Module 1

National curriculum -

Bachelor of Radiography

April 2009

Translated May 2014

Bachelor of Radiography - Denmark

Curriculum

The national curriculum for the degree programme in Radiography (April 2009) accords with the provisions of Section 12 of Executive Order No. 307 of 24 April 2009 on the degree programme leading to a Bachelor of Radiography, and forms part of the total set of regulations governing the said degree programme leading to a Bachelor of Radiography.

If there should be inconsistencies between this curriculum and the other regulations covering the degree programme, the provisions of the other regulations shall apply.

This curriculum was approved by the Ministry of Education on 24 April 2009, cf. Ministry of

Education ref. 031.536.021.

2


Table of Contents

Curriculum

Indhold

1.0

Aims of the degree programme in Radiography .................................................................... 5

2.0

The profile of the degree programme in Radiography. .......................................................... 5

2.1

Degree programme in Radiography - basic course ............................................................... 5

2.2

Degree programme in Radiography - specialist fields of study .............................................. 6

2.3

The professional activity of the radiographer ........................................................................ 6

2.4

The theory and methods of Radiography .............................................................................. 6

3.0

Structure and design of the degree programme in Radiography ........................................... 7

3.1

ECTS credits and study requirements .................................................................................. 7

3.2 Structure of the degree programme ......................................................................................... 7

3.3

Subjects and their place in the degree programme: Nuclear Medicine .................................. 8

Diagnostic Imaging ........................................................................................................................ 8

3.4

Subjects and their place in the degree programme: Radiological Diagnostic Imaging ......... 9

3.5

Subjects and their place in the degree programme - Radiotherapy ..................................... 10

3.6

Overview of modules. Specialist field of study: Nuclear Medicine Diagnostic Imaging ........ 11

3.7

Overview of modules. Specialist field of study: Radiological Diagnostic Imaging ................ 12

3.8

Overview of modules. Specialist field of study: Radiotherapy ............................................. 13

3.9

Example of a degree programme: Nuclear Medicine Diagnostic Imaging ............................ 14

3.10

Example of a degree programme: Radiological Diagnostic Imaging ................................ 15

3.11

Example of a degree programme: Radiotherapy ............................................................. 16

4.0

Modules .............................................................................................................................. 17

4.1

Module 1 – The individual and care in Radiography ............................................................ 17

4.2

Module 2 – The individual and technology in Radiography ................................................. 18

4.3

Module 3 – Encountering the individual in radiographic practice ........................................ 19

4.4

Module 4 – Caring for the individual in radiographic practice............................................... 20

4.5

Module 5 - The individual in an interdisciplinary health care setting ................................... 21

4.6

Module 6 – Encountering the individual in an interdisciplinary ............................................ 22

Health care setting ....................................................................................................................... 22

4.7

Module 7 – X-ray modalities and complex examination procedures ................................... 24

4.8

Module 8 – X-ray modalities and complex examination procedures in radiographic practice

25

4.9

Module 9 ............................................................................................................................ 26

4.9.1

Module 9NR – Nuclear Medicine and Radiological Diagnostic Imaging ........................... 27

4.9.2

Module 9S – Radiotherapy .............................................................................................. 28

4.10

Module 10 ....................................................................................................................... 29

4.10.1

Module 10N – Nuclear Medicine Diagnostic Imaging: advanced human biology and human biological analyses ........................................................................................................... 29

4.10.2

Module 10R - Radiological Diagnostic Imaging: magnetic resonance, ultrasound and complex examination procedures in practice ................................................................................ 31

4.10.3

Module 10S - Radiotherapy: radiotherapy in practice ................................................... 32

4.11

Module 11 ....................................................................................................................... 33

4.11.1

Module 11N – Nuclear Medicine Diagnostic Imaging: PET/CT ..................................... 34

3


Curriculum

4.11.2

Module 11R - Radiological Diagnostic Imaging: quality assurance and quality development in clinical practice .................................................................................................... 35

4.11.3

Module 11S - Radiotherapy: quality assurance and quality development in clinical practice 36

4.12

Module 12- Quality in Radiography .................................................................................. 37

4.13

Module 13 Elective Module .............................................................................................. 38

4.14

Module 14 – Bachelor Project ......................................................................................... 40

5.0

Styles of teaching and learning .............................................................................................. 41

5.1

Theoretical teaching .............................................................................................................. 41

5.2

Clinical training ...................................................................................................................... 42

5.3

Information Technology ...................................................................................................... 42

5.4

Academic tutoring ............................................................................................................... 43

5.5

Student guidance and careers service ................................................................................ 43

6.0

Cooperation between the educational institution and institutions offering clinical training ... 44

7.0

Criteria for the approval of institutions offering clinical training ............................................ 44

7.1 Procedure for the approval of institutions offering clinical training ........................................... 45

8.0

Study plans ......................................................................................................................... 46

9.0

Opportunities for study abroad ............................................................................................ 46

10.0

Assessment .................................................................................................................... 46

10.1

General guidelines concerning examinations .................................................................. 46

10.2

Special provisions concerning examinations ................................................................... 47

10.3

Table of types of assessment .......................................................................................... 47

11.0

Obligatory attendance ................................................................................................... 48

12.0

Exemption (merit) .......................................................................................................... 48

13.0

Dispensation ................................................................................................................ 49

4


Curriculum

1.0 Aims of the degree programme in Radiography

The degree programme in Radiography aims to qualify students at the completion of their studies to work independently as radiographers, and to seek further courses of higher education.

2.0 The profile of the degree programme in Radiography.

The degree programme in Radiography is based on the profession itself and a commitment to further development.

'Based on the profession itself' means that the degree programme is oriented towards the practice of the profession, reflecting developments within the profession and the health service in general.

The degree programme communicates and refines knowledge of the values, theories, methods and contemporary context of the profession.

'A commitment to further development' means a focus on research and quality development that can provide information about current and possible future developments in the profession, in the light of experience gained within the profession and the health services in general.

The degree programme builds on the most recent results of national and international research. This is ensured by basing it on the practice of the profession, and on a commitment to further development, in cooperation with end users, research institutions and other agencies. The degree programme adapts and communicates an understanding of the philosophy of science and an insight into research methodology at the professional bachelor level. By including relevant national and international research, the programme aims to qualify students for the exercise of the profession.

The academic content is based on well-documented clinical practice, and on practical and theoretical research and development. It reflects current tendencies within the profession, including changes in patterns of health and disease in the general population, and in the functions and priorities of the health service.

The degree programme in Radiography is designed to develop professional, academic and innovative skills through the interaction of theoretical teaching and clinical practice.

The degree programme is designed to ensure close links between theoretical and clinical components.

Clinical training aims to ensure a progression from the simple to the more complex, both at the level of the module and of the degree programme as a whole. Clinical training takes place at institutions offering clinical training relevant to the degree programme, for example: diagnostic imaging departments; radiotherapy departments; clinical physiology departments; somatic departments; and other units where patients are examined and treated. Clinical training may also take place at health centres, group practice surgeries, or private clinics relevant to this part of the degree programme.

2.1 Degree programme in Radiography - basic course

The first two years of study constitute the basic section of the degree programme in Radiography, in the course of which students develop the knowledge, skills and to perform commonly occurring diagnostic imaging studies, and to engage in selected radiotherapeutic and image-supported treatments.

5


Curriculum

2.2 Degree programme in Radiography - specialist fields of study

The third year of the degree programme in Radiography offers three specialist fields of study:

Radiological Diagnostic Imaging aims primarily to qualify students for hospital diagnostic imaging departments. The aim of this field of study is that students acquire the qualifications necessary independently to plan, carry out and assess diagnostic radiological imaging examinations, and the treatment of individuals.

Nuclear Medicine Diagnostic Imaging aims primarily to qualify students for hospital departments of clinical physiology. The aim of this field of study is that students acquire the qualifications necessary independently to plan, carry out and assess analyses related to human biology and nuclear medicine examinations.

Radiotherapy aims primarily to qualify students for hospital departments of radiotherapy. The aim of this field of study is that students acquire the qualifications necessary independently to plan, carry out and assess radiotherapy examinations and treatment techniques of selected forms of cancer.

2.3 The professional activity of the radiographer

The professional activity of the radiographer covers the use and improvement of diagnostic imaging in the examination, treatment and screening of individuals, and involves human, technological and social aspects. The professional activity of Radiography contributes to the continued improvement of the health services by participating in intraprofessional and interdisciplinary research and development projects. A radiographer possesses knowledge, skills and competences in the field of

Radiography, and is able to perform, manage, communicate and further develop radiographic activity.

2.4 The theory and methods of Radiography

Radiography belongs to the health sciences. Radiography applies and combines knowledge about the human being and technology, placing the individual at the centre of diagnostic imaging examinations and treatment, and in radiotherapy.

The theory of Radiography is based on experience, knowledge, and the results of national and international research and development projects.

Further, Radiography applies relevant knowledge from the other health sciences, as well as from the natural sciences, the humanities and the social sciences.

When working with particular subject matters in the practice of radiography, various methodologies from different sciences are applied, when relevant to the profession and appropriate for developing and applying new professional knowledge.

The health science disciplines contribute to promoting and ensuring evidence-based practice, in such a way that quality assurance and quality development become integrated elements of professional practice in radiotherapy.

The natural science disciplines help to ensure that Radiography has a solid technological, anatomical and physiological foundation, based on the ideal of objective knowledge.

The social science disciplines help to ensure that Radiography is practised, managed and further developed in harmony with other health professions and service users, and that it complies with national laws and regulations.

The disciplines within the humanities help to ensure that the practice of Radiography is centred on the individual, and on ideals that place autonomy and integrity before technology.

6


Curriculum

3.0 Structure and design of the degree programme in Radiography

3.1 ECTS credits and study requirements

ECTS credits are a value that can be given to a particular unit of study to describe the amount of work to be done by the individual student. The degree programme in Radiography comprises a total of 210 ECTS credits.

The work done by a full-time student in one year has an ECTS credit rating of 60, corresponding to

1,650 hours of study a year. One week's study corresponds to 1.5 ECTS credits, or about 40 hours of study. The work done by a full-time student in one year comprises preparation for and participation in theoretical and clinical training, evaluation and examinations.

3.2 Structure of the degree programme

The degree programme in Radiography consists of 14 modules, each with an ECTS credit rating of

15, except Module 13, which has a rating of 10, and Module 14, which has a rating of 20.

11 of the modules are common to the three specialist fields of study. The remaining 3 modules depend on the field of study chosen: Radiological Diagnostic Imaging, Nuclear Medicine Diagnostic Imaging, and radiotherapy respectively.

Depending on local conditions, educational institutions may schedule the same module several times in the same year.

Distribution of module periods throughout the year.

FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN weeks 6-15 weeks 17-26 weeks 35-44 weeks 46-4

7


Curriculum

3.3 Subjects and their place in the degree programme: Nuclear Medicine

Diagnostic Imaging

Module 1 2 3 4 5 6 7 8 9 10 11 12 13 14 I alt

Health Sciences

Radiography, theoretical teaching

Radiography, clinical training

Elective module, theoretical teaching

Elective module, clinical training

Elective module in all

Bachelor Project, theoretical teaching

Bachelor Project, clinical training

Bachelor project in all

Radiography in all

Pharmacology

Ergonomics

Public Health & Epidemiology

Research Methods & Quality Assurance

First Aid

Health Informatics

Nuclear Medicine

Health Sciences in all

Natural Sciences

Radiographic Anatomy & Physiology

Microbiology, Infection Pathology

Pathology

Radiographic Imaging

Radiology

Radiotherapy

Radiobiology & Radiation Protection

Natural Sciences in all

Humanities

Philosophy, Scientific Theory, Ethics

Communication

Psychology

Theory of Education

Humanities in all

Social Sciences

Law

Organisation, Management

Sociology

Social Sciences in all

Theoretical teaching in all

Clinical training in all

Total

2 1,5 3 2 0,5 2 3,5 1,5 1,5 3,5 21

1,5 15 12 3 9* 15 7,5 7,5 1,5 72

7 7

3 3

10 10

15 15

3.5 1.5 15 15 5 9.5 2 15 3.5 9 9

5 5

20 20

5 10 20 123

0.5

1

1

1.5

1

2.5

1.5

1.5

1

2.5

4

4

0,5

3,5

7

1

2

1 3.5 3.5 8

4 2.5 15 15 8.5 10.5 6 15 6 12.

5

12.5 11.

5

10 20 149

8

1

1

7.5

2.5

1.5

9 12.

5

1

1

2 0 0 0

1 1 2 12

1

1 2 3 0.5 7,5

3 3.5 1.5 15,5

1.5 1 5

1 1

1.5 0.5 0.5 4

2 9 8.5 2.5 2.5 46

1.5 0.5

1.5

1.5

1.5

4.5 1.5 0 0 0.5 0 0 1.5 0

3

2,5

1.5

1.5 3

0 10

1

1

1

2 1

13.

5

15

1.5 0

0

15

3

12

12

3

6

9

1

1

2

2

1

2 5

15 0 15 7.5 7.5 13.

5

0 15 0

7

7.5 7.5 1.5 3

15 130

5 80

15 15 15 15 15 15 15 15 15 15 15 15 10 20 210

Mostly clinical training

Mostly theoretical teaching

Interdisciplinary module

Modules with ½ theory and ½ clinical work

*Comprises: somatic clinical studies (3 ECTS credits); Nuclear Medicine clinical studies (3 credits). Radiotherapy clinical studies (3 credits).

8


Curriculum

3.4 Subjects and their place in the degree programme: Radiological

Diagnostic Imaging

Module: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 I alt

Health Sciences





Elective module in all



Bachelor project in all


Pharmacology

Ergonomics

2 1.5

1.5

3

15 12 3 9*

2 0.5 2

15

3.5 3.5

15 15 1.5

7

3.5 1.5 15 15 5 9.5 2

2.5

15 3.5 15 15 5

1.5

0.5

3 3

10 10

15 15

10

5

20

20

18

87

7

5

20

135

4

0,5



First Aid

Health Informatics

Nuclear Medicine

Health Sciences in all

Natural Sciences



1

1

1.5

1

4 2.5 15 15 8.5 10.

1

6

5

8

1

1

1.5

15 6

1

1

2.5

4

3,5

7

1

2

1

15 15 11.5 10 20 154

10

1

Pathology


Radiology


Natural Sciences in all

Humanities


Communication

Psychology

Theory of Education

Humanities in all

Social Sciences

Law


Sociology

1

1

2

1

7.5

2.5

1.5

9 12.5

0 0 0

1.5

1.5

1.5

4.5

1

1 2

2 9

1.5

1.5

1

1

3

1.5

1.5

0 0

3

3.5

1

8.5

0.5

0.5 0 0

1.5

1.5 0

1

1

0

Social Sciences in all

Theoretical teaching in all

Clinical training in all

Total

13.

5

1.5

15

0

0 3

2

12

1

6 15

15 12 3 9 0

0 15

15 0

0 0

2

13.5 7

15 15 1.5 3

15

5

5

115

95

15 15 15 15 15 15 15 15 15 15 15 15 10 20 210


Mostly theoretical teaching Interdisciplinary module


41

3

2.5

7

14

5

3

2

2

1

1.5

3

10

9


Curriculum

3.5 Subjects and their place in the degree programme - Radiotherapy

Module: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 I alt

Health Sciences





Elective module in all



Bachelor Project in all


Pharmacology

Ergonomics



First aid

Health informatics

Nuclear Medicine




Dosage planning


Oncological Pathophysiology

Pathology

2

1.5

3.5

0.5

8

1 1

1.5

1.5

1

15

15

3

12

15

2

3

0.5

9 ’

1

4 2.5 15 15 8.5 10.5

1

7.5

2.5

5

1

1.5

1

9.5

1

Radiographic imaging

Radiology

Radiotherapy


Natural Sciences in all

Humanities


Communication

Psychology

Theory of Education

Humanities in all

Social Sciences

Law


9 12.5

1

1

2

1.5

0 0

1.5

1.5

1.5

1

2

1.5

0 4.5 1.5

Sociology




Total

2

2

2.5

1.5

6

1

2

3

1.5

1.5

9

0

15

15

15

0

1.5

1

2.5

1.5

1

4

1.5

1

2

1

10.5

0.5

0.5

12

12

2

1

3

0

3

12

15

0

3.5

1.5

7

3

10

19

82

7

3

10

15 15

5 5

20 20

5 10 20 131

4

0.5

2.5

4

1.5

1.5 0

3.5

7

1

1

1

4 12 15 11.5 10 20 149

10

6

1.5

5

10.5

4

4

4

46

3

2.5

1.5

3

0 10

1

1

1

1

2

2

13.5 15 0

2

3 12

1

1

6 15 0 14 3

2

3 13.5 7 15

1

5

120

1.5 0 15 12 3 9 0 15 1 12 12 1.5 3 5 90

15 15 15 15 15 15 15 15 15 15 15 15 10 20 210


Mostly theoretical teaching

Interdisciplinary module


10

The individual and

Radiography

Modalities in

Radiography


Curriculum

3.6 Overview of modules. Specialist field of study: Nuclear Medicine

Diagnostic Imaging

The degree course consists of 14 modules. In accordance with local requirements, the individual educational institution may schedule the modules according to the following guidelines:

Modules 1-3 may be taught in any order.

Modules 5 and 6 may be taught in any order.


Modules 9NR and 10N may be taught in any order.


Basic

Radiography

The individual and care in Radiography

Module 1

The individual and technology in Radiography

Module 2

Encountering the individual in radiographic practice

Module 3

Students shall attended teaching in Modules 1-3 before starting module 4

Caring for the individual in radiographic practice

Module 4

Students shall attended teaching in Modules 1-4 before starting Module 5 and 6

Quality assurance & development in

Radiography

The individual in an interdisciplinary healthcare setting

Module 5

Quality development in Radiography

Module 12

Elective Module

Module 13

Bachelor project

Module 14

Encountering the individual in an interdisciplinary healthcare setting

Module 6

Students shall attended teaching in Modules 1-6 before starting Module 7-8

X-ray modalities and complex examination procedures

Module 7

X-ray modalities and complex examination procedure in radiographic practice

Module 8

Students shall attended teaching in Modules 7-8 before starting Module 9NR and 10N

MRI, UL and complex examination procedure

Module 9 NR

Nuclear Medicine

Module 10N

Students shall attended teaching in Modules 1-10RN before starting Module 11

Students shall attended teaching in Modules 1-10RNbefore starting Module 11

PET scanning

Module 11N

Students shall attended teaching in Modules 1-11Nbefore starting Module 12

Students shall attended teaching in Modules 1-12 before starting Module 13

Mostly clinical training Mostly theoretical teaching Interdisciplinary Module Modules with ½ theory and ½ clinical work

11


Curriculum

3.7 Overview of modules. Specialist field of study: Radiological

Diagnostic Imaging





Modules 9NR and 10R may be taught in any order.

Modules 11R and 12 may be taught in any order.


Basic

Radiography


Module 1


Module 2


Module 3



Radiography

Modalities in

Radiography


Radiography


Module 4



Module 5


Module 7


Module 8

Students shall attended teaching in Modules 7-8 before starting Module 9NR and 10R

MRI, UL and complex MRI, UL and complex examination examination procedure procedure in radiographic practice

Module 9 NR Module 10R

Students shall attended teaching in Modules 1-10R before starting Module 11R or 12


Quality assurance & Quality development development in Clinical in Radiography

Radiography Module 12

Module 11R


Elective Module

Module 13

Bachelor project

Module 14


Module 6


Mostly clinical training Mostly theoretical teaching Interdisciplinary Module

12


Curriculum

3.8 Overview of modules. Specialist field of study: Radiotherapy




Modules 7 and 8 may be taught in any order

Modules 11S and 12 may be taught in any order. Modules 13 and 14 may be taught in any order.

Basic

Radiography


Module 1


Module 2


Module 3



Radiography

Modalities in

Radiography


Module 4



Module 5


Module 6



Module 7


Module 8

Students shall attended teaching in Modules 7-8 before starting Module 9NR and 10R

Radiotherarpy

Module 9 S

Students shall attended teaching in Modules 1-9S before starting Module 10S


MRI, UL and complex examination

Radi therapy

Module 11S procedure in radiographic practice

Module 10S

Students shall attended teaching in Modules 1-10S before starting Module 11 or 12


Quality development in Radiography

Module 12


Radiography


Elective Module

Module 13

Bachelor project

Module 14

Mostly clinical training Mostly theoretical teaching Interdisciplinary Module

13


Curriculum

3.9 Example of a degree programme: Nuclear Medicine Diagnostic

Imaging

Course starts week 6


14


Curriculum

3.10 Example of a degree programme: Radiological Diagnostic Imaging



15


3.11 Example of a degree programme: Radiotherapy


Curriculum


16


4.0 Modules

4.1 Module 1 – The individual and care in Radiography

Theme

Curriculum

This module deals with human anatomy and physiology. It also deals with human relations in radiography, as exemplified by the case issues radiographers work with – in relation to radiological and nuclear medicine diagnostic imaging, and to radiotherapy treatment.

Learning outcomes

At the conclusion of this module students shall be able:



to give an account of normal human anatomy and physiology in relation to selected areas;



to describe how normal anatomical structures appear on radiographic images;



to explain the importance of the relationship between patient and radiographer for the individual undergoing examination or treatment;

 to describe the importance of care, solicitude and communication for both healthy and sick individuals alike;



to give an account of basic microbiology, the pathology of infections, principles of hygiene and measures that can be taken to prevent and combat the spread of infection;



to explain ergonomic concepts and methods and their impact on displacement, working techniques and the working environment;



to identify normal anatomical structures on radiographic images;



to apply principles of hygiene in connection with correct hand hygiene;



to use lifting and displacement techniques;



to plan their own learning processes, using various methods of study and didactic tools, including participating in group processes;



to identify conceptions of the patient role, including the object of care as defined conceptually, theoretically, practically and in terms of attitudes; and,



to evaluate critically and an alytically the radiographer’s actions in relation to the patient, based on their knowledge of fundamental ethical theories.

17


Distribution of subjects and ECTS credits within the module

Health sciences

Radiography, Theoretical teaching

Radiography, Clinical training

Ergonomics

Natural sciences

Radiographic Anatomy & physiology


Humanities

Philosophy, Scientific theory, Ethic

2

1,5

0,5

8

1

1

Communication


1

13,5

Clinical training in all 1,5

Total 15

Assessment

The module concludes with an external theoretical examination.

The student's learning outcomes are assessed on the Danish 7-point grading scale.

7-point grading scale 12 10 7 4 02

Curriculum

00 -3

ECTS A B C D E Fx F

4.2 Module 2 – The individual and technology in Radiography

Theme

This module deals with X-ray equipment and imaging in Radiography. Technologically, the main focus is on theories and methods about topics related to making radiographic images, including minimising harm to humans.

Learning outcomes

At the conclusion of this module students shall be able: to give an account of selected physical principles behind the production of X-rays;

to give an account of how X-rays interact with various tissue structures; to explain how images are made using X-rays; to describe selected pathological conditions; to identify selected pathological conditions in connection with specific examinations;

to choose the right kind of radiation protection in connection with normal diagnostic imaging

examinations and radiotherapy treatments; to give an account of vital bodily functions as a condition for giving first aid; to identify pathological conditions revealed by radiographic images in connection with selected forms of examination;

to give first aid; and, to apply basic methods for solving theoretical problems connected with making radiographic images.

18



Health sciences

Radiography, Theoretical teaching 1,5

First Aid

Natural sciences

Pathology

Radiographic imaging

Radiology


1

1

7,5

2,5

1,5

Theoretical teaching in all 15

Clinical training in all 0

Total 15

Assessment

The module concludes with an internal theoretical examination.



Curriculum

00 -3

ECTS A B C D E Fx F

4.3 Module 3 – Encountering the individual in radiographic practice

Theme

This module deals with the basic skills called for in standard diagnostic imaging examination situations involving encounters with patients for standard diagnostic imaging procedures. The module also deals with the organisation of diagnostic imaging departments, and the technological information and communication systems available there. Finally, the module deals with the ability to see the difference between practical and theoretical knowledge.

Clinical training is organised by the diagnostic imaging department where students encounter patients in connection with standard diagnostic imaging examinations.

Learning outcomes




to describe the examination techniques used at the department in connection with standard examinations of patients;



to account for anatomical structures and their manifestation on radiographic images;



to give an account of how various pathologies manifest on radiographic images;



to inform, and communicate with, patients and their relatives;



to apply observation as a means of developing practical knowledge;



to apply the technology available at the department in performing standard radiographic procedures;



to assess radiographic images in the light of professional standards;

 to identify the individual patient´s needs for care in connection with carrying out the de partment’s standard examination procedures;



to observe vital bodily functions;



to apply hygienic principles when working both with people and technology;

 to describe how a patient’s pathological profile may appear different in practice from the way it is presented in theory;



to cooperate with colleagues within the profession and other health professionals, showing an understanding of the interplay between professions; and



to seek knowledge relevant to their own learning needs.

19



Health sciences



15

0

Curriculum


Total 15

Assessment

The module concludes with an internal clinical examination.

The student's learning outcomes are assessed as pass/fail.

4.4 Module 4

– Caring for the individual in radiographic practice

Theme

This module deals with the basic skills called for in clinical diagnostic imaging examination situations involving the care of patients in connection with standard diagnostic imaging procedures. The module also deals with the planning, execution and evaluation of standard diagnostic imaging procedures.

Clinical training is organised by the diagnostic imaging department where students encounter patients in connection with standard diagnostic imaging examinations.

The planning of content and teaching in this module presupposes that students have attended teaching in Modules 1 to 3.

Learning outcomes




to describe the examination techniques used at the department in connection with standard examinations of patients;



to give an account of how various pathologies manifest on radiographic images;

 to explain how a patient’s pathological profile may differ from the way it is presented in theory;

 to assess the choice of apparatus and carry out the department’s standard examinations of patients;’



to process, handle and annotate radiographic images;



to inform, and communicate with, patients and their relatives;

 to identify the individual patient´s needs for care in connection with carrying out the department’s standard examination procedures;



to observe vital bodily functions;



to apply hygienic principles when working both with people and technology;



to cooperate with colleagues within the profession and other health professionals, showing an understanding of the interplay between professions;



to combine knowledge, observation and reflection in order to provide individual care and carry out individual examinations;



to assess the results of their own examinations in individual cases;



to seek knowledge relevant to their own learning needs from research and development



projects;

20



Health sciences

Radiography, theoretical training



3

12

3


Total 15

Assessment

The module concludes with an external clinical examination.



Curriculum

00 -3

ECTS A B C D E Fx F

4.5 setting

Module 5 - The individual in an interdisciplinary health care

Theme

This module deals with how the various health professions contribute to promoting quality, continuity and interprofessional cooperation in the treatment of patients. This module also deals with legislation concerning the health service. The module focuses on individuals, families or groups of people with their different philosophies and conditions of life.


LEARNING outcomes




to describe the structure and organisation of the health service in society;



to give an account of the responsibilities and skills of their own profession and other health professionals in connection with interprofessional cooperation;



to explain what significance particular approaches to the philosophy of science might have for interprofessional cooperation;



to give an account of legal and ethical matters related to the health service;



to explain how communication and information technology can be used by health professionals working with documentation and quality assurance;



to explain, with reasons, how their own professional practice and interprofessional cooperation are affected by legal and ethical considerations related to the health service;



to take part in an interdisciplinary cooperation team to resolve health care problems and tasks in cooperation with other professions; and,



to seek, communicate and apply empirical knowledge and knowledge based on research and development to tasks connected with health promotion, disease prevention, diagnosis, treatment and/or rehabilitation.

21



Health sciences



Public Health and Epidemiology

2

3

1

Research Methods and Quality Assurance

Health Informatics

Humanities

Philosophy, Philosophy, Ethic

Communication

Theory of Education

1,5

1

1,5

1,5

1,5

Social Sciences

Law

Organisation, management

1

1

Theoretical teacing in all

Clinical traning

12

3

Total 15

Assessment




Curriculum

00 -3

ECTS A B C D E Fx F

4.6 Module 6 – Encountering the individual in an interdisciplinary

Health care setting

Theme

This module deals with ideal courses of treatment, and with what patients are exposed to and experience in particular areas of the health service. The focus is on having a broad approach to people, so that insights from the health and social sciences and the humanities can be used as required when cooperating and communicating with and caring for the individual. This module should be designed to offer a broad perspective on the work of the radiographer.

Clinical training gives a rating of 3 ECTS to each of the areas, Nuclear Medicine, Radiotherapy and somatic clinical work. In the course of clinical training, students encounter people undergoing different forms of treatment – before, during and after diagnostic imaging examinations and radiotherapy treatment.


Learning outcomes

22

Bachelor of Radiography - Denmark Curriculum




to describe how psychological and sociological factors influence the way individuals experience health and sickness;



to give an account of selected pathologies and how they affect the way individuals experience health;



to give an account of how the radiographer's own approach to human interaction and caring affects the relationship between the patient and the radiographer;



to give an account of the principles of radiotherapy treatment, taking into account the particular circumstances of the unique individual's course of disease and his or her life situation;



to give an account of the principles of nuclear medicine examinations and the planning of such, taking into account the actual situation of the individual;



to give an account of the relationship between the radiographer and the critically ill patient in relation to radiological and nuclear medicine diagnostic imaging and radiotherapy treatment;



to identify and give an account of the connection between symptoms and illnesses in particular individual patient cases;



to offer the right patient care in relation to basic human needs and the needs of the individual;



to communicate and cooperate with patients and their relatives, showing an understanding of social roles and psychological issues.



to enter into interdisciplinary cooperation, acknowledging the responsibilities and skills of different kinds of professional health workers;



to gain a broader understanding of the profession of Radiography, by reflecting on their own practice in each particular situation of cooperation and caring; and,



to identify their own learning needs and strive actively to develop their own knowledge and skills.


Health sciences



2

3

Comprises: somatic clinical studies (3 ECTS)

Nuclear Medicine clinical studies (3 ECTS) and

Radiotherapy clinical studies (3 ECTS).

Nuclear Medicine

Nuclear sciences

Pathology

Radiotherapy

Humanities

9

1

1

1

Psychology

Social sciences

Sociologi

1,5

1

Theoretical teacing in all

Clinical traning

6

9

Total 15

Assessment



7-point grading scale

ECTS

12

A

10

B

7

C

4

D

02

E

00

Fx

-3

F

23


4.7 Module 7 – X-ray modalities and complex examination

Curriculum

procedures

Theme

This module deals with the advantages and limitations of diagnostic imaging examinations, the treatment of patients using X-ray modalities, mammography, computer tomography (CT) and fluoroscopy. It focuses on methods of producing images, and on radiation protection in connection with particular X-ray modalities and their use in relation to nuclear medicine examinations or radiotherapy treatment.

The module also deals with the relationship between patient and radiographer during complicated examinations and courses of treatment.


Learning outcomes




to give an account of the relationship between patient and radiographer during complicated examinations and courses of treatment;



to give an account of the relationship between the radiographer and the critically ill patient in relation to radiological and nuclear medicine diagnostic imaging and radiotherapy treatment;



to describe selected X-ray modalities and the connection between them and nuclear medicine examinations and radiotherapy treatment;



to explain how images are produced in connection with mammography, CT and fluoroscopy;



to explain radiation protection in connection with mammography, CT and fluoroscopy;



to explain image quality in connection with mammography, CT and fluoroscopy;



to give an account of general pharmacology in relation to radiological and nuclear medicine diagnostic imaging and radiotherapy treatment;



to give an account of pharmacology in connection with the use of contrast media in X-ray and nuclear medicine examinations;



to give an account of the use of contrast media in X-ray and nuclear medicine examinations;



to give an account of the principles for obtaining intravenous access;

 to obtain intravenous access;

 to give an account of advanced life-saving treatment;



to describe selected pathological conditions that can be visualised in connection with mammography, CT and fluoroscopy;



to give an account of radiographic anatomy in connection with mammography, CT and fluoroscopy;



to find, select, analyse and assess publications and research results relevant to the themes of this module;



to explain selected quantitative methods suited to investigating problems connected with the



themes of this module;



to apply, assess and justify the use of central theoretical concepts and methods when working



with problem areas and methods connected with the themes of this module;



to assess how certain pathological conditions affect radiographic procedures and possible lines of treatment;



to combine knowledge and skills when lining up model solutions, including considerations of professional ethics; and,



to develop their own knowledge and skills.

24



Health sciences


Pharmacology



Radiographic Anatomy and Physiology

Pathology


Radiology

Radiobiology and Radiation Protection



Total

2

2.5

1.5

1

2

3

1.5

1.5

15

0

15

Assessment




ECTS

12

A

10

B

7 4 02

C D E

Curriculum

00

Fx

-3

F

4.8 Module 8 – X-ray modalities and complex examination procedures in radiographic practice

This module deals with the examination and treatment of patients using various X-ray modalities, either within diagnostic imaging departments, or elsewhere, including clinical physiological departments and radiotherapy departments.

The module focuses on caring for the individual in a crisis or in life-threatening situations. As regards technology, the module focuses on methods of producing images and on radiation protection, in connection with particular X-ray modalities and their use in relation to nuclear medicine examinations or radiotherapy treatment.

In this case, clinical training is arranged on the basis of a diagnostic imaging department in which students encounter patients attending for complicated examinations and/or courses of treatment.


Learning outcomes




to describe complex examinations and the treatment of patients using X-ray modalities in radiographic practice;



to give an account of the most important issues affecting choices made in connection with complex examinations and the treatment of patients using X-ray modalities;

25




to plan and perform both commonly occurring and complicated examinations and courses of treatment performed in the department using X-ray modalities;



to plan and carry out specially complicated examination and treatment procedures using Xray modalities under guidance;



to give reasons for the choices made regarding equipment and methods when carrying out examinations or courses of treatment involving X-ray modalities;



to give an account of the use of CT in connection with radiological and nuclear medicine diagnostic imaging examinations and radiotherapy treatment;



to assess radiographic images in the light of professional standards;



to identify the kind of patient care required by patients undergoing both commonly occurring and complicated examinations or courses of treatment involving the use of X-ray modalities;



to instruct and guide patients and their relatives in connection with examinations or courses of treatment involving the use of X-ray modalities;



to communicate and cooperate with patients, relatives and colleagues when carrying out actual examinations or courses of treatment;



to justify changes in the choice of equipment or procedures when carrying out actual examinations or courses of treatment;



to be critically aware of their own values and attitudes, and to be able to provide reasons and ethical considerations relevant to actual examinations or courses of treatment;



to care for the patient during both commonly occurring and complicated examinations or courses of treatment, constantly identifying the needs of the patient;



to reflect on their own practice, and to give reasons for and assess their own actions when carrying out examinations or courses of treatment, drawing on both theoretical and practical knowledge;



to work together with other professional health workers when carrying out actual examinations or courses of treatment – always mindful of their own identity as professional radiographers; and,



to develop their own knowledge and skills through carrying out complicated procedures.


Health Sciences

Radiography, Clinical training 15



0

15

Total 15

Assessment



7-point grading scale 12 10 7 4 02 00 -3

ECTS A B C D E Fx F

4.9 Module 9

The teaching, learning outcomes and forms of assessment in module 9 depend on the specialist field of study chosen.

Students who have chosen Nuclear Medicine Diagnostic Imaging and Radiological Diagnostic

Imaging follow Module 9NR.

Students who have chosen radiotherapy follow Module 9S.

26


4.9.1 Module 9NR – Nuclear Medicine and Radiological Diagnostic

Imaging

Theme

This module deals with the advantages and limitations of diagnostic imaging examinations or treatment using magnetic resonance imaging (MRI) and ultrasound (US).

The module focuses on the relationship between the health professional and the patient being examined or treated using US and MRI. The module also deals with the technology involved in MRI and US.


Learning outcomes




to describe the relationship between the patient and the health professional;



to explain how images are produced using MRI and US;



to give an account of image quality in connection with MRI and US;



to explain safety aspects of MRI;



to give a pharmacological account of the contrast agents used in MRI and US and to describe their use;



to give an account of radiographic anatomy in connection with MRI and US;



to give an account of certain pathological conditions that can be revealed using MRI and US;



to apply central theoretical concepts and methods to analyse problem areas within the subject area of the module;



to assess and justify the use of central theoretical concepts and methods when working



with problem areas within the themes of this module;



to combine knowledge and skills from the themes of the module to analyse problems and propose possible solutions; and,



to include considerations of professional ethics when proposing possible solutions.


Health Sciences


Pharmacology

Health Informatics

Natural Sciences

Radiographic Anatomy and Physiology

Pathology


Radiology

Humanities

Philosophy, Philosophy of Science and Ethics


3

3.5

1

0.5

15

3.5

1.5

1

1


Total

0

15

27


Assessment




Curriculum

00 -3

ECTS A B C D E Fx F

4.9.2 Module 9S – Radiotherapy

Theme

This module deals with human relationships in radiotherapy treatment and with the reaction of the human organism to radiotherapy. The module also deals with general and specific techniques in the treatment of certain forms of cancer. Explanation of the particular treatment technique should cover the development of the tumour, determination of dosage and the reaction of both tumours and normal tissue to radiation treatment.


Learning outcomes




to explain how important patient care and communication are to people undergoing a course of radiotherapy treatment;



to give an account of various ways of providing radiation protection during radiotherapy;



to describe current radiotherapy treatment plans and protocols;



to give an account of dose planning in connection with selected forms of cancer;



to explain how to minimise the radiation dose to healthy tissue in selected treatments;



to describe areas of radiation physics relevant to radiotherapy;



to explain the technical construction of the accelerator, both in general and with regard to the treatment of selected forms of cancer;



to give an account of pharmacology related to the treatment of symptoms and sideeffects in patients undergoing radiotherapy treatment;



to explain the epidemiology, development and reaction to radiotherapy of selected forms of cancer;



to describe selected pathophysiological changes in the human organism resulting from radiotherapy treatment of selected forms of cancer;



to give an account of radiographic anatomy in connection with to the planning and execution of radiotherapy;

 to explain why it is important for health professionals to have a caring approach in an



environment involving cancer patients;



to use radiographic anatomy as the basis for dosage planning in relation to selected forms of



cancer;

 to give an account of standards and criteria relating to radiotherapy dosage planning;



to explain the importance of the precision and reproducibility of treatment plans;



to calculate drug dosages; and,



to apply knowledge from various subject areas when tackling theoretical problems related to the administration of drugs, dosage planning and radiotherapy treatment.

28



Health Sciences



Pharmacology

Natural Sciences


Dosage Planning

Oncological Pathophysiology

Pathology

Radiotherapy


Humanities

Philosophy, Philosophy of Science and Ethics

4

1.5

1

2

1

0.5

1.5

1

1.5

1



Total

14

1

15

Assessment


The student's learning outcomes are assessed on the Danish 7-point grading scale


Curriculum

00 -3

ECTS A B C D E Fx F

4.10 Module 10

The teaching, learning outcomes and forms of assessment in module 10 depend on the specialist field of study chosen.

Students who have chosen Nuclear Medicine Diagnostic Imaging follow Module 10N.

Students who have chosen Radiological Diagnostic Imaging follow Module 10R. Students who have chosen Radiotherapy follow Module 10S.

4.10.1 Module 10N – Nuclear Medicine Diagnostic Imaging: advanced human biology and human biological analyses

Theme

This module deals with advanced human biology and human biological analyses. It focuses on the use of bioanalysis, including the application of radiophysical principles to pathological conditions.

The module offers deeper insights into human biology, especially with a view to the analysis and diagnosis of pathological conditions, drawing on representative topics in human biology.

This module aims to further develop students' qualifications in terms of planning, carrying out and assessing human biological analyses and being able to explain pathological findings.

Clinical teaching is organised at clinical physiological departments, or the like, at which students will have the opportunity to focus on the use of bioanalysis.

29


Module 10N in the special field of study, Nuclear Medicine Diagnostic Imaging, is the same as

Module 6 of the Bachelor of Biomedical Laboratory Science degree programme. Students on both degree programmes receive the same tuition and sit the same examinations.


Learning outcomes

At the conclusion of this module students shall be able: to describe the structure and function of the human organism and pathological conditions; to give an account of model human biological analyses at cell, tissue and organ levels; to give an account of radiopharmacy and basic radiophysical principles as applied to the field of nuclear medicine – thus enabling students to explain the methods used in nuclear medicine; to explain quality assurance concepts in connection with specific analyses, enabling students to give an account of the analytical quality of such analyses; to give an account of legislation governing working with radioactive drugs and biobanks;

to assess the results of representative analyses at the cellular, tissue and organ levels; to assess and explain pathological findings; to communicate the principles behind model analyses at cell, tissue and organ levels;

to perform representative technical analyses at the cellular, tissue and organ level; to handle radioactive sources in accordance with current legislation; to act responsibly in relation to analytical work as well as in matters concerning cooperation, safety and the environment; and, to reflect on the way particular life situations and conditions of life affect people's mental reactions to health and illness.


Health Sciences



Nuclear Medicine

Natural Sciences




1.5

7.5

3.5

2

0.5

7.5


Total

7.5

15

Assessment

The module concludes with an external examination in two parts, one part covering the theoretical teaching and the other the clinical training.


30



Curriculum

12 10 7 4 02 00 -3

ECTS A B C D E Fx F

Students must pass both parts to pass the whole module, and in the final mark both parts are equally weighted.

4.10.2 Module 10R - Radiological Diagnostic Imaging: magnetic resonance, ultrasound and complex examination procedures in practice

Theme

This module deals with the examination and treatment of patients using magnetic resonance imaging (MRI) and ultrasound (US) either within diagnostic imaging departments, or elsewhere.

There is an emphasis on caring for individuals undergoing examination and treatment with

MRI or US.

Clinical teaching is organised at diagnostic imaging departments, with a focus on the use of the magnetic resonance imaging and ultrasound modalities.


Learning outcomes

At the conclusion of this module students shall be able: to describe MRI, US and complex examination procedures; to give an account of central issues governing choices made concerning MRI, US and complex examination procedures; to plan and perform the department’s commonly occurring MRI and US examinations and

treatments; to plan and perform specially complicated examination and treatment procedures

under guidance;

to give reasons for the choice of equipment and methods when carrying out MRI and US

examinations and treatment; to comply with safety regulations when carrying out MRI examinations; to assess radiographic images according to professional standards; to identify individual needs for patient care, and to act accordingly, when carrying out both standard and more complex MRI and US examinations and courses of treatment; to instruct and guide patients and their relatives; to communicate and cooperate with patients, relatives and colleagues in real life situations; to reflect on their own practice and to give reasons for and assess their own actions, drawing on both theoretical and practical knowledge; to be critically aware of their own values and attitudes, and to be able to provide reasons and ethical considerations relevant to actual examinations or courses of treatment; and, to work together with other professional health workers – always mindful of their own identity as professional radiographers.

31



Health Sciences

Radiography, clinical training 15



Total

0

15

15

Assessment




ECTS

12

A

10

B

7 4 02

C D E

Curriculum

00

Fx

-3

F

4.10.3 Module 10S - Radiotherapy: radiotherapy in practice

Theme

This module deals with the radiotherapy treatment of patients suffering from various types of cancer.

There is an emphasis on caring for people receiving curative, palliative or adjuvative radiotherapy, on the technical aspects of therapeutic scanning, dosage planning and radiotherapy, and on the possibilities and limitations that occur in practice.

Clinical teaching is organised at radiotherapy departments, with a focus on planning and carrying out radiotherapy.

The planning of content and teaching in this module presupposes that students have attended teaching in Modules 1 to 9S.

Learning outcomes

At the conclusion of this module students shall be able: to give an account of central issues governing choices concerning the activity of the radiographer in connection with radiotherapy; to describe practical activities connected with therapeutic scanning, dosage planning and

radiotherapy; to identify, document and provide patient care in connection with selected forms of radiotherapy treatment, taking account of individual needs;

to instruct and guide patients and their relatives in connection with courses of

radiotherapy treatment;

to administer drugs to patients undergoing radiotherapy treatment; to localise selected forms of cancer on radiographic images; to draw up a standard dosage plan using current procedures; to justify the choice of techniques and methods to be used in therapeutic scanning, dosage

planning and radiotherapy;

to assess radiobiological effects when preparing a standard dosage plan; to plan and perform selected radiotherapy treatments;

32

Bachelor of Radiography - Denmark Curriculum to perform selected kinds of therapeutic scanning, dosage planning and radiotherapy, taking account of the individual patient and the actual situation; to instruct and guide patients and their relatives in connection with the particular course of radiotherapy treatment in question; to draw on health professional ethical considerations when cooperating with patients, their relatives and colleagues in connection with radiotherapy; to be critically aware of their own values and attitudes, and to be able to argue and provide reasons for ethical considerations relevant to selected courses of radiotherapy treatment; to apply a knowledge of pharmacology as a presupposition for administering drugs to patients undergoing radiotherapy; and, to assess the clinical changes that affect patients undergoing a course of oncological treatment.


Health Sciences


Natural Sciences

Dosage Planning

Radiotherapy


12

2

1

3


Total

12

15

Assessment




ECTS A B C D E Fx F

4.11 Module 11

The teaching, learning outcomes and forms of assessment in Module 11 depend on the specialist field of study chosen.

Students who have chosen Nuclear Medicine Diagnostic Imaging follow Module 11N.

Students who have chosen Radiological Diagnostic Imaging follow Module 11R. Students who have chosen Radiotherapy follow Module 11S.

33


4.11.1 Module 11N – Nuclear Medicine Diagnostic Imaging: PET/CT

Theme

This module deals with basic knowledge about positron emission tomography (PET), combined with computer tomography (CT) and the preparation of tracers used in PET. There is also an emphasis on the relationship between the professional health worker and the patient, where the point of departure is the life situation of the individual.

The module qualifies students to work with nuclear medicine examinations involving the use of PET tracers, so that students become qualified, under guidance, to plan, perform and assess the quality of PET/CT examinations.

Students acquire theoretical knowledge about the preparation and use of isotopes and radioactive tracers used in PET examinations, so that they understand the legislation covering this area and quickly learn the required practical skills. Students develop the skills necessary to interact with patients in crisis and to provide patient care in response to basic needs.

Clinical teaching is organised at diagnostic imaging or clinical physiological departments, with a focus on PET and CT.

The planning of content and teaching in this module presupposes that students have attended teaching in Modules 1 to 10N.

Learning outcomes

At the conclusion of this module students shall be able: to explain the application potentials of PET/CT examinations; to give an account of the construction, use and quality control of a PET camera;

to give an account of the method and principles on which a CT scanner works; to give an account of the principles of PET/CT examinations and image production;

to give an account of PET/CT image quality; to give and account of the preparation, quality control and pharmacokinetical aspects of PET

pharmaceuticals; to give an account of the radiation protection of patients and staff in connection with PET/CT; to give an account of patient care in relation to the patient's basic needs;

to explain how to communicate with patients in crisis situations; to perform PET/CT scans under supervision; to perform routine quality checks of PET cameras and CT scanners under supervision;

to assess the image quality of PET/CT examinations; to provide professional patient care in response to the patient's basic needs;

to communicate with patients in crisis situations; to cooperate in a responsible manner as a student in the conduct of PET/CT examinations; and, to act appropriately on the basis of an understanding of the patient's life situation.

34



Health Sciences


Radiography, clinical training – Nuclear Medicine

Nuclear Medicine

Natural Sciences

Pathology



1.5

7.5

3.5

0.5

1.5

0.5

Curriculum



Total

7.5

7.5

15

Assessment

The module concludes with external examination in two parts, one part covering theoretical teaching and the other clinical training.



ECTS A B C D E Fx F

Students must pass both parts to pass the whole module, and in the final mark both parts are equally weighted.

4.11.2 Module 11R - Radiological Diagnostic Imaging: quality assurance and quality development in clinical practice

Theme

This module deals with ensuring and improving quality in practice, emphasising quality assurance and development as regards the treatment of patients and technology. The module also focuses on the management and organisation of Radiography.

Clinical teaching is organised at diagnostic imaging departments, with a focus on quality assurance and development.

The planning of content and teaching in this module presupposes that students have attended teaching in Modules 1 to 10R.

Learning outcomes

At the conclusion of this module students shall be able: to explain how to ensure the quality of human relationships and technology in radiographic

practice; to describe how to improve the quality of selected courses of treatment and procedures

in radiographic practice; to give an account of organisation and management in relation to planning and carrying out tasks in radiographic practice;

35

Bachelor of Radiography - Denmark to use selected equipment for quality-control; to assess the planning and implementation of selected courses of treatment;

Curriculum to identify, give reasons for and communicate quality development in radiographic practice;

to manage a selected area of radiographic practice; to cooperate with members of their own profession and other professional health workers to ensure and improve the quality of selected courses of treatment and procedures in radiographic practice in accordance with specific learning outcomes; and, to identify their own learning needs and seek new knowledge in connection with research and development projects in radiographic practice.


Health Sciences




Total

15

0

15

15

Assessment




ECTS A B C D E Fx F

4.11.3 Module 11S - Radiotherapy: quality assurance and quality development in clinical practice

Theme

This module deals with ensuring and improving quality in radiographic practice in the field of radiotherapy, emphasising quality assurance and development in terms of the treatment of patients and technology. The module also focuses on the management and organisation of Radiography.

Clinical teaching is organised at radiotherapy departments, with a focus on quality assurance and development.

The planning of content and teaching in this module presupposes that students have attended teaching in Modules 1 to 10S.

Learning outcomes

At the conclusion of this module students shall be able: to explain how to ensure the quality of human relationships and technology in radiotherapeutic

practice; to describe how to improve the quality of selected courses of treatment and

procedures in radiotherapeutic practice;

36


to give an account of organisation and management in relation to planning and carrying out tasks in radiotherapeutic practice;

to use selected equipment for quality control; to assess the planning and implementation of selected courses of treatment; to identify, give reasons for and communicate quality development in radiotherapeutic practice;

to manage a selected area of radiotherapeutic practice;

to cooperate with members of their own profession and other professional health workers to ensure and improve the quality of selected courses of treatment and procedures in

radiotherapeutic practice; and,

to identify their own learning needs and seek new knowledge in connection with practical research projects in radiotherapeutic practice in accordance with specific learning outcomes.


Health Sciences




3

12

3


Total

12

15

Assessment




ECTS A B C D E Fx F

4.12 Module 12- Quality in Radiography

Theme

This module deals with the future development of the profession, emphasising research and development methods, research ethics and the dissemination of the results of practical research projects. The module also focuses on management and organisation.

In the case of the specialist fields of study, Radiological Diagnostic Imaging and Radiotherapy, the planning of content and teaching in this module presupposes that students have attended teaching in Modules 1 to 10. In the case of the specialist field of study, Nuclear Medicine, students shall also have attended Module 11.

Learning outcomes

At the conclusion of this module students shall be able: to explain why the philosophy of science is important when designing practical research projects in the fields of radiological and nuclear medicine diagnostic imaging and radiotherapy; to give an account of legal and ethical issues affecting quality assurance and practical

37


research activities;

to explain how the results of practical research projects may be disseminated; to give an account of what they know about organisation and management;

Curriculum to disseminate results of their own research and practical research projects, or those of others, relating to radiological and nuclear medicine diagnostic imaging and radiotherapy; to identify and discuss selected issues relating to organisation and management; to seek, select and assess knowledge relevant to the profession and to design practical research projects; to plan and carry out empirical studies related to problem areas in Radiography, paying due attention to legal requirements and the principles of research ethics; to carry out quality development projects in Radiography, paying proper attention to the area in which the investigation is being conducted; and, to situate their own practical research activities within the general context of the profession.


Health Sciences



Public Health and Epidemiology


Humanities

Theory of Education

Social Sciences

Law


3.5

1.5

2.5

4

1.5

1

1



13.5

1.5

Total 15

Assessment




ECTS A B C D E Fx F

4.13 Module 13 Elective Module

Theme

The Elective Module should reflect current trends in the profession or in other sections of the health service, and may be seen as a further elaboration of, or supplement to, the degree programme.

The module may be studied either at the educational institution where the student is registered, or at another Danish or foreign institution .

38


Students may design the elective module themselves as a theoretical and/or clinical course of study approved by the educational institution where the student is registered, in accordance with the guidelines laid down by this institution.

Elective modules are described by the institution that offers them, and the institution announces the starting date on its website. This institution is responsible for all agreements, the academic standard, assessment, etc.

The description of the module and the procedure for enrolment will be published on the website dedicated to such programmes (www.sundhedsuddannelse.dk). The deadline for applications and the dates when elective modules are offered are common to all health studies programmes at bachelor level in Denmark.

Module 13 is an elective module corresponding to 10 ECTS credits.

The planning of content and teaching in this module presupposes that students have attended teaching in Modules 1 to12.

Learning outcomes




to assess knowledge gained from research and practical research projects, relevant to the profession of Radiography and the practice of the health professions in general;



to select, describe, and find source materials relevant to a problem area in Radiography of their own choice;



to discuss research and development work relevant to the profession of Radiography and the practice of the health professions in general; and,



to reflect on the opportunities for, and barriers to, the implementation of the results of research and development relevant to the profession of Radiography and the practice of the health professions in general.


Health Sciences



7

3



7

3

Total 10

Assessment




ECTS

12

A

10

B

7 4 02

C D E

00

Fx

-3

F

39


4.14 Module 14 – Bachelor Project

Curriculum

Theme

In this module students carry out an investigation of a problem area within Radiography, relating to radiological or nuclear medicine diagnostic imaging or radiotherapy treatment, making use of scientific theory and method.

The planning of content and teaching in this module presupposes that students have attended teaching in Modules 1 to12.

Learning outcomes

At the conclusion of this module students shall possess:



a knowledge and understanding of the theory and methods of Radiography, and be able to reflect on these;



skills suited to the further development of Radiography by the application of scientific method; and,



competencies related to applying knowledge and skills to the further development of the practice of Radiography.


Health Sciences





Total

15

5

15

5

20

Assessment


Assessment covers the bachelor project as a whole, comprising a written thesis and a subsequent oral examination that are equally weighted in the final mark. The completed bachelor thesis shall correspond in length to at least 15 standard pages (defined as 2,400 keystrokes).

The students' learning outcomes are assessed on the Danish 7-point grading scale

12

A

10

B

7 4 02

C D E

00

Fx

-3

F


ECTS

40


5.0 Styles of teaching and learning

5.1 Theoretical teaching

Through the degree programme in Radiography, students develop the knowledge, skills and competencies that qualify them for the all-round practice of the profession and provide the basis for further professional development. This calls for learning processes involving reflection, in which theoretical and practical knowledge mutually enrich each other. Variation in the styles of teaching and learning offered make it possible to take account of individual learning styles.

The degree programme in Radiography makes use of a broad range of teaching and learning styles, which can be summarised as follows:

Individual studies

This category comprises forms of teaching in which students read academic literature, observe clinical radiography, seek information in the Internet, use specialist software, and the like.

Working in pairs

This category comprises: working in pairs; sessions involving individual students and their tutors, either face-to-face or online; two students working together using the same software; two students chatting online about a common task, etc.

Working in groups

This category covers: group work in larger groups; project work; online discussion or chat fora

(asynchronous and synchronous communication) involving several participants.

Class teaching

This category includes: lectures in physical locations or online; class teaching; students presenting topics to each other, etc.

41


5.2 Clinical training

Curriculum

Clinical training is organised to give students the opportunity to acquire knowledge, skills and competencies related to the particular form of clinical practice, drawing on both planned and unforeseen events in clinical practice. Individual study plans are drawn up for each student.

Clinical training takes place under supervision. Students participate in the exercise of the profession in practice and reflect on the knowledge, skills and competencies involved.

In clinical training, ongoing supervision and reflection are of fundamental importance for the individual student's learning outcomes.

Clinical training takes place at institutions of clinical training approved by the educational institution.

The educational institution and the institution of clinical training cooperate with a view to strengthening the link between the student's theoretical and practical learning

Clinical training is undertaken by clinical tutors in cooperation with the educational institution and its teaching staff.

Students follow planned programmes of teaching and tutoring relevant to the theme, learning outcomes and type of assessment associated with the various modules.

5.3 Information Technology

IT is used to vary learning environments. The use of specialist software helps students acquire factual knowledge other than by reading academic literature, and enables them to study problem areas using computer simulations.

IT programmes and databases are used to find source materials, treat empirical data and to prepare and present projects.

IT systems are used for the proper handling and treatment of patient data, for managing images and for data storage. By using IT in teaching situations, students can experiment with the developmental potential of digital media, thus acquiring the skills relevant to handling diagnostic imaging equipment.

IT simulated dosage planning and virtual accelerators may be used for the proper handling of clinical patient data by letting students practise their skills in a virtual learning environment.

Secondly, conferencing and chat systems are used for written communication between students and lecturers and between the students themselves. This allows students to reflect more deeply on professional academic topics, and on the relationship between practice and theory, than is the case with oral communication, as they are able to return to what has previously been written.

Thirdly, IT provides a virtual teaching platform, making teaching less dependent on time and physical space, and thus more flexible.

Fourthly, the virtual teaching platform is used to organise teaching and academic information, to support social relationships in the student body and to coordinate the teaching and learning tasks students are involved in.

42


5.4 Academic tutoring

Curriculum

Academic tutoring supports individual students, or groups of students, in relation to modules, subjects, methods, clinical and theoretical teaching, individual study plans, etc.

Academic tutoring responds to the particular academic qualifications and needs of the individual student. In accordance with these qualifications and needs, students work at their own pace, following their own style of learning.

Academic tutoring helps create meaningful and challenging learning situations for the students.

Academic tutoring focuses on:



reflection on practical actions in the light of theoretical knowledge;



using appropriate theories and methods to deal with problem issues;



moving to deeper levels of understanding;



dealing with issues of a complex nature; and,



making and justifying choices.

The aim of academic tutoring is to help individual students, or groups of students, to absorb and internalise academic knowledge gained in the course of their studies, helping them in this way to achieve the learning outcomes set out in the curriculum.

5.5 Student guidance and careers service

The student guidance and career service aims to support students throughout the degree programme, and presupposes the active involvement of careers advisors, academic and clinical tutors and the students themselves.

The purpose of the student guidance and career service is to help students steer a clear path through the programme and offer them better opportunities to make informed choices concerning their own learning and wellbeing.

In particular, the service helps students in connection with:



starting their studies and the first modules in the programme;



the link between clinical and theoretical teaching and learning in varying contexts; and,



study and working habits

The aim of the student guidance and career service is:



to offer information and guidance, so that students may make informed choices about academic and other study-related matters; and,



to inform and guide students about enrolment, starting and completing their studies and career planning.

The student guidance and career service is organised by the educational institution as both individual and collective guidance, which support and complement each other.

Guidance focuses on study techniques, study aids, study and working habits and the study environment in both the theoretical and clinical components, with a view to increasing the students' awareness of learning, study requirements and the completion of their studies.

Careers advisors and students should actively and systematically make use of their experiences and of evaluation/self-evaluation to improve opportunities for learning and quality development as regards both theoretical and clinical training.

43


6.0 Cooperation between the educational institution and institutions offering clinical training

The educational institution and institutions of clinical training shall cooperate concerning the planning and organisation of the student's learning experiences and the coordination of the theoretical and clinical components of the programme, in accordance with the learning outcomes laid down for the student.

Agreements have been made concerning the following points : the procedure for the approval of institutions of clinical training;

the organisation of clinical training; cooperation between students, clinical tutors and college teaching staff; the involvement of students and college teaching staff in practical research projects linked to clinical training, and the involvement of clinical teachers in theoretical teaching; procedures for the evaluation and quality assurance of clinical training.

Formal cooperation has been established at several levels: at management level between the educational institution and the institution of clinical training, with a view to discussing, evaluating and improving cooperation in general, and the agreements entered into in particular; between college teaching staff and clinical tutors, with a view to incorporating the latest knowledge about major trends in research, the profession and the degree course, to promote the mutual development of theoretical and clinical training; between students, clinical tutors and college teaching staff concerning the planning and assessment of clinical training for the individual student.

The actual agreements will be found in a supplement appended to the curriculum by each individual educational institution.

7.0 Criteria for the approval of institutions offering clinical training

An institution of clinical training is a place with its own defined management within the area of the

Health Service which has been approved by the educational institution for teaching students of

Radiography.

The educational institution approves institutions of clinical training.

The institution of clinical training is responsible for ensuring the context and conditions which an approved institution of clinical training shall live up to.

The institution of clinical training is responsible for providing an account of how the students' evaluations of clinical training are to be used in ongoing quality development.

Before an institution of clinical training can be approved, a procedure must be established for approval of the actual state of affairs, that is, that the institution of clinical training in question is able to offer clinical training within specified modules.

A condition for approval is that the institution has at its disposal clinical tutors who are radiographers and who possess educational qualifications corresponding to a minimum of 1/6 of a Diploma

Course, or 9 ECTS credits.

44


Clinical tutors manage and are responsible for the ongoing daily clinical training and guidance of students at an approved institution of clinical training.

It is a condition for approval that the institution of clinical training has allocated resources to clinical training and student guidance.

Requirements for the approval of institutions of clinical training

Requirements for the approval of institutions of clinical training include a description of the organisational and management structure, matters related to the profession of Radiography and matters related to the provision of clinical training, as follows:

Matters related to organisation and management

The basic structure, setting and circumstances of the institution of clinical training in terms of

Radiography, educational provision and organisation, including an account of the radiographical and educational qualifications and skills of the clinical tutors.

Matters related to the profession of Radiography

Radiographical, interprofessional and cross-sectoral matters, including the situations and characteristics of patients and courses of treatment, and radiographical tasks and methods, which together constitute the professional and academic basis for students to acquire the learning outcomes described in the relevant modules.

Matters related to the provision of clinical training

The organisation and planning of training, including study methods and general conditions for the participation students in clinical training.

The function of the clinical tutors, including the use of resources and how tutors are to liaise with students.

The learning and study environment, including teaching facilities that can support the students' academic/professional and personal learning processes with regard to the development of skills in the module in question.

The document of approval of institutions of clinical training is valid for three years. In exceptional cases, approval may be made conditional on the institution of clinical training meeting the requirements for approval within a specified period of time.

If during the period of approval changes occur which have serious consequences for the clinical training of students and for the reception of new students, the institution of clinical training must inform the educational institution about these as soon as possible.

7.1 Procedure for the approval of institutions offering clinical training

In order to be used for clinical training, institutions must be approved according to the above criteria.

Approval takes place every three years at the beginning of the degree programme. If during the period of approval changes occur which have serious consequences for the clinical training of students and for the reception of new students, the institution of clinical training must inform the educational institution about these as soon as possible.

Individual departments write a description of their suitability as institutions of clinical training, and send it to the educational institution for approval. Thereafter, the institution of clinical training receives from the educational institution a signed certificate of approval, which may include comments on specific issues.

The educational institution sends a complete list of approved institutions of clinical training to those professional radiographers responsible for clinical training at institutions involved in the training of radiographers.

A complete list of an educational institution's approved institutions of clinical training must be made available to students enrolled at the institution.

45


8.0 Study plans

Curriculum

Clinical training and assessment within a module are based on a description of the module and a general study plan describing the course of teaching at the actual institution of clinical training.

Based on the general study plan, an individual study plan is drawn up for each student. The individual study plan is drawn up by the educational institution in cooperation with the student.

An individual study plan comprises agreements concerning the student's attendance, a timetable for teaching and guidance sessions, the content and form of teaching, study activities (including handing in and feedback on term papers and the like), as well as a timetable for evaluation and assessment.

The educational institution prepares students for the clinical training course, and students' experiences on this course are subsequently included in theoretical teaching.

9.0 Opportunities for study abroad

Danish colleges offering the degree programme in Radiography cooperate to provide students with the opportunity to study abroad in connection with their studies. The main idea is to provide good opportunities for student exchanges with foreign institutions, with a view to increasing the number of such exchanges. All radiography students can study abroad within the framework of the exchange agreements entered into by the particular educational institution.

Information and advice in connection with international activities are provided by international coordinators attached to the degree programmes, and by the international offices of the educational institutions.

Students wishing to study abroad must write an application stating their reasons. If the application is approved, mobility can be arranged either within the framework of formal institutional agreements, or through the ideas, initiative and involvement of the students themselves.

10.0 Assessment

The student's learning outcomes are assessed after each module. Assessment may take the form of an internal or external examination.

External examinations are adjudicated by internal examiners and external examiners, the latter assigned by the Ministry of Education.

Internal examinations are adjudicated by an least one examiner from the educational institution.

Individual institutions may lay down regulations about the requirements for taking examinations after each module which solely apply at the institution in question. 'Regulations about the requirements for taking examinations' means the handing in of tasks, project reports, etc., as well as compliance with the obligatory attendance at theoretical teaching.

As regards internal clinical examinations, it is a further requirement that the student has actively participated in those study activities described in the student's individual clinical study plan.

10.1 General guidelines concerning examinations

A student may enter for the same examination three times. In exceptional cases, the educational institution can permit a student to enter for the examination a further two times. Being unsuited to study does not constitute an exceptional case.

Once passed, examinations cannot be entered for again. Registering for a module means that the student is automatically entered for the examination in that particular module. Students who do not wish to sit an examination the first time it is scheduled, must deregister within the time limit laid

46

Bachelor of Radiography - Denmark Curriculum down by the institution. Deregistration may take place up to the beginning of the actual examination, unless the educational institution has laid down another deadline for deregistration.

Lack of compliance with any requirements for taking examinations laid down by the institution in the local appendix to the curriculum is regarded as automatic deregistration for the module examination.

Students shall before the end of the first year of study after the commencement of studies be registered for the examinations laid down for Modules 1-4. Students shall have passed these examinations before the end of the second year of study in order to continue with their studies.

In individual cases, such as maternity leave or exceptional circumstances, the educational institution may dispense individual students from the stipulated deadlines for entering for and passing these examinations.

Students may not complete the bachelor project before they have passed the external and internal examinations laid down for the first three years of study.

10.2 Special provisions concerning examinations

Examinations are conducted in Danish, combined with the use of Latin and specialist Radiotherapy terminology. Examinees may under certain circumstances be allowed to take the examination in

Swedish or Norwegian instead of Danish, combined with the use of Latin and specialist

Radiotherapy terminology, as above.

Students who meet the required conditions may be offered examination under the special provisions contained in the Act on special educational support in courses of higher education.

Applications for special educational support shall be in writing and must state sound reasons.

Applications must be handed in to the Director of Studies 14 days at the latest before the start of the examination.

10.3 Table of types of assessment

Examinations reflect the teaching offered and the learning outcomes described for each module.

Module

1

2

Internal

Theoretical

External

Theoretical

Clinical

Clinical

3

6

7

4

5

8

9 NR

9S

10N

10R

10S

11N

11R

Theoretical

Clinical

Clinical

Theoretical

Theoretical

Theoretical and Clinical

Clinical

Theoretical

Theoretical and Clinical

Clinical

Clinical

47


11S Clinical

12

13

Theoretical

Theoretical

14 Theoretical

Curriculum

11.0 Obligatory attendance

In the periods of theoretical teaching, in order to develop knowledge, skills and competencies students must attend the prescribed teaching and tutoring activities that deal with the theme of the module.

Students are obliged to attend those teaching units or exercises designed to help them acquire knowledge and skills that would be hard to acquire through self-study, or which are vital for the safety of patients and the students themselves.

The individual institution's local appendix to the curriculum indicates to which modules obligatory attendance applies, and what kind of documentation is required to register student attendance.

In the long periods of clinical training, students must attend the prescribed teaching and tutoring activities in order to achieve the learning outcomes described for the module.

Obligatory attendance for students in periods of clinical training covers an average of 30 hours per week. The clinical tutor attests that students have fulfilled their obligations in this respect. The clinical tutor's attestation is a necessary condition for the student to enter for the internal clinical examination in the module in question.

12.0 Exemption (merit)

It is possible to be granted exemption from parts of the degree programme on the grounds of previously acquired qualifications. Exemption is granted on the basis of documentation for the completion of a course of education, or period of employment, which match that part of the degree programme the student is seeking exemption from.

Exemption is granted on the basis of the institution's assessment of the extent to which previously completed courses of education correspond to the theoretical parts of the degree programme, and the extent to which qualifications gained through employment correspond to the aims laid down for the practice placement periods that form part of the degree programme.

The assessment requires documentation for the completion of a course of education or period of employment. Documentation for the completion of a course of education will consist of formal examination diplomas, or certificates for completed courses or periods of formal education. As regards employment, documentation will normally consist of contracts of employment, references and the like.

Applications to the institution requesting exemption must be in writing and be accompanied by documentation.

Exemption takes the form either of a reduction in the period of study as such, or as exemption from parts of the programme. The decision concerning exemption is made by the educational institution.

48


13.0 Dispensation

Curriculum

The educational institution can dispense from the local appendix to the curriculum in exceptional cases.

Dispensation can only be considered if the Director of Studies has received a written application.

49

Module 1

National curriculum -

Bachelor of Radiography

Indhold

1.0 Aims of the degree programme in Radiography

2.0 The profile of the degree programme in Radiography.

2.1 Degree programme in Radiography - basic course

2.2 Degree programme in Radiography - specialist fields of study

2.3 The professional activity of the radiographer

2.4 The theory and methods of Radiography

3.0 Structure and design of the degree programme in Radiography

3.1 ECTS credits and study requirements

3.2 Structure of the degree programme

3.3 Subjects and their place in the degree programme: Nuclear Medicine

Diagnostic Imaging

3.4 Subjects and their place in the degree programme: Radiological

Diagnostic Imaging

3.5 Subjects and their place in the degree programme - Radiotherapy

3.6 Overview of modules. Specialist field of study: Nuclear Medicine

Diagnostic Imaging

3.7 Overview of modules. Specialist field of study: Radiological

Diagnostic Imaging

3.8 Overview of modules. Specialist field of study: Radiotherapy

3.9 Example of a degree programme: Nuclear Medicine Diagnostic

Imaging

3.10 Example of a degree programme: Radiological Diagnostic Imaging

3.11 Example of a degree programme: Radiotherapy

4.0 Modules

4.1 Module 1 – The individual and care in Radiography

4.2 Module 2 – The individual and technology in Radiography

4.3 Module 3 – Encountering the individual in radiographic practice

4.4 Module 4

– Caring for the individual in radiographic practice

4.5 setting

Module 5 - The individual in an interdisciplinary health care

4.6 Module 6 – Encountering the individual in an interdisciplinary

Health care setting

4.7 Module 7 – X-ray modalities and complex examination

procedures

4.8 Module 8 – X-ray modalities and complex examination procedures in radiographic practice

4.9 Module 9

4.9.1 Module 9NR – Nuclear Medicine and Radiological Diagnostic

Imaging

4.9.2 Module 9S – Radiotherapy

4.10 Module 10

4.10.1 Module 10N – Nuclear Medicine Diagnostic Imaging: advanced human biology and human biological analyses

4.10.2 Module 10R - Radiological Diagnostic Imaging: magnetic resonance, ultrasound and complex examination procedures in practice

4.10.3 Module 10S - Radiotherapy: radiotherapy in practice

4.11 Module 11

4.11.1 Module 11N – Nuclear Medicine Diagnostic Imaging: PET/CT

4.11.2 Module 11R - Radiological Diagnostic Imaging: quality assurance and quality development in clinical practice

4.11.3 Module 11S - Radiotherapy: quality assurance and quality development in clinical practice

4.12 Module 12- Quality in Radiography

4.13 Module 13 Elective Module

4.14 Module 14 – Bachelor Project

5.0 Styles of teaching and learning

5.1 Theoretical teaching

5.2 Clinical training

5.3 Information Technology

5.4 Academic tutoring

5.5 Student guidance and careers service

6.0 Cooperation between the educational institution and institutions offering clinical training

7.0 Criteria for the approval of institutions offering clinical training

Requirements for the approval of institutions of clinical training

7.1 Procedure for the approval of institutions offering clinical training

8.0 Study plans

9.0 Opportunities for study abroad

10.0 Assessment

10.1 General guidelines concerning examinations

10.2 Special provisions concerning examinations

10.3 Table of types of assessment

11.0 Obligatory attendance

12.0 Exemption (merit)

13.0 Dispensation

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