Professional Issues- - PowerPoint Presentation

Slide1

Professional Issues-The University of Leeds experience

Jane Arezina Slide2

The module aims to enable the practitioner to examine and develop their practice in relation to local and profession specific standards of diagnostic imagingMain theme are:-

Image interpretation and reporting

CommunicationEthics and Law

Professional Issues in Diagnostic Imaging ModuleSlide3

Programme is not specific to Medical UltrasoundFormed by the merger of the Medical Ultrasound and Breast Imaging programmes All students take Professional Issues in Diagnostic Imaging as a compulsory module, no matter which programme (PGC; PGD or MSc) and regardless of speciality (e.g. Breast Imaging or Medical

Ultrasound)

Diagnostic Imaging Slide4

From a variety of professional backgrounds. Cohorts have included:-RadiographersSonographers

Medics

ObstetriciansVascular surgeons

A&E consultants

Nurses

Midwives

Physiotherapists

StudentsSlide5

The principal aim of the module is to provide a structure to enable students to bring together self-knowledge, expertise at work and formal knowledge in order to foster and develop the highest standards in imaging practice

Module aimSlide6

The students critically reflect on their own practice-related knowledge and enhance skills for advancing/extending professional

practice

Students need to consider the issues in relation to their specific clinical situation and profession specific content required by professional bodies (CASE or

CoR

).

The students examine and evaluate different theoretical and analytic perspectives using critical reflection on their own practice-related knowledge

.

Student are encouraged and expected to contribute their own perspectives and examples from practice. Slide7

Seminars and workshops are the main teaching methods used in this module with some content based lectures. The seminars and workshops are structured to facilitate discussion around the topic.

Pre-reading is provided so that students come prepared for discussion and debate (some topics also require students to undertake tasks and bring these to the session).

The focus is practice related and students will be asked to contribute examples from their practice to illustrate their arguments

Teaching methodsSlide8

Module commences in semester 1 and is assessed in semester 2b to enable students’ theoretical knowledge and understanding to ‘grow’ in line with practice-based professional development

Students are required to submit a 3,000 word portfolio relating to their own professional practice and issues in:-

Image interpretation and reporting

Communication

Ethics and Law

The portfolio enables the student to demonstrate a comprehensive understanding of theories and principles of professional issues in professional practice along with critical evaluation of its implementation in the work place.

Assessment Slide9

All imaging students are taught together to enable interprofessional interaction and

collaboration

Students have a set of ‘task’ to prepare and bring to sessions for discussion

Portfolio includes 3 reflective academic pieces of work related to the main

themes

In addition, they must include the tasks and any supporting material as appendices

LogisticsSlide10

Have to do a lot of work themselves and often find the module ‘difficult’, ‘not related to my own practice’

Don’t like

interprofesional nature of teaching and learning-want more profession/modality specific

content

Portfolio is seen as a major task-even though have 9 months to complete it

Don’t like all the tasks and sometimes can’t see relevance to learning ‘how to do a scan’

What

some

students think Slide11

Many students produced fabulous portfolios that clearly demonstrate their professional development

Encourages students to explore why they are doing things a certain way-evidence based practice, self-development and critical appraisal are key

features

Use of reflection enables some students to have ‘light-bulb’ moments that alter the way they practice

Some

students have used the knowledge gained to make changes in clinical

practice

Many positive comments in the portfolio re: how they felt about the module at the beginning and how they now realise how fundamental these topics are to practice

What

I

thinkSlide12

The module is utilised to introduce generic content e.g. Reporting or communication that is developed further in specific

modules

Encourages students to self-develop through reflection and critical appraisal-students often find this challenging

Encourages IPW and consideration the views of other professionals-also

challenging

Most students showed progression in their professional development and a clear understanding of the role the module will have in their future practice

Conclusion Slide13

ALDERSON, C.J. and P., HOGG, 2003. Advanced Radiography Practice-the Legal Aspects.

Radiography,

(9) pp. 305-314

BEAUCHAMP, T., L., and J.F., CHILDRESS, 2001.

Principles of Biomedical Ethics

. 5th

ed

Oxford: OUP

 CHAMBERS, R., and G., WAKELY, 2000. Making Clinical Governance work for you. Radcliffe Medical Press

 DAWES, M., and P., DAVIES. 1999. Evidence Based Practice- A primer for Health Care Professionals. Edinburgh:

Churchill Livingstone

 DIMOND, B., 2002.

Legal Aspects of Radiography and Radiology.

Oxford: Blackwell Science

 ELLIOT, V., et al, 2008. Research Utilisation in

Sonography

Practice: Attitudes and Barriers.

Radiography,,

pp. 1-9

 HARDY, M., and B., SNAITH, 2006. Role Extension and Role Advancement-is there a difference? –A discussion paper.

Radiography

,

12, pp. 327-331 HARDY, M., and B., SNAITH, 2007. How to Achieve Advanced Practitioner Status–A discussion paper. Radiography, 13, pp. 142-146 KENNEDY, I., and A. GRUBB, 2000. Medical Law, Text and Materials. 3rd ed. London: Butterworth. MASON, J., K., and R., A., MCCALL-SMITH, 1999. Law and Medical Ethics. 5th ed. MC SHERRY, R., 2002. Clinical Governance: A guide to implementation for healthcare professionals. Oxford : Blackwell Science MORELL, C., and G., HARVEY, 1999. The Clinical Audit Handbook. London: Balliere Tindall MUIR-GRAY, J., A. 2001. Evidence Based Health Care. Edinburgh: Churchill Livingstone NIGHTINGALE, J. and P., HOGG, 2003. Clinical Practice at Advanced Level. An Introduction. Radiography 9 pp 77-83 NIGHTINGALE, J., 2008. Developing Protocols for Advanced and Consultant Practice. Radiography pp. 1-6 REIGELMAN, R., K. 1996. Studying a Study and Testing a Test: How to read the Health Sciences Literature. Lippincott - Raven  SIMPSON, R. and R., BOR, 2001. ‘I’m not picking up a heart-beat’: Experiences of Sonographers giving bad news to women during ultrasound scans. British Journal of Medical Psychology 74 pp 255-272 SWAGE, T. 2000. Clinical Governance in Healthcare Practice. Butterworth: Heinemann THE COLLEGE OF RADIOGRAPHERS 2005. Research and the radiography Profession. A Strategy and Five Year Plan. The College of Radiographers; London THE ROYAL COLLEGE OF RADIOLOGISTS AND THE SOCIETY AND COLLEGE OF RADIOGRAPHERS, (2007). Team Working within Clinical Imaging. A contemporary View of Skill Mix. The Royal College of radiologists and the Society and College of Radiographers: London THE ROYAL COLLEGE OF RADIOLOGISTS, 2006. Standards for the Reporting and Interpretation of Imaging Investigations. The Royal College of Radiologists; London THE SOCIETY AND COLLEGE OF RADIOGRAPHERS 2005. Medical Image Interpretations and Clinical Reporting by Non-radiologists: The Role of the Radiographer. The College of Radiographers; London THE SOCIETY OF RADIOGRAPHERS, 2006. Statement on Ultrasound Referrals and Professional Indemnity Arrangements. The Society of Radiographers; LondonUKAS. 2001. Guidelines for professional working practice. UKAS. VINCENT, C., 2001. Clinical Risk Management – Enhancing Patient Safety. BMJ

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