SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB824487
Module Leader Claire Currie
School School of Health and Life Sciences
Subject Diagnostic Imaging
  • A (September start)
  • C (May start)

Summary of Content

This module will explore the interdependence between theory and practice to enable the student to demonstrate the critical application of knowledge, experience and advanced clinical skills to novel & challenging situations. Students will be guided to adopt a critical and analytical approach to reflect on the knowledge and skills acquired in previous learning experiences within the practice based and / or academic setting to facilitate the process of continuing professional development. The module content will focus on developing three key skills; - Critical thinking, objectively assessing and evaluating advances in practice. - Clinical reasoning, in guiding decisions on advances in practice. - Reflection, analysing and evaluating practices. Students will be challenged to articulate their clinical reasoning and synthesis and present this information within a professional context. The students will be introduced to e-portfolios and will be expected to start the process of evidencing continuous professional development through this.


Continuing Professional Development and Lifelong Learning Reflection for lifelong learning Portfolio development & management Clinical decision making Critical thinking / review Evidence based practice Guidelines & Protocols Patient Pathways in practice Audit & clinical governance Scientific Poster production Presentation skills The following examples illustrate the areas of diagnostic imaging where advanced practices may be discussed. MRI Nuclear Medicine & PETCT Cardiology Ultrasonography Neurological imaging

Learning Outcomes

On successful completion of this module students should be able to:1. Critically reflect on their current knowledge and practice to establish a focused personal development plan.2. Evaluate advances in diagnostic imaging practice to provide evidence for clinical effectiveness and governance.3. Critically justify the choice of diagnostic imaging approaches in differing patient pathways to inform professional discussion and debate.4. Critically appraise personal learning strategies & demonstrate an ability to design a professional development portfolio.5. Synthesise evidence from a range of sources and develop a scientific poster, defending decisions within its presentation.

Teaching / Learning Strategy

Directed learning and lectures will introduce the theoretical concepts. Specialist talks will give an insight into identified advances in imaging. Tutor and student led tutorials will explore the syllabus areas in more depth. The emphasis in this module will be, however, on peer learning through student-led seminars, group discussion and case study presentation within the university setting. The GCULearn Virtual Learning Environment will be used as an interactive teaching resource to facilitate and enhance learning throughout the module. Students will be encouraged to engage in professional discussion and debate as they analyse and evaluate the management strategies and referral pathways used in contemporary clinical practices and the relevant sources of evidence in the literature, to contribute to the enhancement of the communication skills required to competently express cognitive processes relating to the management of patients. Students will be encouraged throughout the module to develop the critical reflection skills required to support their learning and to facilitate their personal and professional development.

Indicative Reading

ALFARO-LEFEVRE R., 2013, Critical Thinking, Clinical Reasoning and Clinical Judgment A Practical Approach, 5 th Edn. ,Edinburgh, Elsevier Saunders. DAVIES, S. 2014, Chapman & Nakielny's Aids to Differential Diagnosis , 6th edn, Edinburgh. Elsevier Saunders. HARGIE, O. 2017, Skilled Interpersonal Communication: Research Theory and Practice. 6th Edn., Oxon. Routledge. HOFFMAN T., BENNETT S., DEL MAR C., 2013, Evidence-Based Practice Across the Health Professions , 2nd Edn, Edinburgh, Churchill Livingstone. (note - 3 rd Edition due Aug 2017) JASPER, M. 2013. Beginning Reflective Practice , 2nd edn, Andover UK, Cengage Learning. PEARCE, R. 2003. Profiles and Portfolios of Evidence . Cheltenham , Nelson Thornes Ltd. Royal College of Radiologists, 2012, iRefer Making the best use of clinical radiology, Royal College of Radiologists, London

Transferrable Skills

Participation in this module will enable students to develop transferable skills associated with Masters level study, including: -360b7 Work in a self-directed manner, taking responsibility for own learning and personal development and where appropriate practice competence. -360b7 Develop study and ICT skills; information literacy, data literacy, media literacy and digital research and scholarship to underpin effective learning. b7 Develop knowledge and understanding in the context of a subject, which can be transferred within different clinical contexts. b7 Demonstrate critical thinking and problem solving skills in a range of situations. b7 Development of presentation and advanced communication written oral and listening skills. b7 Underpin professional development through integration of knowledge and theory.

Module Structure

Activity Total Hours
Tutorials (FT) 24.00
Lectures (FT) 24.00
Assessment (FT) 30.00
Independent Learning (FT) 222.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 0.25 30.00 45% Scientific Poster/Presentation (15 minutes)
Course Work 01 n/a 70.00 45% 3000 Word Assignment