNALS

Evidence based Healthcare. Published by Harcourt Publishers Ltd

Evidence Based Medicine . Published by American College of Physicians-American Society of Internal

Medicine

Evidence Based Mental health. Published by HighWire Press

Evidence Based Nursing. Published by BMJ Publishing Group

WEBSITES

CASP (The Critical Appraisal Skills Programme) - http://www.phru.org.uk

Centre for Evidence Based Child health - http://www.ich.bpmf.ac.uk/ebm/ebm.htm

Centre for Evidence Based Medicine - http://www.cebm.jr2.ox.ac.uk/

Cochrane Database - http://www.cochrane.org/

NHS Centre for Reviews and Dissemination- http://www.york.ac.uk

Appendix 1

KEY TRANSFERABLE SKILLS MATRIX

KEY:

M1= Orientation module

M2= Science and Technology modules

M3= Clinical Applications modules

M4= Open modules

M5= Developing a Research Proposal module

M6= Research Dissertation

Key Transferable

Skill

Outcome Outcome Description M

1

M

2

M

3

M

4

M

5

M

6

Communication 1 Evaluate critically empirical and

theoretical literature in writing

√ √

2 Evaluate critically empirical and

theoretical literature, both orally

and in writing

√ √

3 Present, both orally and in writing, a

clear, succinct and evidence based

rationale for the intended project

which demonstrates a critical

appraisal of a wide variety of

information

√

4 Communicate research findings

through analysis and interpretation

of data

√

Application of

number

5 Critically interpret data in a

research study (option in oral

presentation)

√

6 Critically interpret data in research

studies

√ √

7 Critically interpret quantitative data

in research and/or audit studies

√

8 Have an understanding of the role

and limitations of statistical

techniques in health research. Be

able to competently interpret tables

of data in research papers

√

9 Critically interpret data and

undertake appropriate statistical

analysis in quantitative research

designs

√

Information

Technology

10 Access and use efficiently the

internet, College databases and

computer software for assignment

content and presentation

√ √ √ √ √

11 Competent and efficient use of the

WWW, CLINIC and other electronic

databases. Ability to access and

use at least one computer package

for statistical and for textual

analysis

√

Working with

Others

12 Demonstrate interprofessionality

and teamwork when writing about √

practice (situational analysis)

13 Relate and interact effectively with

individuals and groups

√

14 Demonstrate interprofessionality

and teamwork

√ √ √

15 Actively contribute towards peer

support and shared learning in the

development and refinement of

research proposals. Ability to offer

help and constructive criticism

√

Problem Solving 16 Use relevant information sources.

Identify and solve problems

associated with study skills and

assessment at M level

√

17 Reflect critically on professional

practice and strategies for service



√ √ √

18 Ability to formulate a plan of action

which will serve to provide answers

or solutions to professionally

focused research problems

√

19 Reflect critically on research

findings for professional practice

and strategies for service



√

Improving own

Learning and

Performance

20 Manage own time in achieving

objectives

√

21 Determine an appropriate pathway

for the achievement of academic

goals and professional

development

√ √ √

22 Demonstrate self reflection, self

motivation, advanced skills of

independent learning and the

ability to identify and seek

appropriate guidance for improving

performance

√

23 Plan and manage the research

process for the achievement of √

academic and professional

development goals

Appendix 2

Validated Modules within the MSc Interprofessional Health and Social Care

MZZHF4CCP Orientation

MZZHF4DRP Developing a Research Proposal

MZZH4USR Undertaking Systematic Reviews

MHSHF4MKP Knowledge and Power in Health and Social Care

MHSHF4ELH Ethic and Law in Health and Social Care

MHSHF4PHS Psychology in Health and Social Care

MHSHF4HWP Health and Welfare of Older People

MHSH4APP Advanced Professional Practice: Creativity and Conflict

MHSHF4JDM Judgement and Decision Making in Professional Practice

MHSHF4EQP Embedding Quality in Professional Practice

MHSHF4LGB Loss, Grief and Bereavement

MHSHF4FSM Solution Focused Methods in Health and Social Care

MHIHI4WTSC Working Together to Safeguard Children

MHSHF4DCD Discourses around Disability Chronic Illness and Physical Impairment

MHSHF4LMC Strategic Management and Leadership for Change

MHSHF4FPD Facilitating Practice Development

MHSHF4AMR Assessment, Management and Reduction of Falls in the Older Person

MHSHF4CLS Clinical Supervision: Multi-Professional Perspectives

MZZHF4OP1 Open Module Framework (including work based learning)

MZZHF4D40 Research Module; 2 modules

MZZHF4D60 Research Module; 3 modules

Modules available from other programmes

Health, Arts and Humanities

International Perspectives in Health Promotion and Public Health

Principles and Practice of Public Health and Health Promotion

Social and Political Contexts of Health Promotion and Public Health

Psychological Perspectives in Health Promotion and Public Health

Research and Evidence Based Practice in Health Promotion and Public Health

Teaching and Learning in Professional Practice

The Management and Assessment of Professional Practice

Teaching and Assessing in Professional Practice

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Appendix 3

Price Information 2007/ 2008

Fee per module: £455 (11 PTDs)

Total price for complete PgC programme: £1365

Total price for complete PgD programme: £2730

Total price for complete MSc programme £4095

Fees for students employed in local trusts (Kent & Medway; and/or Surrey and Sussex Workforce

Development Directorates) may be recharged using Personal Training Days (PTDs). Please contact the

Programme Director for more information.

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