SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB823793
Module Leader Diane Dickson
School School of Health and Life Sciences
Subject Diagnostic Imaging
  • A (September start)-B (January start)-C (May start)
  • B (January start)-C (May start)-A (September start)

Pre-Requisite Knowledge

Professional qualification in healthcare discipline and successful completion of Ultrasound Negotiated Area of Practice 1

Summary of Content

This module involves the negotiation of specific learning outcomes to enable study and competency in a defined area of ultrasound practice. Working closely with a service based Ultrasound mentor and an academic supervisor; students will define their own learning needs and develop a portfolio of evidence that demonstrates their scope of Ultrasound practice. Building on their existing experience as a health care professional, this module will enable students to extend their skills to provide a high quality Ultrasound service in their clinical area. The content of the module will be determined by the students' own specific learning requirements; promoting a flexible approach to continuous professional development. Learning will be predominantly work based (in the work place) which will require students to be largely self-directed and able to identify their own support needs, whilst being be supported by relevant teaching and learning sessions. A learning contract and plan will be compiled by the student in collaboration with their employer or academic supervisor / mentor and the module leader. The negotiated learning contract and plan will be critically evaluated in relation to its learning outcomes, the teaching and learning strategies and assessment methods. This approach will enable students to attain achievement of competency to practice in their defined area, to identify and agree appropriate learning outcomes and assessment criteria to meet professional practice requirements.


The syllabus of work is determined by the negotiated learning contract, compiled by the student, and all other relevant parties; namely their employer or professional practice mentor and the module leader. The syllabus will demonstrate learning appropriate to module level. It will depend on the practice background of the students, their particular area of interest and the needs of their service. Students are expected to choose a specialised area of Ultrasound practice and evidence the development of their theoretical knowledge and clinical competence. The generic syllabus will comprise: -Developing a learning contract -Negotiating learning outcomes -Negotiating assessment strategy -Reflection -Relevant Information retrieval, Critical evaluation of literature -Review of current relevant international, national and local legislation, healthcare policy and professional guidelines -Communication skills -Patient presentation, preparation and use of chaperones -Clinical history and clinical examination of the patient, clinical investigations and implications for Ultrasound examination -Selection, evaluation and safe use of ultrasound equipment -Image appraisal and reporting -Scanning methods appropriate to area of Ultrasound practice. -Professional conduct and accountability

Learning Outcomes

will be determined by the negotiated area of Ultrasound practice, negotiated by the student in collaboration with an academic and clinically based professional mentor.On completion of the module the learner should be able to:1. Critically analyse Ultrasound service provision to determine development or enhancement opportunities.2. Demonstrate in-depth knowledge and critical understanding of anatomy, physiology and pathology associated with the relevant structures2. Critically appraise and utilise information from various sources to determine the most appropriate Ultrasound examination.3. Demonstrate the complex skills necessary to perform the appropriate Ultrasound examination, safely, competently and professionally according to the evidence base4. Interpret, critically analyse and where required, report upon the Ultrasound findings to contribute to case management according to evidence base5. Critically reflect on how achievement of the learning outcomes enhanced own practice or service.

Teaching / Learning Strategy

Students will be largely responsible for organising their own learning. Guidance and tutorial support will be given to develop the learning contract which will require the formation of learning outcomes, details on how the learning experiences will be gained and the assessment plan and methods. The student will be provided with tutorial support (to a maximum of 4 hours, plus assignment advice of 1 hour) to produce learning outcomes for the learning contract and review progress. The Ultrasound negotiated area of practice learning contract will provide a framework for the all the different activities, including progress review and will culminate in the agreed assessment methods. The student will utilise a range of student centred learning strategies that is deemed appropriate to their learning needs e.g. networking, shadowing, clinical supervision, group tutorials, also flexible learning materials e.g. hand-outs, workbooks, literature searching and critiquing to meet their learning needs. Provision of keynote lectures and workshops will be employed where appropriate. Group tutorials, the subject of which will be negotiable to reflect the needs of the cohort of students will serve as a basis for exploring issues and shared problem-solving. Peer support will be provided through the wider student group within the Medical Ultrasound Programme. Practice based learning is an integral part of the learning contract and will take place at the students' workplace or placements. Tutorials led by the practice education team are encouraged to problem solve and reflect on practice. Feedback on the elements of the learning contract will be provided on an on-going basis so that students' participate in a critical and reflective evaluation of progress.

Indicative Reading

Allan PL, Baxter GM, Weston MJ (2011) Clinical Ultrasound, Expert Consult Chuchill Livingstone Brodie, P. Irving, K. (2007) Assessment in work?based learning: investigating a pedagogical approach to enhance student learning, Assessment & Evaluation in Higher Education, 32:1, 11-19, DOI: 10.1080/02602930600848218 Boud, D. (2006) Productive reflection at work: learning for changing organisations. Routledge. New York. Garret TM, Ballie HM, Garrett RM (2009) Health Care Ethics: Principles and Problems ? Pearson Education ter Haar G and Duck FA. (2012) The Safe Use of Ultrasound in Medical Diagnosis, 3rd ed, British Institute of Radiology, London. (Available as e?book) United Kingdom Association of Sonographers (2008) Guidelines for Professional Working Standards ? Ultrasound Practice, UKAS, London. Websites: NICE SIGN Scottish Government / health Scottish Government / work based learning Bloom's taxonomy (verbs) <> Making practice based learning work (web?site provides current information on medical research papers, including case studies from all medical disciplines) (web?site for the Radiological Society of North America that publishes material from its own Annual Scientific Conference in Chicago each November/December) (similar web?site to that of the U.K. Department of Health but information derived from this source may provide a further argument on a subject) (web?site providing evidence on current research especially critical reviews across a wide range of healthcare) Further resources will be determined by the area of study chosen. Students will be encouraged to identify suitable learning resources at an early stage, and to access peer reviewed journals, electronic sources and internet-based publications. Students will be expected to utilise resources identified in previous learning.

Transferrable Skills

Participation in this module will enable the student to develop transferable skills associated with masters level study including: Work in a self-directed manner, taking responsibility for own learning and personal development and where appropriate practice competence. Develop study and IT skills to underpin effective learning. Develop knowledge and understanding in the context of a subject, which can be transferred within different clinical contexts. Demonstrate: critical thinking and problem solving skills in a range of situations. Develop communication skills, written, oral, listening, and presentational. Underpin professional practice through: the integration of theory with practice; Reflection on practice and reflection in practice; Structuring of professional development activities; Depth of practice knowledge.

Module Structure

Activity Total Hours
Independent Learning (FT) 60.00
Assessment (PT) 25.00
Assessment (FT) 25.00
Independent Learning (PT) 29.00
Practicals (PT) 158.00
Tutorials (FT) 29.00
Tutorials (PT) 16.00
Directed Learning 29.00
Lectures (FT) 12.00
Lectures (PT) 12.00
Practicals (FT) 158.00
Independent Learning (PT) 60.00
Tutorials (FT) 16.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (School) 2.00 40.00 60% Examination
Coursework 2 n/a 20.00 50% Reflective component of practice assessment
Coursework 1 n/a 40.00 50% Case study to include a pathophysiology review (3000 words)