1. Jane Arezina

2.  The module aims to enable the practitioner to examine and develop their practice in relation to local and profession specific standards of diagnostic imaging  Main theme are:- ◦ Image interpretation and reporting ◦ Communication ◦ Ethics and Law

3.  Programme is not specific to Medical Ultrasound  Formed by the merger of the Medical Ultrasound and Breast Imaging programmes  All students take Professional Issues in Diagnostic Imaging as a compulsory module, no matter which programme (PGC; PGD or MSc) and regardless of speciality (e.g. Breast Imaging or Medical Ultrasound)

4.  From a variety of professional backgrounds. Cohorts have included:- ◦ Radiographers ◦ Sonographers ◦ Medics  Obstetricians  Vascular surgeons  A&E consultants ◦ Nurses ◦ Midwives ◦ Physiotherapists

5.  The principal aim of the module is to provide a structure to enable students to bring together self-knowledge, expertise at work and formal knowledge in order to foster and develop the highest standards in imaging practice

6.  The students critically reflect on their own practice- related knowledge and enhance skills for advancing/extending professional practice  Students need to consider the issues in relation to their specific clinical situation and profession specific content required by professional bodies (CASE or CoR).  The students examine and evaluate different theoretical and analytic perspectives using critical reflection on their own practice-related knowledge.  Student are encouraged and expected to contribute their own perspectives and examples from practice.

7.  Seminars and workshops are the main teaching methods used in this module with some content based lectures.  The seminars and workshops are structured to facilitate discussion around the topic.  Pre-reading is provided so that students come prepared for discussion and debate (some topics also require students to undertake tasks and bring these to the session).  The focus is practice related and students will be asked to contribute examples from their practice to illustrate their arguments

8.  Module commences in semester 1 and is assessed in semester 2b to enable students’ theoretical knowledge and understanding to ‘grow’ in line with practice-based professional development  Students are required to submit a 3,000 word portfolio relating to their own professional practice and issues in:- ◦ Image interpretation and reporting ◦ Communication ◦ Ethics and Law  The portfolio enables the student to demonstrate a comprehensive understanding of theories and principles of professional issues in professional practice along with critical evaluation of its implementation in the work place.

9.  All imaging students are taught together to enable interprofessional interaction and collaboration  Students have a set of ‘task’ to prepare and bring to sessions for discussion  Portfolio includes 3 reflective academic pieces of work related to the main themes  In addition, they must include the tasks and any supporting material as appendices

10.  Have to do a lot of work themselves and often find the module ‘difficult’, ‘not related to my own practice’  Don’t like interprofesional nature of teaching and learning-want more profession/modality specific content  Portfolio is seen as a major task-even though have 9 months to complete it  Don’t like all the tasks and sometimes can’t see relevance to learning ‘how to do a scan’

11.  Many students produced fabulous portfolios that clearly demonstrate their professional development  Encourages students to explore why they are doing things a certain way-evidence based practice, self-development and critical appraisal are key features  Use of reflection enables some students to have ‘light-bulb’ moments that alter the way they practice  Some students have used the knowledge gained to make changes in clinical practice  Many positive comments in the portfolio re: how they felt about the module at the beginning and how they now realise how fundamental these topics are to practice

12.  The module is utilised to introduce generic content e.g. Reporting or communication that is developed further in specific modules  Encourages students to self-develop through reflection and critical appraisal-students often find this challenging  Encourages IPW and consideration the views of other professionals-also challenging  Most students showed progression in their professional development and a clear understanding of the role the module will have in their future practice

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