Ruth Wilkinson. Independent Guided Study

Transcription

1 TITLE Interventional Radiological Studies SI MODULE CODE L CREDITS 30 LEVEL 7 JACS CODE B821 SUBJECT GROUP Diagnostic Radiography DEPARTMET Allied Health Professions MODULE LEADER Ruth Wilkinson MODULE DESCRIPTOR MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study Total umber of Study Hours MODULE AIM The aim of this module is to allow you to evaluate the knowledge and skills required by the nonmedical workforce in the development of interventional radiology services. MODULE LEARIG OUTCOMES By engaging successfully with this module you will be able to: Identify, critically analyse and evaluate issues within interventional radiology services; Explore the influence of current regulatory frameworks on relevant practice; Critically discuss strategies for improved outcomes, safety and experience for patients; Critically evaluate and justify approaches to the organisation and delivery of interventional radiology services, and your own role within this interventional service IDICATIVE COTET The indicative module contents include: Current legislation and guidelines Anatomy, physiology and pathology Current research in interventional techniques Justification of choice of diagnostic imaging equipment, interventional equipment e.g. stents, drains and pharmaceuticals, LEARIG, TEACHIG AD ASSESSMET - STRATEGY AD METHODS You will be supported in your learning, to achieve the above outcomes, in the following ways Learning for this module is based on distance learning principles (e-learning) using Shuspace as the platform for delivery. The overall approach to learning and teaching throughout the module facilitates an active learning experience which engages you in, and promotes ownership and autonomy of, your learning. This strategy links development needs

2 with professional practice involving the identification and careful consideration of risk in a radiological environment. Active learning is encouraged using a series of structured activities throughout the module. A series of on line learning objects and e-lectures are used to aid learning. Formative tasks are supported by an e-moderator who guides you through opportunities to develop learning and make meaning of information provided. A range of media is used to present learning materials including slide presentations (some with audio accompaniment), guided reading materials and videos. A formative assessment linked to the learning objects is used to facilitate your learning and allow you and your e-moderator to identify your learning needs. Discussion of ideas is encouraged throughout the module and you are regularly challenged to question, explain and explore topics under consideration. Application of learning and justification of practice is strengthened by the use of questioning, student-led presentations online and asynchronous or synchronous online conferencing. A number of these activities reflect approaches, which may be encountered in practice. The online discussion board will be used to provide tutorial support, peer support and share learning. ASSESSMET STRATEGY The assessment for this module will ensure you meet the learning outcomes. Summative assessment (marked work) for this module is composed of two tasks. The first task is to produce an electronic poster, which is a common practice at conferences now. Select an interventional procedure of your choice which highlights/addresses a key principle of the discipline of interventional radiology and the service it provides. In addition provide a written discussion which justifies the rationale for this procedure by critically analysing and evaluating this one issue. Word guide of words. There is no penalty for going above or below the word guide number. The 30% task weighting is divided equally between the two components of task 1. 15% for the written piece which justifies the rationale for this procedure and 15 % for the E-poster design. The second task is to write a critically reflective essay of 3,500 words following this remit; Choose a real or hypothetical case study that demonstrates the application of interventional radiology, with justification of its use at each step. The weighting for task 2 is 70%. Formative assessment and e-tivities during the course of the module will allow you to develop the skills required for the summative assessment. These will be in a multitude of formats including case studies, multiple-choice questions, and short pieces of written work. Peer and tutor review of these activities will be encouraged via the use of online discussion forums and feedback is provided via tutor, peer, and self-evaluation.

3 ASSESSMET TASK IFORMATIO Task o.* Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** In-module retrieval available 1 Electronic poster CW 30 Y 2 Written critically CW words reflective assignment FEEDBACK Students will receive feedback on their performance in the following ways: Feedback for the summative assignment will be given using a standard pro forma within 3 weeks of the submission date. Feedback regarding the tutor directed formative tasks will be given after completion of each task via /discussion boards Peer review and feedback will be encouraged for some of the formative activities. The use of and the discussion board within the shuspace site will be encouraged to maintain tutor contact during the module enabling a feedback and feed forward loop. LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) Resources for this module are available in a variety of formats including: Online e-books and journals amed core module e-book Electronic presentations and web-based resources External websites and software (for example image review software) Online induction package to M-level study and the learning centre These resources are available and easily accessible via the module Resource List Online (RLO) and shuspace sites. Most highly recommended reading for this module is (available through electronic Resource List Online (RLO): WALKER, T.Gregory (ed.) (2013) Diagnostic Imaging: Interventional procedures [online] Salt Lake City,Amirsys ARELLAO, R. (2011) on-vascular interventional radiology of the abdomen. London, Springer. ERRAL, H. (2010) Interventional radiology. ew York, Thieme.

4 FUAKI, B, LOREZ, J and VA, H. (2008).Teaching Atlas of Vascular & on-vascular interventional radiology [online], ew York, Thieme GERVAIS, D. and SABHARWAL, T. (2011) Interventional radiology procedures in biopsy and drainage. [online] London, Springer GRECH, E. (2011). ABC of Interventional Cardiology, 2 nd ed., West Sussex, Wiley-Blackwell. KESSEL, D. and ROBERTSO, I. (2011). Interventional Radiology, a survival guide. 3 rd ed. Edinburgh, Churchill Livingstone. MUOZ, J. and RIBES, R. (2010). Learning vascular and interventional radiology. [online] London, Springer REDWOOD, S, CURZE,. and THOMAS, M. (2010), Oxford Textbook of Interventional cardiology, Oxford, Oxford University Press. VALJI, Karim (2011) The Practice of Interventional Radiology: with online cases and videos. London, Saunders. Journal Articles ISAYAMA, H. et al. (2012). Management of malignant gastric outlet obstruction with a modified triple-layer covered metal stent [online]. Gastrointestinal Endoscopy, 75 (4): TAPPIG, C., BYASS, O. and CAST, J. (2011). Percutaneous transhepatic biliary drainage (PTBD) with or without stenting complications, re-stent rate and a new risk stratification score. European Society of Radiology, 21, VA BOECKEL, P. et al. (2012). Fully covered self expandable metal stents (SEMS), partially covered SEMS and self-expandable plastic stents for the treatment of benign esophageal ruptures and anastomotic leaks [online]. BMC Gastroenterology, 12 (19): 1-6. VA HOOFT, J. et al. (2011). Colonic stenting versus emergency surgery for acute left-sided malignant colonic obstruction: a multicenter randomized trial [online]. The Lancet Oncology, (12):

5 SECTIO 2 MODULE IFORMATIO FOR STAFF OLY MODULE DELIVERY AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF AY CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Y Change to Delivery Pattern Y Date the changes (or new module) will be implemented 09/2015 MODULE DELIVERY PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 28/09/ /05/016 Course Intake 2 DD/MM/YYYY DD/MM/YYYY Course Intake 3 DD/MM/YYYY DD/MM/YYYY Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% Y *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task o. 2 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.

6 CHECKED Date June 2015 Reason Checked Against SI