You will apply knowledge of equipment operation and use as well as radiographic image acquisition techniques to the optimisation of radiographic images and patient dose. You will apply the concepts of quality control testing and quality assurance to monitor equipment performance, detect performance issues, document findings and determine corrective action. You will consider imaging quality processes in the larger context of facility quality management and compliance with external standards. You will investigate the impact of technical factor selection on patient dose and image quality. Through these you will learn to make informed selections and modifications of technical parameters for radiographic procedures and to justify your decision-making.

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Informal student feedback and instructor observations.

Students who had not covered the assigned theory content prior to attending the res school found it difficult to apply concepts to the lab activities at the res school then also struggled on the test to answer questions on the final online test that related to the lab activities.

Modify the assessment strategy to add a new in-class test at the start of the res school and reduce the weight of the final test.

Feedback from Unit coordinator reflection

The structure of the newly designed written assignment and the schedule of res school activities resulted in very time-intensive lab school preparation and disttribution of assignment images and data to students after the res school. This impacted timely development of other new learning resources during the term.

Modify the res school schedule of activities to support more efficient data and image collection and distribution for the assignment.

Feedback from Informal student feedback

The res school schedule included rotation of four small groups through multiple concurrent hands-on lab activities and classroom sessions. For some parts of the schedule, concurrently run activities took quite different quantities of time to complete. This was frustrating for some students.

Re-package the sets of lab activities for each session and modify the scope of the classroom sessions to have more consistent time requirements.

Feedback from Marking team feedback

The written assignment scoring was done using an online rubric with multiple criteria for each question to be answered. The online rubric tool design was not a good fit for the assignment design, although the assessment criteria were a good fit. Marking of assignments was inefficient.

Investigate the use of an online marking guide for a more efficient marking process.