SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB824470
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)
  • S-B (January start)-C (May start)-A (September start)

Pre-Requisite Knowledge

Professional qualification in health care discipline. Co Requisite: MMB824475 - Principles of Practice in Medical Ultrasound

Summary of Content

This theory/practice module enables students to achieve clinical competency in a defined area of ultrasound practice, or ultrasound advanced practice, not previously covered in Defined Area of Ultrasound Practice 2 module. Working closely with a service based ultrasound clinical mentor and an academic supervisor; students will define their area of ultrasound clinical practice and develop a portfolio of evidence that demonstrates their scope of ultrasound practice in that defined area in addition to completing core assessment components required by the Consortium of Accreditors in Sonographic Education (CASE). 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' area of clinical ultrasound practice. Teaching and learning sessions within the academic setting will provide theoretical underpinning, where appropriate, however learning will be predominantly work based (in the workplace setting) which will require students to be largely self-directed and able to identify their own support needs. A learning plan will be compiled by the student in collaboration with their mentor and the module leader to map a structured learning process in the clinical environment to fulfil the standardised assessment methods. This approach will enable students to attain achievement of competency to practice in their defined area through a robust and standardised assessment strategy to meet professional practice recommendations.


The standard ultrasound syllabus of work is essential to demonstrate competency to practice in the student's defined area of Ultrasound practice. All students will engage with the syllabus and will focus their participation with this content in the context of their defined area of ultrasound practice. -360b7 Developing a learning contract -360b7 Negotiating learning outcomes b7 Reflection b7 Relevant information retrieval, critical evaluation of literature b7 Review of current relevant international, national and local legislation, healthcare policy and professional guidelines b7 Review of relevant anatomy, physiology and pathology b7 Communication skills, physical and psychological care of service users b7 Patient presentation, preparation and use of chaperones b7 Clinical history and clinical examination of the patient, clinical investigations and implications for Ultrasound examination b7 Selection, evaluation and safe use of ultrasound equipment, prevention of risk to the patient, self and others b7 Image appraisal and reporting b7 Scanning methods appropriate to area of Ultrasound practice. b7 Professional conduct and accountability

Learning Outcomes

On successful completion of this module students should be able to:1. Critically analyse and reflect on the effectiveness of local ultrasound services to determine development or enhancement opportunities.2. Analyse the needs of service users, reflecting critically on their communication skills and the level of care provided.3. Critically demonstrate in-depth knowledge and understanding of relevant anatomy, physiology and pathology associated with obstetric ultrasound.4. Apply the complex skills necessary to plan and perform high-quality obstetric ultrasound examinations, safely, competently and professionally according to the evidence base.5. Interpret, critically analyse and report upon the ultrasound findings to contribute to case management according to evidence base6. Critically reflect on how achievement of the learning outcomes enhanced own practice or service.

Teaching / Learning Strategy

The teaching and learning strategy involves a range of student centred, blended learning methods. These include key note lectures, tutorials, group work, clinical supervision and practice based learning. Peer support will be provided through the wider student group within the Medical Ultrasound Programme. Practice based learning is an integral part of the module and will take place at the students' workplace or placements. Tutorials led by the clinical mentor or practice education team are encouraged to problem solve and reflect on practice. Students will be required to undertake formative assessment as part of the teaching and learning strategy in both the academic and practice based setting. The total number of scanning hours will vary according to the student's specific learning needs. Students will be expected to have regular access to supervised training sessions throughout the duration of the module to meet the module learning outcomes. The goal of training is competency and this must be demonstrated rather than a rigid adherence to fixed number of training scans/hours. All students must have access to a Clinical Mentor who has the necessary skill and experience to assess final competence in the student's specialist area.

Indicative Reading

Texts: Allan PL, Baxter GM, Weston MJ (2011) Clinical Ultrasound, Expert Consult Chuchill Livingstone Garret TM, Ballie HM, Garrett RM (2009) Health Care Ethics: Principles and Problems ?Pearson Education Helyer, R. (2015), The Work-based Learning Student Handbook, 2 nd ed, Palgrave Macmillan, London. Rolfe, G. (2011), Critical reflection in practice: Generating knowledge for care, 2 nd ed, Palgrave Macmillan, London. SCoR and BMUS (2015), Guidelines for Professional Ultrasound Practice, available on-line at <> 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) Websites: <> BMUS NICE SIGN Scottish Government / health Scottish Government / work based learning Bloom's taxonomy (verbs) <> Making practice based learning work 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: -360b7 Working in a self-directed manner, taking responsibility for own learning and personal development and where appropriate practice competence. b7 Developing study and ICT skills; information literacy, media literacy, digital creation, and digital research and scholarship to underpin effective learning. -360b7 Developing knowledge and understanding in the context of a subject, which can be transferred within different clinical settings. b7 Demonstrate critical thinking and problem solving skills in a range of situations. b7 Developing communication skills, written, oral, listening, and presentational. b7 Evidencing enhanced cognitive, affective and psychomotor skills b7 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 (PT) 60.00
Tutorials (PT) 10.00
Lectures (PT) 25.00
Placement 150.00
Assessment (PT) 25.00
Directed Learning 30.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 30.00 50% Coursework (2000 words)
Coursework 2 n/a 30.00 50% Coursework (2000 words)
Coursework 3 n/a 0.00 50% Evidence of clinical competency
Exam (School) 1.00 40.00 50% Exam