BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
All tutorials are held on a fortnightly basis
Stage 1 Students Weeks 0 - 10
Tutorial 1: Familiarisation
 Meeting the personal tutor and other tutees
 About Higher Education (use of library, reading around the topic etc)
 Support services e.g. study skills etc
Tutorial 2: The Health Professions Council
 Code of Conduct
 Standards of Conduct, Performance and Ethics
 Case studies
Tutorial 3: Academic Misconduct
 Plagiarism
 Collusion
 Use of lab book, note book for essay planning, saving each stage of an essay electronically etc
 Introduction to Harvard Referencing
 (students are given articles to read for the next 2 tutorials)
Tutorial 4: Harvard Referencing and Peer Review
Hogg, (2004), What happens to an article when it is submitted to a journal for publication?, Synergy, September p10 - 11
 Practice of referencing books, articles, secondary references, web-sites etc
 Discuss the rationale for peer review
 How peer review impacts on article quality
 Use of peer reviewed evidence to support discussion in course work etc
Tutorial 5: CPD
Mitchell, (2005), CPD ownership and responsibility: yours or mine?, Synergy, June, p19 - 23
 The role of CPD in ensuring radiographers maintain professional competencies
 Developing the skills for CPD whilst an undergraduate e.g.
 Discussion of articles – journal club


Reflective practice will be introduced on placement
Developing an enquiring approach
Weeks 14 – 20
Tutorial 6: Personal Development Programme
 http://newton.ex.ac.uk/handbook/Tutorials.html#PDP
Tutorial 7: Confidentiality
Ford (2004), Confidentiality of patient information in an academic context, Synergy, December, p9 – 11
 Discussion of case studies – issue of patient consent
 Sharing experiences – is this appropriate? Can it be done in such a way that confidentiality is maintained?
 Broader discussion of professionalism e.g. how the students would feel if they had a procedure undertaken and another student was on placement there at the time.
Tutorial 8: Preparation for Clinical Practice – Reflective Practice
 Theory of reflective practice (e.g. Schon, 1987, Gibb’s reflective cycle, 1988 – see Appendix A)
Milinkovic, Field, (2005), Demystifying the reflective clinical journal, Radiography, 11, p175 - 183
 The role of reflection for healthcare professionals
 The reflective diary for clinical placement http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 1/9

BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
 How the students can benefit from reflective practice
Practice Placement PAM 1007
Tutorials delivered by Clinical Tutors
Tutorial A: Familiarisation
 Meeting the clinical tutor and other students on placement
 Review of placement paperwork
 Review of assessment requirements etc
 General placement issues
Tutorial B: Medical Terminology and Image Evaluation
 Review of key terminology


Common pathologies
Positioning terminology
 Common abbreviations
 Review of how to evaluate a radiograph in terms of diagnostic quality
Tutorial C: The Chest Radiograph
Tutorial to support clinical assessment
 Technique
 Linking theory to practice
 Common pathologies
 Image evaluation
Tutorial D: The Abdomen Radiograph
Tutorial to support clinical assessment
 Technique
 Linking theory to practice
 Common pathologies
 Image evaluation
Tutorial E: Upper Extremities
Tutorial to support clinical assessment
 Technique
 Linking theory to practice
 Common pathologies
 Image evaluation
Tutorial F: Lower Extremities
Tutorial to support clinical assessment
 Technique
 Linking theory to practice
 Common pathologies
 Image evaluation
Tutorial G: Spinal Radiography
Tutorial to support clinical assessment
 Technique
 Linking theory to practice
 Common pathologies http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 2/9

BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
 Image evaluation
Stage 2 Students Weeks 0 - 10
Tutorial 1: Clinical Placement Experiences & Review of Academic Misconduct
 Students asked to explain one example of good clinical practice seen during their placement for discussion
 Differences in practice to be explored (e.g. horizontal tube versus caudal tilt for chest radiography) – students to discuss advantages and disadvantages of the different approaches they have seen
 By highlighting different practices and through discussion, enable students to understand that, on occasion, there is not a single ‘correct’ approach, and furthermore encourage the students to start questioning the rationale for certain practices.
 NB – facilitate the tutorial so that it remains focused on positive points of practice
 Review academic misconduct, plagiarism etc
Tutorial 2: Skull & Facial Bones Radiography
Powerpoint presentation
 Revision of skull anatomy
 Skull radiography



Terminology
Projections
Common indications
Tutorial 3: Skull & Facial Bones Radiography
Powerpoint presentation
 Quiz




Skull anatomy
Terminology
Projections
Common indications
Tutorial 4: Practical Skull & Facial Bones Radiography
With clinical tutor (in x-ray room)
 Skull technique
 Facial bones technique
Tutorial 5: Preparation for Clinical Practice
 Expectations for 2 nd placement
 Preparing to experience different practices
 Stage 2 placement paperwork and assessments
 Review of reflective practice http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 3/9

BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
Practice Placement PAM 2006
Tutorials delivered by Clinical Tutors
Tutorial A: Familiarisation
 Meeting the clinical tutor and other students on placement
 Review of placement paperwork
 Review of assessment requirements etc
 General placement issues
Tutorial B: PDP
 http://newton.ex.ac.uk/handbook/Tutorials.html#PDP
Tutorial C: Mobile Radiography
Tutorial to support clinical assessment
 Technique
 Radiation safety and infection control in the ward environment
 Linking theory to practice
 Common pathologies
 Image evaluation
Tutorial D: Contrast Agents
Tutorial to support clinical assessment
 Mode of action
 Contrast agent safety
 Applications
 Infection control
Tutorial E: Skull and Facial Bones Radiography
Tutorial to support clinical assessment
 Technique
 Linking theory to practice
 Common pathologies
 Image evaluation
Tutorial F: Modified Technique
Tutorial to support clinical assessment
 Technique, reasons for modification, considerations to make when modifying technique
 Image evaluation
Tutorial G: The Modalities
 Introduction to the relative roles of the modalities
 MRI


Nuclear Medicine
Ultrasound



CT
Angiography etc http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 4/9

BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
Stage 2 Students
Tutorial 6 & 7: Case Studies
Weeks 20 - 24
Students divided into 2 groups, each group leads one of the two tutorials
 Each student is asked to bring to the tutorial a case-study that they found particularly interesting and is asked to lead the discussion:
 Clinical indications
 Technique etc
 Rationale for choice of that modality e.g. sensitivity, specificity, availability etc
 The discussion is to be focused on similarities and differences in practice between sites
Stage 2 Students
Tutorial 8: Preparation for Stage 3 Clinical Placement
 Expectations for 3 rd placement
 Building on previous experiences – anticipating change
 Stage 3 placement paperwork and assessments
Weeks 29 – 30 http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 5/9

BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
Practice Placement PAM 3005
Tutorials delivered by Clinical Tutors
Tutorial A: Familiarisation
 Meeting the clinical tutor and other students on placement
 Review of placement paperwork
 Review of assessment requirements etc
 General placement issues
Tutorial B: Multiple Projections
Tutorial to support clinical assessment
 Managing a patient requiring multiple projections



Optimizing / utilising the correct sequence of projections
Maintaining effective patient care / communication throughout etc
Tutorial C: Theatre Radiography
Tutorial to support clinical assessment
 Technique
 Radiation safety and infection control in the theatre environment
 Linking theory to practice
 Common pathologies
 Image evaluation
Tutorial D: CT head
Tutorial to support clinical assessment
 Technique
 Linking theory to practice
 Common pathologies
 Image evaluation
Tutorial E: Session Management
Tutorial to support clinical assessment
 Organising the session
 Prioritising
 Dealing with unexpected events etc
 Utilising other staff appropriately
 Communication (team and patients etc)
Tutorial F: Alternative Projections
 Commonly used alternative projections
 Advantages
 Disadvantages
 Technique
 Image evaluation
Tutorial G: Preparing for Practice 2
 The transition from student to qualified radiographer



Managing on-call, the first on-call
Working with students as a newly qualified radiographer
Preceptorship etc http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 6/9

BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
Stage 3 Students
Tutorial 1: Personal Development Programme
Ask students to bring along journal articles for subsequent tutorials
 http://newton.ex.ac.uk/handbook/Tutorials.html#PDP
Weeks 14 – 20
Tutorials 2 – 3: Journal Club & Review of Academic Misconduct
 Review of academic misconduct, plagiarism etc
 Students to lead discussion around articles relating to their research dissertation or any peer reviewed article that they have read that they have found interesting e.g. relating to their placement case-studies
 Aim of tutorials are:
 to enable students to develop the skills to coordinate a ‘journal club’ when in practice

(i.e. for CPD purposes) to provide the student with a forum for discussion literature relevant to their research or case-studies that they have found interesting
Tutorial 4: Preparing for Practice
 Transition from student to practitioner




Common anxieties
SCoR and HPC guidelines relating to CPD
Maintaining a CPD record
Etc http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 7/9

BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
APPENDIX A:
REFLECTIVE PRACTICE (OVERVIEW)
Reflective Practice is a tool that is regarded as resulting in both an improvement in patient care and in allowing professional development (Hargreaves, 1997). Reflective Practice can be defined as ‘the process of turning thoughtful practice into a potential learning situation’
(Jarvis, 1992). There are three types of reflection:
 Reflection in action (‘thinking on your feet’) (Schon, 1987).

Reflection before action (planning before the incident) (Reed and Proctor, 1993)

Reflection on action (retrospectively reviewing an incident) (Schon, 1987).
Undergraduate medical imaging students are required to complete weekly reflective diaries whilst on clinical placement. These diaries will generally relate to ‘reflection on action’. The aim of this type of reflection is for the practitioner, by reviewing an incident, to use the result of this analysis as a means to improve future practice (Burton 2000). It must be noted however that any reflective practice is reliant on memory and interpretation of events – selective memory is a particular problem especially following a negative event (Newell, 1992).
Hence the clinical tutor, when reviewing the reflective diary with the student, may need to, on occasion, provide a balanced view to a particularly emotive event if the student has not yet achieved sufficient distance / experience to view such an event in a balanced way themselves.
Various models for reflective practice exist and can be categorised as cyclical models or structured models. Structured models (including the holistic model by Johns, 1991) involve question and answer exercises which may be limiting especially for more experienced practitioners (Burton 2000). Cyclical models provide a general framework which guides the user into the ‘reflection on action’ way of thought and an example of such a model is given in figure 1 below:
Medical Imaging undergraduates are to be encouraged to utilise cyclical models of reflection as given in Figure 1. The tutorial given pre-placement will introduce the principles and various models of reflection to the students. This will be consolidated during the pre-clinical week by interactive group work arranged with the University of Exeter Counsellors. http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 8/9

BSc (Hons) Medical Imaging (Diagnostic Radiography) Tutorial Plan
ACTION PLAN
If it arose again what would you do?
CONCLUSION
What else could you have done?
DESCRIPTION
What happened?
ANALYSIS
What sense can you make of the situation?
FEELINGS
What were you thinking and feeling?
EVALUATION
What was good and bad about the experience?
Figure 1: A Cyclical Model of Reflection (Gibbs, 1988).
References
Burton, S. (2000), A critical essay on professional development in dietetics through a process of reflection and clinical supervision, Journal of Human Nutrition and Diet, October 2000, Volume 13 (5), pages 323-332.
Gibbs, G. (1988), Learning by doing: a guide to teaching and learning methods, Further Education
Unit – Oxford Polytechnic, Oxford.
Hargreaves, J. (1997), Using patients: exploring the ethical dimension of reflective practice in nurse education, Journal of Advanced Nursing, Volume 25(2), February 1997, pages 223-228.
Jarvis, P. (1992), Reflective Practice And Nursing, Nurse Education Today, Volume 12, pages 23-30.
Johns, C. (1991), The Burford Nursing Development Holistic Model Of Nursing Practice, Journal of
Advanced Nursing, Volume 16, Pages 1090 – 1098.
Newell, R. (1992), Anxiety, accuracy and reflection: the limits of professional development, Journal of
Advanced Nursing, Volume 17, pages 1326-1333.
Reed, J. Proctor, S. (1993) Nurse Education – A Reflective Approach, Edward Arnold, London.
Schon, D.A. (1987) Educating the Reflective Practitioner, Jossey-Bass Publishers.
http://newton.ex.ac.uk/handbook/forms/Rad-Tutorials.pdf 9/9