PgCert / PgDip/ MSc Diagnostic Imaging

Open the pop-up module table to see which modules are mandatory or options for PgCert, PgDip and MSc. Also see which modules are taught through blended-learning with an element of on-site teaching - and which are available 100% distance learning.

View large pop-up module table.

Some compulsory skills sessions may take place in the evening.

Core modules

• Research in health & social care (20 credits)
  This module is mandatory for students studying the PgD/MSc pathway. This module is available online or taught. This module aims to develop a comprehensive understanding of key concepts and methods in health and social care research together with the skills to find, appraise and use the evidence to address policy and practice issues. It is available in taught or distance learning formats.
• Foundations of image interpretation  (20 credits)
  This module is core for all students studying the PgC/PgD/MSc pathways. The aim of this module is to enable health care professionals to develop an understanding of the principles of image perception and decision making factors, awareness of error by investigating the ways in which decision making error occurs in diagnostic imaging relative to the common processes adopted in clinical practice. The implications for practice are considered from abnormality signalling through to written reporting, for integration within a modern healthcare system. Assessment: 4000 word essay.
• MSc dissertation for Allied Health Sciences (40 or 60 credits)
  Students undertaking the MSc pathway should choose between the 40 or 60 credit dissertation module. This module is available online or taught. This module enables the student to plan and conduct an in-depth investigation of a topic that contributes to professional practice. It provides the opportunity to apply an understanding of research methods to the investigation and allows demonstration of their ability to work with relative autonomy in undertaking a sustained, in-depth piece of independent learning. It promotes the dissemination of findings to the relevant professional community.

Optional specialist modules

• Concepts of children and young people imaging (20 credits)
  This module enables the participant to achieve and expand upon knowledge in the practice of children  and young persons imaging. Participants will be operating within the healthcare environment and must have access to the prescribed clinical practice which must include a mix of acute and non-acute cases.The aim of this module is to develop skills and understanding within general children and young persons imaging.
• Protecting and safeguarding children and young people (20 credits)
  The focus of this module is the holistic care of children and young people who are at risk in a variety of settings. The health care professional must work inter-professionally understanding the differing roles and responsibilities of each health care professional when it comes to safeguarding children and young people. Prerequisites: 240 credits of which no more than 120 are at Level 5 and no less than 120 at Level 6 or equivalent. In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 credits at Level 6 or equivalent. Assessment: 4000 word critical appraisal.
• Specialist skills development – preliminary clinical evaluation in the acute setting (40 credits) – SINGAPORE ONLY
  The aim of this module is to develop skills in preliminary clinical evaluation, specifically enabling interpretation of radiographic appearances of the skeleton, chest, and abdomen, with a particular emphasis on the acute and emergency setting. Assessment: 4000 word reflective portfolio and 90 minute OSCE.
• Specialist skills development – breast imaging (40 credits) – SINGAPORE ONLY
  The aim of this module is to develop skills in breast imaging and meet the requirements of BreastScreen Singapore (BSS) to work within the nationwide breast cancer screening programme initiated and governed by Singapore Health Promotion Board (HPB). Assessment: 4000 word reflective portfolio and 90 minute OSCE.

Specialist modules from the PgC Breast Imaging course and the PgC/PgD Radiographic Reporting course can also contribute to the PgD/MSc Diagnostic Imaging awards.

• Radiographic skeletal reporting – axial skeleton (20 credits) Taught only
  This module enables Radiographers to achieve competence in the practice of radiographic reporting of the axial skeleton. Assessment: progression test (P/F); 120 minute OSCE.
• Radiographic reporting – appendicular Skeleton (40 credits) Taught only
  This module enables Radiographers to achieve competence in the practice of radiographic reporting of the appendicular skeleton. Assessment: progression test (P/F); 120 minute OSCE.
• Advances in specialised skeletal imaging (20 credits) Taught only
  This module concentrates on the contribution of specialised modalities in confirming or contributing to the diagnosis and further investigation of musculoskeletal plain image reports.  Assessment: Presentation of Academic Poster.
• Radiographic reporting – chest (40 credits) Taught only
  This module enables Radiographers to achieve competence in the practice of radiographic reporting of the chest. Assessment: progression test (P/F); 120 minute OSCE.
• Mammography theory (20 credits)
  This module facilitates clinical mammography training. In combination with Mammography Practice it fulfils the requirements for the College of Radiographers Postgraduate Award in Mammography (for UK based Practitioners only). This module is suitable for Practitioners working within the National Health Breast Screening Programme (NHSBSP), symptomatic clinics and the private sector.
• Mammography practice (40 credits)
  This module facilitates clinical mammography training. In combination with Mammography Theory it fulfils the requirements for the College of Radiographers Postgraduate Award in Mammography (for UK based Practitioners only). This module is suitable for Practitioners working within the National Health Breast Screening Programme (NHSBSP), symptomatic clinics and the private sector.
• Mammography image interpretation and reporting (40 credits)
  This module provides the range of clinical skills and development required for practitioners who wish to engage in the interpretation and comment on mammographic images. It provides important role development in this area and facilitates elements of advanced practice in mammography.
• Clinical breast examination and communication skills (20 credits)
  This module provides the range of clinical skills and development required for practitioners working within the Breast Unit who wish to develop specific knowledge base and skills set in clinical breast examinations and respond to the communication needs of the patient (female or male) requiring or requesting breast care. It provides important role development in this area and facilitates elements of advance practice in breast imaging and breast care.
• Breast ultrasound for ultrasonographers (40 credits)
  This module is for Practitioners who wish to attain competency within the field of breast ultrasound. Students should have regular access to a breast imaging department and participate in weekly breast ultrasound clinics.
  Students studying this module should already hold a recognised qualification within the field of ultrasound (general, obstetrics or gynaecology).
• Breast ultrasound (60 credits)
  This module is for Practitioners who currently do not hold a general or obstetric/gynaecological qualification in ultrasound but wish to attain competency within the field of breast ultrasound. Students should have regular access to a breast imaging department and participate in weekly breast ultrasound clinics.
• Ultrasound guided interventional procedures (20 credits)
  This module is to enable Practitioners performing breast ultrasound examinations within a Breast clinic to become competent in ultrasound guided interventional procedures e.g. breast core biopsies, fine needle aspirations etc.

Optional non-specialist (generalist) modules

• Intravenous administration of pharmaceutical substances for diagnostic or therapeutic purposes. Taught only.
  This module provides an opportunity for learning and skills development in intravenous administration to patients of drugs and other substances for the purposes of diagnostic and therapeutic interventions.
• Mentorship for allied health professionals (20 credits)
  This module will be of particular interest to allied health professionals involved in mentoring students or staff. The module incorporates theory and practice to develop mentorship skills (communication, goal setting, assessment, feedback, and reflection) and knowledge (learning styles and theories, learning environment, professional, personal and practice development). Students may choose between the online the taught versions of this module.
• Innovation for excellence – leading service change (20 credits) Taught only
  Recent policy developments put innovation and quality improvement at the top of the health and social care agenda, The focus on delivering high quality care, centred around the patient or service user is essential.
  Healthcare and allied health professionals now have the opportunity to make a tangible difference to their service delivery through the acquisition of knowledge, skills and competencies which underpin the leadership and management of service improvement. This Module explores key factors which together enable professionals to begin to critically reflect upon their current service and to design and implement innovations and changes in health and social care services. Students will be able to explore theories and models of leadership and contemporary healthcare leadership models to develop their understanding of the role of leadership in delivering a high quality service.
• Ethics and law in professional practice (20 credits) Taught only
  This module prepares students to demonstrate an active leadership and consultative role regarding ethical/legal/professional issues and best interests decision making within all clinical settings. The module provides the student with a legal and ethical framework for professional practice by developing a robust and analytical understanding of key legislation relevant to a variety of patient/client groups (service users) and an awareness of the ethical tension between the protective use of authority and the principle of empowering practice. A robust understanding of the Mental Capacity Act 2005, ethical and legal frameworks and appropriate clinical guidelines and policies will be developed along with a strong emphasis upon consultative, team working and decision-making skills. Key issues such as medical negligence litigation, consent/refusal of treatment and contemporary debates such as euthanasia, abortion, organ donation, the human genome project, cloning, behaviour control and other topical issues will be examined enabling the student to demonstrate professional leadership regarding contemporary health and social care debates within society.
• Enhancing Practice through Work Based Learning
  Description as follows: This module allows the student to investigate an area of their own choice, relevant to their field of practice. This module is delivered in the form of learning negotiated between the student, module co-ordinator and practice manager.  The student will develop a negotiated, study management plan with agreed outcomes (learning contract).   The contract is largely student managed with tutorial support from the module co-ordinator. Learning contracts combine several elements of planning, especially setting objectives and outcomes, devising criteria and formulating action plans. The learning that has been negotiated is an agreement to undertake a specific course of action leading to learning and professional development. Students may choose between the online and taught versions of this module.
• Leadership and quality improvement for allied health professionals (20 credits) Online only
  This module explores a range of leadership perspectives for AHPs, to develop leadership behaviours and change management skills.
• An introduction to counselling skills for health care professionals(20 credits) Taught only
  This module offers health and social care professionals, working in a variety of settings, the opportunity to reflect upon and further develop counselling skills to address the on-going issues pertinent to the current client population.
• An introduction to teaching in higher education for allied health professionals (20 credits) Taught only
  This module will be of particular interest to healthcare professionals practising therapists who are planning to work with students in higher education or who have an active interest in teaching in pre-registration allied health education.
• Entrepreneurship for allied health professionals (20 credits)
  This module introduces and explores concepts such as Intellectual Property (IP), entrepreneurship, social enterprise, business development, marketing, outcomes and networking from an AHP perspective. Students may choose between the online and taught versions of this module.
• An introduction to economic evaluation for allied health professionals (20 credits) Online only
  This module will introduce students to the topic of economic evaluation and provide them with a basic critical, conceptual and theoretical understanding of the processes involved in economic evaluation.

Assessment

Assessment methods are varied and include:

• Conventional ‘essay-style’ assignment
• Article format, suitable for submission to a peer reviewed journal
• Case-study
• Clinical portfolio
• Dissertation
• Multiple choice/assertion reasoning
• Image evaluation.

In 2011 the Department of Health identified that the development of advanced practitioners within allied health professional’s (AHP) could result in a significant contribution to high quality clinical care, organisational management, economic sustainability, productivity and all aspects of quality – patient safety, patient experience and the effectiveness of the care that patients receive.

This course covers...

This PgCert, PgDip, MSc suite of awards is designed to meet the continuous professional development requirements of health care professionals who utilise diagnostic imaging procedures in their practice, and in specific cases provides the necessary competence to practice:

1. Provide you with the opportunity to critically reflect on theory, contemporary research, and evidence-based practice related to diagnostic imaging procedures in order to inform your professional practice and enhance stakeholder experience.
2. Develop your advanced knowledge and skills through the critical appraisal of theory and practice related to a range of diagnostic imaging modalities and procedures relevant to current and future roles within the context of UK and international health provisions.
3. Help develop the skills that will support you to actively engagement in the process of lifelong learning (CPPD) through critical reflection, to enhance both your professional practice and future employability.
4. Enable continued professional development through independent and multi-disciplinary learning, thereby demonstrating maintenance of the standard of proficiency articulated by the Health and Care Professions Council (HCPC) and other relevant professional bodies.

Professionals undertaking this course will be able to use their knowledge and skills to enhance the service they provide in accordance with their employer's policies. Completion may be used as evidence to support career progression, particularly where making reliable decisions from radiographic images is desirable or essential requirement.

Employability Service

We are University of the Year for Graduate Employment for the second year in a row - The Times and Sunday Times Good University Guide 2018, 2019.

At LSBU, we want to set you up for a successful career. During your studies – and for two years after you graduate – you’ll have access to our Employability Service, which includes:

• An online board where you can see a wide range of placements: part-time, full-time or voluntary. You can also drop in to see our Job Shop advisers, who are always available to help you take the next step in your search.
• Our Careers Gym offering group workshops on CVs, interview techniques and finding work experience, as well as regular presentations from employers across a range of sectors.

Our Student Enterprise team can also help you start your own business and develop valuable entrepreneurial skills.

For the ‘Course’

A degree or diploma in diagnostic radiography or any other relevant professional qualification.

Students must be registered to practice as a health practitioner in accordance with the professional requirements of their country.

For an individual ‘Module’

Professional qualifications. Students must be registered to practice as a health practitioner in accordance with the professional requirements of their country.

Non-standard entry

The University will select non-standard entrants to the programme in the following ways:

All applications are assessed individually.  Some flexibility may be exercised to the admissions criteria for students wishing to study individual modules for CPD. Some variation in terms of professional background and education may be accepted and will be considered individually by the course director.  Regardless of these conditions, applicants must be able to satisfy the course director and admissions team of their suitability and ability to successfully complete the program of study applied for.Level of

English language capability

If English is not the first language, students must have an IELTS average score of 7.0 on entry into the course. No individual elements should be below 7.0.

For more information, including how and when to pay, see our fees and funding section for postgraduate students.

See our Tuition Fees Regulations (PDF File 143 KB) and Refund Policy (PDF File 102 KB).

Possible fee changes

The University reserves the right to increase its fees in line with changes to legislation, regulation and any government guidance or decisions.

The fees for international students are reviewed annually and the University reserves the right to increase the tuition fees in line with the RPIX measure of inflation up to 4 per cent.

Postgraduate loan (PGL) for Masters study

If you are starting a Masters course, studying either full- or part-time, you may be entitled to apply for a postgraduate study loan. Find out more at our postgraduate fees and funding section.

Scholarships

We offer several types of fee reduction through our scholarships and bursaries. Find the full list and other useful information on funding your studies on the scholarships and fee discounts page.

Fee status

Please check your fee status and whether you are considered a Home, EU or International student for fee-paying purposes and for our regulatory returns, by reading the UKCISA regulations.

CPPD employer-funded students

Many of our students are funded through their NHS Trust or employer. If you are being funded by your employer,please check with your line manager before making your application. You will need to know how your fees are being paid before applying.

For more information about fees and funding for individual CPPD modules please contact hsc-cppd@lsbu.ac.uk