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Breast cancer care, diagnosis and treatment exist in a changing professional environment that requires practitioners to continually update and review clinical practice. If you are a registered healthcare practitioner working in the field of breast evaluation, this course is relevant to you.
This interprofessional programme enables participants to gain competence in the multi-skilled practice of breast evaluation. Shared learning for different healthcare disciplines is facilitated through a range of modules provided by collaborative partners at the Jarvis National Breast Screening Training Centre, Guildford, and at the South West London National Breast Screening Training Centre at St George's. By developing your multidisciplinary approach to the diagnosis, care and management of breast disease, this programme enables the enhancement of service provision to the client requesting or requiring breast evaluation.
You may be granted credits for your previous academic and professional qualification through Accreditation of Prior Experiential Learning (APEL) scheme. An independent work-based learning module enables you to study around your individual CPD and workplace needs.
|Part time||2–5 years||Normally five days per module||Flexible start between September to June depending on initial module start date. For module dates, see available modules below.|
Please note: this programme is only available to home/EU students.
|Location||This course is taught at a range of partnership sites, depending on the study route taken.|
If you are planning to join this course in the academic year 2020/21 (i.e. between August 2020 and July 2021), please view the information about changes to courses for 2020/21 due to Covid-19.
Students who are continuing their studies with Kingston University in 2020/21 should refer to their Course Handbook for information about specific changes that have been, or may be, made to their course or modules being delivered in 2020/21. Course Handbooks are located within the Canvas Course page.
You will study modules relating to breast cancer diagnosis, treatment and care, research methods and ethics as well as independent work-based learning topics to meet your personal and clinical needs. Some of the modules are developed in partnership with the Jarvis and St George's Breast Screening Centres.
This module is designed around attendance of 2-3 days to provide the foundation for both the academic and clinical components of a variety of breast interventions, either using either X-ray or ultrasound guidance. It is then followed by 12 months of learning in a professional environment within healthcare. This is a very student centered module in that each student designs their own learning outcomes, in addition to those given in the module descriptor. This enables them to personalise the outcome to their scope(s) of practice of interventional methods, within the Breast Screening Unit or Imaging department. The assessments are equally adaptable being a Logbook of clinical cases, plus a Portfolio with several listed components such as a Mapping Document, Theoretical mini-essays, Audit on practice and self-assessment, and a Reflective Summary.
This module is designed around an attendance of one week to provide the foundation for understanding and relating all of the key processes involved in breast diagnosis. It is then followed by 6 months of learning in a professional environment within healthcare. This develops and extends the participants' clinical expertise necessary to contribute to the multidisciplinary approach to the diagnosis of breast disease. It will facilitate the participants' decision making skills based on a broad appreciation of the tools and techniques that underpin the diagnosis of breast abnormalities and incorporates both academic and clinical components. The module will also facilitate and enhance the necessary development and application of the participant's communication, counselling and interpersonal skills and will include interactive participatory learning.
This module is designed around an attendance of one week to provide the foundation for understanding and relating all of the key processes involved in ‘reading' breast images followed by 9 months of learning in a professional environment within healthcare. This module is designed for health care professionals, such as breast clinicians or radiographers who wish to perform as Advanced Practitioners. It is related to the image interpretation of screening mammograms, detecting & identifying any abnormalities, classifying those possible abnormalities, and then making a decision on the likely probabilities whether to recall the woman for further clinical assessment, with all the associated patient anxieties. The module assessment components consist of evaluating clinical skills, self-analysis, and academic skills of essay writing on an associated topic.
This module provides you with a broad overview of Picture Archiving and Communication Systems (PACS) from image capture and storage, to operational management within the modern healthcare environment. The module aims to develop the knowledge required to enable Healthcare Professionals to provide effective day to day PACS administration within a modern radiology department.
In addition, you will be able to appreciate the application of digital imaging technologies at an advanced level within your own working practice. This knowledge will in turn lay the foundation for a more strategic managerial understanding of the use of digital imaging systems as a critical part of radiology service management.
This module is designed around an attendance of one week to provide the foundation for understanding and relating all of the key processes involved in breast diagnosis. This is then followed by 6 months of learning in a professional environment within healthcare. The module is designed to provide the academic and clinical components to enable students to fulfil their role in reviewing current application and uses of ultrasound to detect and evaluate breast abnormalities and then to interpret and report on findings. It will facilitate the participants' decision making skills based on a broad appreciation of the equipment available and scanning techniques that underpin the diagnosis of breast abnormalities. The module also focuses on the necessary physical processes underlying safe ultrasound practice.
This module is an independent learning module that is available to a wide range of practitioners and of particular value to Advanced Practitioners or those preparing for an advanced practice role. In consultation with the module leader, students will identify a particular topic that is of interest to them or pertinent to their practice or role. This negotiated specified area of practice forms the foundation of the module; students will address each learning outcome in relation to their specified area of practice. The module learning outcomes and activities are generic and based around the knowledge and skills required in order to be able to effectively function as an Advanced Practitioner.
This module is designed for healthcare professionals undertaking professional and managerial tasks. The module can be taken as an option module for any pathway. The module focuses on making effective use of resources; adding value to personal and organisational effectiveness such that quality of service can be achieved. The module aims raise awareness of key concepts and theory associated that can be applied in order to manage people, co-ordinate streams of activity and achieve quality outcome measures. The module explores a range of contemporary issues and highlights the impact of these on the provision of service to the clients. The assessment utilises Problem Based Learning and encourages students to consider practical solutions in the context of practice which is complex and multifaceted in nature.
This module is of value to practitioners who educate and mentor learners within the clinical setting. The module focuses on developing appropriate knowledge and skills in order to effectively facilitate the development of others. Throughout the module students draw upon their clinical experiences and relate these to theoretical frameworks. The module places emphasis on the development of self, through personal development planning. Throughout the module participants engage with a wide range of learning activities which augment learning and act as a foundation for reflection.
Satisfactory completion of Practice Education and Mentorship confers eligibility for accreditation under the College of Radiographers Practice Educators Accreditation Scheme (PEAS).
This module runs concurrently with Professional Practice in Mammography 2 (RA7014). The module introduces students to the basic knowledge and skills in mammography to enable them to develop professional clinical competencies. The module will also develop critical evaluation of the basic mammographic technique in the clinical environment. Core factual material is provided via keynote lectures during attendance of the identified academic week.
Satisfactory completion of both Professional Practice in Mammography modules (1 & 2) confers eligibility for application to the College of Radiographers for the Postgraduate Award in Mammography Practice.
This module runs concurrently with Professional Practice in Mammography 1 (RA7013). It further develops the knowledge and skills obtained from Professional Practice in Mammography 1 (RA7013) module and introduces additional mammographic assessment technique and associated breast pathologies. The module will also develop the student's role as a mentor enabling educational support to junior colleagues. Core factual material is provided via the keynote lectures during attendance of the identified academic week.
Satisfactory completion of both Professional Practice in Mammography modules (1 & 2) confers eligibility for application to the College of Radiographers for the Postgraduate Award in Mammography Practice.
The module is designed to foster an understanding of the research process, hone skills of critical appraisal and develop research skills as applied to both quantitative and qualitative research. The delivery follows a logical progression which starts with the scientific process and hypothesis formulation and ends with the production of a research protocol. Along the way reviewing the literature, selecting an appropriate research method, sampling, data collection analysis and presentation and ethical issues are covered. The module has preparatory work, a taught component and self-directed learning/assignment time. The taught component is delivered in two parts, a two day introduction/critical reasoning component and a five day research methods component. The preparation time prior to the two periods of attendance, the guided study/exercises between the two periods of attendance and the self-directed learning/assignment time after the second period of attendance are equally important parts of the module as a whole. The preparatory work includes pre-reading of recommended texts and the basic critique/critical analysis of provided materials, papers and evidence with the emphasis being on the ease of information extraction and strength of evidence. StudySpace is used to support learning and provide clarification and practice via student based activities.
This module builds upon the principles outlined and knowledge acquired during the Research and Evidence Based Practice in Healthcare module (RA7015). It provides the component beyond postgraduate diploma to enable the completion of a Masters degree. Professionals are consistently expected to be able to provide an evidence base to prove the effectiveness of their professional interventions. This module provides students with the experience of utilising all principles of research design. Following submission and approval of a dissertation proposal the student is provided with a project supervisor to facilitate support for both the project and dissemination material. The students will be required to undertake an independent piece of research study into a topic relevant to their own field. The aim of the module is to develop in-depth theoretical, analytical and research skills.
The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.
Please note: this programme is only available to home/EU students.
All non-UK applicants must meet our English language requirement, which is Academic IELTS of 6.5 overall, with no element below 6.0.
This flexible course is one route in our postgraduate radiography programme, which allows you to focus on your own area of interest. As well as developing your understanding of your specialist area, this course will make sure you:
When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS – the online virtual learning platform.
As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's support services.
Contact hours will vary depending on your modules.
Assessment typically comprises of case studies, research protocols, dissertation, essays, portfolios, practical assessment, OSCE and a reflective log book.
We aim to provide feedback on assessments within 20 working days.
The Faculty of Health, Social Care and Education is a unique partnership between Kingston University and St George's, University of London. This means that you benefit from the expertise and facilities of two complementary institutions
We gained an 'excellent' rating in the last Quality Assurance Agency Review for our radiography teaching.
Many teaching staff are research active, which keeps your learning cutting-edge, and others are expert practitioners. This combination of academics and practitioners provides a uniquely dynamic environment. Many of the modules are taught in partnership with NHS Trusts.
The unique partnership between Kingston University and St George's, University of London means you have access to excellent resources across two organisations. You will benefit from a modern environment with the latest equipment, including:
Kingston is just a 30 minute train journey away from central London. Here you can access a wealth of professional resources, including the Society of Radiographers and many top hospitals. For example, many students make use of the British Institute of Radiology Library, incorporating the College of Radiographers Library.
I currently hold the post of Superintendent Sonographer at the Royal Marsden Hospital (Sutton branch). I perform a multitude of scans including abdominal, deep-vein thrombosis, paediatric and small parts which includes breast.
Breast ultrasound constitutes about 80% of the scanning I perform. I started my masters at Kingston University in breast evaluation with the intention to extend my role.
I had not studied for many years due to changes in my professional life. I worked in industry for GE ultrasound for five years and then started my family. I found the assistance from the lectures in my first module extremely helpful and supportive which encouraged me to continue my studies.
The next most important module - to me - was Breast Intervention; once again I may not have survived this module without the advice and support from the lecturers. Practically I found this module relatively easy but it took longer than I had planned and I needed the encouragement I was given to complete the module.
I was surprised how much I enjoyed the Research Module and looked forward to my dissertation.
I have completed and passed my Breast Evaluation MSc. Now along with scanning the breast I perform fine needle aspiration (FNA), biopsy and wire localisations in the breast, which I have been doing for several years. I have since trained another sonographer in these procedures, I currently have one student who has just completed her FNA log book and will now proceed to perform biopsies of the breast and I have another sonographer waiting to start her intervention training.
Linda Hastings, Radiography: Breast Evaluation MSc
Close links with the NHS and other healthcare providers give a practical basis to our courses. They also help to ensure your studies are up-to-date and relevant to the current and future needs of the workplace.
Many of our modules on our suite of Radiography courses are taught in partnership with healthcare providers, including:
You will also benefit from:
Many of our staff in the Faculty of Health, Social Care and Education are research active, often in partnership with NHS trusts and the Jarvis Breast screening Centre. This ensures they are in touch with the latest thinking and bring best practice to your studies.
Research themes and programmes include:
We do not anticipate making any changes to the composition of the course, i.e. number of modules or credits in a year, as a result of the pandemic.
Changes can be made to courses as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to the composition of the course will be highlighted to students during the induction period.
We do not anticipate making any changes to module titles and summaries or to the availability of modules as a result of the pandemic.
Changes can be made to modules as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to module titles and/or availability of modules will be highlighted to students during the induction period.
We expect to deliver the course within the planned timescales to enable successful students to progress through and graduate from the course without delay.
In exceptional circumstances the sequence of learning and teaching activities may be changed, e.g. re-sequencing those modules that can be delivered more effectively under the current restrictions with those which would be more difficult to deliver, such as practical modules and placements.
We have not changed entry requirements as a result of the pandemic. However, the range of accepted alternatives have increased as has the way in which we select students, which now includes virtual interviews and online portfolios.
We have not changed entry requirements for international students as a result of the pandemic. However, in response to the pandemic, we now accept a much broader list of English language exams for entry to the course; the level of these exams remain the same.
Due to the current pandemic the course's teaching and learning activities will be delivered through both online and on-campus methods (blended learning) in 2020/21. In order to provide all students with a comparable on-campus experience, the University has committed to ensuring that all courses provide at least 30% of their teaching and learning activities on-campus.
While physical distancing measures remain in place, you will receive your learning and teaching via a blend of on-campus and on-line activities. Should your circumstances prevent your attendance at on-campus sessions, you will still be able to engage with your course in a way that allows you to progress. Where this is not possible, support will be available to consider what options are open to you.
The University will continue to closely monitor government announcements and advice in relation to the current pandemic and, where required, will take any necessary action in order to comply with such advice.
In the event that a further lockdown is enforced the University will aim to deliver the course fully online. This may require some additional changes being made to planned teaching and learning activities, including assessments. The majority of our courses are prepared to be delivered fully online if the situation requires it. Where the quality of the student experience may be compromised significantly, or the course is unable to be delivered fully online, the University may need to suspend the delivery of that course until a time that it can be delivered appropriately. Students will be supported in these situations to ensure they are able to make the right choices for their particular circumstances.
In the event that the current social distancing restrictions are fully lifted and the University is able to resume normal delivery of teaching and learning activities, courses will assess whether it is in the students' interest to resume normal delivery. In some cases it may be better to continue and complete modules under the planned blended delivery mode.
Changes to the overall breakdown of scheduled teaching hours, placements and guided independent study hours will not be made as a result of the pandemic. However, it is possible that some adjustments might be made at module level, e.g. a few more scheduled activities, in order to help ensure student engagement with blended learning.
Any changes made to the overall breakdown of scheduled teaching hours, placements and guided independent study hours for the course will be highlighted to students during the induction period.
'Scheduled teaching' includes teaching that is online either live or recorded / on demand.
Your individualised timetable for teaching block 1 (i.e. from September 2020 to December 2020) should be available by the end of August 2020. Timetables for teaching block 2 (i.e. from January 2021) will not be available until the autumn. Whilst we make every effort to ensure timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week between 9am and 9pm. To accommodate smaller group sizes and social distancing, we will need to maximise the time available for teaching. This means, we may have to use Wednesday afternoons and enrichment week for additional teaching slots. Timetables for part-time students will depend on the modules selected.
Changes can be made to modules, including how they are assessed, as part of normal enhancement processes in order to keep our modules up to date with current developments in that subject area. Due to the current restrictions in place, i.e. social distancing, it is anticipated that many formal on-campus examinations, including practical examinations, will be replaced with alternative assessments which can be completed online. These changes will be considered and approved through the University's processes to ensure that student assessments will be able to demonstrate they have achieved the expected learning outcomes. The approval process will also assess whether the change impacts the status of any professional body accreditation the course benefits from.
Any changes to the overall methods of assessment for the course will be highlighted to students during the induction period.
No changes are expected to the general level of experience or status of staff involved in delivering the course.
As a result of the social distancing restrictions in place, on-campus teaching activities may need to be split into smaller groups which may require the support of teaching assistants and student mentors, who will be managed by experienced staff.
There will be no changes to published tuition fees for 2020/21.
As a result of the blended delivery of courses in 2020/21, where a significant proportion of the teaching will be done online, students will need a personal laptop or computer and access to the internet to participate in online teaching and learning activities. Students who are able to travel will have access to computers on campus, however, it should be noted that access to on-campus facilities will be restricted due to social distancing requirements.
The University is considering how best to provide support to students who do not have access to suitable hardware and software requirements and access to the internet. Identifying students who require this type of support is an important milestone for the University in our journey to ensure equity of access while we continue to deliver our blended approach. Information about the support that will be available will be provided to students during the induction period.
There will be no changes to any existing University funding arrangements for 2020/21. Currently there are no indications from the UK government that there will be any changes to government funding arrangements.
There will be no changes to published tuition fees or funding arrangements specifically relating to international students for 2020/21.
Placements (including work and clinical placements) and field trips included as part of the course will go ahead as planned. However, to ensure students are able to gain maximum value from these activities, it may be necessary to reschedule them to later in the year when current restrictions have been lifted. We acknowledge that this year it may be more difficult for students to secure appropriate placements. In those situations, students will be guided and supported through the various options that will be available to them, including switching courses or interrupting their studies until a time when they can complete their placement.
Any proposed changes to placements or field trips would go through University's agreed processes where the impact of the change will be carefully considered. Students will be advised of any changes that may become necessary and appropriate support will be available to students to guide them through the various options that may be available to them.
In the interest of the health and wellbeing of our students, the University will ensure that appropriate risk assessments are made before students are sent on a placement.
Courses which require placements or field trips to be completed in order to pass relevant modules will have contingency plans in place in the event that a placement or field trip cannot be completed due to another lockdown or more stringent social distancing measures.
Voluntary placements or field trips may be rescheduled, or, as a last resort, cancelled if it becomes difficult to deliver them and doing so is in the interest of the health and safety of our staff and students.
No changes will be made to the qualification awarded, e.g. MSc, as a result of the pandemic.
Changes can be made to courses, including the qualification awarded (although very rare), as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area. Any changes made to the qualification awarded for the course will be highlighted to students during the induction period.
International students should maintain awareness of the UK government's and their home country's government advice on possible travel restrictions. The University will closely monitor advice and guidance published by the UK government and assess its impact on our international students. Appropriate advice and guidance will be provided as and when required.
The University will ensure students who are unable to attend on-campus learning and teaching activities are able to effectively engage with their studies remotely. For certain courses an inability to attend on-campus learning and teaching activities may not be in the students best interest, as it may impede their chances of succeeding in the course or lead to them receiving a poor learning experience. In such cases students will be advised and guided through the various options available to them, such as deferring their studies until they can engage fully with the course.