MRI: Integrated Theory and Practice

Module title	MRI: Integrated Theory and Practice
Module code	HPDM138Z
Academic year	2025/6
Credits	30
Module staff	Dr Christine Heales (Convenor) Dr Darren Hudson (Convenor)

Duration: Term	1	2	3
Duration: Weeks	10	12	2

Number students taking module (anticipated)	20

Module description

Specialist radiographers are experienced practitioners who assess and image patients within their own specialist area. This module will equip you for specialist practice in MRI across a range of clinical presentations and pathologies, and for a range of patient needs. You will gain knowledge underpinned by theory which will support your understanding of the evidence base behind your practices and procedures. The theoretical component will be underpinned by your workplace-based experience.

Entry to this module requires you to be a registered practitioner working regularly within an MRI 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 MRI applies to your clinical practice and your workplace procedures and protocols. Undertaking a mixture of university-based sessions and placement-based learning means you will clearly work towards developing yourself in this area under the supervision of a clinical mentor. This module will further develop understanding of the practicalities of utilising the evidence base within practice whilst considering any logistical challenges and will enable students to explore strategies to improve the integration / translation of knowledge to improve their practice. Successful completion of this module will meet elements of the Outcomes for Advanced Practitioner as defined the College of Radiographers’ Education and Career Framework 2013.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Demonstrate an in-depth understanding of the fundamental safety principles of MRI and the use of contrast agents, including safety aspects for self, team members and patients, and be able to critically apply this information to your practice.
2. Demonstrate an in-depth understanding of the legislative and governance framework for MRI, including MRI safety, quality improvement, audit, general safe practice and contrast agent safety, and be able to critically apply this information to your service.
3. Critically evaluate the range of MRI equipment design and functionality to inform selection and appropriate use, including room/unit design, and be able to critically apply this information to your service.
4. Demonstrate an in-depth understanding of the physical principles of MRI, including pulse sequence selection, parameter and image optimisation, artefact recognition and minimisation and digital imaging requirements, and be able to critically apply this information to your practice.
5. Critically evaluate the role of different clinical protocols and the science, safety and usage of contrast media and other medicines used within MRI to make recommendations around protocol optimisation.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

6. Critically evaluate the evidence base to inform communication and general care strategies for the full spectrum of likely patient and service users. Be able to critically apply this information to your service.
7. Provide 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. Contribute, collaborate and communicate accurately and effectively with peers, colleagues and service users and carers.
9. Demonstrate the skills needed to be able to practice effectively within the MRI unit, reflecting on development of underpinning theoretical knowledge and ability to apply theory to practice.
10. 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 MRI

MRI 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 MRI

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 MRI

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

k-space as applied to practice

Artificial Intelligence in MRI

Emerging techniques and technologies

MRI equipment

Equipment specifications (hardware and software) and implications for practice

Department design including optimisation and mitigation

Emerging advances in equipment

Sustainability and the MRI department

Protocols

The evidence base and protocol development

Departmental protocols compared with the evidence base

Protocol modification to ensure person centred care

Role of MRI 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

Evaluation of emerging 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	0

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
Written exam	40	2 hours	1-5	Written
Professional Discussion of portfolio. (Portfolio must be submitted in advance to be eligible to undertake the professional discussion)*	60	60-minute (maximum) professional discussion	1-10	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
Written exam (40%)	2 hours	1-5	Referral/Deferral Period
Professional Discussion of portfolio (60%) *(Portfolio must be submitted in advance to be eligible to undertake the professional discussion). Failure to submit the portfolio will result in failure of the professional discussion	60-minute (maximum) professional discussion	1-10	Referral/Deferral Period

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.

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

McRobbie, D. W. (2020). Essentials of MRI safety (First edition). Wiley.
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.
McRobbie, D. W., Moore, E. A., Graves, M. J., & Prince, M. R. (2017). MRI from Picture to Proton (Third edition.). Cambridge University 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

Medicines and Healthcare Products Regulatory Agency
- Safety Guidelines for Magnetic Resonance Imaging Equipment in Clinical Use
Association of Anaesthetists:
- Safe provision of anaesthesia in magnetic resonance units
NICE:
- Patient group directions: Medicines practice guideline: https://www.nice.org.uk/guidance/mpg2
- Relevant guidance and clinical knowledge summaries
NHS Breast Screening Programme guidance
Society of Radiographers:
- Multiparametric MRI: Prostate Guidance Document
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)

Indicative learning resources - Other resources

Print copy only available via UoE library:

IPEM, (2017): Report 112 Quality Control and Artefacts in Magnetic Resonance Imaging

Key words search

Advanced practice, clinical skills, clinical development, evidence, research, advanced clinical practice, physical examination, diagnostics, communication, MRI

Credit value	30
Module ECTS	15
Module pre-requisites	PAMM116, PAMM118 (for MSci Medical Imaging only)
Module co-requisites	None
NQF level (module)	7
Available as distance learning?	Yes
Origin date	08/10/2024
Last revision date	13/02/2025