This module is the first of the anatomy/patho-physiology modules in the Diagnostic Radiography programme.

On successful completion the student will have developed knowledge of anatomy, physiology and pathology of the appendicular skeleton (the bones of the upper and lower limbs, and pelvis).

The module will be delivered using ‘Team Based Learning’ (TBL). Each student will be assigned into a small team of peers and during the timetabled sessions teams are given a series of questions related to the material studied prior to the session. The students will work within their group to agree a list of answers. The answers will then be revealed to encourage a class discussion.

Each of the TBL sessions are supplemented with image viewing tutorials. These tutorials allow the student to see anatomical detail in context, and appreciate its significance in identifying normal from abnormal in terms of anatomy and pathology. This appreciation will be gained through the use projection radiography (x-ray) images, in relation to normal radiographic anatomy and common pathologies of the appendicular skeleton.

Teaching sessions in the Human Anatomy Resource Centre (HARC) contribute to this module and enable the student to visualise the anatomical body parts, giving a clearer understanding of the detail.

The module will assess the students knowledge of anatomy, physiology, pathology and the associated radiographic appearances.

75% of teaching will be face to face on CAMPUS. To provide some flexibility and work life balance for the student group some online teaching through MS teams will provided.

​This module is the second of the anatomy/pathophysiology modules in the Diagnostic Radiography programme.

On successful completion the student will have developed their knowledge of anatomy, physiology and pathology of the axial skeleton (skull, spine and rib cage) and the organs of the abdominal cavity. This awareness will be gained through the use of both projection radiography (x-rays) and cross-sectional images in relation to normal radiographic anatomy and common pathologies of the axial skeleton and abdominal cavity.

The module will be delivered primarily via ‘Team Based Learning’ (TBL). This involves downloading PowerPoint presentations in advance, from the university virtual learning environment (VLE) and studying them prior to attendance. Each presentation will be related to one of the topics within the syllabus.  Students will be assigned into a small team of peers that they will work with during the whole of the module. During the timetabled sessions, teams are given a series of ‘true/false’ (T/F) and ‘multiple choice’ questions (MCQ), related to the material studied prior to the session. Initially students will answer these questions independently. Following this they will work within their group, discussing individual answers, and arriving at a definitive list of answers agreed within the group. This interaction with the material will engage students more fully in the module. The answers will then be revealed which may promote discussion around areas where there is lack of understanding, providing students with formative feedback on their answers.  

Each of the TBL sessions are supplemented with image viewing tutorials. These tutorials allow the student to see anatomical detail in context and appreciate its significance in identifying normal from abnormal in terms of anatomy and pathology. Teaching sessions in the  Human Anatomy Resource Centre (HARC) contribute to this module and enable the student to visualise the anatomical body parts, giving a clearer understanding of the detail.  

The module will be assessed via an electronic written examination which has a series of questions, to assess knowledge of anatomy, physiology and pathology. This will include answering questions on a range of radiographic images displayed on a PC via the virtual learning environment (VLE).

The content of this module (DRAD106) follows on from the first anatomy/pathophysiology modules (DRAD 100), which is taught in semester 1. These modules provide support for the second year anatomy/pathophysiology module (DRAD203), as well as the clinical modules within the programme.  

This module is the second of the anatomy/patho-physiology modules in the Diagnostic Radiography programme. On successful completion the student will have developed knowledge of anatomy, physiology and pathology of the thoracic cavity including respiratory (airways and lungs) and cardiovascular (heart and associated blood vessels) systems.

The module will be delivered using ‘Team Based Learning’ (TBL). This involves downloading PowerPoint presentations in advance, from the university virtual learning environment (VLE) and studying them prior to attendance. Each presentation will be related to one of the topics within the learning outcomes.  Students will be assigned into a small team of peers that they will work with during the whole of the module. During the timetabled sessions, teams are given a series of ‘true/false’ (T/F) and ‘multiple choice’ questions (MCQ), related to the material studied prior to the session. Initially students will answer these questions independently. Following this they will work within their group, discussing independent answers, and arriving at a definitive list of answers agreed within the group. This interaction with the material will engage students more fully in the module. The answers will then be revealed which may promote discussion around areas where there is lack of understanding, providing students with formative feedback on their answers.

Each of the TBL sessions are supplemented with image viewing tutorials. These tutorials allow the student to see anatomical detail in context and appreciate its significance in identifying normal from abnormal in terms of anatomy and pathology. This appreciation will be gained through the use of both projection radiography (x-ray) and cross-sectional images in relation to normal radiographic anatomy and common pathologies of the respiratory and cardiovascular systems.

Teaching sessions in the  Human Anatomy Resource Centre (HARC) contribute to this module and enable the student to visualise the anatomical body parts, giving a clearer understanding of the detail.  

The module will be assessed via an electronic written examination which has a series of questions, to assess knowledge of anatomy, physiology and pathology. This will include answering questions on a range of radiographic images displayed on a PC in PowerPoint format.

The content of this module (DRAD102) is taught in the second half of semester 1, to follow on from the first of the anatomy/patho-physiology modules (DRAD101), which is taught in the first half of semester 1. There is a third anatomy module (DRAD106), which runs in semester 2 and all these modules support the second year anatomy/patho-physiology module (DRAD203), as well as the clinical modules within the programme.

This module is a second semester module in the first year of the programme and as such provides foundational content in research methods. This module will provide the student with fundamental knowledge and understanding of the philosophy, principles and methods of diagnostic radiography research and wider health research. The student will develop an appreciation of the importance of evidence-based practice in the radiographic profession for the benefit of patients. This module will also allow the student to develop foundational skills required to eventually undertake research within radiography for the first time.

This module will be supported with lectures to provide the underpinning knowledge. The lectures will be supplemented with research skills workshops where students will undertake activities to develop foundational research skills. Keynote lectures will highlight the main topics, but further study to broaden knowledge beyond their scope will be required. Some learning activities will require preparation beforehand (e.g. independent reading) in order to complete the planned tasks, while other resources will help consolidate understanding. Students will participate in a journal club, encouraging engagement with scientific literature and evidence-based practice, which they present to their peers.

The final assessment for this module will comprise a written exam.​ The knowledge and understanding gained from this module will be built upon in the second year DRAD204 Applied Research Methods in Diagnostic Radiography module, culminating in the DRAD301 Research Study (Dissertation) module.

This module seeks to enable students to develop clinical knowledge and skills in the university and clinical environments. The module will develop the students’ professional knowledge, skills and attitudes in basic imaging procedures in preparation for first post competencies and lifelong learning.

The module content will be explored through professional practice, lectures, skill demonstration and practice, workshops, simulation and resources in virtual learning environment (or VLE). Students will also be expected to complete independent reading in preparation for tutorials and seminars and may need to explore other supplementary resources such as Trust protocols. Service users will also deliver tutorials and workshops as an integral part of student learning in topics that are assessed through the assessment elements of the module.

Practice placements will facilitate the supervised practice and consolidation of skills related to communication, patient centred care and radiographic practice. The first practice placement experience; which takes place over a 12-week period during Year 1 reinforces university based learning to ensure the students will meet the Health and Care Professions Council Standards of Proficiency for Radiographers for safe and effective practice.

The student will also be provided with formative feedback relating to academic and professional practice. The module will be assessed by three components; assessment of radiography techniques, reflective writing to demonstrate personal development and continuous assessment of professional practice.

This module is a first semester module in the first year of the programme and as such provides the student with foundational content in radiographic science and radiation protection. 

The bulk of the module will be delivered using lectures that will provide students with the theory of radiographic science and principles of radiation protection. Small group tutorials will consolidate the theory delivered in the lectures and develop skills. Practical teaching sessions will demonstrate the application of the concepts to medical imaging. Revisions sessions will be available towards the end of the module to help prepare the student for the assessments.

The student will integrate the knowledge gained from this module into clinical practise in the clinical and laboratory environments in DRAD105 Patient Centred Care and Professional Practice 1. Radiation safety aspects in relation to radiographic imaging modalities, such as Computed Tomography (CT) and Magnetic Resonance Imaging (MRI), will be further developed in year 2 in the DRAD201 Radiation Science & Imaging Technologies module.

Assessment for this module will comprise a 2.5 hour electronic examination, which will test breadth and depth of knowledge of the module content.

In this module, the student will build on the basic research methods terminology and understanding gained in the Year 1 research methods module. It will develop their knowledge and understanding of the philosophy, principles and methods of health research further. This will enable them to gain a research-based approach to professional knowledge allowing them to select an area of research in a particular area related to Diagnostic Radiography for further study. The module will be supported with lectures and seminars where students will work with a supervisor to synthesize and write up a proposal for the Year 3 dissertation. This proposal, which constitutes the assessment, will be for a systematic review, a literature review, an empirical research project or a clinical audit depending upon which the student chooses for their Year 3 dissertation.  

Selecting one modality from a list will enable the student to focus study in an area in which they have a particular interest, or may wish to engage with in their future career.

The student will negotiate specific study aims with a named supervisor from within the lecturing team. Study will be largely self-directed, to promote independent learning, although the student will receive support in the form of weekly 1.5 hour seminars with their supervisor and a group of peers, over 5 weeks. Direction will be provided for independent preparation for the seminars, and students will have opportunity to learn from peers during the sessions.

Study will be supported through the arrangement of 3 individual clinical days spread over the course of the module, to enable the student to gain experience in their chosen modality, within the context of a specific disease pathway. This may include the following activities, with support from a named member of clinical staff at the placement site: observing imaging protocols in practice, discussing the patient pathway with clinical staff, attending multi-disciplinary team meetings or image reporting sessions.

Assessment will be in the form of an oral presentation, detailing a potential patient imaging journey within the student’s chosen modality, including the reasons for use of that modality within the context of a particular disease pathway. Utilising the presentation format for assessment, will particularly allow the student to demonstrate the medical image appearances related to this clinical condition.

Prior to the assessment, students will have opportunity to present work in progress to their supervisor and peers within the weekly seminars, to receive formative feedback, and provide additional opportunity for peer learning related to the assessment.

Successful completion of this module will allow the student to apply enhanced knowledge and skills gained in the chosen modality to clinical practice, in order to improve the quality of clinical images that they acquire, and enhance the care of patients.

​In this module the student will build on the image interpretation skills that were introduced in DRAD100 and DRAD106 in normal and pathological imaging appearances. Successful completion of this module will enable the student to further develop knowledge of the anatomy, physiology and common pathology associated with the central nervous system (CNS), axial skeleton and pelvis, and thoracic, abdominal and pelvic cavities. More complex imaging systems are introduced to allow students to explore how they are applied in clinical practice to enable accurate diagnosis of less common pathologies from the images produced. This will prepare the student for all year 3 modules and help them develop effective radiographic practice. The module will be delivered using interactive lectures and online image viewing tests for ongoing formative assessment and will be summatively assessed with an electronic written examination.

This module seeks to enable students to develop clinical knowledge and skills in the university and clinical environments. The module will further develop the students’ professional knowledge, skills and attitudes in more complex imaging procedures in preparation for first post competencies and lifelong learning. The module content will be explored through professional practice, lectures, skill demonstration and practice, workshops, simulation and resources in virtual learning environment (or VLE). Students will also be expected to complete independent reading in preparation for tutorials and seminars and may need to explore other supplementary resources such as Trust protocols. Service users will also deliver tutorials and workshops. Practice placements will facilitate the supervised practice and consolidation of skills related to communication, patient centred care and radiographic practice. The second practice placement experience; which takes place over a 16-week period during Year 2 reinforces university based learning to ensure the students will meet the Health and Care Professions Council Standards of Proficiency for Radiographers for safe and effective practice. The student will also be provided with formative feedback relating to academic and professional practice. The module will be assessed by three components; assessment of radiography techniques, reflective writing to demonstrate personal development and continuous assessment of professional practice.

​This module provides an introduction to the more complex imaging equipment the student will encounter in Year 2 and Year 3 of the programme and will be expected to utilise as part of the Band 5 radiographer role on graduation. The focus will be upon the design, the materials and how the equipment works drawing upon the principles of radiation physics, protection and safety explored in Year 1.  The module also covers the main quality assurance protocols currently used in clinical practice to ensure that the equipment performs to the best standard possible. Successful completion of this module will allow the student to apply knowledge and skills gained to their clinical practice, improve the quality of their images and therefore enhance the care of their patients. Students will take part in lectures, small group work and practical sessions in the imaging skills lab and at the University of Liverpool MRI scanner (LiMRIC) as part of the module delivery. They will receive feedback during the module using on-line materials and in class discussions and be assessed by a written lab report based on a quality assurance test and an end of module online examination through the university virtual learning environment.

​ This module will enable the student to apply and enhance their knowledge and skills in research at Level 6. It will help develop an evidence-based approach and a research awareness in practitioners as they enter the profession. Students will have chosen to undertake either a piece of primary research, a clinical audit or a review of published evidence related to the practice of diagnostic radiography in their 2nd year in DRAD 204. They gain skills in the dissertation that will enhance their employability by making them able to undertake research/audit as required by the research strategy of the College of Radiographers and by future employers such as the NHS. In Year 2, students will normally have obtained any ethical or audit approval in the research methods module with help from their dissertation supervisor who is allocated at that time. This supervisor continues into Year 3 and will work with the student on a one to one basis to help them to carry out and write up the review/research/audit. The assessment will be the production of the final dissertation of 6,000 words.​

​ Using a blended learning approach consisting of problem based learning, lectures, tutorials, and online learning, this module will enhance the students’ understanding of imaging pathways in a range of patients and pathological conditions. The students will be introduced to imaging  protocols used for patients with complex needs such as paediatrics and major trauma cases. The module content will be explored through, lectures, problem-based learning and resources on a virtual learning environment. Students will also be expected to complete independent reading in preparation for problem based learning tutorials  and to consolidate learning  and understanding  of content delivered in lectures and seminars (library resources will be accessible through the module reading list in  other key learning resources will be accessible through the virtual learning environment). The module is assessed using electronic written examination of  the knowledge and theory  of  imaging protocols and imaging decision pathways.

This is the final of three modules which relates to personal and professional development. Delivered in Semester 1 and 2 of Year 3, the module adopts a student-centered, blended approach to learning including interactive sessions using team based learning and formative activities.
The module combines practice placement experience with university-based education. Through experiential learning, critical reflection, employability skills and informed discussion this module promotes the development of ‘life-long learners’ equipped with the skills, behaviours and competencies relevant to diagnostic radiography graduates. It ensures that the graduate diagnostic radiographer can meet the Health and Care Professions Council Standards of Proficiency for radiographers for safe and effective practice.  During the academic block individuals will prepare for their final practice placement blocks. The placement itself will be conducted over 4 placement blocks, with 15.5 weeks at the practice site.  Performance on practice placement is assessed continuously. In addition, the module assignment emphasises the requirement for healthcare professionals to cultivate effective strategies for articulating and formally recording Continuing Professional Development (CPD) activity. The module will enable third year students to more clearly communicate their developing skill set and unique selling points, in order to promote themselves successfully.   The module will be assessed by three components: continuous assessment of professional practice,  a 2 hour seen written examination, a HCPC audit report (2500 words)

This module will build upon the knowledge of anatomy, pathology, professionalism and image interpretation gained earlier in the programme in preparation for post qualification practice. A blended learning approach which combines e-learning with traditional lectures will enhance the students decision-making skills when reviewing visual information from medical images. This will allow the student to accurately perform a preliminary clinical evaluation of images of the skeleton brain and chest. ​ This term is used to describe the practice of radiographers whereby they assess imaging appearances, make informed clinical judgements and decisions and communicate these in unambiguous written forms to referrers.

The assessment for the module is an electronic assessment which contains a mixture of long answer questions testing theory and short answer questions which require the image interpretation of radiographic images.​