Brighton and Sussex Medical School - BSMS



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|MODULE SPECIFICATION TEMPLATE |

|MODULE DETAILS |

|Module title |Musculoskeletal and Neurological Imaging |

|Module code |MDM144 |

|Credit value |20 |

|Level |Level 4 | |Level 5 |

|Mark the box to the right of the | | | |

|appropriate level with an ‘X’ | | | |

|Entry criteria for registration on this module |

|Pre-requisites |There are no pre-requisite modules. Module applicants should have a Medical degree plus a minimum |

|Specify in terms of module codes or |of 2 years’ postgraduate experience or a degree in a profession allied to Clinical Radiology. |

|equivalent | |

|Co-requisite modules | None |

|Specify in terms of module codes or | |

|equivalent | |

|Module delivery |

|Mode of delivery |Taught |X |

| |

|Pattern of delivery |Weekly | |Block |X |Other | |

| |

|When module is delivered |Semester 1 | |Semester 2 |X |Throughout year | |

| |Other | |

|Brief description of module content and/|The module aims to impart an in-depth systematic understanding of the radiological aspects of |

|or aims |musculoskeletal and neurological disease. The content will include a broad spectrum of disease |

|Overview (max 80 words) |processes and their findings using all relevant, state of the art imaging modalities. |

|Module team/ author/ coordinator(s) |Musculoskeletal Radiology: Dr Ahmed Daghir |

| |Neurological Imaging: Dr Ram Vundavalli |

|School |Brighton and Sussex Medical School |

|Site/ campus where delivered |University of Brighton Falmer campus |

|Course(s) for which module is appropriate and status on that course |

|Course |Status (mandatory/ compulsory/ optional) |

|MSc; PG Dip; PG Cert Clinical Radiology |Mandatory |

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|MODULE AIMS, ASSESSMENT AND SUPPORT |

|Aims |The module aims to |

| |Equip participants with a systematic approach to the diagnosis of musculoskeletal and |

| |neurological pathologies on imaging. |

| |Impart how different imaging modalities present normal and pathological structures based upon |

| |knowledge and practice which is at the forefront of the discipline. |

|Learning outcomes |On successful completion of the module the student will be able to: |

| |Demonstrate a comprehensive understanding of the use of different imaging modalities for |

| |musculoskeletal and neurological pathologies |

| |Formulate a differential diagnosis of common musculoskeletal and neurological imaging |

| |presentations in a systematic and critical manner |

| |Demonstrate advanced knowledge and understanding of the acute and non-acute neurological disease |

| |from a diagnostic perspective |

| |Demonstrate advanced knowledge and understanding of the acute and non-acute musculoskeletal |

| |disease from a diagnostic perspective |

|Content |Musculoskeletal Radiology |

| |Bone lesion characterisation: approach to differential diagnosis |

| |Bone and soft tissue tumours |

| |MRI of internal joint derangement: upper limb |

| |MRI of internal joint derangement: lower limb |

| |Musculoskeletal infection |

| |Approach to differential diagnosis of arthropathy, and how imaging influences management of |

| |rheumatological disease |

| |Imaging of haematological, metabolic, and endocrine disorders of the musculoskeletal system |

| |Musculoskeletal intervention and biopsy |

| |NICE and other guidelines relating to imaging of musculoskeletal disease |

| |Congenital, developmental, and paediatric musculoskeletal disorders |

| |Spinal trauma imaging |

| |Disc degeneration and herniation |

| |Neurological Imaging |

| |Spinal cord compression and cauda equina syndrome |

| |Intrinsic lesions of the cord. |

| |Approach to spinal lesions |

| |Neurosurgical and post-operative spines |

| |Applied anatomy in relation to cranial and spinal pathology |

| |Understanding of neurotrauma and imaging pathways |

| |Subarachnoid haemorrhage and role of intervention |

| |Stroke imaging-CT MRI and other new advances |

| |Understanding of neurosurgical image interpretation |

| |Inflammatory & Non-acute neurological conditions |

| |Headache –diagnostic approach |

| |Neuro-ophthalmology |

| |Neuro-oncology |

| |Overview of vascular imaging |

| |Paediatric neuroimaging |

|Learning support |A good range of library resources, specialist websites, Radiology – Integrated Training |

| |Initiative (R-ITI) modules, tutorials, skype/webinar conferences and online learning resources |

| |support student learning |

| |Up-to-date reading lists, suggested websites, journals and online learning resources will be |

| |provided on commencement of the module, using Studentcentral |

| | |

| |Indicative Reading |

| |Latest editions of the following texts: |

| | |

| |Grainger RG, Allison, DJ et al. Grainger & Allison’s diagnostic radiology. Edinburgh: |

| |Elsevier/Churchill Livingstone; (Section D, The Musculoskeletal System). |

| |Helms CA. Fundamentals of skeletal radiology. London: W.B. Saunders. |

| |Key Websites: |

| |Relevant sections of |

| |Review of individual topics on |

| |Other Resources: |

| |Online resources – selected musculoskeletal and neurological Radiology – Integrated Training |

| |Initiative (R-ITI) modules from eLearning for Healthcare (NHS Health Education England) |

| |

|Teaching and learning activities |

|Details of teaching and learning |Lectures, Group Discussions, Practical laboratory session, Student Presentations, Problem-solving|

|activities |exercises, Tutorials. Self-directed learning using RITI modules. |

|Allocation of study hours (indicative) |Study hours |

|Where 10 credits = 100 learning hours | |

|SCHEDULED |This is an indication of the number of hours students can expect to spend |35 |

| |in scheduled teaching activities including lectures, seminars, tutorials, |(Lectures 25) |

| |project supervision, demonstrations, practical classes and workshops, |(Lab: 2) |

| |supervised time in workshops/ studios, fieldwork, external visits, and |(Group discussion/ |

| |work-based learning. |problem solving 4) |

| | |(Student |

| | |presentations 4) |

| |

|GUIDED INDEPENDENT STUDY |All students are expected to undertake guided independent study which |165 |

| |includes wider reading/ practice, follow-up work, the completion of | |

| |assessment tasks, and revisions. | |

| |

|PLACEMENT |The placement is a specific type of learning away from the University that |N/A |

| |is not work-based learning or a year abroad. | |

|TOTAL STUDY HOURS |200 |

| |

|Assessment tasks |

|Details of assessment for this module |Unseen written examination. |

| |The examination comprises a written paper in 2 parts: |

| |Part 1: (LOs 1,2,4) single best answer questions, including the use of radiological images, to |

| |assess knowledge of musculoskeletal imaging |

| |Part 2: (LOs 1,2,3) single best answer questions, including the use of radiological images, to |

| |assess knowledge of neurological imaging |

| |The overall pass mark for the written examination is 50% |

|Types of assessment task[1] |% weighting |

|Indicative list of summative assessment tasks which lead to the award of credit or which are required for |(or indicate if |

|progression. |component is |

| |pass/fail) |

|WRITTEN |Written Examination (3 hours) |100% |

| |

|COURSEWORK | |- |

| |

|PRACTICAL | |- |

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|EXAMINATION INFORMATION |

|Area examination board |Division of Medical Education |

|Refer to Faculty Office for guidance in completing the following sections |

|External examiners |

|Name |Position and institution |Date appointed |Date tenure ends |

|Dr Romney Pope |Consultant Radiologist, |tbc |tbc |

| |Chelsea and Westminster/Royal Marsden | | |

| |Hospitals. | | |

| |RCR examiner. | | |

| | | | |

| | | | |

|QUALITY ASSURANCE |

|Date of first approval | |

|Only complete where this is not the first| |

|version | |

|Date of last revision | |

|Only complete where this is not the first| |

|version | |

|Date of approval for this version | |

|Version number | |

|Modules replaced | |

|Specify codes of modules for which this | |

|is a replacement | |

|Available as free-standing module? |Yes |X |No | |

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[1] Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.

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