2018/19 Taught Postgraduate Module Catalogue
ARCS5260M Image Guided Interventional Procedures
15 creditsClass Size: 25
Module manager: Jane Bull
Taught: Semesters 1 & 2 View Timetable
Year running 2018/19
Pre-requisite qualificationsSee programme entry criteria
|ARCS5256M||Science and Technology of Ultrasound|
|ARCS5258M||Professional Issues in Diagnostic Imaging|
This module is not approved as an Elective
Module summaryTo develop in-depth specialist knowledge and provide a framework for the development of advanced practice competencies in an image-guided interventional procedure negotiated by the student to meet local service demand. Appropriate clinical applications include solid organ (breast/prostate/thyroid) FNA or biopsy, fluid aspiration, drainage or instillation (paracentesis, thoracocentesis/amniocentesis/HyCoSy/SIS), therapeutic injection (MSK/tumour ablation), pre-operative needle localisation (breast) which directly relates to their own working circumstances and previous experience.
ObjectivesOn completion of this module students will be able to demonstrate skill in performing Image Guided Interventional Procedures examinations and achieve competence to practise as an ultrasound practitioner.
On completion of this module students will be able to:
- assess and respond to an individual’s physical and psychological care needs during image guided procedures;
- demonstrate a sophisticated understanding of the concepts and principles of imaging as applied to the investigation of individuals with suspected disease;
- demonstrate an in-depth specialist knowledge of equipment and techniques as applied to the identified interventional procedure;
- demonstrate in-depth specialist knowledge of relevant normal and abnormal anatomy & imaging appearances;
- critically evaluate current and emerging interventional procedure specific technology against alternative investigations / procedures;
- critically appraise the risks and benefits of the interventional procedure to healthcare professionals and service users;
- critically evaluate the role of the interventional procedure in the screening, diagnosis, staging & treatment of people with cancer, cardiovascular, musculoskeletal and/or other pathologies as appropriate;
- critically reflect on the perspectives of speciality specific service users / carers.
On completion of this module students will be able to
- Critically appraise an individual’s clinical need for procedure and select an appropriate technique
- Interpret examinations competently in order to undertake the appropriate procedure
- Critically evaluate clinical and other relevant information to determine when additional examinations / procedures are required
- Critically evaluate procedure for technical and diagnostic quality
- Assess and respond to an individual’s physical and psychological care needs during the procedure
The module gives the student the opportunity to focus on interventional procedure. They will use the work place as a centre of learning, supported by the expertise and resources of the university.
Negotiated interventional procedure learning includes the following features: -
- It relates to a focussed clinical application chosen by the student;
- Learning arises from undertaking interventional procedure and associated independent investigation of relevant literature;
- It is work based in clinical practice;
- It is autonomously managed by the student;
- Learning takes place under the instruction and supervision of clinical mentors and with student-led formal tuition. Learners are expected to take responsibility for clinical knowledge and skills development and for directing their academic study through which their learning will emerge.
Negotiated learning and assessment involves the student managing their own knowledge and skill development through topic based study aimed at enhancing their personal and professional development.
The following points are common to all topics
- Evaluation of the clinical question
- Ethical dilemmas
- Appropriate patient care
- Clinical history taking
- Selection and correct use of the equipment
- Health and safety
- Scanning Procedures
Patient’s physical and psychological condition
Emphasis of appropriate technique according to clinical presentation and ultrasound findings
Organ position, size, echotexture and relevant measurements
- Observations and conclusion to include normal, anatomical variants and pathological ultrasound findings
- Awareness of implications of complications
- Critical evaluation of the examination
- Differential diagnoses
- Clear, concise communication of the findings (verbal and written report)
- Awareness of interventional procedures and patient management.
Students will study issues such as:
- specification and choice of equipment – including ergonomics and infection control;
- holistic patient care – communication skills, preparation and care during and after examinations/investigations/procedures; relevant clinical history taking and physical examination; service user/carer perspectives;
- examination techniques and protocols including patient positioning, image annotation and measurement conventions;
- physical characteristics and imaging appearances of region of interest; image optimisation; clinical significance of relevant artefacts;
- normal and abnormal imaging appearances, e.g. benign versus malignant disease
- correlation and comparison with information/appearances from alternative / complementary imaging techniques.
|Delivery type||Number||Length hours||Student hours|
|Class tests, exams and assessment||3||1.00||3.00|
|Private study hours||125.00|
|Total Contact hours||25.00|
|Total hours (100hr per 10 credits)||150.00|
Private studyPrivate study to include: e-learning; literature searches, seminar and assessment preparation, independent supporting investigation & critical evaluation of patient-based case report for summative assessment; maintenance of clinical learning record. Clinical simulation.
Clinical practice: 75 notional academic hours is at a ratio of 2:1, 150 real hours of supervised clinical practice are required.
Opportunities for Formative FeedbackStudents and their clinical mentors are encouraged to use the formative clinical and academic assessment process regularly throughout the module to develop self-assessment skills and to generate formative feedback identifying student progress and where additional learning and skill development is required.
Peer and tutor feedback also given in case study discussions, assessment preparation seminars/quizzes and tutor feedback on draft assignments.
Methods of assessment
|Assessment type||Notes||% of formal assessment|
|Essay||1500 word report||50.00|
|Practical||Clinical practice record to include a minimum number of cases (Pass/Fail)||0.00|
|Reflective log||1500 word reflective log||50.00|
|Total percentage (Assessment Coursework)||100.00|
Clinical practice record to include negotiated (evidence based) minimum number of examinations/procedures under minimal supervision (unassisted) and negotiated independently verifiable performance audit of at least 30 unassisted cases.
Reading listThe reading list is available from the Library website
Last updated: 01/05/2019
Browse Other Catalogues
- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD