CT: Integrated Theory and Practice
| Module title | CT: Integrated Theory and Practice |
|---|---|
| Module code | PAMM119Z |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 12 | 2 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
Specialist radiographers are experienced practitioners who assess and image patients within their own specialist area. During this module you will gain experience of applying knowledge and understanding of CT to your clinical environment. This will support your understanding of how the evidence base is integrated into your clinical practice and how this understanding can lead to service improvement.
Elements of this module may map against aspects of Enhanced or Advanced Practice as defined by the relevant AHP frameworks (NHSE) and / or as defined the College of Radiographers’ Education and Career Framework 2023.
Entry to this module requires you to be a registered practitioner working regularly within an CT unit. You must identify an appropriately qualified and experienced radiographer to act as a clinical mentor before commencing this module. You will also be required to demonstrate how you take responsibility for your own continuing professional development and reflect on your own performance.
Module aims - intentions of the module
This module allows you to explore how the theory and science of CT applies to your clinical practice and your workplace procedures and protocols. Undertaking a mixture of university-based sessions and workplace-based learning means you will clearly work towards developing yourself in this area under the supervision of a clinical mentor.
This module will enhance your understanding of how to use evidence in practice, taking into account any logistical challenges. It will also help you to explore strategies to better integrate and apply knowledge to improve your practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically apply an in-depth understanding of the fundamental safety principles of CT and the use of contrast agents to your service. This should consider safety aspects for self, team members, patients and carers.
- 2. Critically apply an in-depth understanding of the legislative and governance framework for CT to your service. This should consider CT safety, the role of quality assurance, quality control, audit, general safe practice and contrast agent safety.
- 3. Critically evaluate the range of CT equipment design and functionality (including room / unit design) to inform selection and appropriate use in your service.
- 4. Critically apply an in-depth understanding of the physical principles of CT (including parameter selection, parameter and image optimisation, artefact recognition and minimisation and digital imaging requirements) to your service.
- 5. Critically evaluate the role of different clinical protocols, along with the science, safety and usage of contrast media and other medicines used within CT, to make recommendations for optimising protocols.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Critically evaluate the evidence base to inform best practice communication and general care strategies for the full spectrum of likely patients, service users and carers in your service.
- 7. Provide evidence-based recommendations for your specific work area to improve integration of knowledge to improve practice / patient experience.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Demonstrate the skills required to practice effectively within the CT unit, reflecting on the development of theoretical knowledge and its application to practice.
- 9. Critically reflect on personal practice to allow for personal development and change.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
Safety
Recap: the science behind safety in CT
CT: safety in practice
How safety is managed in practice within own department
Cultural factors underpinning safe practice
Raising concerns, incident reporting and investigation
Governance frameworks
Relevant governance frameworks and legislation relevant to CT
How legislation and guidance has been incorporated into departmental policies, procedures and protocols
Role of quality assurance processes in relation to governance.
Quality control tests, schedules, and guidelines
Principles of CT
Parameter selection and optimisation within preset departmental protocols
Benefits and limitations of parameter adjustments
Assessing image quality, recognising artefacts and faults, appropriate follow up actions
Artificial Intelligence in CT
Emerging techniques and technologies
CT equipment
Equipment specifications (hardware and software) and implications for practice
Departmental design including optimisation and mitigations
Emerging advances in equipment
Sustainability and the CT department
Protocols
The evidence base and protocol development
Departmental protocols compared with the evidence base
Protocol modification to ensure person centred care
Role of CT in patient pathway, including benefits and limitations
Person centred care
Utilisation of the evidence base as a means of providing person centred care
Use of guidance and the evidence base for supporting person centred care
Service improvement
Service improvement methodologies
Role of audit and service evaluation (including of new technologies such as Artificial Intelligence)
Recommendations for service improvement within own department
Effective practitioner
Communication culture and communication tools
Reflective models
Reflection on practice
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 24 | 276 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 24 | Synchronous learning activities (lectures, seminars) (6 x 4 hour Masterclasses) |
| Guided Independent Study | 24 | Asynchronous learning activities (directed reading, quizzes, activities) |
| Guided Independent Study | 136 | Independent critical analysis / evaluation developing knowledge and understanding, preparation for assessment |
| Guided Independent Study | 116 | Engage within own clinical environment to undertake portfolio activities and develop advanced clinical skills |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written exam | 1 hour | 1 5 | Verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 0 | 40 | 60 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Professional discussion of portfolio | 60 | 5000 word maximum portfolio, 1 hour maximum professional discussion | 1-9 | Written |
| Written exam | 40 | 1 hour | 1-5 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Professional discussion of portfolio (60%) | Professional discussion of portfolio (60%) | 1-9 | Typically within six weeks of the result |
| Written exam (40%) | Written exam (40%) | 1-5 | Typically within six weeks of the result |
Re-assessment notes
In any assessment, a failure to identify a serious problem or an answer which would cause the patient harm will result in overall failure of the module.
To pass the Professional discussion of portfolio assessment you are required to obtain your clinical supervisors signed approval for the Statement of Competence.
Failure to submit the portfolio will lead to referral in the Professional Discussion.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module.
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
- Rosenorn-Lanng, D. (2014). Human factors in healthcare?: Level one. Oxford University Press.
- Rosenorn-Lanng, D. (2015). Human Factors in Healthcare Level Two (1st ed.). Oxford University Press.
- Seeram, E. (2023). Computed tomography: physical principles, patient care, clinical applications, and quality control (Fifth edition.). Elsevier.
- Hayre, C. M., & Chau, S. (Eds.). (2022). Computed tomography: a primer for radiographers. CRC Press.
- Carver, E., Carver, B., & Knapp, K. (Eds.). (2021). Carvers’ Medical imaging (Third edition.). Elsevier.
- IPEM, (2019), Machine Learning for Tomographic Imaging
- Chau, S. (Ed.). (2024). Person-centred care in radiology: international perspectives on high-quality care (First edition.). CRC Press.
- Hayre, C.M., Muller, D., Scherer, M., Hackett, P.M.W., & Gordley-Smith, A. (Eds.). (2024). Emerging Technologies in Healthcare: Interpersonal and Client Based Perspectives (1st ed.). CRC Press.
- McDermott, A. M., Kitchener, M., & Exworthy, M. (2017). Managing Improvement in Healthcare: Attaining, Sustaining and Spreading Quality (1st ed.). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-62235-4
- Johns, C. (2013). Becoming a Reflective Practitioner (Fourth edition.). Wiley-Blackwell.
Indicative learning resources - Web based and electronic resources
- NICE:
- Patient group directions: Medicines practice guideline: https://www.nice.org.uk/guidance/mpg2
- Relevant guidance and clinical knowledge summaries
- Greener Allied Health Professional Hub: https://www.england.nhs.uk/ahp/greener-ahp-hub/
- European Federation of Radiographer Societies: https://www.efrs.eu/webinars recorded webinars including on Artificial Intelligence (UoE students gain membership of the EFRS for the duration of their studies)
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | PAMM115, PAMM117 (APEL accepted i.e. significant clinical experience) |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 03/03/3035 |
| Last revision date | 15/05/2025 |
