Approaching development of a new education programme in diagnostic radiography.

Introduction: Developing a new Diagnostic Radiography education programme is a large project, and is a multi-facetted complex process. Reviewing the most innovative ways to undertake learning, teaching and assessment and embed them into the University is crucial to enhance the quality of education. Preparing graduates adequately for practice is vital to meet the demands of the workforce. In the UK, removal of NHS Bursaries following the Comprehensive Spending Review (HM Treasury, 2015) has led to a more competitive environment where providers need to look for unique selling points. Methods: A review of current legislation, national guidance and policies was undertaken to check for relevant alterations. A thorough appraisal of all Professional Statutory and Regulatory Body (PSRB) documentation and national level organisations was completed. Project planning started between 2 years and 18 months prior to the planned delivery date. Stakeholders were invited to a number of on-site sessions to brain storm what employers need from graduates over the next 5 years. It’s important that views are sought from a variety of interested parties including; academics, placement providers, employers, service users, students and external examiners. After this the follow-up sessions were divided into placement, curriculum and assessment. Strengths and weaknesses were identified in the current programme and brain storming exercises looking at what new curricula needed implementing. Conclusion: The programme was approved by the University the PSRB’s. The programme was designed using innovative learning and teaching methods and a variety of assessment methods. Having themes which built on topics throughout the programme allowed these to be embedded more effectively. Looking at ways to offer placement in a more creative way and supporting this with simulation allows for increased capacity. Having the right programme impacts on recruitment, student experience, student attainment and employability. Once the programme has been delivered in its first year an evaluation of the individual modules and the year as an overview will be evaluated. It is necessary to keep up to date with new guidance and currency of practice and continually improve educational programmes to be able to produce competent graduates and compete as a business.

Introduction:
Developing a new Diagnostic Radiography education programme is a large project, and is a multi-facetted complex process. Reviewing the most innovative ways to undertake learning, teaching and assessment and embed them into the University is crucial to enhance the quality of education. Preparing graduates adequately for practice is vital to meet the demands of the workforce.
In the UK, removal of NHS Bursaries following the Comprehensive Spending Review (HM Treasury, 2015) has led to a more competitive environment where providers need to look for unique selling points. Methods:
A review of current legislation, national guidance and policies was undertaken to check for relevant alterations. A thorough appraisal of all Professional Statutory and Regulatory Body (PSRB) documentation and national level organisations was completed. Project planning started between 2 years and 18 months prior to the planned delivery date.
Stakeholders were invited to a number of on-site sessions to brain storm what employers need from graduates over the next 5 years. It’s important that views are sought from a variety of interested parties including; academics, placement providers, employers, service users, students and external examiners. After this the follow-up sessions were divided into placement, curriculum and assessment. Strengths and weaknesses were identified in the current programme and brain storming exercises looking at what new curricula needed implementing.

Conclusion:
The programme was approved by the University the PSRB’s. The programme was designed using innovative learning and teaching methods and a variety of assessment methods. Having themes which built on topics throughout the programme allowed these to be embedded more effectively. Looking at ways to offer placement in a more creative way and supporting this with simulation allows for increased capacity. Having the right programme impacts on recruitment, student experience, student attainment and employability. Once the programme has been delivered in its first year an evaluation of the individual modules and the year as an overview will be evaluated. It is necessary to keep up to date with new guidance and currency of practice and continually improve educational programmes to be able to produce competent graduates and compete as a business.