Modularly Harmonized BSC Post Basic Medical Radiologic Technology Curriculum

Modularly
Harmonized BSc
Post Basic
Medical
Radiologic
Technology
Final Draf t
Curriculum
FMOH
November, 2018
Adama
0
BACKGROUND
The department of radiography (currently called Medical Radiologic Technology) was
established in 1963 G.C. at the premises of Menelik II Hospital by an English expatriate named
Mr. Webb with the assistance of World Health Organization under the proprietorship of the
Ministry of Health. The duration of the training program was two years and the award given
was diploma in diagnostic radiography. The school was transferred to Tikur Anbessa Hospital in
1974 G.C. without an appropriate allocation of budget and other essential resources.
It is a sad experience to witness the fact that the department had been able to produce about
400 radiographers for the last 40 years of its existence at diploma level up to 2004/05; and out
of these graduates, only a few had a chance to pursue advanced studies abroad. It is
justifiable to attest that the field of radiographic education would have gone dead had it not
been for the dedication of the professionals of the department who had shown enormous
effort for its survival.
The department of radiography was officially taken over by Addis Ababa University in 1998 as
that of the other allied health science schools in line with the policy of the government. The
most remarkable achievement that was scored by the department was in the academic year
2004/2005 when a BSc program was launched with the full support of the school of medicine
and department of radiology. This was in line with the policy of the federal government of
Ethiopia that strongly believes in the upgrading of professionals of every discipline with the
sole aim of improving the health delivery system of the nation. The total number of students
that were graduated from the school with BSc degree till 2017/18 is 650.
Final Draf t
Nowadays, new technological advancements are evolved in medical imaging technology. These
include: Magnetic Resonance Imaging, Medical Ultrasound and Computed Tomography. These
advancements are being practiced in developed countries by qualified radiologic technologists,
and Ethiopia deserves radiologic technologists who appreciate and practice the advanced state
of the art of medical imaging technology.
The BSc degree program in Medical Radiologic Technology is being conducted in Six public
universities namely Addis Ababa University, Hawasa University, Arbaminch University,Mekelle
University, Defense University and Kotebe Metropolitan University. On top of that,two private
colleges are conducting generic BSc program namely Africa Medical College and Adama
General Hospital Medical College. The expansion of health science colleges and Medical
Radiologic Technology departments to meet the increased demand of competent medical
radiologic professionals in the country is a commendable effort. Nevertheless, the need for
highly qualified trained faculty members is critical to improve the quality of these BSc
program. In addition to teaching at higher institutions, medical radiologic Technologists who
can independently design, formulate and conduct problem solving researches that can
contribute to the betterment of the health of the society at large are required.
The BSc Post Basic program in Medical Radiologic Technology will provide with ample benefits
to Radiographers (Diploma Graduates), the public, Radiologic Technologists, radiologists and
other professionals in the medical and health research centers to bring about profound
knowledge and skills. This in turn helps to fulfill the needs of the country in the areas of giving
1
high quality service to clients, teaching and managing radiologic services in the areas of
medical radiologic Technology.
Therefore,the curriculum was developed by the Federal Ministry of Health (FMOH) in

collaboration with the Ethiopian Radiographers and Radiologic Technologists Association
(ERRTA), Ethiopian Public Higher Educational Institutions, and the Jhpiego-led Strengthening
Human Resources for Health Project.
Final Draf t
2
RATIONALE
Ethiopia is in a process of momentous socioeconomic transformation, which demands high
calibre professionals who acquired the mandatory science. This process of transformation is all-
inclusive, and will be traditional through conception and hosting of new technologies. For this
reason, the system of education should be based on producing competencies and efficiency
through curriculums designed to address societal needs. A strong foundation in Radiology
Technology is also necessary for careers in bone densitometry, breast sonography,
cardiovascular-interventional radiography, computed tomography, Diagnostic Medical
Sonography, Magnetic Resonance Imaging, Mammography, Nuclear Medicine, Quality
Management, Radiation Therapy, Vascular-Interventional Radiology and teaching. Thus, it is
imperative that students be equipped with strong Radiological knowledge and skills which
enable them to be capable of problem solving. Developing a curriculum and running this
program is therefore vital to ensure the quality standards and relevance in line with producing
knowledgeable, skilled professionals with positive attitude and commitment to improve the
contribution of the field for the nation. High demand in the country for graduates with a good
background in Radiology also makes it essential to develop the BSc Radiology Technology
Final Draf t
curriculum so as to meet the required demand of the country. The intention to develop this draft
version of curriculum is therefore to improve the service quality, retention of work force,
motivation mechanisms, and standardize hospital service. In general, all the reasons mentioned
above would be the rational for developing this curriculum. As a result, opening a school for
B.Sc. Program in Medical Radiologic Technology should be given due importance in light of the
following:
From the public point of view: In principle all aims and components of health service activities
should be public centered. Consequently, advanced, adequate, accessibleand equitable health
provision to the public is a priority.Radiologyas an indispensable division, centre of consultation,
and is equipped with high tech radiological devices, to provide appropriate service to which the
public deserves, producing knowledgeable and skilled Medical Radiology Technologists is vital
and alarming. And hence requires opening a post basic program and produce Medical Radiology
Technologists who acquired all requirements.
From the Health service delivering sectors' point of view (both Government & private):
Despite the efforts of the government to fulfil the service with the available high tech
3
radiological equipment, but the knowledge of radiographers is still torpid and cloud not
contribute to the expected achievement planed by FOMH to improve health care service. All
health care service delivery institutions in Ethiopia are in need of qualified, knowledgeable,
skilled and multitask Medical Radiologic Technologisthaving at least a first degree. To deliver
improved and advanced health service, knowledgeable and skilled human resource is crucial. As
identified by FOMH, regardless ofintroducing modern radiological technologies, they are
significantly deficient in supply of Radiology Technologists. Therefore, the above mentioned
Health service providersectors to discharge expected duties and to accomplish their mission
needs supplyof high calibre professionals who acquired the mandatory knowledge, operating
skills, and capable of problem solving through scientific process. Here the technologist is proper
concerning the field of radiography, and hence opening a school for Medical Radiology
Technologists is significantly relevant.
From the MRT (Professionals)angle: It can be said that career development will be a priority.
As advanced imaging modalities and career that include bone densitometry, breast sonography,
cardiovascular-interventional radiography, computed tomography (CT), Diagnostic Medical
Sonography (Ultrasound), Magnetic Resonance Imaging
Final Draf t
(MRI), Mammography, Nuclear

Medicine, Quality Management, Radiation Therapy, Vascular-Interventional Radiology are
under the umbrella of the radiographic science, producing high academic calibre MRT will help
to boost Professional morale and enforce interest for professional belongingness with a gradual
development of positive attitudinal change.
4
ACKNOWLEDGEMENT
This curriculum was developed by the Federal Ministry of Health (FMOH) in collaboration with
the Ethiopian Radiographers and Radiologic Technologists Association (ERRTA), Ethiopian
Public Higher Educational Institutions, and the Jhpiego-led Strengthening Human Resources for
Health Project. The members of the task force who developed the curriculum are the
following: Asseged Samuel (FMOH), Tirsit Mehari (FMOH), Abebe Bimerew (FMOH), Aregash
Worku (FMOH), Asselef Tasew (FMoE), Yohannes Molla (Jhpiego-HRH, technical lead), Yenuse
Molla Tessema (Addis Ababa University, ERRTA), Teklehaimanot Mezgebe (Addis Ababa
University),Dr.Ahmed Mohammed (Addis Ababa University), Belachew Aymiro Azezew (Kotebe
Metropolitan University & ERRTA), Robel Tezera (Addis Ababa University & ERRTA),
Alemayehu Nigussie Ketema (Addis Ababa University& ERRTA), TsegayAbrha (Mekele
University), YonasDerso (Arbaminich University), Ibrahim Shkur (Hawassa University), and Eyuel
Berihun(SPMMC&ERRTA).
Final Draf t
5
ACRONYM AND ABBREVIATION
AAU Addis Ababa University
BSc Bachelor of Science
CGPA Cumulative Grade Point Average
CRC Compassionate and Respectful Care
CT Computed Tomography
CVS Cardiovascular system
DOP Direct Observed Practice
EBM Evidence Based Medicine
ECTS European Credit Transfer System
Etcts Ethiopian Credit Transfer System
FMOH Federal Ministry of Health
GIT Gastrointestinal Tract
Hr. Hour
Hrs. Hours
HSEDC Health Science Education Development Center
JCA Journal Club Article
LCD Liquid Crystal Display
Min. Minutes
Mini CEX Mini-Clinical Evaluation Exercise
MRI Magnetic Resonance Imaging Final Draf t
MRT Medical Radiology Technologist

BSc Master of Science
OSCE Objectively Structured Clinical Examination
PCE Practical Clinical Evaluation
ERRTA Ethiopian Radiographers and Radiologic Technologists Association
SDL Skill Development Lab
SPH Social and Public Health
SPHMMC St. Paul‟s Hospital Millennium Medical College
TBD To Be Determined
US Ultrasound
6
CONTENTS
Contents
Background .................................................................................................. 1
Rationale .................................................................................................... 3
Acknowledgement .......................................................................................... 5
Acronym and Abbreviation ................................................................................ 6
Contents ..................................................................................................... 7
Goal and Objective of the Program ...................................................................... 9
Program Goal ............................................................................................. 9
Program Objective ....................................................................................... 9
The BSc in Radiology Technology Curriculum Graduates Competencies .......................... 10
Medical Imaging Expert ................................................................................ 10
Research and Evidence based Practice .............................................................. 10
Leadership and Management .......................................................................... 10
Professionalism .......................................................................................... 11
Quality Assurance and Safety ......................................................................... 12
Health Promotion and Advocacy ...................................................................... 12
Final Draf t
Education and Professional Development ........................ Error! Bookmark not defined.

Curricular Model, Approach and Delivery strategy ................................................... 13
Teaching and Learning Methods ......................................................................... 15
Assessment Methods ...................................................................................... 19
Program Requirement .................................................................................... 24
Program Structure, Composition and Duration ..................................................... 24
Admission Requirement ................................................................................ 24
Grading & Promotion ................................................................................... 24
Graduation Requirement ............................................................................... 24
Degree Nomenclature .................................................................................. 25
Quality Improvement, Monitoring and Evaluation .................................................... 26
Modules Listing, ECTS & Typical Week ................................................................. 27
Module Listing and ECTS ............................................................................... 27
Typical Week ............................................................................................ 29
Modules syllabi ............................................................................................. 36
Year One Modules Syllabi .............................................................................. 36
7
1. Clinical Audit & Evidence Based Medicine....................................................... 36
2. Biostatistics ....................................................... Error! Bookmark not defined.
3. Leadership and Management ................................... Error! Bookmark not defined.
4. Pedagogy .......................................................... Error! Bookmark not defined.
5. Radiographic Image Interpretation ............................ Error! Bookmark not defined.
6. Abdominopelvic and obstetrics ultrasound ................... Error! Bookmark not defined.
7. Small Part and Vascular/ Doppler Ultrasound ............... Error! Bookmark not defined.
8. Pediatrics and Neonatal Ultrasound ........................... Error! Bookmark not defined.
9. Musculoskeletal Ultrasound..................................... Error! Bookmark not defined.
Year Two Modules Syllabi .............................................................................122
10. ResearchMethodology ........................................................................122
11. Echocardiography........................................... Error! Bookmark not defined.
12. Advanced Computerized Tomography Procedures ..... Error! Bookmark not defined.
13. Advanced MRI Examination................................ Error! Bookmark not defined.
14. Aspects of MRT Practice ................................... Error! Bookmark not defined.
15. Thesis Project ............................................... Error! Bookmark not defined.
Annex 1: Sample Module Time Table ................................ Error! Bookmark not defined.
Annexes 2: Assessment Tools ...........................................................................244
Final Draf t
8
GOAL AND OBJECTIVE OF THE PROGRAM
Program Goal
To produce competent Radiology Technology practitioners who are able to provide a
radiographic imaging services for variety of patient groups independently.
Program Objective
The general objective is to Produce professionals who have acquired the basic knowledge and
skills of radiography and clinical imaging and who are required to render their services to the
public in the general health care framework under the country's health policy in the contexts of
professional health care providers, health planners, researchers, creative thinkers and change
agents of development
Specific Objectives
The specific objectives of the programme are to produce an MRT who is able to:
 Perform highly qualified radiographic imaging: conventional imaging, special
radiological procedures, CT, MRI, ultrasoundand interpret routine radiographic image.
 Keep pace with the newly introduced technological modalities of imaging.
 Use efficiently and effectively available diagnostic resource
 Show positive attitude to team work and work across boundaries to develop the overall
Final Draf t
health care system.

 Bring forth ideas and solutions for problem solving through creative thinking in his/her
work environment
 Participate in conducting applied clinical research & teaching of others
 Take major part in administrative & departmental activities
 Prevent hazards of radiation & promote safe practice
 To provide compassionate respect full & caring practice
9
THE BSC IN RADIOLOGY TECHNOLOGY CURRICULUM
GRADUATES COMPETENCIES
After critical review of existing local and international documents on learning outcomes, the
core (essential) competencies of BSc in Medical Radiology Technology students must
demonstrate at the point of graduation are defined. The core competencies are organized in
to 6 Domains/ thematic areas
1. Medical imaging technologist
2. Research
3. Leadership and management
4. Professionalism
5. Quality assurance and safety
6. Health promotion and advocacy
Competency:As medical imaging technologist who provide compressive, high quality,

compassionate and respectful and patient-centered service, medical radiology technologists
(RMTs) draw upon evolving body of knowledge, their skills, and their professional attitudes.
They are responsible for positioning the patient, selecting the appropriate technical factors
and equipment to provide the optimum diagnostic image taking into consideration the ability
and condition of the patient. They also interpret medical radiologic images within their scope
of practice and with an understanding of the limits of their expertise. Competence in the
domain of Medical Imaging technologistis assured when graduate medical radiology
Final Draf t
technologists:
 Operate radiologic equipment safely and appropriate to the scope of practice
 PerformX-ray examinations
 Perform special radiographic procedures
 Perform and report ultrasound examinations for variety group of patients
 Perform Basic CT scan examinations
 Perform Basic MRI scan examinations
 Interpret routine radiographic images
 Provide compassionate and respectful peri-procedural patient care
Research
Competency:As scholars, medical radiology technologists should demonstrate a lifelong
commitment to reflective learning, as well as the creation, dissemination, application and
translation of medical knowledge. Through their scholarly activities, they contribute to the
creation, dissemination, application and translation of medical and or radiologic imaging
knowledge and research. Competence in the domain of Research is assured when graduate
medical radiology technologists:
1. Participate in clinical research
2. Shares information through publication, presentation and collaboration
3. Utilize local/national clinical practice guideline
4. Conduct clinical audit and need assessment
10
5. Facilitate teaching and learning in a clinical environment
6. Advocate for and participate in continuing education related to area of practice, to
maintain and enhance clinical competency
Leadership and Management

Competency:As leaders & managers, medical radiology technologists are integral participants
in healthcare organizations, organizing sustainable practices, making decisions about
allocating resources, and contributing to the effectiveness of the healthcare system. MRTs
interact with their work environment as individuals, as members of teams or groups, and as
participants in the health system locally, regionally or nationally. MRTs function as managers
in their everyday practice activities involving co-workers, resources and organizational tasks,
such as care processes and policies as well as balancing their personal lives. Thus, MRTs
require the ability to prioritize, effectively execute tasks collaboratively with colleagues, and
make systematic choices when allocating finite healthcare resources. The leadership and
management domain describes the active engagement of MRTs as integral participants in
decision-making in the operation of the healthcare system. Competence in the domain of
Leadership and Managementis assured when graduate medical radiology technologists:
1. Comply departmental protocols and polices
2. Lead organizational structure by applying principles of management function
3. Solve working environment dispute by using conflict management principles
4. Utilize resources effectively and efficiently
Final Draf t
5. Use patient information management system as per national standard

6. Utilize information technology for academia and research activities
7. Participate/initiate in ongoing quality assurance program
Professionalism
Competency:As professionals, medical radiology technologists are committed to the health
and well-being of individuals and society through ethical practice, profession-led regulation,
and high personal standards of behavior. Medical radiology technologists‟ work requires the
mastery of a complex body of knowledge and skills, as well as the art of medicine. As such,
the professional role is guided by codes of ethics and a commitment to clinical competence,
the embracing of appropriate attitudes and behaviors, integrity, altruism, personal well-
being, and to the promotion of the public good within their domain. Competence in the
domain of Professionalismis assured when graduate medical radiology technologists:
1. Communicate clearly, sensitively and effectively with client, family, health care
provider team and community
2. Practice Compassionate, Respectful and Caring behavior at all levels and settings
3. Adhere to the established practice standards of the radiology technology profession
4. Demonstrate the ability to create a health care system that can provide
compassionate respectful and caring service
11
5. Assume responsibility and accept accountability for professional decisions
6. Produce and maintain accurate documentation of activities, procedures and results
Quality Assurance and Safety

Competency: Medical radiology technologists are focused on delivering the highest quality
outcomes for patients in medical imaging and radiation therapy. In medical imaging, this
relates to the acquisition of the highest quality images possible. Diagnostic imaging is
performed with great care and precision through interdisciplinary team working to minimize
risk and improve quality. Competence in the domain of Quality assurance and safetyis assured
when graduate medical radiology technologists:
1. Perform routine quality control tests.
2. Apply safety principles.
3. Manage routine image artifacts on each modalities
4. Apply radiation protection principle.
5. Apply infection prevention principles
6. Maintain safe working environments
Health promotion and advocacy

Competency: As health promotor and advocator, the medical radiology technologists
responsibly use their expertise and professional norms influence to advance the health and
well-being of individual patients, communities, and populations. Medical radiology
Final Draf t
technologists recognize their duty and ability to improve the overall health of their patients
and the society they serve. Medical radiology technologists identify promotion and advocacy
activities as important for the individual patient, for the community, and the population for.
Individual patients need them to assist in navigating the healthcare system and accessing the
appropriate health resources in a timely manner. Communities and societies need medical
radiology technologists‟ special expertise to identify and collaboratively address broad health
issues and the determinants of health. At this level, health advocacy involves in efforts to
change specific practices or policies on behalf of those served. Framed in this multi-level
way, health advocacy is an essential and fundamental component of health promotion. It is
health advocacy that is appropriately expressed both by individual and collective actions of
medical radiology technologiststhat contribute influences on public health and policy.
Competence in the domain of Health promotion and advocacyis assured when graduate
medical radiology technologists:
 Provide health education related to radiological service
 Analyze and intervene determinants of health appropriate to the scope of practice
12
CURRICULAR MODEL, APPROACH AND DELIVERY STRATEGY
The design and development of this curriculum is competency (outcomes)-based and followed
the following key steps.
1. Formulation of graduate profile /core competencies which are directly linked to the
key occupational tasks and are integrated in to cluster of domains as professional and
generic competencies.
2. Elaborating competency domains: the domain encompassing core competencies were
elaborated in terms of description of the competency, the outcome of the behavior
that require the competency.
3. Knowledge and skills (contents) linked to the core competencies were listed
4. Cluster existing contents into modules: integrates contents of related nature into an
organized and structured unified whole (Module) to offer complete and blended
knowledge, skills and values to learners that are transferable into practical work life.
The following innovative educational strategies are used in the development of this
curriculum.
Student-centered
In this curriculum, students are given greater responsibility for their own learning by
integrating a more learner-centered teaching and learning and assessment methods such as
seminar presentations, self-initiated DOP, PCE and CBDs, group research and reflection
exercise and portfolio-based learning and assessment. This has the advantage of putting the
Final Draf t
emphasis on the student, increasing students‟ motivation and preparing them to become
lifelong learners.
Integrated
Recognizing the shortfalls of the subject-based organization of the traditional curriculum,
related contents of subjects and learning experiences are integrated in to modules both
horizontally and vertically throughout this curriculum. Module framework designed successfully
through principles of integration and by identifying scientifically sounding thematic areas (the
specialty areas of medical imaging practice). Clinical exposure to medical radiologic imaging
skills starts in year one semester one with progressive increase in intensity, complexity and
student responsibility over the 2-and half year program span. The advantages of integration
are reducing fragmentation of professional modules and demonstrating unity of courses,
motivating students and shaping their attitude towards MRT profession, improving educational
effectiveness of teaching and learning, encouraging development of higher level objectives,
longitudinal coverage of all domains of competencies, promoting staff communication and
collaboration and bringing about rationalization of teaching resources.
13
Systematic and planned learning
In this curriculum, classroom-based, simulation and clinical teaching and learning activities are
planned and so that all students gain the necessary experiences for developing essential
competencies. To this end, model schedules of essential learning activities in the classroom,
skills demonstration labs and clinical settings are developed, systematic rotations are proposed
and lists of essential skills and procedures to be performed by each student are specified.
Final Draf t
14
TEACHING AND LEARNING METHODS
Selection of appropriate teaching and learning methods is of critical importance in a
competency or outcomes-based curriculum. In selection of the teaching and learning methods,
the following considerations were made and faculty should keep in mind these features in
appraising and revising teaching and learning methods during implementation of the
curriculum:
 Alignment. The selected methods are closely aligned with the intended learning
outcomes across the three learning domains (knowledge, skills and attitude) and the
expected level of performance by the learner thereby maximizing the chances that
learners will master the required knowledge, skills and attitude.
 Learner focused. In terms of learning, the activities of the learner are the ones that
ultimately determine the likelihood of competency development. Methods that
emphasize learner activities are selected to this end.
 Variety. One size does not fit all. What might be considered as the best teaching and
learning method for a certain learning outcome may not be so for another learning
outcome. In addition, using different methods is likely to stimulate and motivate
learners. Hence, a variety of teaching and learning methods are suggested to be used in
the curriculum.
 Collaborative. Where possible, methods that encourage collaboration and cooperation

Final Draf t
among learners are proposed.
The major teaching and learning methods suggested to be used in the implementation of the
curriculum are described below when and where.
1. seminar: A seminar is one of the most modern and advanced teaching method where a group of
students are guided to interact with each other on a given theme/ topic. This method motivates
participants by actively involving them in the presentation and in the later discussion. Participants
develop their questioning skills in a seminar, and they also need to learn to debate with arguments.
For the presenter, a deep learning is achieved through the preparation, presentation, and defending
of his/her arguments. The participants also learn good communication skills and learn to be open-
minded to different ideas. In general, the seminar method encourages active participation from the
participants and facilitating deep learning
2. Interactive lecture: Lecture is an efficient way to integrate and present information from multiple
sources on complex topics 1. Additional advantage of lectures is that it gives students a chance to
1F
follow and model the way an expert thinks, reasons and asks questions. Lecture is appropriate for
teaching knowledge objectives. Lectures can be made interactive by enhancing them with
engagement of learners mentally and physically using questions, brainstorming, discussion, think-
1
Daniel Richardson. Don‟t dump the didactic lecture; fix it. AdvPhysiolEduc 2008; 32: 23–24
15
pair-share, debate, role play, case study, providing opportunities for reading, talking, listening, writing
and reflecting, and other learner activities. 2F
3. Case based discussion (CBD): CBD is a structured interview conducted by a supervisor and a trainee
in a focused manner around the actual written case records a trainee presents. It is a process which
has both a grading element and a feedback function. Generally, the trainee will select some cases and
should give the necessary records prior to the case discussion. The trainee should be guided to
choose cases in which uncertainty or where a conflict of decision making has arisen. In practical
terms, it is helpful for the supervisor to be familiar with the competencies being assessed using the
assessment tools attached on annex section of this curriculum.
4. Role play : In a role play, learners play out different roles or parts-such as of a patient and provider-in
3F
a simulated situation. Role play addresses knowledge, skills and attitude objectives. Role plays
promote learning through behavior modeling, observation, feedback, analysis and conceptualization.
They are also often useful for exploring, discussing and influencing behaviors and attitudes of
learners, as well as for helping learners develop skills such as history-taking, physical examination and
counseling. It is also useful for teaching management and supervision skills.
5. Case study: Case studies present realistic scenarios/situations that focus on a specific issue or
problem, which may be related to diagnosis or treatment of patients, interpersonal skills or any of a
wide range of managerial or organizational problems. Learners typically read, study and react to the
case study individually or in small groups. Case studies are important to teach higher order
Final Draf t
knowledge objectives (application, analysis and synthesis) and critical thinking skills.
6. Simulated practice (clinical skills lab) 2: Simulated practice is the use of simulated person, device or
6F
set of conditions for instructional purpose. The learner is required to respond to the situation as he or
she would under natural circumstances. Simulation takes various forms. Simulation can be static (like
using anatomical models that closely resemble the human body or parts of it) or automated using
advanced computer technology. Some are individual, prompting solitary performance, or interactive,
involving groups of people. In medical education, simulation complements patient-based education
and is best employed to prepare learners for real patient contact. It allows them to practice and
acquire patient care skills in a controlled, safe and forgiving environment. Simulations are used to
develop psychomotor, procedural and clinical decision-making skills. Simulation also aids
development of communication and teamwork skills as well as the ability to respond to medical
emergencies systematically. Simulated teaching facilitates learning under the right conditions
including, but not limited to, learners receiving feedback on their performance, learners having the
opportunity for repetitive practice and simulation being an integral part of the curriculum. Clinical
skills lab is suggested to be used in the whole program of the BSc MRT curriculum.
7. Clinical practicum 3: Clinical practicum or clinical teaching is the use of direct patient or client
7F
2
Issenberg, S. Barry MD, Mcgaghie, William C., Petrusa, Emil R., Gordon, David Lee and Scalese, Ross J. Features and uses of
high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 2005; 27(1):10- 28
3
Association of American Medical Colleges. Recommendations for clinical skills curricula for undergraduate medical education.
16
experiences to develop and practice knowledge, skills and attitude required for healthcare delivery or
patient care under the supervision of a skilled clinical instructor or preceptor. These skills include
generic skills (communication skills, mental and physical examination skills and basic clinical testing
and procedural skills), problem-based clinical skills (skills related to patient complaints or diagnoses),
discipline-specific clinical skills (such as US scanning) and continuum of care skills. Clinical learning
opportunities include placements at a variety of medical imaging setups/ departments for outpatient
care, in patient care, wellness and preventive care. Outpatient departments are appropriate to
practice interviewing, interpersonal and counseling skills as well as clinical skills. Inpatient are good to
teach essential medical imaging skills including documentation and demonstration of advanced
imaging procedures. Clinical teaching and learning uses a variety of techniques including observation,
demonstration, role-modeling, practice, coaching, feedback, discussion and reflection. Clinical
teaching runs parallel to classroom teaching throughout the Masters curriculum increasing in
complexity, level of involvement and responsibility.
8. Portfolio-based learning: Portfolio 4, 5, 6 is collection of products collected by the student that provides
8F 9F 10F
evidence of learning and achievements related to a learning plan. Portfolio develops self-directed
learning and reflective ability. It provides personal and professional educational evidence for student
learning, contextualizes learning, links experience with personal interpretation, enhances interactions
between students and teachers, allows students to receive feedback, stimulates the use of reflective
strategies and expands understanding of professional competence. The basic structure of the
portfolio may include a title page (giving student’s name, year of training and name of the mentor),
contents page (listing what is in the portfolio with page references), a list of learning objectives
Final Draf t
(whose achievement the evidence in the portfolio claims to demonstrate), a short reflective overview
(summarizing the learning that has taken place since the last portfolio review, and indicating which
items of evidence relate to which learning objectives) and the evidence itself (probably grouped
together into the areas contained in the learning objectives. Mentoring is crucial for portfolio-based
learning, as it enhances the feedback process and stimulates students’ reflections. Students will have
individual mentors (preferably with same background) from first year and will stay with one mentor
until the point of graduation. The aims of the mentoring are to provide feedback, stimulate reflection,
support students in compiling portfolio, monitor students’ competency development, support
students in developing a better awareness and understanding of their strengths and weaknesses,
support students in drawing up a learning plan for the coming period and motivate/inspire students.
The Mentor will evaluate portfolio of the students at least two times per clinical module attachment
and hold discussion to provide feedback.
9. Group research and reflection exercise: In this methodology the student selects content area from
2005.
4
ACGME and ABMS. Toolbox of assessment methods. A product of the joint initiative of the ACGME Outcome Project of the
Accreditation Council for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version
1.1, September 2000
5
M. Friedman ben david, m.h. Davis, r.m. Harden, p.w. Howie, j. Ker &m.j. Pippard. Amee medical education guide no. 24:
portfolios as a method of student assessment. Medical teacher, vol. 23, no. 6, 2001
6
Hankedekker, erikdriessen, edithterbraak, feddescheele, jorisslaets, thys van der molen&jankecohen-schotanus. Mentoring
portfolio use in undergraduate and postgraduate medical education. Medical teacher 2009; 31: 903–909
17
list of topics provided (e.g. examine the impact of culture on the delivery of health care) then use
journals, self- reflection, community based research, clinical experiences, discussions etc., and is
expected to present the findings (in writing and /or orally). This will help the student apply literature
review, self-reflection and critical thinking as a method of professional exploration and growth to
enhance their research and communication skill and deepen and broaden their knowledge.
Final Draf t
18
ASSESSMENT METHODS
Assessment plays a central role in education process: it determines much of the work students
undertake affects their approach to learning and is an indication of which aspects of the
course are valued most highly. The purposes of assessment are to motivate students to learn,
create learning opportunities, to give feedback to students and teachers, grading and quality
assurance. There is a distinction between a formative assessment, which is mainly intended to
help the student learn and a summative assessment, which is intended to identify how much
has been learned. Formative assessment is most useful part way through the module and will
involve giving students feedback which they can use to improve future performance. Faculty
should conduct at least one formative assessment per week of each student during every
clinical module rotation. Summative assessment is used to make a pass/fail or, promotion
decision; findings of formative assessment are not used to make pass/fail decisions, however 7. 11F
That being said both formative and summative assessments are equally important; however,
psychometric rigor is required more from summative assessment strategies. The following
principles 8, 9 are considered in selection of assessment strategies and faculty should keep in
12F 13F
mind these principles in appraising and revising assessment methods during implementation.
Validity and reliability are of utmost importance but it is also recommended to consider
feasibility and cost.
Reliability: Reliability is the reproducibility or consistency or generalizability of assessment

scores. An assessment result is said to be reliable if students will get the same score if they re-
take the exam. Similarly, for essay type and performance assessment, assessment scores are
Final Draf t
reliable, if the same results are obtained withdifferent raters. Reliability of assessments can
be improved by increasing the number of questions (or cases in clinical performance
examination), aiming for middle difficulty questions, writing clear and unambiguous questions
and increasing the number of raters.
Validity: Validity is the ability of an assessment to measure what it is supposed to measure.

Validity is not about the method refers to the evidence presented to support or refute the
meaning or interpretation assigned to assessment results. Simply put, assessment results are
valid if they accurately distinguish competent from incompetent students and if the student
who gets “A” grade is actually an “A” student, a student who gets a “B” grade is actually a “B”
student, a student who gets an “F” grade is actually an “F” student, etc. Examples of factors
that affect validity in written assessment are too few written questions to sample the content
adequately, preparing questions from some chapters, mismatch of assessment questions with
content covered in the curriculum, poorly constructed questions, too difficult or too easy
questions, rater subjectivity and cheating. For performance (clinical) assessment, too few
cases or observations to generalize performance, unrepresentative cases, rater bias, flawed
rating scales/checklists and indefensible pass/fail cut off points are threats to validity. Note
that reliability is a necessary but not sufficient condition for validity.
7
Chris Rust. Learning and Teaching Briefing Papers Series: Purposes and Principles of Assessment. Oxford Centre for Staff and
learning Development. 2002
8
Steven M Downing & Thomas M Haladyna. Validity threats: overcoming interference with proposed interpretations of assessment
data. Medical Education 2004; 38: 327–333
9
Steven M Downing. Reliability: on the reproducibility of assessment data. Medical Education 2004; 38: 1006–1012
19
These are the descriptions of the major assessment methods including when and where they
would be used in the curriculum.
1. Direct Observed Practice (DOP)

The purpose of DOPs is to assess clinical skills while a student performs a specific skill/ task in
different settings. Typically, it takes 5-10 minutes and the assessor follows the student with a
checklist and gives feedback at the end. The DOPs offers students immediate and ongoing
feedback about their observed specific clinical skill and performance (interviewing skills,
physical examination skills, professionalism, clinical judgment, counseling skills,
organization/efficiency and overall clinical competence). This method will be used throughout
the two years of the training and the number of DOPs required per specialty module,
assessment tool & suggested CBD areas are clearly indicated in respective modules assessment
sections. This assessment method enables one to follow the progress of the student and will be
used for formative as well as summative assessment.
2. Case Based Discussion (CBD)

CBDs are structured interviews conducted by a supervisor and a trainee in a focused manner
around the actual written case records a trainee presents. It is a process which has both a
grading element and a feedback function. Generally, the trainee will select some cases and
should give the necessary records (as imaging records, scanned films, discharge notes and pre-
procedure evaluation sheets) prior to the case discussion. The trainee should be guided to
choose cases in which uncertainty or where a conflict of decision making has arisen. In
practical terms, it is helpful for the supervisor to be familiar with the competencies being
Final Draf t
assessed using the assessment tools attached on annex section of this curriculum. This method
will be used throughout the two years of the training and the number of CBDs required per
specialty module, assessment tool & suggested CBD areas are clearly indicated in respective
modules assessment sections. This assessment method enables one to follow the clinical
decision making of the student and will be used for formative as well as summative
assessment.
3. Practical Clinical Evaluation (PCE)

PCEs are objectively structured clinical evaluations of a student while he/she provided a full
package of medical imaging care for clients in different settings. Unlike DOPs where a student
is assessed for a specific task/ skill performed, the full image of medical imaging management
of selected patient/ client by the student will beobserved in PCEs. The PCEs offers students
immediate and ongoing feedback about their observed general clinical skill and performance.
This method will be used throughout the two years of the training and the number of PCEs
required per specialty module, assessment tool & suggested PCE areas are clearly indicated in
respective modules assessment sections. This assessment method enables one to follow the
progress of the student and will be used for formative as well as summative assessment.
4. Standardized oral exam
20
The standardized oral examination 10 is a type of performance assessment using realistic
14F
patient cases for questioning the examinee. The examiner begins by presenting to the
examinee a clinical problem in the form of a patient case scenario and asks the examinee to
manage the case. Questions probe the reasoning for requesting clinical findings, interpretation
of findings, and treatment plans. In efficiently designed exams each case scenario takes three
to five minutes. One or two faculty serve as examiners and students can be tested on several
different clinical cases. Oral exam can be used as a compulsory assessment tool to CBDs
formative & summative assessment.
5. Written exam
Written assessments may include different item formats such as multiple choice questions,
matching, true-false, essay and short answer. Written assessment methods will help to
evaluate knowledge and understanding of basic, clinical, public health and psychosocial
sciences and professionalism and ethics. Important point to remember is to ensure written
exams assess higher order knowledge in addition to recall and comprehension. Written
assessments would be parts of both as formative and summative assessment in all of the
program modules.
6. Logbook
Logbook documentation serves as evidence of scope of patient care and clinical experience to
meet requirements or specific learning outcomes. Maintaining logbook will encourage students
to make use of all possible learning opportunities for clinical/procedural skills and community
skills to fulfill minimum requirement. Regular review of logbook can be used to help the
Final Draf t
student track what procedures or experiences must be sought to meet requirements. The
logbook document should be counter checked by faculty. The number reported in a logbook
may not necessarily indicate competence. Electronic Logbook will be part of the formative
assessment throughout the BSc in MRT curriculum.
7. Portfolio
Portfolio 11 is collection of papers and other forms of evidence that learning has taken place. It
15F
provides evidence for learning and progress towards learning objectives. Reflecting upon what
has been learned is an important part of constructing portfolio. In addition to products of
learning, the portfolio can include statement about what has been learnt, its application,
remaining learning need, how they can be met. Portfolio helps to assess learning outcomes
including those that are not easy to assess with other methods like personal growth, self-
directed learning, reflective ability, self-assessment of personal growth and professionalism.
Portfolio allows assessment of progress towards learning outcomes by using chronological work
samples collected at differentpoints in time. Portfolio will be part of the formative
assessment throughout the duration of the training and can be used as a summative
assessment during professional modules.
10
ACGME and ABMS. Toolbox of assessment methods. A product of the joint initiative of the ACGME Outcome Project of the
Accreditation Council for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version
1.1, September 2000
11
M. Friedman ben david, m.h. Davis, r.m. Harden, p.w. Howie , j. Ker &m.j. Pippard. Amee medical education guide no. 24:
portfolios as a method of student assessment. Medical teacher, vol. 23, no. 6, 2001
21
8. Global Rating
Global Rating 12is assessment of general categories of ability (e.g. patient care skill, medical
16F
knowledge, interpersonal and communication skills, professionalism, etc.) retrospectively

based on general impression over a period of time and derived from multiple source of
information. The purpose is to evaluate knowledge, skill and attitude over a period of time
during and at the end of specialty clinical attachment thereby helping the evaluation of the
student‟s effort across time. Global rating will be main part of both formative and
summative assessment of students throughout the duration of the BSc in MRT curriculum.
Some of the simple but critical assessments will be either passed or failed, whilst the others
will be marked out of 4 points.
Raw Mark Interval [100 %] Corresponding fixed Corresponding Status
Number Grade Letter Grade Description
[90,100] 4.0 A+
4.0 A Excellent
[85, 90)
[80, 85) 3.75 A-
Final Draf t
[75, 80) 3.50 B+

[70, 75) 3.00 B Very Good
[65, 70) 2.75 B-
[60, 65) 2.50 C+ Good
[50, 60) 2.00 C Satisfactory
[45, 50) 1.75 C- Unsatisfactory
[40, 45) 1.00 D Very Poor
[30, 40) 0 Fx *Fail
<30 0 F Fail
* A student with `Fx` may be allowed to sit for reexamination twice with the necessary support.
Any of the grades such student scores in the reexaminations may be taken into consideration in
12
Acgme and Abms. Toolbox of assessment methods. A product of the joint initiative of the acgme outcome project of the
accreditation council for graduate medical education (acgme), and the american board of medical specialties (abms). Version
1.1, september 2000.
22
determining his academic status. A student who score grade ‘below C’ on the core and basic
courses must repeat the course.
Final Draf t
23
PROGRAM REQUIREMENT
Program Structure, Composition and Duration
The duration of the BSc in Medical Radiology Technology training is TWO AND HALF YEARS.
Specialty based medical imaging modules provide the basic knowledge, skills and attitude
that are necessary to practice safe and effective MRT practice. During this time, students
develop clinical knowledge, skills and attitude through intensive patient-based teaching and
guided practice in different imaging areas with opportunities to develop medical imaging
skills. Then, students must score a pass score on final year individual research project.
Admission Requirement
Admission to this BSc in Medical Radiology Technology (MRT) program requires:
 Should have a diploma or Level IV in radiography
 Should have certificate of competence /COC/
 Should pass the entrance examination
 A minimum Two Years of work experience in radiography
 Two recommendation letters from work place. These may be:

– Both from professionals who are able to attest to the applicant‟s professional
ability, or
– From senior MRT and other related one from patient attending physician (Internist,
Final Draf t
surgeon, etc.)
 The applicant must successfully pass the screening process as described below:
– Entrance examination - 60%
– Oral interview - 30%
– Curriculum vitae - 10%
 Sponsorship letter from sponsoring institution
Grading & Promotion

Letter grades shall be given based on the points earned out of 100. The letter grading system
will be as per the university legislation. The weights of different assessment methods in each
respective module and attachment are described in each module syllabi.
Requirement for promotion

 Promotion will be on the end of every semester
 Pass mark for any module will be at least a C grade
 If the student fails in one module, he/ she repeat the assessment while continuing the
second module
 If a student has failed in more than one module, remedial exams will not be allowed
and the student will be required to repeat the failed modules
 Any student who fails a remedial exam will repeat the modules.
Graduation Requirement
24
Graduation requirement will be according to each university rule and regulation. Thus, a
student enrolled in the BSc MRT program is eligible for graduation if and only if he/she:
 Has taken all the required Modules for the program and obtained a minimum CGPA of
2.0.
 Has not scored „below C‟ grade in any Module.
 Has carried out group student research project on a selected and agreed clinical
medical imaging topic of research problem and scored a minimum of „C‟ grade.
 Present approved and signed log/performance book with a minimum of DOP, PCE and
CBD as required by each module.
Degree Nomenclature
Upon completion of the two and half-year program, the graduate will be awarded the
degree of:
In English: BSc in Medical Radiologic Technology”
In Amharic: " የሳይንስባችለርዲግሪበሕክምናራዲዮሎጂክቴክኖሎጂ"
Final Draf t
25
QUALITY IMPROVEMENT, MONITORING AND EVALUATION
Higher institutions delivering this program will establish a health sciences education
development center (HSEDC) to lead and coordinate quality assurance and program
monitoring and evaluation. Quality assurance will be guided by educational standards and
benchmarks defined by the Higher Education Relevance and Quality Agency. The ongoing
quality of the BSc in MRT education will be monitored and ensured through:
 Establishment of a curriculum committee under the HSEDC to oversee the
implementation of the curriculum, develop standard guidelines for teaching and
assessment and make necessary adjustments along the way.
 Self-review of the educational inputs, processes and outputs (including human
resources physical infrastructure, teaching/learning in classroom, skills lab, clinical
and community settings, student assessment, management and governance and
student performance results) semi-annually and taking action. This will be coordinated
by the quality assurance committee or team.
 Organizing regular faculty development and support programs on instructional
methods, technical updates, research, leadership, etc. This will be coordinated by the
faculty development committee or team.
 Establishment of an assessment committee or team under the HSEDC to develop and
maintain exam banks and coordinate, review and administer student assessment
practices
 Evaluation of teaching effectiveness by systematic collection of feedback from
students and at the end of each module or attachment and use it for program
Final Draf t
improvement
 Peer and module/rotation evaluation by instructors at the end of module delivery
 Annual assessment of the program by the teaching staff
 Exit interviews at graduation and for all those who drop out for any reason
 Establishing alumni of graduates as a mechanism to assess their career choice and
development
 Evaluation of graduates‟ performance including obtaining feedback from employers
and society and use the information for program improvement
 Review of curriculum every three years to be led by the curriculum committee under
the HSEDC
Resource Profile
So No Professionals Qualification Required Number
1 Radiologist Specialist 3
2 Medical Radiology Technologist MSc 15
3 Medical Radiology Technologist BSc 8
4 Technical assistant Diploma /Level IV 5
Total 31
26
MODULES LISTING, ECTS& TYPICAL WEEK
Module Listing and ECTS
Year ONE Modules Distribution
Year I Modules
Module Module
Code Module Name ECTS Week Delivery
EnLaM-3013 Communicative English 5 20 Parallel
CvEtM-3023 Civics & Ethical Education 5 20 Parallel
RADM-3031 Introduction to Radiologic Science 13 20 Parallel
SPHM-3042 Determinants of Health 4 20 Parallel
2 Weeks Break
EnLaM-3053 Basic Writing Skill 5 20 Parallel
IMEDM-3062 Internal Medicine Module 6 20 Parallel
SURGM-
3072 Surgery Module 8 20 Parallel
RADTM-3081 Routine Image Interpretation Module 13 20 Parallel
Total 59
Year II Modules Final Draf t
Module Module
PediM-4122 Pediatrics Module 5 20 Parallel
RADM-4101 Abdomino-pelvic US Module 9 20 Parallel
RADM-4111 Special radiographic procedures Module 7 20 Parallel
HInFM-4133 Computer Application to Radiology Technology 3 20 Parallel
SPHM-3092 Measurements of Health and Disease 4 20 Parallel
SPHM-4142 Health Promotion & Disease Prevention Module 4 20 Parallel
2 Weeks Break
ObGyM-
4152 Gynecology and Obstetrics Module 8 20 Parallel
RADTM-4161 Ultrasound of Gynecology & Obstetrics Module 9 20 Parallel
RADTM-4171 Quality Assurance and Safety Module 5 20 Parallel
SPHM-4182 Leadership and Management 4 20 Parallel
SPHM-4192 Research Methodology 4 20 Parallel
Total 62 34
27
Year III Modules
Module Module
RADTM-5201 Basic CT scan Module 8 15 Parallel
RADTM-5211 Basic MRI Module 9 15 Parallel
RADTM-5222 Research Project 4 15 Parallel
SPHM-5232 Team Training Program (TTP) 4 4 Block
RADTM-4241 Comprehensive Examination P/F 1 Block
Total 25
Total of Totals 146
Final Draf t
28
Typical Week
TYPICAL WEEK FOR YEAR I
TYPICAL WEEK FOR YEAR I SEMESTER I
A TYPICAL WEEK (WEEKS 1-20) FOR YEAR ONE SEMESTER ONE MODULES
Time Monday Tuesday Wednesday Thursday Friday

8:00-9:00 AM Communicative English Biomedical Sciences Determinants Biomedical Sciences Radiologic Science
(In-school teaching) (In-school teaching) (In-school teaching) (In-school teaching) (Hospital Practice)
9:00-10:00 AM Communicative English Biomedical Sciences Determinants Biomedical Sciences Radiologic Science
(In-school teaching) (In-school teaching) (In-school teaching) (In-school teaching) (Hospital Practice)
10:00-11:00 AM Biomedical Sciences Determinants Biomedical Sciences Ethics & Rad Sciences Biomedical Sciences
(In-school teaching) (In-school teaching) (In-school teaching) (In-school teaching) (In-school teaching)
11:00-12:00 AM Biomedical Sciences Determinants Biomedical Sciences Ethics & Rad Sciences Biomedical Sciences
(In-school teaching) (In-school teaching) (In-school teaching)
Final Draf t
(In-school teaching) (In-school teaching)
Lunch Break
1:00-2:00 PM Ethics & Rad Sciences Biomedical Sciences Communicative English Biomedical Sciences Ethics & Rad Sciences
2:00-3:00 PM Ethics & Rad Sciences Biomedical Sciences Communicative English Biomedical Sciences Ethics & Rad Sciences
3:00-4:00 PM Biomedical Sciences Civics Determinants
(In-school teaching) PBL (In-school teaching) PBL (In-school teaching)
4:00-5:00 PM Biomedical Sciences Civics Determinants
(In-school teaching) PBL (In-school teaching) PBL (In-school teaching)
How the Typical Week is Arranged:
1. Weekly hours for Introduction to Radiologic Sciences is 19 Hrs. [22 Hrs. In schools + 4 Hr. PBL + 2 Hrs. Hospital practice + 2 Hrs. Self-
study]
2. Weekly hours for Civics Module is 2 Hrs. [2 Hrs. In schools + 2 Hrs. SS]
3. Weekly hours for Communicative English is 7 Hrs. [4 Hrs. Lecture and Group Discussion + 3 Hrs. Self-study]
4. Weekly hours for Determinants of Health Module is 6 Hrs. [4 Hrs. In schools + 2 Hrs. SS]
29
A TYPICAL WEEK(WEEKS1-20)FOR YEARONESEMESTERTwoMODULES

8:00-9:00 AM Interpretation Surgery Interpretation Internal Medicine Interpretation
(Hospital Practice) (Hospital Practice) (Hospital Practice) (Hospital Practice) (Hospital Practice)
Lunch Break
1:00-2:00 PM Surgery Internal Medicine Basic Writing Skills Interpretation Internal Medicine
Final Draf t

2:00-3:00 PM Surgery Internal Medicine Basic Writing Skills Surgery Internal Medicine
3:00-4:00 PM Interpretation Basic Writing Skills Interpretation Surgery Whole Group session
(In-school teaching) (In-school teaching) (In-school teaching) (In-school teaching)
4:00-5:00 PM Interpretation Basic Writing Skills Interpretation
Self-study Self-study

5. Weekly hours for Routine Radiographic Imaging Interpretation is19Hrs.[5Hrs.In schools+12 Hrs. Hospital practice + 2 Hrs. Self-study]
6. Weekly hours for Surgery Module is9Hrs.[4Hrs.In schools+4 Hrs. Hospital practice + 1 Hr. SS]
7. Weekly hours for Internal Medicine Module is9Hrs.[4Hrs.In schools+4 Hrs. Hospital practice + 1 Hr. SS]
8. Weekly hours for Basic Writing Skills is 7 Hrs. [4 Hrs. Lecture and Group Discussion + 3 Hrs. Self-study]
30
TYPICAL WEEK FOR YEAR II
A TYPICAL WEEK (WEEKS1-20) FOR YEAR Two SEMESTER ONE MODULES

8:00-9:00 AM Abdominopelvic US Pediatrics Special radiographic Abdominopelvic US Special radiographic
(Hospital Practice) (Hospital Practice) procedures (Hospital Practice procedures
(Hospital Practice) (Hospital Practice)
9:00-10:00 AM Abdominopelvic US Pediatrics Special radiographic Abdominopelvic US Special radiographic
(Hospital Practice) (Hospital Practice) procedures (Hospital (Hospital Practice) procedures
Practice) (Hospital Practice)
10:00-11:00 AM Abdominopelvic US Pediatrics Special radiographic Abdominopelvic US Pediatrics
(Hospital Practice) (Hospital Practice) procedures (Hospital (Hospital Practice) (In-school teaching)
Practice)
11:00-12:00 AM Abdominopelvic US Pediatrics Special radiographic Abdominopelvic US Self-study
(Hospital Practice) (Hospital Practice) Final Draf t
procedures (Hospital Practice) (Hospital Practice)
(Hospital Practice)
Lunch Break
1:00-2:00 PM Pediatrics Special radiographic Abdominopelvic US Measurements of Health Promotion
(In-school teaching) procedures (In-school teaching) Health (In-school teaching)
2:00-3:00 PM pediatrics Special radiographic Abdominopelvic US Measurements of Health Promotion
3:00-4:00 PM Computer Application Special radiographic Abdominopelvic US Measurements of Health Promotion
4:00-5:00 PM Computer Application Self-study Abdominopelvic US Measurements of Whole Group session
(In-school teaching) (In-school teaching) Health
(In-school teaching)
31
1. Weekly hours for Pediatrics moduleis9Hrs.[3Hrs.In schools+4 Hrs. Hospital practice+ 2hrs self-study]
2. Weekly hours for Abdominopelvic US Module is14Hrs.[4Hrs.In schools+8 Hrs. Hospital practice + 2hrs self-study]
3. Weekly hour sfor Special radiographic procedures Module is10Hrs.[3Hrs.In schools+6 Hrs. Hospital practice + 1 hrs. self-study]
4. Weekly hours for Computer Application to Radiology Technologyis [2 Hrs.in school]
5. Weekly hours for Measurements of Health and Disease is 6Hrs.[4 Hrs.In schools+ 2hrs self-study]
6. Weekly hours for Health Promotion & Disease Prevention Module is 5 Hrs. [3 Hrs.in schools+ 2hrs self-study]
TYPICAL WEEK FOR YEAR II

A TYPICAL WEEK(WEEKS1-20)FOR YEARTWOSEMESTERTWOMODULES

8:00-9:00 AM Ultrasound of Gynecology Gynecology and Obstetrics Ultrasound of
Final Draf t
Quality Assurance and Ultrasound of
& Obstetrics (Hospital Practice) Gynecology & Obstetrics Safety Gynecology & Obstetrics
(Hospital Practice) (Hospital Practice) (Hospital Practice) (In-school teaching)
9:00-10:00 AM Ultrasound of Gynecology Gynecology and Obstetrics Ultrasound of Quality Assurance and Ultrasound of
& Obstetrics (Hospital Practice) Gynecology & Obstetrics Safety Gynecology & Obstetrics
10:00-11:00 Ultrasound of Gynecology Gynecology and Obstetrics Ultrasound of Quality Assurance and Leadership and
AM & Obstetrics (Hospital Practice) Gynecology & Obstetrics Safety Management
11:00-12:00 Ultrasound of Gynecology Gynecology and Obstetrics Ultrasound of Quality Assurance and Leadership and
AM & Obstetrics (Hospital Practice) Gynecology & Obstetrics Safety Management
Lunch Break
1:00-2:00 PM Gynecology and Research Methodology Quality Assurance and Gynecology and Ultrasound of
Obstetrics (In-school teaching) Safety Obstetrics Gynecology & Obstetrics
32
2:00-3:00 PM Gynecology and Research Methodology Quality Assurance and Gynecology and Ultrasound of
Obstetrics (In-school teaching) Safety Obstetrics Gynecology & Obstetrics
3:00-4:00 PM Self-study Leadership and Self-study Research Methodology Self-study
Management (In-school teaching)
4:00-5:00 PM Leadership and
Self-study Self-study Research Methodology Self-study
Management

1. Weekly hours for Gynecology and Obstetrics Moduleis10Hrs.[4Hrs.In schools+4 Hrs. Hospital practice + 2 Hrs. Self-study]
2. Weekly hours for Ultrasound of Gynecology & Obstetrics Moduleis14Hrs.[4Hrs.In schools+8 Hrs. Hospital practice + 2 Hr. Self-study]
3. Weekly hours for Quality Assurance and Safety Module is9Hrs.[4Hrs.In schools+4 Hrs. Hospital practice + 1 Hr. Self-study]
4. Weekly hours for Leadership and Management Module is5 Hrs.[4Hrs.In schools + 1 Hr. Self-study]
Final Draf t
5. Weekly hours for Research Methodology Module is 6 Hrs. [4 Hrs. Lecture + 1 Hrs. Self-study]
33
TYPICAL WEEK FOR YEAR III
A TYPICAL WEEK (WEEKS1-15) FOR YEAR THREE SEMESTER ONE MODULES

8:00-9:00 AM Basic CT scan Basic MRI Basic CT scan Basic MRI Basic MRI
9:00-10:00 AM Basic CT scan Basic MRI Basic CT scan Basic MRI Basic MRI
10:00-11:00 AM Basic CT scan Basic MRI Basic CT scan Basic MRI Self Study
(Hospital Practice) (Hospital Practice) (Hospital Practice) (Hospital Practice)
11:00-12:00 AM Self Study Self Study Self Study Self study Self Study
Lunch Break
1:00-2:00 PM Self Study Basic MRI Basic CT Basic MRI
(In-school teaching) (In-school teaching) (In-school teaching) Research Project
2:00-3:00 PM Basic CT Basic MRI Basic CT Basic MRI
Research Project
Final Draf t

3:00-4:00 PM Basic CT Basic MRI Whole Group session Whole Group session
(In-school teaching) (In-school teaching) Self study
4:00-5:00 PM Self Study Self Study Whole Group session Whole Group session
Self study

1. Weekly hours for Basic CT scan is 16Hrs.[4Hrs.In schools+6 Hrs. Hospital practice + 4 Hrs. Self-study + 2Hr whole group session]
2. Weekly hours for Basic MRI is 20Hrs.[5Hrs.In schools+8 Hrs. Hospital practice + 5 Hr. SS + 2Hr whole group session]
3. Weekly hours for Research Project Module is 4 Hrs [ 2 Hrs team work + 2 Hrs SS]
34
Final Draf t
35
MODULES SYLLABI
Year One Modules Syllabi
1. Communicative English
2. Civics & Ethical Education
3. Introduction to Radiologic Science
4. Determinants of Health
5. Basic Writing Skill
6. Internal Medicine Module
7. Surgery Module
8. Routine Image Interpretation Module
COMMUNICATION SKILLS
Module Title: Communication Skills
Module Code: EnLaM-3013
Module ECTS: 5
Module Duration: 20 Weeks
Course Description: This course is intended to develop and improve students' language competence.
This course is aimed at developing trainees‟ communicative abilities in English which will help students to
develop their communicative skills and overall language competence in English. Generally, this course
will cover the specific language aspects described below. Developing basic functions of English language
Final Draf t
skills: reading (scanning, skimming, reading for details, summarizing, understanding the structure of a
text); listening (listening for the gist, listening for details, recognizing discourse markers, noticing the
structure of a lecture, understanding speaker intentions, recognizing signposting, attending and following
skills); writing (summarizing a text, synthesizing choppy sentences, writing argumentative texts, writing
research report, writing a project report); speaking (introducing oneself and others, interviewing,
discussions, stating and supporting propositions, stating one‟s opinions, organizing and taking part in a
debate, making a persuasive speech, questioning); vocabulary (working out meanings from context,
synonyms, antonyms, collocations, definitions); grammar (relative clauses, modals, voice, conditionals,
tense, reported speech).
Learning Outcomes
At the end of this course, students will be able to:
 Express their ideas in various communicative contexts (in group/ pair discussion, in public
speaking settings)
 Present oral reports
 Write short reports
 Read various materials and make their own notes
 Identify the structure of oral and written discourses
 Attend their academic work at ease and with clarity
Assessment Methods
Students will be assessed out of 100% in this course. Of which 60% will be allotted for the Continuous
36
Assessment (CA) that will be done throughout the semester. The remaining 40 % will be for the final
examination. The CA includes varied types of activities that will allow the students to express
themselves like real speaker or communicator. Thus, Students will be assessed continuously at least
once in each of the six components. A final exam is administered to assess students‟. Break down of the
assessment can be seen bellow:
Continuous Assessment
 Debates 10%
 Speech Delivery (2) (Impromptu & Prepared) (52) 10%
 Group Assignment 10%
 Report (Oral & Written) 10%
 Summary & Review 10%
 Listening 10%
 Final Examination 40%
100%
References
1. Dean, M.1988. Write it; Writing Skills for intermediate learners of English. Cambridge University
Press
2. DEFLL, 1996.College English: volume I and II.AAU.AAU Printing Press
3. Gregory.1999.Public speaking for college and career (Fifth Ed).New York: McGraw Hill College
4. Hewings, M. 1999.Advanced Grammar in use: self-study Reference Practice Book for Advanced
Learners of English. Cambridge: CUP.
5. MOE, 2005.Improve Your English: A Course for Ethiopian Teachers (Grade 1-4)-Face to Face
Final Draf t
Learner's Books 1&2.Addis Ababa: EMPDE

6. Mohammedtahir and TibebeKasahun, 2005.Communicative English Skills II (unpublished). Jimma
University Press
7. Strong, W.1991. Writer's Choice: Grammar and Composition. Illinois: McGraw Hall
Tentative Schedule
Week Study Hours Main Topic/Sub topic/s/ Chapter Reading material Student
/assignments Activities
1st & 2nd 1.Introductory Unit College English VL.I - Introduce
Lecture Hours= 1.1. Listening and Speaking: Finding PP 4-10 themselves to
2hrs out about other people their partners
Home Study= 1.2. Vocabulary: Learning to learn English -find out
2hrs vocabulary Communicative information
Discussion = 1.3. Grammar: Learning to use grammar Grammar pp 34-48 about others
4hrs for facilitating meaning
37
LH= 2hrs 1.4. Reading: What is involved - College English -Participate in
3rd& 4th DH= 2hrs in understanding text? VL.I group
PH= 2hrs 1.5. Speaking: Introducing oneself and discussions
HS=2hrs others - Communicative introduce
1.6. Writing: A short Personal English Skills II- themselves
description or story unpublished write a
- Writer‟s Choice personal
description
4th – 6th 2.AIDS Listen to texts

LH= 3hrs 2.1. Listening and Speaking: College English- and identify
HS=4hrs 2.1.1. Understanding markers of Teacher‟s Guide markers of
DH= 4hrs addition and relating addition and
2.1.2. Listening for gist relating,
2.1.3. Responding to the speaker's
purpose identify the gist
2.1.4. Writing a brief summary of a College Reading + of the talk,
talk McCarthy write summary
2.2. Vocabulary of the talk
2.2.1. Using component parts of a -guess the
word as clues to meaning Advanced Grammar meaning of
2.2.2. Using topic relationships in in Use + Grammar words
order to learn words for English Language depending on
2.2.3. Being aware of how words Teachers 350-79 clues, topic
collocate with each other relationship
2.2.4. Working out word meanings
Final Draf t
College English VL.I and collocation

from context College English VL.I
2.3. Grammar
2.3.1. Using relative clauses
2.3.2. Expressing warning and advice
6th – LH=3hrs 2.4 Reading
10th DH=4hrs 2.4.1. Identifying the intended audience of College English VL.I -read passages
PH=4hrs a text and other critical reading + and work on
HS= 4hrs skills comprehension
2.4.2. Relating a diagram to a text questions
2.5 Speaking Public Speaking for -practice and

2.4.3. Brain storming College and Career present public
2.4.4. Public speaking speeches
College English VL.I Write summary

2.6 Writing: Writing a short summary of of a talk
a talk
3.Culture and Values Listen to texts

12th- SH=6hrs 3.1. Listening and Speaking College English- and identify
14th LH=3hrs 3.1.1. Identifying the structure of a talk Teacher‟s Guide structure of the
DH=4hrs 3.1.2. Completing a note framework talk
38
3.2. Vocabulary College English VL.I Guess meaning
3.2.1. Using topic relationships to learn of words based
new words on their origin
3.2.2. Words of Greek and Latin origin & topic
3.2.3. Using a vocabulary network to relationship
learn words
Practice using
3.3. Grammar active & passive
3.3.1.Using active and passive Grammar for constructions
constructions for descriptive writing English Language
3.3.2. using time clauses for descriptive Teachers p.287
writing
14th - 3.4. Reading College English VL.I -read passage
16th SH= 4 3.4.1. Critical reading and identify
DH= 4 3.4.2. Reading for main ideas main idea and
LH= 3 3.4.3. Reading for detail specific details
PH=3 3.5. Speaking
3.5.1. Understanding reference Public Speaking for -participate in
3.5.2. Brainstorming College and Career debating
3.5.3. Organizing and taking part in a organized in
debate the classroom
3.6. Writing -write summary
3.6.1. Writing a brief summary of key Writer‟s Choice + and descriptive
ideas from a text Essentials of Writing paragraph
3.6.2. Writing a descriptive essay about
a marriage ceremony Final Draf t
16th& 4.Improving Study Practices -listen to

18th LH=3hrs 4.1. Listening and speaking College English- lectures and
HS=5hrs 4.1.1. Thinking about what you do when Teacher‟s Guide take notes
DH= 4hrs you listen to a lecture and take notes - identify main
4.1.2. Understanding listing and sections of a
sequencing markers lecture
4.1.3. Listening for a main sections of a
talk -work out
meaning of
4.2. Vocabulary College Reading + words from
4.2.1. Using a dictionary Objective English context
4.2.2. Working out word meanings from
context Grammar for -Practice using
4.3. Grammar English Language conditional
4.3.1. Using Conditional I,II and III Teachers p231 + clauses
College English
4.4. Reading College English VL.I
18th& LH=3hrs 4.4.1. Skimming for gist -read passage
19th HS=5hrs 4.4.2. Critical reading and evaluating and identify
DH= 4hrs 4.4.3. Using reference/textual markers College English VL. I references and
textual markers
4.5. Speaking
4.5.1. Brainstorming and discussing on
what makes a good learner Writers‟ Choice -practice
39
writing
4.6 Writing summary and
4.6.1. Summarizing a talk essays
4.6.2. Summarizing an academic article
4.6.3. Writing an essay on learning English
20th Final Exam
CIVICS & ETHICAL EDUCATION

Module Name: Civics & Ethical Education
Course Code: CvEtM-3023
Module ECTS: 5
Module Description: The major emphasis of this module is to familiarize students with basic themes
civics and ethics, morality and law, state government, citizenship, constitution and constitutionalism,
democracy and human right, conflict resolution and environment and sustainable development. The
method of delivery in this course will be through brainstorming, group discussion and interactive
lecture. Moreover, the students‟ progress will be assessed both in formative and summative ways of
evaluation.
General objective: At the end of the module, the student will be able to generalize the basic concepts
of civics and Ethics, morality and law, professional ethics, civic virtue state, government, citizenship,
Final Draf t
constitution and constitutionalism, human and democratic rights, conflict and conflict resolution,
international relation and sustainable development.
Prerequisite: None
Assessment Methods
 Continuous assessment (class participation, Group and Individual assignment, quizzes, test---
60%
 Final written examination ---40%
Course policy: Because this course will involve numerous discussions and class activities, students
expected to attend all classes. The course module delivered to you is only to guide you to read different
martial so that students are expected to refer intensively more materials from the library and other
source. Absence from class will lead to disqualification from sitting for final examination. Any sound of
cell phone is strictly forbidden in the classroom. In additional you are expected to be punctual.
Learning outcome: at the end of the course, the student will be able to:
 Define the subject matter of civics and ethics C, Ll,
 Describe the concept of state, and government L1
 Describe the concept of citizen and citizenship C,L1
 Discuss on the concept of democracy and human right AL2
 Generalize principles and values of democracy
40
UNIT ONE
Introduction to the concept of civic and ethical education (4hr)
Unit objectives at the end of this unit Content Delivery

,students will be able to: method
1.1 Define the term civics 1.1 Definition of civic education
education.CL1 1.2 Source and interdisciplinary
1.2 Explain source and nature of civic and ethical
Interactive
interdisciplinary nature of civic education
Lecture
and ethical education.CL2 1.3 The objective and significance Group
1.3 List the objective and of civic education Discussion
significance of civic education 1.4 The origin and development of
.CL1. civics education
1.4 Explain the organ and
development of civics
education CL2
UNIT TWO
Ethics and ethical issues (11hr)
Unit objectives at the end of this Content Delivery method

unit, students will be able to:
2.1 define ethics CL1 Final Draf t Interactive lecture and

2.2 Explain type of ethics CL2 2.1 the definition of ethics Group discussion
2.3 Explain the need for ethical 2.3 types of ethics
education CL2  Normative ethics
2.4 Explain the major ethical school  Non –normative ethics
of thoughts CL2 2.4 the need for ethical education
2.5 identify the major ethical 2.5. the major ethical school of thoughts
perspectives CL-2  Ethical relativism
2.6 Explain profession ethics CL2
 Ethical universalism
2.6 major prospective on making
decisions and actions moral
 Consequentialism/teleological
ethical theory
 Utilitarianism
 Ethical altruism
 Deontological ethical theory
 Prima-facie duets
 Kant‟s categorical
imperative
2.7 professional ethics
41
3.1. define state CL1 3.1. definition of state Interactive lecture and
3.2. explain form of state structure - theory of state formation Group discussion
CL2 - Elements of the state
3.3. explain government CL1 3.2. form of state striation
3.4. discuss on citizen and citizenship 3.3. government
CL1  definition of government
 function of government
 organs of government
3.4 citizen and citizenship
 ways of acquiring citizenship
 ways of losing citizenship
4.1. define constitution and 4.1. definition of Interactive lecture and

constitutionalism CL1  constitution and Group discussion
4.2. explain the purpose and type of  constitutionalism
constitution CL2 4.2. purpose and type of constitution
4.3. summarize the historical 4.3. historical development of
development of constitution in constitution in Ethiopia
Ethiopian CL2
5.1. define democracy, democratic 5.1. definition of democracy
and human right CL1 democratic and human right
52.2 describe election and electoral Generation and characteristics of
process CL2 human right
5.3. Explain electoral procedure and 5.2. election and electoral process
Final Draf t
institution in Ethiopia CL2  Electoral system

5.4. Summarize the electoral - Majoritarian and
development in Ethiopia CL2 proportional electoral
system
5.3. Electoral procedure and
institution in Ethiopia
5.4. Electoral development in Ethiopia
Unit objectives at the end of this unit Content Delivery method
,students will be able to :
6.1 Define conflict and conflict 6.1 Definition of conflict Interactive lecture and
resolution CL1  Conflict resolution Group discussion
6.2 Distinguish types and stages of  Conflict management and
conflict CL2 conflict protection
6.4 Explain the mechanisms of
6.2 types and stage of conflict
conflict resolution CL2
6.3 consequence of conflict
6.4 the mechanisms of conflict
resolution
= formal
= informal
7.1 define international relation cl1 7.1 Definition of international Interactive lecture and
7.2 Explain foreign policy CL2 relation Group discussion
42
7.3 Explain globalization CL1  Actors in the international
relation
7.2 foreign policy
 Actors in foreign policy
 Diplomacy
7.3 definition of globalization
 Tensions of globalization
CHAPTER EIGHT –Environment and sustainable development (3hr)
Unit objectives at the end of this unit Content Delivery method

,students will be able to :
8.1 Define environment and 8.1. definition of environment and
sustainable development CL1 development
Interactive lecture and
8.2 explain corruption and its impact
8.2 corruption and its impact on Group discussion
on development CL2
development
8.3 Describe poverty ,inequality and
development AL2 8.3 poverty ,inequality and
8.4 identify the causes and development
consequence of environment damage 8.4 the causes and consequence of
CL1 environmental damage
8.5 State the impacts of greenhouse
effect on environment CL1 8.5 the impacts of greenhouse effect
8.6 List the role of citizens in on environment
development CL1 8.6 citizen and development
Final Draf t
1. Introduction to Radiologic Science
Module Title: Introduction to Radiologic Science

Module Code: RADM-3031
Module ECTS: 21 ECTS
Module Description: This module is designed for first year BSc Medical Radiology Technology
(MRT) students to create a learning opportunity on basic biomedical science, basic professional
ethics, foundational sciences of the profession, infection prevention & patient safety practices
and basic emergency lifesaving practices that enable students to apply basic radiology technology
care. This Module will be addressed through Interactive lecture, Seminar presentations, Skill
Development Lab (SDL) demonstration and supervised feedbacks in simulated environment and
real hospital setting.
Module Objective
At the end of this module, students will be able to provide basic radiologic imaging care in a
professional manner.
43
Module Competencies
 Apply health care Ethics, professional ethics and legal practices
 Provide Compassionate and respectful healthcare services
 Apply communication skills
 Provide basic first aid and emergency care
 Apply principles of biomedical sciences
 Apply principles of nuclear medicine and radiotherapy
Learning Outcomes
In order to achieve core competencies, students at the end of this Module will be able to:
 Describe the principles of health care ethics (K)
 Apply the principles of health care ethics (A, S)
 Describe situations in which a MRT testify or advise the courts & the police in medico-legal matters
 Describe the history of MRT profession (K)
 List the national and international code of ethics for MRT practice (K)
 Describe professional values (K)
 Apply ethical principles underlying the MRT profession (K)
 Describe ethical dilemma (K)
 Apply the principles of moral reasoning and decision-making to conflicts within and between ethical,
legal and professional issues (A, S)
 Define respectful care
 Mention components of respectful care
 Describe threats and enabling factors for respectful care
Final Draf t
 Apply the principles of respectful care

 Define compassionate care
 List principles and standards of compassionate care
 Identify the normal structure of the human body (K3)
 Locate each organ and important anatomical land marks (K2, S2)
 Apply the knowledge and skills of anatomy in MRT practice (K3, S3)
 Explain the normal function of the human body (K2)
 Apply the knowledge and skills of physiology in MRT practice (K3, S3)
 Illustrate basic concepts of biochemistry (K4)
 Apply the basic concepts of biochemistry in MRT practice (K3, S3)
 Define communication (K)
 Describe channels and process of communication (K)
 Describe influencing factors and barriers to communication (K)
 Apply effective communication system that fosters health promotion & wellbeing of the client (A, S)
 Identify basic emergency lifesaving equipment (K)
 Distinguish the basic life support for emergency victim (K)
 Perform artificial respiration for patient with respiratory difficulty (A, S)
 Assess airway (A, S)
 Asses breathing (A, S)
 Asses circulation (A, S)
 Discuss on pharmacology of emergency drugs (K)
44
 Provide basic life support for emergency victim (A, S)
 Distinguish wound care and control bleeding mechanisms (K)
 Apply bandage and tourniquet for patient with bleeding emergencies (A, S)
 Identify chocking and poisoning cases (K)
 Manage choking and poisoning (A, S)
 Provide first aid measure for patient with bite cases (A, S)
 Perform splinting and immobilizations for patient with injuries (A, S)
 Define nuclear medicine and radiotherapy
 Explain basics of nuclear medicine physics
 Recognize basics of radio pharmacy and radiopharmaceuticals
 Describe various nuclear medicine imaging techniques
 Discuss radiation protection and safety in nuclear medicine
 Define clinical applications of nuclear medicine and with their complementary usefulness of other
high technology diagnostic imaging modalities
 Describe infection prevention principles (K)
 Apply infection prevention principles (A, S)
 Apply instrument processing and sharp handling methods (A, S)
 Identify personal protective equipment (K)
 Apply personal protective equipment (A, S)
 Show hand washing procedures (A, S)
 Apply the basic concepts and principles of microbiology & parasitology in MRT practice (K3, S3)
 Analyze the basic mechanism of diseases common to various types of illness(K4)
 Recognize systemic diseases /systemic pathology (K3)
Final Draf t
 Illustrate basic concepts (PD & PK) of general pharmacology(K3)

 Apply basic concepts of general pharmacology in MRT practice (K3)
 Identify skills of communication (K, S)
 Discuss wound healing process (K)
 Provide wound care in compassionate and respectful manner (A, S)
 Explain stages of dying (K)
 Provide post-mortem care for the deceased (S)
 Identify principles of documentation (K)
 Describe responsibilities of MRT (K)
 Apply infection prevention techniques in operating theatre (K,S)
 Describe types of anesthesia and analgesia (K)
Prerequisite: None
Teaching-Learning Methods
 Interactive lecture and discussion
 Small group discussion
 Role play
 Case study
 Bedside teaching
 Portfolio
 Clinical simulation
45
 Video show
 Demonstration (at skills lab and Basic Sciences lab)
 Guided clinical practice
 PBL cases
 Inter-professional learning experience in the clinics, and community practice
 Seminar Presentations
Teaching-Learning Materials
 Learning guides and checklists
 Text books
 Reference manual
 Writing board
 Posters
 Anatomic models
 LCD Projector
 White board, marker
 Laptop and Videotapes
Methods of Assessment
 Formative
o Drills, essay exams, quizzes, and practical test (direct observation of skills)
o Structured feedback report
o Oral exam Final Draf t
o Logbook
o Portfolio
o And other assessment methods
 Summative
o Progressive/ Continuous assessment:
o Objectively Structured Clinical Examination (OSCE)
o Structured Oral Examination
 Percentage allocation:
Content area Hour load Self S % Emphasis
Anatomy 67 17%
Physiology 48 12%
Biochemistry 38 10%
Pathology 48 70
Microbiology 48
Pharmacology 48
Ethics & Basic MRT Sciences (Lecture + SDL + Self S + 138 47%
PBL)
Ethics & Basic MRT Sciences (WGS + Hospital) 57 14%
Total Module Hrs. 562 100%
Module Policy
46
 Attendance: It is compulsory to attend both SDL and Hospital clinical practice on time and every
time. If students are going to miss more than three classes/ hospital attachment days during this
semester, they will not be allowed to final assessment and next semester unless otherwise proven by
evidence per legislation requirement.
 Assignments: Students must complete module assignments and work based assessments on time.
Uncompleted work-based assessments and assignments will result in Incomplete (I) grade
submissions to registrar. Further consecutive procedures will be handled in line with institutional
senate legislation.
Reference Books
1. Chali Jira. Ethics and legal medicine for health officers: Jimma University. 2004. Jimma, Ethiopia.
2. Federal Ministry of Health: Infection prevention and patient safety guideline. Reference manual for
service providers and managers in healthcare facilities of Ethiopia. 2010
3. Lawrence W. eruen, First aid and Emergency Rescue; Glencoe iress London, 1970
4. Brent Q. Hafen, firstaid; contemporary practices and principles, Burgess publishing Company,
Minneapolis, 1972
5. British Red Cross Society, ABC of First Aid, 9th edition, 1968
6. The American National Red Cross, Cardiopulmonary Resuscitation, Library of Congress, 1974
7. TR Evans, ABC of Resuscitation, British Medical Journal, London 1986
8. Alemayehu Gelmessa, First Aid and Accident prevention, for nursing students, the Carter center,
2003
9. American Red Cross; first Aid Textbook, 4th Edtiton, Doubleday & Company, INC. Garden City,
New York. 1957
10. Pamela Backhaus Docarmo, first Aid principles and procedures, Prentice-Hall, INC., Englewood
Final Draf t
Cliffs, New Jersey, 1975

11. The American National Red Cross, Basic First Aid Book 1, 2, 3 and 4
12. Muriel Skeet, First Aid in illness and injury, Macmillan publishers.
13. American Red cross, standard first Aid and personal safety, second Edition, Doubleday and company,
INC. Garden city, New York 1979
14. Normal G. Kirby & Stephen J Mother; Bailliere‟s Handbook of First Aid 7th Edition, Bailliere Tindall,
Condon, 1985
15. American Red Cross, Advanced First Aid of Emergency care, second edition, library of Congress,
1979James E. Aaron, First Aid and Emergency care, prevention and protection of Injuries; Macmillan
Publishing Co., INC. New York 1972.
16. Marieb, Elaine N. Essentials of Human Anatomy & Physiology 2000
17. Solomon, Eldra K Pearl, Understanding Hyman Anatomy & physiology 1987
18. Lumley, J.S.P, Essential, Anatomy & some clinical Applications, 19995
19. Beck Ernest W. Mosby‟s Atlas of Functional Hunan Anatomy, 1982
20. Cherinet Bahru, anatomy for students of medicine part I, 2002.
21. Snell, Richard S. Clinical anatomy for medical students, 1995
22. Ross, Janet S. Ross & wilson anatomy & Physiology, 1990
23. Leonard, Robert J. Human Gross Anatomy, 1995
24. Yekoye Abebe, Bhardwaj, G.P., and Habtamu Mekonnen: physiology lecture notes for health science
students. University of Gondar and Jimma University in collaboration with EPHTI, Carter center,
FMoH, and FMoE. 2006
25. Text book of medical physiology 11th edition Guyton and hall
47
26. Lippincot illustrated reviews of biochemistry 3rd edition
27. Harper‟s illustrated biochemistry 27th edition
28. Mark‟s essential medical biochemistry
29. Lehn Inger biochemistry
Final Draf t
48
Module Schedule
Duration: 20 Weeks (Hospital Practice will be Parallel to Classroom-based teaching)
Required Reading
Week Learning Activity
(Assignment)
Reading
Interactive Lecture and Discussion [2 Hrs.] Assignment on:
Overview of the Module [2 Hrs.] 
 Structure and design
 Education strategies
 Core competencies
 Teaching and learning methods
 Assessment methods
Ethics and Basic MRT Sciences [6 Hrs.]
 Introduction to health professional ethics
 Theories of health care ethics
 Principles of health care ethics
 Source of health professional ethics
 History of MRT profession
 National code of ethics for MRT
 International code of ethics for MRT
 Ethical philosophy of MRT
 Ethical theories in MRT practices
Week 1 Final Draf t
 Values in MRT practices

 Ethical dilemmas
 Source of ethical dilemma
 Preventive Ethics
 Patients’ bill of right
 MRT bill of rights
Clinical Skill Development Lab [2 Hrs.]

 Observation of skill development lab
 Communicate with SDL staffs
 Observation of a video on MRT practice
 Small group review and discussion on
o National code of ethics for MRT
o International code of ethics for MRT
 Video demonstration on ethical healthcare behaviors
 Case study and discussion on ethical dilemma
Biomedical Skill Development Lab [3 Hrs.]

 Observation of skill development lab
 Communicate with SDL staffs
49
Required Reading
(Assignment)
Hospital Practice/ Visit [2 Hrs.]

 Tour of the hospital and introduction to staff
PBL [4 Hrs.]
 Problem to be identified
Whole Group Session [1 Hr.]

 Students will discuss on the progress of the week’s teaching learning process in
the presence of their instructors and coordinators including the department
head.
Reading
Interactive Lecture and Discussion [13 Hrs.] Assignment on:
Ethics and Basic MRT Sciences [4 Hrs.] 
 Informed consent
 Contents of a medico legal report.
 Medico-legal issue in Ethiopia
 Legal issue in MRT practice
 Contents of a medico legal report
 Concepts of Respectful Care (RC)
 Principles of RC Final Draf t
 Components of respectful care

 Threats to provide respectful care
 Enabling factors to provide respectful care
 Demonstration of respectful care
 Benefits of respectful care
 Concepts of compassionate care
 Principles and standards of Compassionate care
 Benefits of compassionate care
Basic Sciences [14 Hrs.]
 Human Anatomy (3 Hrs.)
o Introduction to human anatomy
o Definition, division and approaches of anatomy
Week 2 o Body planes, terms of movement and relative positions
o Introduction to General embryology
o Anatomy of cell and tissue
 Human Physiology (2 Hrs.)
o Cell organelles and their function
o Concepts of ECF, ICF and homeostasis
 Biochemistry (2 Hrs.)
o Introduction to biochemistry and its relevance to health Sciences
o Water and living system
o Acid, base, PH, buffer system, acidosis and alkalosis
50
Required Reading
(Assignment)
o Bio–molecular organization of human body
 Microbiology (2 Hrs.)
o Scopes of microbiology, history of microbiology
o Germ theory of disease, classification of micro-organisms (eukaryotic and
prokaryotic cells)
o Structure and classification of bacteria
 Pathology (2 Hrs.)
o The core aspects of diseases in pathology
o Diagnostic methods used in pathology
o Causes of diseases, Course of diseases
 Pharmacology (2 Hrs.)
o Introduction to pharmacology
o Pharmacokinetics
o Pharmacodynamics

 Case study on medico legal issues
 Role play compassionate and respectful care

 Anatomical charts and atlas of general body organization and videos show of
Final Draf t
movements
 Computer assisted simulations and videos of cellular function

 Observation of MRT professional behavior
 Observation of MRT interaction with clients
PBL [4 Hrs.]

the presence of their instructors & coordinators including the department head.
Interactive Lecture and Discussion [13 Hrs.]

 Barriers of compassion care
 Compassion fatigue
 Demonstration of Compassionate care
 Infection prevention equipment
 Basic emergency lifesaving equipment
 Communication process
51
Required Reading
(Assignment)
 Channels of communication
 Mode of communication
 Establishing rapport
o The axial and appendicular skeleton
o Joint
o Types of muscles. Comparative study of skeletal, cardiac & smooth
muscle.
o Membrane potential and stimulus.
o Neuromuscular junction
Week 3  Biochemistry (2 Hrs.)
o Muscle metabolism, Energy sources for muscle contraction in different
metabolic states. Muscle glycogenesis and glycogenolysis, anaerobic
glycolysis, manifestation of muscle cramp, lactate re- utilization.
o Biochemistry of synovial fluid
o Structure and classification of bacteria continued
o Identification and nomenclature of bacteria
o Bacterial growth and genetics Final Draf t
o Causes of diseases, course of diseases continued…
o Outcomes & consequences of diseases
o Clinical & biologic death
o Cholinergic drugs and cholinergic blockers
o Adrenergic drugs and adrenergic blockers

 Role-play on compassionate care
 Role play on effective therapeutic communication
 Observation of patient-MRT encounter in different setup
 Talking to the MRT
 Home visit to practice patient interviewing and physical assessment

 Anatomical charts and atlas
 Computer assisted simulations and video shows

 Observation of patient-MRTs encounter in different setup/ units
52
Required Reading
(Assignment)
PBL [4 Hrs.]

head.

 Roles of a MRT in advocacy of the profession & policy development on health
care
 Effective therapeutic communication
 Barriers to communication
 Factors influencing communication
 First aid and accident prevention
o Recognition of critically ill patient/ victim
o Airway assessment
o Breathing assessment
o Circulation assessment
Final Draf t
o Assessment of other systems

Week 4 o Skeletal muscles of the body
o Neuromuscular transmission,
o Physiology of muscle contraction.
o Alterations in disease
o Bone Metabolism-Collagen and bone mineralization, Vit D and Calcium
metabolism.
o Manifestation of hyper and hypocalcemia osteoporosis, Osteomalacia
and Scurvy.
o Antimicrobial agents: principles, mechanisms of action and drug
resistance,
o Sterilization and disinfection
o Basic Principle of Immunology
 Defense mechanisms:
o Types of cellular adaptation
53
Required Reading
(Assignment)
o Reversible cellular changes & accumulation
o Adrenergic drugs and adrenergic blockers continued
o Ganglion and neuromuscular blockers

 Role play on effective therapeutic communication
 Demonstration using models on: CPR,
 Provide basic life support, ABC, Suctioning, oxygenation
o Respiratory emergencies, different types of positioning used during
artificial respiration, artificial respiration and safety measures during
swimming and boating cardio pulmonary resuscitation(CPR)

 Computer assisted simulations and video show

Final Draf t
PBL [4 Hrs.]

head.

 First aid and accident prevention continued
o Airway obstruction and support
o Berating abnormalities and support
Week 5 o Circulation abnormalities and support
o Abdominal Regions
o The Peritoneal Cavity and Peritoneum
o The Mouth and Associated Organs
o Pharynx, Esophagus and Stomach
54
Required Reading
(Assignment)
o Functions of organs of digestive tract.
o Digestion in mouth, stomach, small intestines, Large intestines,
o Biochemistry of Digestion and absorption, Liver metabolism.
o Glycogen metabolism- Glycogenesis and Glycogenolysis,
Gluconeogenesis, HMP shunt. Disorders of carbohydrate metabolism
o Diabetes mellitus and Glycogen storage diseases
o Basic Principle of Immunology (2 Hrs.)
 Non- specific/innate resistance
 Specific/adaptive immunity (humoral and cellular immunity)
o Cell death (apoptosis, cell injury,
o Pathologic calcification
o Acute inflammation
o Gastrointestinal drugs: Drugs for acid-pepsin diseases, anti-emetics,
antidiarrheal agents, purgatives
Clinical Skill Development Lab [2 Hrs.] Final Draf t
 Demonstration using models on: CPR, Provide basic life support, ABC, Suctioning,
oxygenation
 Respiratory emergencies, different types of positioning used during artificial
respiration, artificial respiration and safety measures during swimming and
boating cardio pulmonary resuscitation(CPR)


PBL [4 Hrs.]

head.
55
Required Reading
(Assignment)

 Infection prevention and patient safety
o Infection prevention
o Principles of Infection Prevention
o Instrument processing and sharp handling
o Waste disposal management
o Personnel protective equipment
o Hand hygiene
o Small and large Intestine
o Anatomy of the Accessory Organs (Liver, Gallbladder and Pancreas)
o Functions of liver, gall bladder and pancreas.
o Absorption of food.
o Defecation.
o Jaundice
Final Draf t
o Lipoprotein metabolism-HDL, LDL, VLDL, IDL and chylomicrons and their

significances. Disorders of lipid metabolism. Brief description of fatty acid
and cholesterol biosynthesis.
Week 6
o Trans amination reactions, Urea cycle, Hyper ammonia- consequences
and Urea cycle disorders.
o Liver function tests
o Rickettsiae, Chlamydia and Mycoplasma
o Acid fast bacilli (Mycobacteria)
o Spirochetes (treponema, borreila)
o Mycology (1hr)
 General Properties and classification
 Fungal diseases/ Mycoses (superficial mycoses, cutaneous
mycoses, subcutaneous mycoses, systemic mycoses,
opportunistic Mycoses)
o Acute inflammation continued
o Chronic inflammation
o Tissue repair (healing)
o Edema
o Anti-helminthic drugs,
o Antifungal agents,
56
Required Reading
(Assignment)
o Antiviral drugs

 Infection prevention procedures
 Hand washing and Hand hygiene
 Instrument processing


 Apply infection prevention principles
o Apply protective materials while instrument processing
o Sharp handling, waste disposal management
o Hand hygiene
PBL [4 Hrs.]
Final Draf t

head.

 Infection prevention and patient safety continued
Week 7 o Personnel protective equipment
o Hand hygiene
o Blood and Heart
o Functions, composition of blood
o Blood groups, blood coagulation. Hemoglobin: functions. Blood
transfusion and reactions
57
Required Reading
(Assignment)
o Leukocytosis, Leukemia, polycythemia, Anemia
o Biochemistry of the RBC with special reference to Hgb, fetal hemoglobin
significances, sickle cell anemia and thalassemia, Anaerobic glycolysis,
Rapaport –Lumbering cycle. Energy metabolism of the heart muscle
o Hypersensitivity reactions and autoimmunity
o Immunoprophylaxis (use of vaccines) and immunotherapy
o Gram positive cocci (staphylococci and streptococci)
o Hemorrhage
o Shock
o Drugs acting on the renal and cardiovascular system:
 Diuretics,
 Anti-hypertensive drugs,
 Anti-angina drugs


Final Draf t


 Observe attributes of CRC
 Observation and guided practice: OPD and IPD
 Observation of patient-MRT encounter at different setup
PBL [4 Hrs.]

head.

Week 8 Ethics and Basic MRT Sciences [4 Hrs.]
 Infection prevention and patient safety continued
58
Required Reading
(Assignment)
o Hand hygiene
o Blood vessels
o Lymphatic system
o Circulation:
o Circulation – types,
o Functions of Heart,
o Conduction system, Cardiac cycle, cardiac output, stroke volume.
o BP and its regulation, Factors influencing BP.
o ECG
o Heme synthesis and degradation, Bilirubin metabolism, Disorders of
bilirubin Metabolism-Jaundice and porphyrias. Plasma proteins and their
Final Draf t
functions. Biochemical background of atherosclerosis, CVDs. Cardiac

function tests.
o Gram positive cocci (staphylococci and streptococci) continued…
o Gram negative cocci (Neisseria)
o Gram positive bacilli (bacillus, clostridium, Corynebacterium),
o Embolism
o Heart failure (MI, HTN, arrhythmia)
o Drugs acting on the renal and cardiovascular system:
 Cardiac glycosides and drugs used in congestive heart failure,
 Antiarrhythmic drugs
o Coagulants and anticoagulants,
o Anti-anemic drugs,
o Antihyperlipidemic



59
Required Reading
(Assignment)

 Observation of documentation, admission and discharge of patient process
 Observation of patient-MRT encounter at OPDs and role of MRTs in different
setup
PBL [4 Hrs.]

head.

 Introduction to general applications of Nuclear Medicine
 Basic principles radionuclide physics
o Basic concepts of ionizing radiation
Final Draf t
o Structure of the atom and nucleus

o Binding energy, ionization and excitation
o Forces of fields
 Basic principles radionuclide physics (2 Hrs.)
o Electromagnetic force
o Characteristics x-ray and auger electrons
o Interchangeability of mass and energy
Week 9 o Radiation protection and safety in nuclear medicine
o The Nose, Paranasal Sinuses, Pharynx, Larynx
o The Trachea and Bronchial Tree
o Pleura, lungs and alveoli
o Functions of respiratory organs, pulmonary ventilation alveolar
ventilation.
o Mechanics of respiration.
o Lung volume capacity.
o Transportation of oxygen & carbon dioxide.
o Alterations in disease
60
Required Reading
(Assignment)
o Biochemistry of gaseous exchange in lungs and tissue. Role of myoglobin.
Biochemistry of respiratory distress syndrome
o Gram negative bacilli (Enterobacteriaciae, bordetella, Haemophilus,
Pseudomonas, campylobacter, helicobacter, Vibrio)
o Pathology of respiratory system infectious diseases
o TB
o Autacoids and their antagonists
o Respiratory drugs:
 Antiasthma drugs
 Expectorants and Antitussives
 Nasal decongestants
 Anti-tuberculosis drugs



 Anatomical charts and atlas Final Draf t

 Guided practice: OPD and IPD
PBL [4 Hrs.]

head.

Week 10
 Nuclides and radioactive processes
o Nuclear structure and excited states of a nuclide
o Radionuclides and stability of nuclides
61
Required Reading
(Assignment)
o Radionuclides and modes of decay
o Radionuclide decay schemes
 Radioactivity and law of decay
o Radioactive decay law
o The exponential law of decay
o Units of radioactivity and Radionuclide half-life
o Overview of the urinary system
o Kidneys, ureter, urinary bladder and urethra
o Functions of kidneys, Composition of urine.
o Mechanism of urine formation.
o Alterations in disease – Impaired renal function. Dialysis
o Role of kidney in Fluid and acid base balance.
o Metabolic waste products, their metabolism, transport and Excretion-
Urea, creatinine, uric acid and bilirubin. Hyper uremia and manifestation
of gouty arthritis. Kidney function test
o Gram negative bacilli (Enterobacteriaciae, bordetella, Haemophilus,
Final Draf t
Pseudomonas, campylobacter, helicobacter, Vibrio) continued…

o Respiratory drugs continued:
 Antiasthma drugs
 Expectorants and Antitussives
 Nasal decongestants
 Anti-tuberculosis drugs




 Guided practice: OPD and IPD
PBL [4 Hrs.]
62
Required Reading
(Assignment)

head.

 Production of radionuclides
o Methods of radionuclide production
o Reactor produced radionuclides
o Accelerator or cyclotron produced radionuclides
o Fission produced radionuclides
o Radionuclide produced Generators
 Radiopharmacy and Radiopharmaceuticals
o Introduction to Radiopharmacy and radiopharmaceuticals
o Principles of radiopharmaceuticals formulation (production)
o Design and development of radiopharmaceuticals
o Quality control of radiopharmaceuticals
 Diagnostic and therapeutic radiopharmaceuticals
Final Draf t

o Division of the nervous system
Week 11 o Central nervous system- brain and spinal cord
o Classification of nervous system.
o Autonomic Nervous system
o Functions of cerebrum, cerebellum and spinal cord.
o Function of Thalamus, Hypothalamus and Basal ganglia.
o Neuro-transmitters. Biochemistry of nerve impulse transmission, Energy
sources for the nervous system in different metabolic states.
 Mycology (3 Hrs.)
o Fungal diseases/Mycoses (superficial mycoses, cutaneous mycoses,
subcutaneous mycoses, systemic mycoses, opportunistic Mycoses)
continued...
o Laboratory Diagnosis
o Congenital malformation of nervous system
o Hydrocephalis
o Analgesics
63
Required Reading
(Assignment)
o Anesthetics
o Sedative-hypnotic -anxiolytics (benxodiazepines, barbiturates alcohols

 Video


 NM set up and Instrumentation
 NM clinical imaging of various internal organs
PBL [4 Hrs.]

head. Final Draf t

 Nuclear medicine imaging techniques and instrumentation
o Introduction to concepts of nuclear medicine imaging techniques
o Principles of nuclear medicine imaging devices
o Organ uptake probe, rectilinear scanner, scintillation (gamma) camera,
single photon emission tomography (SPECT), positron emission
tomography (PET), hybrid devices
 Nuclear medicine imaging techniques and instrumentation (1 Hr.)
Week 12 o Quality control of nuclear medicine imaging devices
o Nuclear medicine imaging instruments versus other high technology
diagnostic imaging modalities
o Peripheral nervous system- cranial nerves, spinal nerves and autonomic
nervous system
o Ascending & Descending tracts Pain: somatic, visceral, and referred
o Cerebrospinal fluid- Composition, circulation and function.
o Synapse, Reflex arc, Reflex action and reflexes
64
Required Reading
(Assignment)
o Biochemical back ground of neurodegenerative disorders- Alzhemer’s
disease, Parkinsonism and schizophrenia.
 Virology (3 Hrs.)
o Hepatitis, HIV, measles, rubella, papilloma, rabies, mumps, influenza,
herpes, rotavirus, yellow fever, polio,
o Emerging and re-emerging viruses
o Ebola, zika, MERS,
o Meningitis
o Epilepsy
o Antiepileptic
o Anti-psychotic, anti-depressant and anti-Parkinson drugs
o Therapy of leprosy
o Anti-cancer drugs

 Anatomical charts and atlas Final Draf t

PBL [4 Hrs.]

head.

 Clinical nuclear medicine (2 Hrs.)
Week 13 o Clinical imaging of various internal organs
o Processing and compiling of the scan results
o Clinical interpretation of various scan results
 Basic physics of radiotherapy (2 Hrs.)
65
Required Reading
(Assignment)
o Special senses- Gross anatomy of the eye and the ear
o Vision, Audition, Olfaction, Taste.
o Pathway of Vision, Errors of refraction
o Pathway of Audition, deafness.
o Pathway of olfaction and Taste
o Biochemical role of visual pigments. Biochemistry of vision/visual cycle
o Introduction (2 hrs)
 Classification of parasites
 Laboratory diagnosis of parasites (stool examination, blood film,
serology)
o Anti-parasite drugs,
o Antiprotozoal drugs

Final Draf t

PBL [4 Hrs.]

head.

 Basic physics of radiotherapy (2 Hrs.)
 External radiation therapy (2 Hrs.)
Week 14
o Overview of the endocrine system
o Hypothalamus, Pituitary gland,
o Thyroid gland and Parathyroid gland
66
Required Reading
(Assignment)
o Functions of Pituitary, Thyroid, parathyroid, pancreas, Suprarenal,
Placenta and ovaries & Testes.
o Briefly about common diseases.
o Chemical classification of hormones
o Metabolic roles of hormones produced by pancreas, adrenal, Intestine,
gonads and kidney
o Helminthes(2hrs)
 Ascaris, hookworms, vermicularis, strongloids, trichuris,
elephantiasis
o Endocrine pathology
o Diabetes mellitus
o Thyroid disorder (hypo- and hyper-thyroids)
o Insulin and oral hypoglycemic,
o Thyroid and antithyroid drugs
Biomedical Skill Development Lab [3 Hrs.] Final Draf t


 Observation and guided practice
 Apply protective materials while instrument processing
 Sharp handling, waste disposal management
 Personnel protective equipment
 Hand hygiene
PBL [4 Hrs.]

head.
67
Required Reading
(Assignment)

 Internal radiation therapy (2 Hrs.)
 Sources of energy for external radiation therapy (1 Hr.)
 Sources of energy for internal radiation therapy (1 Hr.)
o Adrenal gland, Pineal gland Pancreas and Gonads
o Functions of Pituitary, Thyroid, parathyroid, pancreas, Suprarenal,
Placenta and ovaries & Testes. (continued)
o Briefly about common diseases(continued)
o Mechanism of hormonal action, hormone receptors and second
messengers- with special reference to Insulin glucagon
o Helminthes (2hrs)
 Onchocerca, guinea worm, schistosoma, taenia, echinococcus
o Protozoa (1 hr)
 Amoeba, giardia, trichomonas, Leishmania, trypanosoma,
Final Draf t
Week 15
plasmodium, toxoplasma
o Endocrine pathology continued
o Diabetes mellitus
o Thyroid disorder (hypo- and hyper-thyroids)
o Steroidal hormones and analogues


 Apply protective materials while instrument processing
 Sharp handling, waste disposal management
 Personnel protective equipment
 Hand hygiene
PBL [4 Hrs.]
68
Required Reading
(Assignment)

head.

Ethics and Basic MRT Sciences (2 Hrs.)
 Treatment machines for external beam radiotherapy (1 Hr.)
 Treatment machines for internal beam radiotherapy (1 Hr.)
 Basics of radiobiology (2 Hrs.)
o Male reproductive system (Scrotum testes, Epididymis, Vas deferens,
Seminal vesicles, Ejaculatory duct, Prostate and Bulbourethral gland)
o Functions of male reproductive system, Spermatogenesis.
o Functions of female reproductive system.
o Biochemistry of hormones involved in fertility, embryonic development
and lactation. Final Draf t
o HCG in pregnancy
Week 16 o Protozoa continued…
 Amoeba, giardia, trichomonas, Leishmania, trypanosoma,
plasmodium, toxoplasma
o Syphilis
o UTI
o Neoplasia
o Contraceptive agents,
o Oxytocic’s


 Observe different communication approaches between health professionals,
communication with patients and families
 Therapeutic communication
69
Required Reading
(Assignment)
PBL [4 Hrs.]

head.

 Basics of ra z’diobiology (1 Hr.)
 Oncology (1 Hr.)
 Radiation protection and safety in radiotherapy (2 Hrs.)
o General embryology (4 Hrs.)
o Female reproductive system (Ovaries, Fallopian tube, Uterus, Cervix,
Vagina and vulva)
o Menstrual cycle and ovulation. Final Draf t
o Fertilization, pregnancy, physiological changes during pregnancy and

lactation.
o Energy Metabolism:
Week 17  High energy molecules and energy transformations in the living
system.
 Fuel Molecules-Energy production from carbohydrate, fatty
acids and amino acids- Glycolysis, Beta-oxidation, Trans
amination and deamination reactions.
o Central Metabolism:
 Citric acid cycle (Krebs cycle).
 The Electron transport system; inhibitors of electron transport
(respiratory poisons). Oxidative phosphorylation-uncouplers;
physiological un-couplers; thermogenin and its significance
o Syphilis continued…
o UTI
o Neoplasia

70
Required Reading
(Assignment)

 Observation and guided practice: emergency department & surgical wards & OPD
 Observe different communication approaches between health professionals,
communication with patients and families
 Therapeutic communication
PBL [4 Hrs.]

head.
Interactive Lecture, Discussion and Seminar [13 Hrs.]

Ethics and Basic MRT Sciences (1 Hr.)

Seminar on (1 Hr.):
 Nuclear medicine imaging techniques and instrumentation
Basic Sciences [14 Hrs.] Final Draf t

o Female reproductive system (Ovaries, Fallopian tube, Uterus, Cervix,
Vagina and vulva)
o Principles of Pregnancy tests
o principles underlying contraception
Week 18 o Enzymes:
- Definition, general properties, naming, classification &
mechanism of action of enzymes.
- Regulation of enzyme action, factors affecting enzyme action,
enzyme specificity enzyme inhibition, regulation of enzyme
activity
- Co- enzymes and co- factors
- Clinically important enzymes marker enzymes and therapeutic
enzymes. Enzymes as drug targets
o Vitamins and Minerals:
- Classification of vitamins
- Chemistry and function of: Water & Fat soluble vitamins.
- Vitamin deficiency diseases. Importance of minerals
o Immunodeficiency diseases (HIV)
71
Required Reading
(Assignment)
o Disease of the breast disease
o Chemotherapy of infectious disease continued
 Antibacterial drugs:
 Inhibitors of bacterial cell wall synthesis
 Nucleic acid synthesis inhibiters
 Cell membrane function inhibitors, anti-metabolites
 Inhibitors of bacterial protein synthesis


 Observation & guided practice: emergency department & surgical wards and OPD
 Emergency unit attachments
 Control bleeding and Wound care
 Dressing and bandages
 Managing choking and poisoning
 Observe/ Assist CPR (if any)
Final Draf t
PBL [4 Hrs.]

head.


o Breast
Week 19 o The skin and its appendages (nail, hair and glands)
o Functions of skin and its related parts
o Receptors of skin
o Biochemistry of skin-with special reference to melanin and keratin.
Perspiration and temperature homeostasis.
o Nucleic Acids and Molecular Biology:
72
Required Reading
(Assignment)
- Nucleotide structure, DNA structure and Replication, RNA
structures and Transcription, Protein Synthesis, Genetic Code,
Mutations
- Genetic Code, Mutations.
o Disease of the breast disease continued…
o Cervical, endometrial, ovarian
o Chemotherapy of infectious disease continued
 Antibacterial drugs:
 Inhibitors of bacterial cell wall synthesis
 Nucleic acid synthesis inhibiters
 Cell membrane function inhibitors, anti-metabolites
 Inhibitors of bacterial protein synthesis


 Treatment machines for external beam radiotherapy
Final Draf t
 Treatment machines for internal beam radiotherapy
PBL [4 Hrs.]
 Emergency unit attachments
 Control bleeding and Wound care
 Dressing and bandages
 Managing choking and poisoning
 Observe/ Assist CPR (if any)

head.
Examination Week
 Final Examination

Week 20
head.
73
Required Reading
(Assignment)
Examination Week
DETERMINANTS OF HEALTH
Module Title: Determinants of Health

Module Code: SPHM-3042
ECTS: 4 ECTS
Module Description: This Module is designed for BSc Medical Radiologic Technology (MRT) students
to equip with the knowledge, skill and attitude needed to analyze determinants of health in a culturally
sensitive manner with full participation of the community and other stakeholders. This Module includes
sociology, anthropology, psychology and environmental health and will be addressed through Interactive
lecture, Seminar presentations in class room teaching and structured feedbacks in real community setup.
Module Objective:
At the end of this module, the Medical Radiologic Technology (MRT) student will be able to analyze
broad determinants of health and disease at individual, family and community level and mobilize them for
Final Draf t
action.
Module competency
Evaluate determinants of Health and disease
Engage in disaster preparedness and management including planning, handling and restoration
Learning Outcome:
 Public health: definition, philosophy, history, development, core functions and services
 Describe essential public health functions and services
 Definition of epidemiology
 Scope of epidemiology
 Purpose and concepts of epidemiology
 Health and disease: concepts, definitions and perspectives
 Public health sciences, their scope and use in medicine
 Level of disease prevention
 Analyze socio-cultural determinants of health and disease at individual, family and community
level
 Analyze socio-economic determinants of health and disease at individual, family and community
level
 Analyze psychological and behavioral determinants of health and disease at individual, family and
community level
74
 Analyze environmental and ecological determinants of health and disease at individual, family and
community level
 Help individuals and families to identify actions to prevent and control determinants of ill health
 Demonstrate clear, sensitive and effective communication skills in interactions with individuals,
families, communities, PHCU staff, local health department staff, peers and faculty
 Demonstrate professional values and behavior in interaction with individuals, families and
communities consistent with the future role of a physician
 Demonstrate key public health values, attitudes and behaviors such as commitment to equity
and social justice, recognition of the importance of the health of the community as well as the
individual, and respect for diversity, self-determination, empowerment, and community
participation
 Show respect for colleagues and other healthcare professionals and the ability to foster a
positive collaborative relationship with them
 Analyze community practice experience and perform practice-based improvement activities
using a systematic methodology
 Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going development
of new skills, knowledge and attitude
 Search, collect, organize and interpret health and health-related information from different
sources
Duration: 20 weeks
 Interactive lecture and discussion
 Small group learning activities: assignment, exercise, case study
Final Draf t
 Individual reading
 PHCU/Community-based learning and study trip: home visit, discussion with individuals and
families to identify and solve problems, observation, PHCU visit, Zonal and District Health
Department Visit, field visit, and targeted literature review based on community experience
 Student presentation
 Reflective portfolio and mentoring
 Text books
 Writing board
 LCD Projector
 Laptop
 Handouts of lecture materials
 Logbooks for entry of community experience
Reference Books
1. YemaneBerhane, DamenHailemariam and HelmuKloos. Epidemiology and ecology of Health
and Disease in Ethiopia. 2006
75
2. EPHTI. Ecology. Lecture note series for health science students. 2007
3. White, P. Bio psychosocial medicine: An integrated approach to understanding
illness. 2005 Oxford University Press.
4. Frankel, R. M., Quill, T. E., & McDaniel, S. H. Bio psychosocial approach: Past, present,
future. 2003. University of Rochester Press.
5. Singer, M. & Baer, H. A. Introducing medical anthropology: A discipline in action (2nd
Ed.) 2011. Rowman Littlefield
6. Bernice A. Pescosolido, Jack K. Martin, Jane D. McLeod, Anne Rogers (Editors). Handbook of
the Sociology of Health, Illness, and Healing. A Blueprint for the 21st Century. 2011
7. Bird, C. E., Conrad, P., Fremont, A. M., & Timmermans, S. Handbook of medical sociology
(6th Ed.) 2010. Vanderbilt University.
8. Sobo, E. J. &Loustaunau, M. Cultural context of health, illness, and medicine (2nd Ed.)
2010. Greenwood
9. David French et al. Health psychology (2ndEd.) 2010. Blackwell Publishing
10. By Susan Ayers, Richard de Visser. Psychology of medicine. 2011
11. WHO. Closing the gap in a generation: health equitythrough action on the social determinants
of health: final report of the commission on social determinants of health. 2008.
12. Robert H Friis. Essentials of environmental health (2nd edition). The essential public health
series. 2012.
13. Kathryn Hilgenkamp. Environmental Health: Ecological Perspectives. 2006
14. Herman Koren and Michael Bisesi. Handbook of environmental health. 2002
Final Draf t
Assessment Methods
Formative assessment
 Exercise and assignment
 Logbook and portfolio
 360 degree evaluation
Summative assessment
 Written exam (50 %)
 Quiz=10% and test =15%
 Attendance and class participation=5%
 Assignment and student presentation (20 %)
Module policy:
76
Attendance: It is compulsory to attend a class on time and every time. If students are going to miss
more than three classes during the term, he/she should not take this Module.
Assignments: the student must do their assignment on time. No late assignment will be accepted.
Tests/Quizzes: There will be short quizzes and tests almost every week. If a student miss the class or,
are late to class, he/she will miss the quiz or test. No makeup tests or Quizzes will be given. The
students are expected to observe the rules and the regulations of the University as well.
Final Draf t
77
Weeks Topic Required
Reading/
Assignment
Week 1 Classroom based Teaching(lecture, + seminars + group discussion) [3hrs.]
Introduction to public health
Human health, society and culture (Medical sociology and anthropology)
Introduction to the module
Describe essential public health functions and services
Public health: definition, philosophy, history, development, core functions
and services
Describe essential public health functions and services
Primary health care or community visit (4 hrs.)
Introduction to the community and assignment of individual homes in their
respective team
Introduction to Epidemiology
Definition of epidemiology
Scope of epidemiology
Purpose and concepts of epidemiology
Health and disease: concepts, definitions and perspectives
Public health sciences, their scope and use in medicine
Level of disease prevention
Community engagement and assignment of individual homes in their
respective team
Final Draf t

o Social and cultural aspects of human health (Socio-cultural factors affecting
human health include, but are not limited to, place of residence,
urbanization, culture, religion, ethnicity, gender views and roles, status of
women, educational status, demography, social structures (mobility and
migration) and organizations (social cohesion, support and network), laws,
human rights
o Introduction to medical sociology and medical anthropology
Understanding health, illness and disease and healing: sociological and
anthropological perspective
respective team
o Social and cultural aspects of medicine (religion, ethno medicine, alternative
and complementary medicine)
respective team
o Social Institution
o Human health and socio-economic factors (Economic factors include, but are
not limited to, unemployment, poverty, income inequality, neighborhood
78
deprivation, assets, economic growth, globalization, healthcare cost)

respective team
o Social epidemiology
o Process of social interaction
o Individual and society
respective team
Week 7 Classroom based Teaching(lecture, + seminars + group discussion) [3 hrs.]
Psychological and behavioral determinants of health
 Introduction to medical psychology
respective team
Developmental psychology
(Prenatal development and birth i.e. beginning of life, prenatal stage, hazards
of prenatal development, infant and childhood disorders, Psychological
aspects of health and illness (motivation, stress, pain, personality, depression,
health and illness)
Final Draf t

respective team
Developmental psychology continued…..
(Prenatal development and birth i.e. beginning of life, prenatal stage, hazards
of prenatal development, infant and childhood disorders, Psychological
aspects of health and illness (motivation, stress, pain, personality, depression,
health and illness)
respective team
o Health and human behavior
 The role of behavior in health
 Smoking
 Physical activity
 Eating behavior
 Alcohol and drug use
 Sexual health and behavior
o Chronic illness related with psychological/ behavioral factors, death and dying
respective team
79
Development after Birth
Adjustment of the family to the new born, Environmental adjustment,
Psychological adjustment, Factors affecting adjustment to the new born, The
nature of the family
Reasons for giving birth, Consequence on the child development, Infancy
period, Child hood (early late), Adolescence, Adult hood, early, middle, late
respective team
Week 12 Classroom based Teaching (lecture, + seminars + group discussion) [3 hrs.]
Psychology of personality (Definition, theory, traits, adjustment,
assessment)
Abnormal psychology
respective team
Psychology and healthcare practice
 Evidence-based medicine (adherence to treatment, doctor-patient
communication)
 Clinical interviewing (how to communicate, difficult interviews, giving bad
news)
 (Management of psychological problems)
Final Draf t
respective team
Ecology and environmental determinants of health
Introduction to ecology and environmental health
Human ecology
respective team
o Human – environment interaction
o Biosphere and pollution
respective team
o Ecology of health and disease
respective team
o Components of environmental health (Housing and institutional sanitation,
water sanitation and waste disposal)
80
respective team
Components of environmental health (vector control, food sanitation) (Food
Hygiene, Food –borne diseases, Milk hygiene, Meat hygiene, Food processing
and food preservation method)
Establishment healthyeatingand drinkinghabits
respective team
o Occupational health and safety
o Control of Arthropods and rodent ofpublic Health importance
o Theproblem of environmental pollution.
respective team
Week 20 Exam
Final Draf t
BASIC WRITING SKILLS

Module Name: Basic Writing Skills
Module Code: EnLaM-3053
Module ECTS: 5
Module Description: Sentence level writing: sentence structure, sentence types, functional and
structural category, common sentence errors (fragments, comma splices, run-on sentences, dangling
modifiers and agreement errors); Paragraph level writing : paragraph, topic sentence and supporting
details, structure, essentials of a paragraph, basic types of paragraphs (expository, narrative, descriptive
and argumentative ) and techniques of paragraph development; essay level writing : structure of an
essay, thesis statement and supporting paragraphs, types of essays and techniques of essay development.
Learning Outcomes:
At the end of this course, students will be able to:
 Construct meaningful sentences in English;
 Learn to compose a paragraph that has a clearly stated topic sentence and details;
 Use appropriate coordination and subordination skills to relate ideas;
 Identify and correct common sentence problems: fragments, comma splices, and run-on
sentences, dangling modifiers and agreement errors.
 Compose paragraphs that have clearly stated topic sentences and supporting details.
81
 Write a well-structured essay of different types (descriptive, narrative, expository and
argumentative)
Temporary schedule
Tentative Schedule
W Study Topics and Sub Topics Student Roles and Required Texts
ee Hours activities
k
General introduction about
1 Lecture: the course, and setting Main worksheet 1
3hrs ground rules Activities: Identifying subject page 1-2
Home St: and predicate- Writer’s
4hrs Unit One: Writing Choice:pp452-454 ( exercise 1- Practical English Handbook
Ass‟nt: Effective Sentences: 6), A concise Guide to page 15-17,26-28 Writer’s
2hrs overview of writing composition Choice :451-457,512 A
effective sentences - page:124;expanding subject
Guide to Better Writing
sentence definition, and predicate- Writer’s Choice
pp261-269; Writer’s
Identifying sentence parts pp455(exercise7and9),Function
Choice501-505;A concise
(subject and predicate), al category- A concise Guide to
writing complete composition page:125 Guide to composition
sentences; sentence types: pp119-122 Main
functional category worksheet 1
(declarative, interrogative, Activities: structural
Final Draf t
page 2-5
imperative and exclamatory classification-A Guide to
sentences) Better Writing pp270-71, A concise Guide to
1& Writer’s Choice pp502- composition page:Pp129-
2 Writing Effective Sentences 504(exercise 4-8) 140 A concise Guide to
(continued----) composition page:Pp129-
Lecture: Identifying sentence types: 140
3hrs structural Category ( Activities: correcting faulty Writer’s Choice513-517
Home St: simple, compound, sentences- A concise Guide to Main worksheet 1
4hrs complex and compound composition page:174-
page 5-7
Ass‟nt: complex); Joining ideas 177;Writer’s Choice pp513-
2hrs :coordination, 515(Ex 21-23),College English
subordination, correlation Writing; pp418-443
and using relative pronouns
Activities: correcting faulty Practical English Handbook
2& sentences- A concise Guide to pp 125-171
3 Writing Effective Sentences composition page:174-177 Writer’s Choice pp 675-
(continued----)
Lecture: Identifying and correcting Activities on using punctuation Main worksheet 2
3hrs faulty sentences :fragments, marks Practical English page 1-2
Home St: run-ons, comma splices, Handbook pp 125,128,131,136 Effective Academic
4hrs 137,139,144, Writing 2 pp 1-8
Ass‟nt: 145,149,15,157(Ex 1- From Paragraph to Essay
2hrs Writing Effective Sentences 11)Writer’s Choice
82
(continued----) pp675,676,677,679, pp 3-15
Identifying and correcting 681,683,686(Ex1-8) A Guide to Better Writing
faulty sentences: dandling 83-150
3 modifiers and agreement
Lecture: errors;
3hrs Main worksheet 2
Home St: Writing Effective Sentences page -6
4hrs (continued----)
Ass‟nt: Using punctuation(a period,
Effective Academic Writing
2hrs comma, semi-colon, colon, Activities: Identifying topic
2 pp9-15
quotation mark) and sentences and supporting
capitalization detailsEffective Academic A concise Guide to
4 Lecture: Writing pp 3-8(Ex1-8) composition pp28-32
3hrs From Paragraph to Essay pp 8-
Home St: 9,11,12
4hrs Unit Two: Writing Effective A Guide to Better Writing
Ass‟nt: Paragraphs; overview of 83-150
2hrs writing effective Effective Academic Writing
Paragraphs- paragraph 1 pp 30-142; Effective
definition, nature of a Academic Writing3 pp88-
paragraph, Identifying topic Activities: achieving coherence 109
sentence and supporting and unity in a A concise Guide to
details, writing topic paragraphEffective Academic composition pp32-39
sentences( with topics and Writing 2 pp9-14 A concise
Final Draf t
4& controlling idea), nature Guide to composition pp40-42

5 and position of topic
sentences in paragraphs,
Lecture: narrowing a title Main worksheet 2
3hrs page 7-8
Home St: Writing Effective Activities: types and methods of
4hrs Paragraphs (continued…) paragraph development Main worksheet 3
Ass‟nt: structure of a paragraph, Effective Academic Writing1 page 1-2
4 2hrs essentials of a paragraph: pp35-37(Ex 4-6),pp56-60(Ex3- Effective Academic
unity, coherence(ways of 5),pp81-83(3-5); A Guide to Writing2 pp16-26
achieving coherence: using Better Writing pp 86-87,89- Effective Academic
transitional devices, 90,94-95,97-98,102,104- Writing3pp 2-30
Lecture: pronouns, key words and 105,110; A concise Guide to College Writing Skills; pp
3hrs synonyms) and adequate composition pp42-43 135-145
Home St: development; organization:
4& 4hrs space, time and order of
5 Ass‟nt: importance
Main worksheet 3
2hrs
page 3-4 Effective
Writing Effective
Paragraphs (continued…) Activities on free and guided Academic Writing2 pp16-
Writing basic types writing 26Effective Academic
paragraphs: expository, Main worksheet 2 page 7-8 Writing3pp 2-30 College
Writing Skills; pp 135-145
83
5& descriptive, narrative and
6 Lecture: argumentative;
3hrs
Home St: Techniques of paragraph Main worksheet 3
4hrs development: definition, page 3-4 Effective
Ass‟nt: exemplification/illustration, Academic Writing2 pp16-
6 2hrs classification, cause and Activities on nature and 26
effect, comparison, structure of an essay Effective
Effective Academic
Lecture: contrast, description( Academic Writing2 pp17-
Writing3pp 2-30
3hrs process, objective and 18,19,25 Effective Academic
College Writing Skills; pp
Home St: impressionistic), and Writing3 pp3-7,10-11
7 4hrs listing/enumeration A Guide to Better Writing 135-145
Ass‟nt: pp170-173,188 Main
2hrs Writing Effective worksheet 3 page 1-2
Paragraphs (continued…)
7& Developing a paragraph: Activities on nature and
8 guided and free writing structure of an essay, how t o A Guide to Better Writing
Lecture: guided writing-arranging write the introduction part 165-225
3hrs given sentences in a logical Effective Academic Writing3 College Writing Skills; pp
Home St: order, writing a paragraph pp12-19 College Writing Skills; 161-319
8 4hrs by developing topic pp138-145 Main worksheet 3 Effective Academic
Ass‟nt: sentence and specific page 3-4 Writing2pp28-74
2hrs details using given points of Effective Academic
Lecture: a title Final Draf t
Writing3pp88-109
9 3hrs Free writing –writing a
Home St: paragraph on a given title
4hrs or on your own title
Ass‟nt: Activities on how to write the
9& 2hrs body and the conclusion and
10 Lecture: Unit Three Essay steps on essay writing Activity
3hrs Writing Effective Academic Writing3
Home St: Stimulating idea on features pp10,11
4hrs of an essay College Writing Skills;
Ass‟nt: Definition of an essay, pp25,27,28,31-32,35-37,38-47
2hrs structure of an essay:
Lecture: introduction, body and Activities on writing different
3hrs conclusion; reviewing types of essays
Home St: paragraph structure vs Effective Academic Writing2
10 4hrs essay structure pp28-31,34-36,37-38,55-63,76-
Ass‟nt: Identifying thesis statement 78 Effective Academic
2hrs and supporting paragraphs, Writing3pp93-97
Lecture: elements of the thesis College Writing Skills;
3hrs statement: topic and pp189,203-4,220-226
Home St: controlling idea
4hrs Activities on writing different
Ass‟nt: types of essays
84
2hr Essay Writing Effective Academic Writing2
Lecture: (continued…) pp28-31,34-36,37-38,55-63,76-
3hrs Achieving unity and 78
Home St: coherence within an essay Effective Academic
4hrsAss‟n Writing the introduction ( Writing3pp93-97
t: 2hrs writing the hook, the
background and the thesis Activities on writing different
statement) types of essays
Effective Academic Writing2
Essay Writing pp28-31,34-36,37-38,55-63,76-
(continued…) 78
Writing the body and the Effective Academic
concussion Writing3pp93-97
Steps in writing an essay:
Planning(questioning,
making list, clustering,
preparing outline), drafting,
revising, and editing
Essay Writing
(continued…)
Writing the basic types of
essays ( expository, Final Draf t
descriptive, narrative and

argumentative)by
employing the different
techniques
Essay Writing
(continued…)
essays ( expository,
argumentative)by
techniques
Essay Writing
(continued…)
essays ( expository,
argumentative)by
techniques
First Semester final Exam
85
Week
Teaching and learning methods Classroom contact/Lecture, group work, interactive tutorial sessions
(group and pair work/discussions and individual work (independent learning).
Assessment Continuous assessment Competence to be assessed
Students are most 1 quiz and two individual writing assignments Skill and knowledge of:
frequently evaluated 50 % identifying components of a
through their written Quiz: Sentence level writing (10%) week 3; sentence, completing a
assignments (30%) and sentence with appropriate
classroom quiz (10%). Assignment 1 and 2 Paragraph writing (20%) components, identifying types
There is also final exam week 8; of sentence, identifying
(50%) elements of a paragraph,
Assignment 3 Essay writing (10%) week 12 Writing a topic sentence and
supporting details and a
concluding sentence
identifying and writing a thesis
statement, hook, background
writing an introductory
paragraph, body and
conclusion of an essay. of an
Final Draf t
essay
writing descriptive,
Two group writing assignments 20% expository, narrative and
Assignment 1 paragraph level writing (10%) argumentative paragraph
week 10 Assignment 2 Essay level writing writing an essay (outlining,
(10%) week13 drafting, revising, editing)
Three Quizzes (15%) identifying and correcting
Quiz 1 on sentence writing 5% week 4; common sentence errors
Quiz 2 on paragraph writing 5% week 6 identifying types of a
Quiz 3 on essay writing 5% week 14 paragraphs and methods of
developing a paragraph
organizing paragraphs to
make a complete essay( unity
and coherence)
Final exam 50 week 16
86
Course Expectation Preparedness: you must come to class prepared by bringing with you the
appropriate materials like the worksheet, text books and completed
assignments. Complete the reading assignments and other activities on time.
You must plan your own learning. Since the course is a writing course, it is
demanding, and you are expected to work much individually to meet the
requirement of the course. You have to use your time for group work and
home study effectively.
Participation: make active participation during discussions (you must participate
in class). You are not participating if you are talking to a neighbour, doing
homework, daydreaming, or not doing what the rest of the class is doing. If
you are working in a group or with a partner, you must talk to your group
members or partner and be a part of the group. You cannot learn English by
being silent. Always be ready and willing to give constructive feedback to
partners/group members and to listen to their comments on your work.
Medium: use only English during group and pair work, in the class room and
out of class room discussions.
Course Policy Attendance: It is compulsory to come to class on time and every time. If you
are going tomiss more than three classes during the term, you should not take
this course.
Assignments: you must do your assignment on time. No late assignment will
be accepted.
Tests/Quizzes: you will have short quizzes and tests almost every week. If you
miss the class or, are late to class, you will miss the quiz or test. No makeup
Final Draf t
tests or quizzes will be given. You are expected to observe the rules and the
regulations of the University as well.
Cheating/plagiarism: you must do your own work and not copy and get
answers from someone else. The only way to learn English is to do the work
yourself.
Also, please do not chew gum, eat, listen to recorders or CD players, wear
sunglasses, or talk about personal problems. Please be sure to turn off pagers
and cell phonesbefore class and exam sessions
Reference Writer‟s Choice : Grammar and Composition
Rorabacher ,LA Concise Guide to Composition (3rd Ed). London Harper and
Row publishers(1976)
A Guided Writing to Composition
Langan,JCollege Writing Skills. sixth Edition. Boston: Mcgraw-Hill (2005).
Savage, A.and M. Shafiei,EffectiveAcademic Writing 1. Oxford: Oxford
University Press. (2007)
Savage, A.and P. Mayer Effective Academic Writing 2 Mcgraw-Hill (2005).
Oxford University Press. (2005)
Davis,J and R,Liss Effective Academic Writing 3 The Essay. Oxford University
Press. (2005)
87
1. Internal Medicine
Module Title: Internal Medicine Module

Module Code: IMDM-3062
Module ECTS: 6 ECTS
Module Description: This module is designed for BSc in Medical Radiology Technology students to
create a learning opportunity on internal medicine such as history taking, physical examination, infectious
diseases, hematologic diseases, respiratory system diseases, CVS diseases, GIT diseases, endocrine
system diseases, disease of bone and mineral metabolism, rheumatic diseases, renal system diseases and
neurologic diseases.
This Module will be addressed through interactive lecture, seminar presentations, video presentations and
hospital practical attachment.
Module Objective
At the end of this module, students will be able to apply knowledge of internal medicine to
perform and interpret radiographic examinations.
Module Competencies
 Identify and diagnose medical cases that needs diagnostic imaging
Final Draf t
 Communicate with the patient and others effectively
Learning Outcomes
 Apply principles of history taking (K)
 Perform physical examination(S)
 Describe the different types of infectious diseases (K)
 Provide respectful care for patients coming to orthopedics evaluation (A)
 Apply methods of infection prevention ( s)
 Describe the common hematologic diseases
 Provide respectful care for patients coming with hematologic diseases (A)
 Evaluate the patient with common hematologic diseases systematically (S)
 Evaluate the patient with hematologic diseases systematically (S)
 Identify disease of respiratory system
 Provide respectful care for patients coming with disease of respiratory system (A)
 Evaluate the patient with common disease of respiratory system systematically (S)
 Apply imaging techniques of disease of respiratory system ( S)
 Evaluate the patient with disease of respiratory system systematically (S)
 Describe cardio-vascular system disease
 Provide respectful care for patients coming with cardio-vascular system disease (A)
88
 Evaluate the patient with common cardio-vascular system disease systematically (S)
 Apply techniques of imaging of cardio-vascular system disease ( S)
 Evaluate the patient with cardio-vascular system disease systematically (S)
 Describe gastro-intestinal tract diseases
 Provide respectful care for patients coming gastro-intestinal tract diseases (A)
 Evaluate the patient with common gastro-intestinal tract diseases systematically (S)
 Apply techniques of gastro-intestinal tract diseases ( S)
 Evaluate the patient with gastro-intestinal tract diseases systematically (S)
 Identify diseases of endocrine system
 Provide respectful care for patients coming diseases of endocrine system(A)
 Evaluate the patient with common diseases of endocrine system systematically (S)
 Apply techniques of imaging diseases of endocrine system( S)
 Evaluate the patient with diseases of endocrine system systematically (S)
 Describe disease of bone and mineral metabolism
 Provide respectful care for patients coming with disease of bone and mineral metabolism (A)
 Evaluate the patient with common disease of bone and mineral metabolism systematically (S)
 Apply techniques of imaging of disease of bone and mineral metabolism ( S)
 Evaluate the patient with disease of bone and mineral metabolism systematically (S)
 Describe rheumatic diseases

Final Draf t
Provide respectful care for patients coming with rheumatic diseases (A)
 Evaluate the patient with common rheumatic diseases systematically (S)
 Apply techniques of rheumatic diseases ( S)
 Evaluate the patient with rheumatic diseases systematically (S)
 Describe the common renal system diseases
 Provide respectful care for patients coming with renal system diseases (A)
 Evaluate the patient with common renal system diseases systematically (S)
 Apply techniques of imaging of renal system diseases ( S)
 Evaluate the patient with renal system diseases systematically (S)
 Identify neurological diseases
 Provide respectful care for patients coming with neurological diseases (A)
 Evaluate the patient with common neurological diseases systematically (S)
 Apply techniques of imaging of neurological diseases ( S)
 Evaluate the patient with neurological diseases systematically (S)
Prerequisite: None

89
 Hospital practice
 Text books
 Writing board
 Posters
 Anatomic models
 LCD Projector
 Formative
o Essay exams, quizzes, and practical test (direct observation of skills)
 Summative
o 2 Case Based Discussion (CBDs) – 20%
- Bone tumor Final Draf t
- Liver abscess
- Renal congenital anomalies
- Cystic kidney diseases
- seizures and epilepsy
- Tuberculosis
- Interstitial lung disease
- Congenital heart disease
- cirrhosis and its sequelae
- diseases of the gallbladder and bile ducts
- pituitary diseases
- Osteoporosis
- the spondyloarthropathies
- osteoarthritis
o Progressive/ Continuous assessment – 20%
o Final Written Examination – 60%
Module Policy
 Attendance: It is compulsory to attend both class lectures and Hospital clinical practice on time
and every time. If students are going to miss more than three classes/ hospital attachment days
during this semester, they will not be allowed to final assessment and next semester unless
otherwise proven by evidence per legislation requirement.
90
senate legislation.
Reference Books
1. API Text book of Medicine 10th edition
2. Harrison Text book of medicine 20th Edition
3.
Cecil Text book of Internal Medice 23rd edition
Module Schedule
Required
Week Learning Activity Reading
(Assignment)
Interactive Lecture and Discussion on [2 Hr] Reading
Week 1  History and Physical examination (1 hrs) Assignment on:
 Salmonella infections (Enterocolitis and Enteric Fever) (2 hrs) 
Demonstration on [1 Hr] Final Draf t
 History and Physical examination
Hospital practice on: [4 Hr]

 History and Physical examination
 Salmonella infections (Enterocolitis and Enteric Fever)
Reading
Interactive Lecture and Discussion on [ 6 Hr and 30 min] Assignment on:
 Relapsing fever and other borrelia infections [2 Hr] 
 Protozoal disease (4 hrs and 30 min)
 MALARIA
 LEISHMANIASIS
 TOXOPLASMOSIS
Week 2
 AMEBIASIS
 Relapsing fever and other borrelia infections
 Protozoal disease
91
Required
(Assignment)
 MALARIA
 LEISHMANIASIS
 TOXOPLASMOSIS
 AMEBIASIS
Interactive Lecture and Discussion on

 Protozoal disease (3 hrs and 30 min)
 TISSUE CESTODE (CYST) INFECTION

 SCHISTOSOMIASIS (BILHARZIASIS)
 ASCARIASIS
 STRONGYLOIDIASIS
 FILARIASIS
 Viral infection

Week 3 Final Draf t
 Protozoal disease
 TISSUE CESTODE (CYST) INFECTION

 SCHISTOSOMIASIS (BILHARZIASIS)
 ASCARIASIS
 STRONGYLOIDIASIS
 FILARIASIS
 Viral infection
Interactive Lecture and Discussion on (4 hr)

 Hematologic diseases
 Anemias, Polycythemias,Lymphadenopathy and splenomegaly,
Myeloproliferative disorders,Hemorrhagic disorders, Leukemia and
Week 4
Lymphoma
 Hematologic diseases
92
Required
(Assignment)
Anemias, Polycythemias,Lymphadenopathy and splenomegaly,
Myeloproliferative disorders,Hemorrhagic disorders, Leukemia and
Lymphoma
Interactive Lecture and Discussion on respiratory system (3 hours)

 Pneumonia, Lung abscess, Tuberculosis, Common fungal infections and
Asthma
Week 5
Pneumonia, Lung abscess, Tuberculosis, Common fungal infections and Asthma
Interactive Lecture and Discussion on respiratory system [3 Hrs.]

 Chronic obstructive pulmonary disease, Cystic fibrosis, Acute interstitial
pneumonia and Interstitial lung disease
Week 6
Chronic obstructive pulmonary disease, Cystic fibrosis, Acute interstitial

Final Draf t
pneumonia and Interstitial lung disease
Interactive Lecture and Discussion on respiratory system [3 Hrs.]

 Occupational pulmonary disorders, Pulmonary embolism, Diseases of the
diaphragm, chest wall, pleura, and mediastinum

Week 7
Occupational pulmonary disorders, Pulmonary embolism, Diseases of the
diaphragm, chest wall, pleura, and mediastinum
Seminar presentation on [1 Hrs.]

 Respiratory system
Interactive Lecture and Discussion on CVS [4 Hr]

 Heart failure, Diseases of the myocardium and endocardium, Pulmonary
hypertension, Congenital heart disease and Acute coronary syndrome
Week 8
Heart failure, Diseases of the myocardium and endocardium, Pulmonary
93
Required
(Assignment)
hypertension, Congenital heart disease and Acute coronary syndrome
Interactive Lecture and Discussion on CVS [3 Hr]

 Valvular heart disease, infective endocarditis, Rheumatic fever,
Pericardial disease and Diseases of the aorta
Week 9 Seminar presentation on [1 Hrs.]

 CVS
Valvular heart disease, infective endocarditis, Rheumatic fever, Pericardial disease

and Diseases of the aorta
Interactive Lecture and Discussion on GIT[3 Hr]

 diseases of the esophagus, acid peptic disease, inflammatory bowel disease,
acute viral hepatitis, chronic hepatitis; toxin- and drug induced liver
disease; and bacterial, parasitic, fungal, and granulomatous liver diseases
Final Draf t
Week 10
 Diseases of the esophagus, acid peptic disease, inflammatory bowel

disease, acute viral hepatitis, chronic hepatitis; toxin- and drug induced
liver disease; and bacterial, parasitic, fungal, and granulomatous liver
diseases
Interactive Lecture and Discussion on GIT [2 Hr]

 Alcoholic and nonalcoholic steatohepatitis; cirrhosis and its sequelae; and
diseases of the gallbladder and bile ducts
Seminar Presentation on [1 Hr]

Week 11
 GIT
Alcoholic and nonalcoholic steatohepatitis; cirrhosis and its sequelae; and diseases
of the gallbladder and bile ducts
94
Required
(Assignment)
Interactive Lecture and Discussion on [4 Hr]
 Endocrine system ( 1 hour)
 pituitary diseases, thyroid disease, adrenal diseases, the
parathyroid glands, hypercalcemia, and hypocalcemia
 Disease of Bone and mineral metabolism (1 hour)
 Osteoporosis, Osteomalacia and rickets and Paget's disease of
bone
 Rheumatic diseases(2 hours)
 Osteoarthritis, rheumatoid arthritis
Week 12 Hospital practice on: [4 Hr]
 Endocrine system ( 1 hour)

 pituitary diseases, thyroid disease, adrenal diseases, the
parathyroid glands, hypercalcemia, and hypocalcemia
 Disease of Bone and mineral metabolism (1 hour)
 Osteoporosis, Osteomalacia and rickets and Paget's disease of
bone
 Rheumatic diseases(2 hours)
Final Draf t
 Osteoarthritis, rheumatoid arthritis
Interactive Lecture and Discussion on [ 2 Hr]

 Rheumatic diseases
 the spondyloarthropathies and infections of bursae, joints, and
bones
Week 13 Seminar presentation [1 hour]

the spondyloarthropathies and infections of bursae, joints, and bones
Interactive Lecture and Discussion on renal system [3 Hr]

Week 14  Acute kidney injury,. chronic kidney disease, glomerular disorders and
nephrotic syndromes
95
Required
(Assignment)
Acute kidney injury,. chronic kidney disease, glomerular disorders and
nephrotic syndromes
Interactive Lecture and Discussion on renal system [3 Hr.]

 Obstructive uropathy, diabetes and the kidney, and vascular disorders of
the kidney
Week 15
Obstructive uropathy, diabetes and the kidney, and vascular disorders of the
kidney
Interactive Lecture and Discussion on renal system [2 Hr.]

 Nephrolithiasis and cystic kidney diseases
Seminar presentation [1 hour]

Week 16
 Renal system
Final Draf t

Nephrolithiasis and cystic kidney diseases
Interactive Lecture and Discussion on neurology [3 Hr.]

 Headaches and other head pain; alzheimer's disease and other dementias;
and seizures and epilepsy
Week 17
Headaches and other head pain; Alzheimer’s disease and other dementias; and
seizures and epilepsy

 Cerebrovascular disease; amyotrophic lateral sclerosis and other motor
neuron diseases; and multiple sclerosis and demyelinating conditions of
Week 18 the central nervous system
 Cerebrovascular disease; amyotrophic lateral sclerosis and other motor

neuron diseases; and multiple sclerosis and demyelinating conditions of
96
Required
(Assignment)
the central nervous system

 Meningitis: bacterial, viral, and other; and brain abscess and
parameningeal infections
Seminar presentation [1 hour]

Week 19
 Neurology
 Meningitis: bacterial, viral, and other; and brain abscess and

parameningeal infections
Week 20 Exam Week
Final Draf t
General surgery
Module Title: General Surgery

Module Code: SURGM-3072
Module ECTS: 8 ECTS
Module Description: This module is designed for BSc in Radiology Technology students to create a
learning opportunity on the approaches of surgical diseases. It provides information to equip Radiology
Technologists with surgical cases recognition skills in order to make radiography services more efficient
than and as fully functional as possible. On completion of all of the components of this module the trainee
will be able to explain surgical diseases that are pertinent to imaging. The areas covered by the module
include general surgery on orthopedics, Peripheral vascular diseases, Neck disease, Thyroid disease,
Abdominal Wall and Umbilicus, Parathyroids and Adrenals, Breast, Peritoneum, Abdominal Tuberculosis
Liver, Gallbladder, Pancreas, Spleen, Retroperitoneal Space, Hernia, Oesophagus ,Stomach Small
Intestine, Large Intestine, Intestinal Obstruction, Appendix ,Rectum and Anal Canal, Urology, Urinary
Bladder, Prostate, Urethra, Scrotum, Neurosurgery
This module will be addressed through interactive lecture, seminar presentation, case
presentation, independent learning, group discussion, video and clinical attachment.
97
Module Objective
At the end of this module, students will be able to identify surgical cases and apply the knowledge to
perform and interpret radiographic examinations.
Module Competencies
 Identify and diagnose surgical cases that needs diagnostic imaging
Learning Outcomes
 Describe the surgical anatomy of musculoskeletal system (K)
 Describe investigation options (the imaging techniques) of the musculoskeletal diseases -K
 Describe bone pathologies and their differential diagnosis (K)
 Provide respectful care for patients coming to orthopedics evaluation (A)
 Communicate effectively with colleagues and with patients (based if necessary) based on the
institutional protocols (S)
 Evaluate the patient with musculoskeletal diseases systematically (S)
 Revise the gross anatomy of the chest organs (K)
 Describe investigation options (the imaging techniques) of the chest diseases-K
 Describe the imaging techniques of the chest ( investigation)-K
 Describe the surgical anatomy of chest organs (K)
 Describe surgical diseases and their differential diagnosis (K)
 Provide respectful care for patients coming to abdomen examination (A)
Final Draf t
 Apply examination techniques of chest ( S)
 Evaluate the chest using physical examination systematically (S)
 Evaluate the patient with chest diseases systematically (S)
 Revise the gross anatomy of the abdominal organs (K)
 Describe investigation options (the imaging techniques) of the abdominal diseases Describe the
imaging techniques of the abdomen( investigation)-K
 Describe the surgical anatomy of abdominal organs (K)
 Provide respectful care for patients coming to abdomen examination (A)
 Apply examination techniques of Glands( thyroid, parathyroid, Breast) S)
 Evaluate the organs using physical examination systematically (S)
 Evaluate the patient with thyroid, breast and parathyroid diseases systematically (S)
 Revise the gross anatomy of the organs (K)
 Describe investigation options (the imaging techniques) of the thyroid, breast and parathyroid
diseases
 Describe the imaging techniques of the thyroid, breast and parathyroid diseases ( investigation)-K
98
 Describe the surgical anatomy of thyroid, breast and parathyroi organs (K)
 Provide respectful care for patients coming to thyroid, breast and parathyroid examination (A)
 Apply examination techniques of thyroid, breast and parathyroid (S)
 Evaluate the thyroid, breast and parathyroid diseases by physical examination systematically (S)
 Revise the gross anatomy of the renal system (K)
 Describe investigation options (the imaging techniques) of the urology
 Describe the imaging techniques of the renal system( investigation)-K
 Describe the surgical anatomy of renal system (K)
 Provide respectful care for patients coming for examination (A)
 Revise the gross anatomy of the brain (K)
 Describe investigation options (the imaging techniques) of the neurosurgery
 Describe the imaging techniques of the brain( investigation)-K
 Describe the surgical anatomy of brain (K)
 Provide respectful care for patients coming to neurology examination (A)

Final Draf t
Communicate effectively with colleagues and with patients (based if necessary) based on the
Prerequisite: None
Interactive lecture and discussion
Small group discussion
Role play
Case study
Video show
Demonstration (at skills lab and Basic Sciences lab)
Guided clinical practice
Seminar
Inter-professional learning experience in the clinics, and community practice
Seminar Presentations
Learning guides and checklists
Text books
Reference manual
Writing board
Posters
Anatomic models
LCD Projector
White board, marker
99
Laptop and Videotapes
Stethoscope
Formative
Drills, essay exams, quizzes, and practical test (direct observation of skills)
Structured feedback report
Oral exam
Logbook
And other assessment methods
Summative
4 Case Based Discussions (CBDs) – 20%
- Hydrocephalus
- Brain tumor
- Pituitary tumor
- Pneumothorax
- Cardiac tamponade
- Bone tumor
- Intestinal obstruction
- Obstructive uropathy
- Pancreatic head tumor
Progressive/ Continuous assessment – 10%
Structured Oral Examination - 10%
Final Written Examination – 60%
Module Policy
Attendance: It is compulsory to attend both SDL and Hospital clinical practice on time and every time.
Final Draf t
If students are going to miss more than three classes/ hospital attachment days during this semester,
they will not be allowed to final assessment and next semester unless otherwise proven by evidence per
legislation requirement.
Assignments: Students must complete module assignments and work based assessments on time.
Uncompleted work-based assessments and assignments will result in Incomplete (I) grade submissions to
registrar. Further consecutive procedures will be handled in line with institutional senate legislation.
Reference Books
 SRB’s Manual of Surgery -Sriram Bhat M ,Department of Surgery Kasturba Medical College
Mangalore, Karnataka, India
 Bailey and Love’s short practice of surgery 25th edition
 Current essential of orthopedics Harry B. skinner, Michael Fitzpatrick
100
Module Schedule
Duration: 19 Weeks (Interactive Lecture and Hospital Practice will be Parallel to Classroom-based
teaching )
Required Reading
(Assignment)
Reading Assignment
Week 1 Interactive Lecture and Discussion on general surgery [3Hrs.] on:
 Shock
 History and Physical examination,
 Wounds and Wound Healing,
 Ulcer
 Shock
 Burns
 Trauma
Seminar on General surgery [30 min.]

 Ulcer
 Shock
 Burns
 Trauma Final Draf t
Demonstration on [30min.]

 Ulcer
 Shock
 Burns
 Trauma

 Ulcer
 Shock
 Burns
Trauma
101
Required Reading
(Assignment)
Interactive Lecture on Orthopedics [4Hrs.] Reading Assignment
Week 2 on:
 Congenital bone disorders  Congenital bone
 Fractures disorders
 Bone infections
 Osteopenia
 Bone tumor
Seminar on: [1Hrs.]

 Congenital bone disorders
 Fractures
 Bone infections
 Osteopenia
 Bone tumor
 Congenital bone disorders

Week 3  Fractures 
 Bone infections
 Osteopenia Final Draf t
Bone tumor
102
Required Reading
(Assignment)
Interactive Lecture on neck disease: [2:30Hrs.]
 Cervical Rib
 Branchial Cyst
 Branchial Fistula
 Cystic Hygroma
 Ludwig’s Angina
 Parapharyngeal Abscess,
 Retropharyngeal Abscess,
 Carotid Body Tumour,
 Tuberculous Lymphadenitis
Seminar on: [30min.]

 Cervical Rib
 Branchial Cyst Retropharyngeal
 Branchial Fistula Abscess,
 Cystic Hygroma
 Ludwig’s Angina
 Parapharyngeal Abscess,
 Retropharyngeal Abscess,
 Carotid Body Tumour,
 Tuberculous Lymphadenitis
Final Draf t
 Neck Disease
Interactive Lecture on Breast ( 2 hours)

 Fibroadenoma
 Phyllodes Tumour
 breast infections
 Antibioma
 Duct Ectasia
 Mondor’s Disease
 Breast Cysts
Week 4  Galactorrhoea
 Gynaecomastia
 Duct Papilloma
 Carcinoma Breast
103
Required Reading
(Assignment)
Interactive Lecture on Peripheral vascular disease[2 Hr]
 (Arterial diseases and Venous diseases) [1Hrs.]
 Seminar on Arterial diseases and Venous diseases[1Hrs.]
 Brest disease and peripheral arterial disease
Interactive Lecture on Thyroid :[3Hrs.]

 Congenital Anomalies,
 Classification of Goitre,
 Diffuse Hyperplastic Goitre
 Nodular Goitre,
 Discrete Thyroid Nodule,
 Solitary Thyroid Nodule
 Retrosternal Goitre,
 Thyrotoxicosis and Hyperthyroidism,
 Thyroid Neoplasms,
 Hashimoto’s Thyroiditis
 Hypothyroidism and Recurrent Laryngeal Nerve Palsy
Final Draf t
 Retrosternal Goitre,
Week 5 Interactive Lecture on Parathyroids and Adrenals[1Hrs.]  Pheochromocytoma
 Hyperparathyroidism ,
 Hypoparathyroidism,Tetany
 Adrenal Cortical Tumour
 Adrenocortical Carcinoma
 Cushing’s Syndrome
 Conn’s Syndrome
 Neuroblastoma
 Pheochromocytoma
 Thyroid Diseases
 Parathyroids and Adrenal disease
104
Required Reading
(Assignment)
Interactive Lecture on Thorax [4Hrs.]

 Chest Injuries
 Fracture Ribs
 Flail Chest and Stove in Chest
 Pneumothorax
 Tension Pneumothorax
 Haemothorax
 Empyema
 Lung Abscess  Chest Injuries
Week 6  Mediastinal Tumours
 Thymomas
 Pancoast Tumours
 Chest Wall Tumours
 Pericarditis
 Cardiac Tamponade
 Diaphragmatic Hernia

 Thorax
Seminar on [1Hrs.]
 Chest Injuries Final Draf t
 Flail Chest and Stove in Chest

 Pneumothorax
 Haemothorax
 Empyema
 Mediastinal Tumours
 Thymomas
 Pancoast Tumours
 Cardiac Tamponade
 Diaphragmatic Hernia
Seminar on Abdominal Wall and Umbilicus [1Hrs.]  Patent Urachus
Week 7  Diseases of the Umbilicus
 Umbilical Sinus
 Umbilical Fistula
 Patent Urachus
 Omphalocele
 Exomphalos
 Gastroschisis
 Abdominal Wall Abscess
Seminar on Peritoneum[2Hrs.]
 Acute Peritonitis
 Spontaneous Bacterial Peritonitis
 Sclerosing Peritonitis
105
Required Reading
(Assignment)
 Pelvic Abscess
 Subphrenic Spaces and Subphrenic Abscess
 Mesenteric Cysts
 Acute Mesenteric Lymphadenitis
 Mesenteric Malignancy
 Peritoneal Malignancy

 Abdominal Wall and Umbilicus
 Peritoneum
Interactive Lecture on Liver [4Hrs.]
 Infections of Liver
 Liver Tumours
 Liver Cysts
 Budd-Chiari’s Syndrome
 Hepatic Failure  Budd-Chiari’s
Week 8  Portal Hypertension Syndrome
 Oesophageal Varices
 Ascites
 Liver Injury Final Draf t

 Disease of Liver
Interactive lecture on Gall Bladder[4Hrs.]
 Congenital Anomalies of Gallbladder
 Choledochal Cysts
 Caroli’s Disease
 Biliary Atresia
 Gallstones
 Acute Cholecystitis
 Acute Acalculous Cholecystitis
 Empyema Gallbladder
Week 9  Mucocele of the Gallbladder Caroli’s Disease
 Chronic Cholecystitis
 Choledocholithiasis
 CBD Strictures and Sclerosing Cholangitis
 Gallbladder Polyp
 Carcinoma Gallbladder and Cholangiocarcinoma
 Gallstone Ileus and Hemobilia

 Disease of gallbladder
106
Required Reading
(Assignment)
Interactive lecture on Pancreases [2Hrs.]
 Acute Pancreatitis
 Complications of Acute Pancreatitis
 Pseudocyst of Pancreas
 Chronic Pancreatitis
 Pancreatic Tumours
 Annular Pancreas
 Pancreatic Divisum
 Pancreatic Calculus
 Pancreatic Ascites
 Pancreatic Abscess  Hypersplenism
 Pancreatic Necrosis  Pseudocyst of
Week  Pancreatic Trauma
10 Pancreas
 Cystic Lesions of Pancreas
Interactive lecture on Spleen [2Hrs.]
 Splenomegaly
 Splenic Artery Aneurysm
 Splenic Abscess
 Hypersplenism
 Splenic Cyst
 Splenic Injury Final Draf t

 Disease of Pancreases
 Disease of Spleen
Seminar on Retroperitoneal Space[1Hrs.]

 Retroperitoneal Fibrosis
 Retroperitoneal Swellings
 Retroperitoneal Tumours
 Psoas Abscess
Week Seminar on Hernia [2 Hrs.]
11
 Parts of Hernia
 Classifcation and types of Hernia
 Retroperitoneal Space
 Hernia
107
Required Reading
(Assignment)
Interactive lecture on Esophagus [4 Hrs.]
 Lower Oesophageal Sphincter
 Gastro-oesophageal Reflux Disease
 Hiatus Hernia
 Rolling Hernia
 Barrett’s Oesophagus
 Oesophageal Motility Disorders
 Corrosive Stricture of Oesophagus
 Oesophageal
 Boerhaave’s Syndrome
Week Motility
12  Mallory-Weiss Syndrome
Disorders
 Tracheo-oesophageal Fistula
 Oesophageal Diverticulum
 Carcinoma Oesophagus
 Oesophageal Perforation
 Foreign Body Oesophagus

 Disease of Esophagus
Interactive lecture on Stomach [2 Hrs.]

 Congenital Hypertrophic Pyloric StenosisFinal Draf t
 Gastritis
 PUD
 Pyloric Stenosis due to Chronic Duodenal Ulcer
 Perforated Peptic Ulcer
 Bleeding Gastric Ulcer
 Gastric Volvulus
 Gastric Polyp
 Duodenal Diverticula
 Carcinoma Stomach
Week 13 Interactive lecture on Small Intestine [2 Hrs.]
 Meckel’s Diverticulum
 Surgical Complications of Roundworm
 Mesenteric Vessel Ischaemia
 Necrotising Enterocolitis
 Small Bowel Tumours
 Short Bowel Syndrome
 Enteric/Gastrointestinal Fistula

 Disease of Stomach
 Disease of Small Intestine
108
Required Reading
(Assignment)
Interactive lecture on large Intestine [2 Hrs.]
 Hirschsprung’s Disease
 Diverticular Disease of the Colon
 Ulcerative Colitis
 Ischaemic Colitis
 Ischaemic Colitis
 Pseudomembranous Colitis
 Surgical Complications of Intestinal Amoebiasis
 Tumours of Colon
Interactive lecture on Intestinal Obstruction [2 Hrs.]

Week  Dynamic and adynamic Intestinal Obstruction
14  Intussusception
 Volvulus
 Duodenal Atresia
 Small Intestine Atresia
 Volvulus
 Malrotation
 Meconium Ileus

 Intestinal Obstruction
 large Intestine diseases
Final Draf t
Seminar on Abdominal Tuberculosis [1 Hrs.]

 Ileocaecal Tuberculosis
 Ileal Tuberculosis
 Peritoneal Tuberculosis
 Tuberculous Mesenteric Lymphadenitis
 Ano-recto-sigmoidal Tuberculosis
Interactive lecture on Appendix[1 Hrs.]
 Duplication of Appendix
 Acute Appendicitis
 Appendicular Mass
Week
 Appendicular Abscess
15
 Mucocele of Appendix
 Neoplasms of the Appendix
Seminar on Rectum and Anal Canal [2 Hrs.]
 Carcinoma Rectum
 Rectal Prolapse
 Pilonidal Sinus
 Piles/Haemorrhoids
 Anal Fissure
 Anorectal Abscess
 Fistula-In-Ano
109
Required Reading
(Assignment)
 Anorectal Strictures
 Condyloma Acuminata
 Malignant Tumours of Anal Area
 Gastrointestinal Haemorrhage
– Upper GI Bleed
– Lower GI Bleed

 Abdominal Tuberculosis
 Rectum and Anal Canal
 Appendix
Interactive lecture on Urology [4 Hrs.]

 Congenital renal disease
 Cystic Diseases of the Kidney
 Hydronephrosis
 Renal Calculus
 Ureteric Calculi
 Staghom Calculus
 Tumours of Kidney
 Final Draf t
Seminar on [1 Hrs.]
Week Tumours of Kidney
16  Renal Tuberculosis
 Injuries to Kindney

 Congenital renal disease
 Cystic Diseases of the Kidney
 Hydronephrosis
 Renal Calculus
 Ureteric Calculi
 Staghom Calculus
 Tumours of Kidney
Interactive lecture on Urinary Bladder [2 Hrs.]
 Ectopia Vesicae
 Urachal Anomalies
 Vesical Calculus
Week  Cystitis
17  Schistosoma Haematobium
 Bladder Tumours
 Rupture Bladder
 Neurogenic Bladder
 Vesicoureteric Reflux
110
Required Reading
(Assignment)
 Bladder Diverticula and Urinary Fistulas
Seminar on Urethra [1 Hrs.]

 Urethral Injury
 Stricture Urethra
 Hypospadias
 Epispadias
 Posterior Urethral Valve
 Urethral Calculi
 Urethritis
 Extravasation of Urine
Seminar on Prostate [1 Hrs.]
 Benign Prostatic Hyperplasia
 Prostatitis
 Bladder Outlet Obstruction
 Carcinoma Prostate
 Urethral Injury
 Stricture Urethra
 Hypospadias
 Epispadias Final Draf t
 Posterior Urethral Valve

 Urethral Calculi
 Urethritis
 Extravasation of Urine
Interactive lecture on Scrotum [4 Hrs.]
 Fournier's Gangrene
 Hydrocele
 Haematocele
 Pyocele
 Cyst of Epididymis
 Epedidmoorchitis
Week  Spermatocele
18  Varicocele
 Head Injuries
 Extradural Haematoma
 Subdural Haematoma
 Subarachnoid Haemorrhage
 Depressed Skull Fracture
 Hydrocephalus
111
Required Reading
(Assignment)
 Fournier's Gangrene
 Hydrocele
 Haematocele
 Pyocele
 Cyst of Epididymis
 Epedidmoorchitis
 Spermatocele
 Varicocele
 Head Injuries
 Extradural Haematoma
 Subdural Haematoma
 Subarachnoid Haemorrhage
 Depressed Skull Fracture
 Hydrocephalus
Interactive lecture on [4 Hrs.]
 Intracranial Abscess
 Intracranial Aneurysms
Intracranial Tumours
 Pituitary Tumours and Craniopharyngiomas
 Spinal Dysraphism
Final Draf t
 Meningocele and Spina Bifida

 Intervertebral Disc Prolapse
 Tuberculosis of Spine
Week  Spinal Tumours Space occupying
19 Hospital practice on: [4 Hr] lesions
 Pituitary Tumours
 Craniopharyngiomas
 Spinal Dysraphism
 Meningocele
 Spina Bifida
 Intervertebral Disc Prolapse
 Tuberculosis of Spine
 Spinal Tumours
Week Examination Week

20
112
1. Routine Image Interpretation
Module Title: Radiographic Image Interpretation

Module Code: RADTM-3081
Module Description: This module is designed for BSc in Radiology Technology students to
create a learning opportunity on the approaches of interpretation of routine radiological images.
It provides information to equip Radiology Technologists with X-ray pattern recognition skills in
order to make radiography services more efficient than and as fully functional as possible. On
completion of all of the components of this module the trainee will be able to fill in structured
pattern recognition protocol form for a given part of the body. The areas covered by the module
include chest x-ray images, musculoskeletal x-ray images and abdominal x-ray images.
This module will be addressed through interactive lecture, seminar presentation, case
presentation, independent learning, group discussion, video and clinical attachment.
Module Objective
At the end of this module, students will be able to interpret routine radiographic images.
Final Draf t
Module Competencies
 Interpret routine radiographic images
Learning Outcomes
 Revise the gross anatomy of the chest (K)

 Describe the imaging techniques of the chest (equipment, imaging and positioning)-K
 Identify image quality, exposure techniques and causes of radiographic artifacts on chest x-ray (K)
 Describe the radiological anatomy of chest x-ray (K)
 Describe the radiological pathologies and their differential diagnosis on chest x-ray (K)
 Review of previous chest x-ray film images from archive/SDL (K)
 Provide respectful care for patients coming to chest x-ray examination (A)
 Communicate effectively with colleagues and with patients (if necessary) based on the institutional
protocols (S)
 Apply image viewing techniques of chest x-ray (S)
 Evaluate the chest x-ray radiographic image systematically (S)
 Write a report of normal, abnormal and its differential diagnosis findings of chest x-ray images (S)
 Revise the gross anatomy of the musculoskeletal (K)
113
 Describe the imaging techniques of the musculoskeletal (equipment, imaging and positioning)-K
 Identify image quality, exposure techniques and causes of radiographic artifacts on musculoskeletal
x-ray images (K)
 Describe the radiological anatomy of musculoskeletal on x-ray images (K)
 Describe the radiological pathologies and their differential diagnosis on musculoskeletal x-ray
images (K)
 Review of previous musculoskeletal x-ray film images from archive/SDL (K)
 Provide respectful care for patients coming to musculoskeletal x-ray examination (A)
 Evaluate the musculoskeletal x-ray radiographic images systematically (S)
 Apply image viewing techniques of musculoskeletal x-ray images (S)
 Write a report of normal, abnormal and its differential diagnosis findings of musculoskeletal x-ray
images S)
 Revise the gross anatomy of the abdomen (K)
 Describe the imaging techniques of the abdomen (equipment, imaging and positioning)-K
 Identify image quality, exposure techniques and causes of radiographic artifacts on abdomen x-ray
(K)
 Describe the radiological anatomy of abdominal x-ray (K)
 Describe the radiological pathologies and their differential diagnosis on abdomen x-ray (K)
 Review of previous abdomen x-ray film images from archive/SDL (K)
 Provide respectful care for patients coming to abdomen x-ray examination (A)
Final Draf t
 Apply image viewing techniques of abdominal x-ray (S)
 Evaluate the abdomen x-ray radiographic image systematically (S)
 Write a report of normal, abnormal and its differential diagnosis findings of abdomen x-ray image
images (S)
Prerequisite: None
Interactive lecture and discussion
Small group discussion
Role play
Case study
Video show
Demonstration (at skills lab and Basic Sciences lab)
Guided clinical practice
Seminar
Inter-professional learning experience in the clinics, and community practice
Seminar Presentations
114
Learning guides and checklists
Text books
Reference manual
Writing board
Posters
Anatomic models
LCD Projector
White board, marker
Laptop and Videotapes
Formative
Drills, essay exams, quizzes, and practical test (direct observation of skills)
Structured feedback report
Oral exam
Logbook
And other assessment methods
Summative
4 Direct Observations of Procedures (DOPs) – 10%
- Evaluate chest x ray image quality
- Interpret bone tumor
- Interpret Bone fracture
- Interpret osteomyelitis
- Report lung TB
- Interpret pleural effusion Final Draf t
- Interpret pneumonia
- Interpret bowel obstruction
4 Case Based Discussions (CBDs) – 10%
- Aspergilosis
- Bronchogenic CA
- Retrosternal goiter
- Pneumothorax
- Mesothelioma
- Sclerosing osteomyelitis of garre
- Maffuccis Syndrom
- Paralytic illues
- Toxic megacolon
2 Practical Clinical Evaluations/ Mini-CEX – 20%
- Chest x ray interpretation
- Upper extremities x ray interpretation
- Lower extremities x ray interpretation
- Vertebral x ray interpretation
- Ribs and sternum interpretation
- Skull x ray interpretation
- Abdominal x ray interpretation
Progressive/ Continuous assessment – 10%
Structured Oral Examination - 10%
Final Written Examination – 40%
115
Module Policy
Attendance: It is compulsory to attend both SDL and Hospital clinical practice on time and every time.
If students are going to miss more than three classes/ hospital attachment days during this semester,
they will not be allowed to final assessment and next semester unless otherwise proven by evidence per
Assignments: Students must complete module assignments and work based assessments on time.
Uncompleted work-based assessments and assignments will result in Incomplete (I) grade submissions to
registrar. Further consecutive procedures will be handled in line with institutional senate legislation.
Reference Books
Andy Adam, A. D.-P. (2014). Grainger & Allison's Diagnostic Radiology. Churchill Livingstone.
Martensen, K. M. (2016). Radiographic Image Analysis. Saunders.
William E Brant, C. H. (2012). Fundamentals of Diagnostic Radiology - 4 Volume Set.
LIPPINCOTT WILLIAMS & WILKINS.
Module Schedule
Duration: 20 Weeks (Hospital Practice will be Parallel to Classroom-based teaching and 6 week
hospital practice on radiographic image interpretation in block form)
Required
Final Draf t
(Assignment)
Reading
Week 1 Interactive Lecture and Discussion on radiological anatomy of chest x- Assignment on:
ray[3Hrs.]
Seminar on the imaging techniques of the chest (equipment, imaging and

positioning) [1Hrs.]
Group assignment presentation on gross anatomy of the chest [40min.]
Identify image quality, exposure techniques and causes of radiographic artifacts on

chest x-ray[30min.]
Hospital practice on [12Hrs.]
 radiological anatomy of chest x-ray
Interactive Lecture on the radiological anatomy of chest x-ray[3Hrs.] Reading

Week 2 Assignment on:
Interactive Lecture on radiological pathologies and their differential diagnosis on
chest x-ray[2Hrs.]
 the radiological anatomy of chest x-ray
116
Required
(Assignment)

chest x-ray[5Hrs.]
Video on [20 min.]

Week 3  radiological pathologies and their differential diagnosis on chest x-ray
 radiological pathologies and their differential diagnosis on chest x-ray

chest x-ray[5Hrs.]
Video on [20 min.]

Week 4
Final Draf t

chest x-ray[5Hrs.]
Video on [20 min.]

Week 5

radiological pathologies and their differential diagnosis on chest x-ray
Group discussion on radiological pathologies and their differential diagnosis on

chest x-ray(1hours)
Case presentation on radiological pathologies and their differential diagnosis on chest
x-ray(1hours)
Group discussion Provide respectful care for patients coming to chest x-ray
examination(10 min)
Group discussion Provide respectful care for patients coming to chest x-ray
Week 6 examination(10 min)
Group discussion Communicate effectively with colleagues and with patients (if
necessary) based on the institutional protocols(10 min)
Demonstration on image viewing techniques of chest x-ray(20 min)
Group discussion Evaluate the chest x-ray radiographic image systematically
(1hours).
117
Required
(Assignment)
Interactive Lecture on Write a report of normal, abnormal and its differential
diagnosis findings of chest x-ray images(3hr]
Demonstration on Evaluate the chest x-ray radiographic image systematically
(2hr]
Week 7
 How to Write a report of normal, abnormal and its differential diagnosis

findings of chest x-ray images
Group Discussion on Write a report of normal, abnormal and its differential

diagnosis findings of chest x-ray images (30 min.)
Case study on Write a report of normal, abnormal and its differential diagnosis findings
of chest x-ray images(1hr]
Group Discussion on gross anatomy of the musculoskeletal(1hr]
Seminar on imaging techniques of the musculoskeletal (equipment, imaging and
positioning)(1hr]
Group Discussion on Identify image quality, exposure techniques and causes of
Week 8
radiographic artifacts on musculoskeletal x-ray images(50 min)
Interactive lecture on the radiological anatomy of musculoskeletal on x-ray
images(1hr]
 How to Write a report of normal, abnormal and its differential diagnosis

Final Draf t
findings of chest x-ray images

images(5hr]
Week 9 Hospital practice on [12Hrs.]
 radiological anatomy of musculoskeletal on x-ray images

images(2hr]
Interactive lecture on radiological pathologies and their differential diagnosis on
Week musculoskeletal x-ray images(3 hours)
10
 radiological anatomy of musculoskeletal on x-ray images
musculoskeletal x-ray images(5 hours)
Video on [20 min.]
Week  radiological pathologies and their differential diagnosis on musculoskeletal x-
11 ray images
 radiological pathologies and their differential diagnosis on musculoskeletal x-
ray images
118
Required
(Assignment)

Week Video on [20 min.]

12  radiological pathologies and their differential diagnosis on musculoskeletal x-
ray images

ray images


13
ray images
ray images
Demonstration on Evaluate the musculoskeletal x-ray radiographic images

Final Draf t
systematically (2 hr)
Week Group Discussion on radiological pathologies and their differential diagnosis on

14
Group Discussion on Provide respectful care for patients coming to musculoskeletal x-
ray examination (10 min.)
Group Discussion on Communicate effectively with colleagues and with patients
(based if necessary) based on the institutional protocols (10min.)
Group Discussion on Evaluate the musculoskeletal x-ray radiographic images systematically (1 hr)
Interactive lecture on Write a report of normal, abnormal and its differential diagnosis findings of
musculoskeletal x-ray images(2 hr)
Week Case Study on Write a report of normal, abnormal and its differential diagnosis findings of musculoskeletal x-
15 ray images(2 hr)
 How to Write a report of normal, abnormal and its differential diagnosis findings of musculoskeletal x-
ray images
119
Required
(Assignment)

diagnosis findings of musculoskeletal x-ray images(30 minutes)
Group Discussion on gross anatomy of the abdomen(50 minutes)
Seminar on imaging techniques of the abdomen (equipment, imaging and positioning)

Week Simulation based education and case presentation on different pathologies could be
16 diagnosed by Myelography (1 hr)
Group Discussion on Identify image quality, exposure techniques and causes of
radiographic artifacts on abdomen x-ray(30 minutes)
Interactive lecture on radiological anatomy of abdominal x-ray(2 hr)

 radiological anatomy of abdominal x-ray
Interactive lecture on radiological anatomy of abdominal x-ray(3 hr)

abdomen x-ray(2 hours)
Video on [30 min.]
Week  radiological pathologies and their differential diagnosis on abdomen x-ray

17
Final Draf t
 radiological anatomy of abdominal x-ray
 radiological pathologies and their differential diagnosis on abdomen x-ray


18

Group Discussion on radiological pathologies and their differential diagnosis on
Week
Group Discussion on Provide respectful care for patients coming to abdomen x-ray
19
examination (10 min.)
Group Discussion on Communicate effectively with colleagues and with patients
(based if necessary) based on the institutional protocols (10 min.)
Group Discussion on Evaluate the abdomen x-ray radiographic image
120
Required
(Assignment)
systematically (20 min.)
Demonstration on Evaluate the abdomen x-ray radiographic image

systematically (1 hours)
Instructive lecture on Write a report of normal, abnormal and its differential
diagnosis findings of abdomen x-ray image images(1 hours)
diagnosis findings of abdomen x-ray image images(30 min.)
Case study on Write a report of normal, abnormal and its differential diagnosis
findings of abdomen x-ray image images(1 hours)
Week
20
 Write a report of normal, abnormal and its differential diagnosis findings of

abdomen x-ray image images
Examination Week
Final Draf t
121
Year Two Modules Syllabi
1. Pediatrics Module
2. Abdominopelvic US Module
3. Special radiographic procedures Module
4. Computer Application to Radiology Technology
5. Measurements of Health and Disease
6. Health Promotion & Disease Prevention Module
7. Gynecology and Obstetrics Module
8. Ultrasound of Gynecology & Obstetrics Module
9. Quality Assurance and Safety Module
10. Leadership and Management
11. Research Methodology
1. Pediatrics module
Module Title: Pediatrics module
Module Code: PediM-4122

Module ECTS: 5 ETCS
Module Duration: 18 weeks
- Module Description: This module is designed for post basic BSc Medical Radiology
Technology students to create a learning opportunity on the normal and abnormal growth, the
normal development and behavioral disorders, the common infections and disorder of respiratory
system, diseases of cardiovascular system, disease of the gastrointestinal system, disorders of
kidney and urinary tract, endocrine and metabolic disorders, common diseases of the central
nervous system in pediatrics, Childhood Malignancies, rheumatological disorders, hematologic
disorders in pediatrics, describe the different types of cares given for new born infant, explain the
common infections and describe the common congenital malformation & metabolic disorders in
new born infants.
Module Objective
At the end of this module, students will be able to identify childhood diseases which are pertinent to
imaging.
Module Competencies
 Provide Compassionated and respect full healthcare services

 Communicate effectively with patients and other healthcare providers
122
Learning Outcomes
- Explain Normal growth and disorder in pediatrics (K)
- Describes the Normal development and Behavioral disorders in pediatrics (K)
- Describe the different types of cares given for new born infant (K)
- Provide respectful care for patients coming to abdomen examination (A)
- Evaluate the patient with growth disorder systematically (S)
- Communicate effectively with colleagues and with patients (based if necessary) based on the
- Explain the common infections in new born infant (K)
- Describe the common congenital malformation & metabolic disorders in new born infants (K)
- Describe the imaging techniques of the congenital malformation -K
- Provide respectful care for patients coming with congenital malformation (A)
- Evaluate the patient congenital malformation using physical examination systematically (S)
- Communicate effectively with colleagues and with patients (based if necessary) based on the
- Explain the common infections in pediatrics (K)
- Describe investigation options (the imaging techniques) of the infectious diseases-K
- Describe the imaging techniques of infections ( investigation)-K
- Provide respectful care for patients coming with infections (A)
- Evaluate the patient with common infection systematically (S)
- Apply techniques of infection prevention methods ( S)
- Evaluate the patient with infectious diseases systematically (S)
- Describe the common diseases of respiratory system in pediatrics (K)
- Provide respectful care for patients coming with respiratory diseases(A)
- Evaluate the patient with common respiratory disease systematically (S)
- Apply techniques of imaging methods for respiratory disease( s)
- Explain the common diseases of cardiovascular system in pediatrics (K)
- Provide respectful care for patients coming with CVS diseases(A)
- Evaluate the patient with common cardiovascular disease systematically (S)
- Apply techniques of imaging methods for cardiovascular disease( s)
- Describe the common disease of the gastrointestinal system in pediatrics (K)
- Provide respectful care for patients coming with gastrointestinal diseases(A)
- Evaluate the patient with common gastrointestinal disease systematically (S)
- Apply techniques of imaging methods for gastrointestinal disease( s)
- Explain the disorders of kidney and urinary Tract in pediatrics (K)
- Provide respectful care for patients coming with disorders of kidney and urinary Tract (A)
- Evaluate the patient with common disorders of kidney and urinary Tract systematically (S)
- Apply techniques of imaging methods for disorders of kidney and urinary Tract disease( s)
- Discus the common endocrine and metabolic disorders in pediatrics (K)
- Discus the common endocrine and metabolic disorders in pediatrics (K)
- Provide respectful care for patients coming with common endocrine and metabolic disorders in
pediatrics (A)
- Evaluate the patient with common endocrine and metabolic disorders in pediatrics (S)
123
- Apply techniques of imaging methods for common endocrine and metabolic disorders in
pediatrics ( s)
- Discus the common pathologies of the central nervous system in pediatrics (K)
- Provide respectful care for patients coming with central nervous system in pediatrics (A)
- Evaluate the patient with common central nervous system in pediatrics systematically (S)
- Apply techniques of imaging methods for central nervous system in pediatrics ( s)
- Discus the common Childhood Malignancies in pediatrics (K)
- Provide respectful care for patients coming with common Childhood Malignancies in pediatrics
(A)
- Evaluate the patient with common Childhood Malignancies in pediatrics systematically (S)
- Apply techniques of imaging methods for common Childhood Malignancies in pediatrics ( s)
- Explain the common rheumatological disorders in pediatrics (K)
- Provide respectful care for patients coming with common rheumatological disorders in pediatrics
( (A)
- Evaluate the patient with common rheumatological disorders in pediatrics ( systematically (S)
- Apply techniques of imaging methods for common rheumatologic disorders in pediatrics ( ( s)
- Describe the common hematologic disorders in pediatrics (K)
- Provide respectful care for patients coming with common hematologic disorders in pediatrics (
(A)
- Evaluate the patient with common hematologic disorders in pediatrics ( systematically (S)
- Apply techniques of imaging methods for common hematologic disorders in pediatrics ( s)
Prerequisite: None

 Role play
 Case presentation
 Video show
 Demonstration in SDL
 Hospital guided clinical practice
 Seminar
 Group assignment
 Independent learning
 Text books
 Writing board
 LCD Projector
124
 Laser pointer
 Formative
o Essay exams, written exam, quizzes, and practical exam
o Oral exam
o Logbook
o Portfolio
o Checklist
 Summative
- Leshmaniasis
- Malaria
- Common neonatal conditions
- Leukemia and lymphoma
- Child hood malignances
o Structured Oral Examination - 10%
Module Policy
 Attendance: It is compulsory to attend both demonstration class and hospital clinical practice on
time and every time. If students are going to miss more than ten hours in theory class and or more
than three days of hospital attachment schedule during clinical practice, they will not be allowed
to seat for final practical/written exam unless otherwise proven by evidence per legislation
requirement.
Reference Books
 Current diagnosis & treatment pediatrics 19th e d i t i o n
 Nelson essential pediatrics 20th edition
125
Module Schedule
Required Reading
(Assignment)
Interactive lecture on normal growth and its disorders (1 Hr.)
 Somatic growth
Week 1  Assessment of physical growth
 Disorders of growth
 Abnormalities of head size and shape
Interactive lecture on development (1 hour)
 Normal development
 Behavioral disorders
Interactive lecture on Newborn Infants (1 hours)
 Routine care
 Thermal protection
 Kangaroo mother care
 Care of low birth weight babies
 Hospital guided practice on normal growth and its disorders,
development and Newborn Infants care(4hr)
Interactive lecture on Newborn Infants (3 hours)
 Infections in the neonates

Week 2  Perinatal asphyxia
 Respiratory distress
 Jaundice
 NEC
 MAS
 Hospital guided practice on Newborn Infants infections (4hr)
Seminar on (1 Hr.)
 Congenital malformations
 Metabolic disorders
Interactive lecture on infections and Infestations (2 hours)

Week 3  Fever
 Common viral infections
 Viral hepatitis
 Human immunodeficiency virus (HIV)
126
Required Reading
(Assignment)
Hospital guided practice on infections and Infestations (4hr)
 Common bacterial infections

 Tuberculosis
Week 4  Fungal infections
 Protozoal infections
 Hospital guided practice on infections and Infestations (4hr)
 Congenital and perinatal infections

 Helminthic infestations
Interactive lecture on disorders of Respiratory System (2 hours)

Week 5  Common respiratory symptoms
 Diseases of the larynx and trachea
 Respiratory tract infections
 Hospital guided practice on infections , Infestations and disorder of

respiratory system (4hr)
Week 6 Interactive lecture on disorders of Respiratory System (3 hours)
 Bronchial asthma
 Foreign body aspiration
 Lung abscess
 Bronchiectasis
 Cystic fibrosis
 Hospital guided practice on disorder of respiratory system (4hr)
Interactive lecture on disorders of Respiratory System (1 hours)
 Acute respiratory distress syndrome (ARDS)
Interactive lecture on disorders of Cardiovascular system ( 2 hours)

Week 7
 Congestive heart failure
 Congenital heart disease
 Obstructive lesions
127
Required Reading
(Assignment)
Hospital guided practice on Respiratory and cardiovascular system (4hr)
Interactive lecture on disorders of Cardiovascular system (2 hours)
 Rheumatic fever and rheumatic heart disease

 Infective endocarditis
 Myocardial diseases
 Pericardial diseases
Week 8
Seminar on (1 Hr.)
 Pulmonary arterial hypertension

 Rhythm disorders
Hospital guided practice on cardiovascular system (4hr)
Interactive lecture on diseases of gastrointestinal system and liver (3 Hr.)
 Gastrointestinal disorders
 Acute diarrhea
Week 9  Persistent diarrhea
 Chronic diarrhea
 Hospital guided practice on gastrointestinal system (4hr)
Interactive lecture on diseases of gastrointestinal system and liver (2 Hr.)

 Gastrointestinal bleeding
 Disorders of the hepatobiliary system
 Acute viral hepatitis
 Liver failure
 Chronic liver disease
Week 10 Interactive lecture on Disorders of Kidney and Urinary Tract (1 Hr.)
 Acute glomerulonephritis
 Nephrotic syndrome
 Urinary tract infections
 Hospital guided practice on gastrointestinal system , disorder of kidney and

urinary tract (4hr)
128
Required Reading
(Assignment)
Interactive lecture on Disorders of Kidney and Urinary Tract (3 Hr.)
 Acute kidney injury
 Chronic kidney disease
Week 11  Cystic kidney diseases
Hospital guided practice on disorder of kidney and urinary tract (4hr)
Interactive lecture on disorders of kidney and urinary Tract (2 Hr.)

 Chronic glomerulonephritis
 Congenital abnormalities of kidney and
urinary tract
Interactive lecture on Endocrine and Metabolic Disorders (1 Hr.)
 Disorders of pituitary gland

 Disorders of thyroid gland
Week 12  Hospital guided practice on disorder of kidney and urinary tract (4hr)
Seminar on Endocrine and Metabolic Disorders (2 Hr.)

 Disorders of calcium metabolism
 Disorders of adrenal glands
 Obesity
 Disorders of the gonadal hormones
Interactive lecture on Central Nervous System (1 Hr.)

Week 13
 Approach to neurological diagnosis
 Seizures and Febrile convulsions
 Epilepsy
 Coma
 Hospital guided practice on metabolic disorder and nervous system (4hr)

 Acute bacterial meningitis
Week 14
 Tuberculous meningitis
 Encephalitis and encephalopathies
129
Required Reading
(Assignment)
 Hospital guided practice on nervous system (4hr)

 Intracranial space occupying lesions
 Subdural effusion
Week 15  Hydrocephalus
 Neural tube defects
 Acute hemiplegia of childhood
 Hospital guided practice on nervous system (4hr)
Seminar on Central Nervous System (1 Hr.)
 Paraplegia and quadriplegia

 Ataxia
 Cerebral palsy
Interactive lecture on Childhood Malignancies (2 Hr.)

Week 16  Leukemia
 Lymphoma
 Brain tumors
 Retinoblastoma
 Hospital guided practice on nervous system and childhood malignancy

(4hr)
Interactive lecture on Childhood Malignancies (1 Hr.)

 Neuroblastoma
 Wilms tumor
 Malignant tumors of the liver
 Bone tumors
17 Interactive lecture on Rheumatological Disorders (1 Hr.)
 Arthritis
 Systemic lupus erythematosus
 Juvenile dermatomyositis
 Hospital guided practice on childhood malignancy, rheumatological

disorder (4hr)
130
Required Reading
(Assignment)
Interactive lecture on Hematological Disorders (3 hours)
 Anemia
 Approach to hemolytic anemia
 Approach to a bleeding child
Week 18
 Thrombotic disorders
 Leukocytosis, leucopenia
 Hospital guided practice on hematological disorder (4hr)
Exam Week
1. Abdominopelvic ultrasound
Module Title: Abdominopelvic ultrasound

Module ECTS: 9 ECTS
create a learning opportunity on patient care, basic principles of ultrasound physics, basic
principles ultrasound equipment, basic ultrasound scanning techniques, patient preparation
for ultrasound examinations, normal abdominopelvic structures on ultrasound, pathologies on
abdominopelvic ultrasound, reporting on abdominopelvic ultrasound. This Module will be
addressed through Interactive lecture, Seminar presentations, Skill Development Lab (SDL)
demonstration and supervised feedbacks in simulated environment and real hospital setting.
Module Objective
At the end of this module, students will be able to perform and report abdominopelvic and
ultrasound examinations
Module Competencies
 Perform and report abdominopelvic u/s examinations
Learning Outcomes
131
 Recognize normal structure of Liver, Gall bladder, Kidney, spleen, pancreas, GI and
Abdominal Great Vessels on US (K)
 Recognize normal structure of male pelvic on US(K)
 Recognize normal function of hepatobiliary, GI, and GU system on us(K)
 Recognize normal function of pelvic organ on us(K)
 Explain the principle of US physics (Illustrate the components of US equipment, Explain
Characteristics of Sound, Differentiate Interactions of Ultrasound with Matter and beam
Properties, Explain Two-Dimensional image Display and Storage, Explain Doppler
ultrasound, Recognize Image Quality and Artifacts)(K)
 Recognize the pathologies of abdominal region on US(K)
 Recognize the pathologies of male pelvic region on US(K)
 Communicate with patients on US examinations according to CRC principles(S)
 Maintain patient records(S)
 Prepare and adjust US machine for scanning(S)
 Scan normal abdominal US examinations(S)
 Scan normal male pelvic US examinations(S)
 Identify the pathology associated with the abdominal region on US(S)
 Identify the pathology associated with the pelvic region on US(S)
 Provide appropriate diagnosis on abdominal US examinations(S)
 Provide appropriate diagnosis on male pelvic US examinations(S)
 Provide appropriate report on abdominal US examinations(S)
 Provide appropriate report on male pelvic US examinations(S)
 Maintain patient privacy and confidentiality while conducting scanning(A)
 Provide pre, intra and post care (K & A)
 Prerequisite: None

 Role play
 Case study
 Video show
 SDL Demonstration
 Seminar Presentations
132
 Text books
 Writing board
 Posters
 Anatomic models
 Manqué
 LCD Projector
 Ultrasound machine and its accessories
 Formative
o Oral exam
o Logbook
 Summative
o 4 Direct Observation of Procedures (DOPs) – 10%
- Liver scanning
- Renal scanning
- GB scanning
- Male pelvis scanning
- Produce report on abdominal Ultrasound
- Produce report on pelvic ultrasound

- Choledocholelithiasis
- Acalculus cholecystitis
- Ectopic Kidney
- Hydatid Cyst of the liver
- Hydrocele
- Pancreatic Head Tumour
- Pancreatic pseudocyst
- Renal Tumor
- Hepatic Cell Carcinoma
- Chronic Liver Diseases
- Chronic Renal Diseases
- Abdominal injury
o 2 Practical Clinical Evaluation/ Mini-CEX – 20%
- Perform Abdominal ultrasound examination
133
- Perform Male Pelvic ultrasound examination

Module Policy
semester, they will not be allowed to final assessment and next semester unless otherwise proven by
evidence per legislation requirement.
senate legislation.
Reference Books
1- Jane A. Bates (2004) Abdominal ultrasound .Second edition, Elsevier Limited
2. Eric E. Sauerbrei Abdominal ultrasound

3. P.E.S. Palmer (WHO) Manual of diagnostic ultrasound
4. William E.Brant (2007) Fundamentals of Diagnostic Radiology.Third edition.Virginia, USA.
Module Schedule
Required Reading
(Assignment)
Interactive Lectureon(4 Hr.)  PPT
Week 1  Normal structure of Liver and Gall bladder, on US  U/S Books
 Videos on
Video on (10min) abdomino
 Normal structure of Liver and Gall bladder, on US
pelvic u/s
Hospital practice on (8 Hr.)
 Normal structure of Liver and Gall bladder, on US
Interactive Lecture on(4 Hr.)

 PPT
Week 2  Normal structure of Kidney, spleen, pancreas, GI and Abdominal Great Vessels on US
 U/S Books
134
Required Reading
(Assignment)
Video on (10min)  Videos on
 Normal structure of Kidney, spleen, pancreas, GI and Abdominal abdomino
Great Vessels on US pelvic u/s
 Normal structure of Kidney, spleen, pancreas, GI and Abdominal
Great Vessels on US
Presentation [30 min.]

 Normal structure of Liver, Gall bladder, Kidney, spleen, pancreas,
GI and Abdominal Great Vessels on US [30 min ]
Interactive Lecture on(3 Hr.)

 PPT
 Normal structure of male pelvic on US
 U/S Books
Week 3
 Videos on
abdomino
Video Demonstration on [10 min.]
pelvic u/s

Presentation on (20 min.)

Interactive Lecture on[3 Hr.]
 PPT
 Normal function of hepatobiliary, GI, and GU system on us
 U/S Books
Week 4  Videos on
abdomino
Presentation on(20 Min.)
pelvic u/s


135
Required Reading
(Assignment)
Interactive Lecture on[3 Hr.]

 Normal function of male pelvic organ on us
Presentation on(20 Min.)

 PPT
 Normal function of male pelvic organ on us  U/S Books
 Videos on
Week 5
Video Demonstration [10 min.] abdomino
pelvic u/s
 Normal function of male pelvic organ on us

Interactive Lecture on[ 4 Hr.]
 Principle of US physics (Illustrate the components of US

equipment, Explain Characteristics of Sound, Differentiate
Interactions of Ultrasound with Matter and beam Properties,
Explain Two-Dimensional image Display and Storage, Explain
Doppler ultrasound, Recognize Image Quality and Artifacts)  PPT
 U/S Books
Presentation on(20 min.)  Videos on
Week 6
 Principle of US physics abdomino
pelvic u/s
Video on [10 min.]

 Principle of US physics
Interactive Lecture on[ 2 Hr.]

 PPT
 Pathologies of Liver&Gall bladderon US
 U/S Books
Week 7 Video on (10 min.)  Videos on
 Pathologies of Liver&Gall bladder on US abdomino
Hospital practice on (8 Hr.) pelvic u/s
 Pathologies of Liver & Gall bladder on US
136
Required Reading
(Assignment)
Interactive Lecture on [2 Hr.]

 Pathologies of Kidney,spleen & pancreas on US  PPT
 U/S Books
Week 8  Videos on
Video on (10 min.)
abdomino
 Pathologies of Kidney,spleen & pancreas on US
pelvic u/s
 Pathologies of Kidney, spleen & pancreas on US
Interactive Lecture on [2 Hr.]

 Pathologies of GI and Abdominal Great Vessels on US
Week 9 Video on (10 min.)


Presentation on(2 Hr.)
 Pathologies of Liver, Gall bladder, Kidney,spleen, pancreas, GI
and Abdominal Great Vessels on US
 PPT
Interactive Lecture and Discussion on [1 Hr.& 30 min.]
 U/S Books
 Pathologies of male pelvic region on US
abdomino
pelvic u/s

Interactive Lecture and Discussion on [2 Hr.& 30 min]

 PPT
 Pathologies of male pelvic region on US  U/S Books
abdomino
Presentation [20 min.] pelvic u/s
137
Required Reading
(Assignment)
Video Demonstration [15 min.]

Demonstration [40min.]
 Demonstrate communicationwith patients on US examinations
according to CRC principles on standardized and actual patient
Role play [30min.]
 Role play on communication with patients on US examinations

according to CRC principles [30 min]

 Communicate with patients on US examinations according to
CRC principles
Demonstration [40min.]
 Demonstration on patient records
 Preparation and adjustment of US machine for scanning
 PPT
Week 12  U/S Books
SDL demonstrate on [30 Min.]
 Videos on
 Preparation and adjustment of US machine for scanning
abdomino
pelvic u/s
SDL simulated practice on [2 Hr]
 Scanning normal abdominal US examinations
138
Required Reading
(Assignment)
 Maintain patient records

 Prepare and adjust US machine for scanning
 Scan normal abdominal US examinations
Video demonstration on [15 min]
 Scanning normal male pelvic US examinations

Video demonstration on [40 min.]  PPT

 U/S Books
 Pathologyof Liver, Gall bladder, Kidney,spleen, pancreas, GI and
Abdominal Great Vessels on US
abdomino
pelvic u/s
 Pathology of Liver, Gall bladder&Kidneyon US examinations

 Pathologyof Liver, Gall bladder, Kidney,spleen, pancreas, GI and
Abdominal Great Vessels on US
 Pathology of spleen, pancreas, GI and Abdominal Great Vessels

on US examinations  PPT
 U/S Books
Week 14 Seminar on [2 Hr.]  Videos on
 Pathology of Liver, Gall bladder, Kidney,spleen, pancreas, GI and abdomino
Abdominal Great Vessels on US pelvic u/s

 Pathology associated with the male pelvic region on US
139
Required Reading
(Assignment)
Simulated practice [1 Hr.]


Seminar on [40 min.]

 Pathology associated with male pelvic on US

 PPT
 Providing appropriate diagnosis on abdominal US examinations
 U/S Books
abdomino
SDL simulated practice on [40 min]
pelvic u/s
Case study on [2 Hr.]

 Providing appropriate diagnosis on male pelvic US examinations

Week 16 SDL simulated practice on [30 min]
 PPT
 U/S Books
 Videos on
abdomino
pelvic u/s
Seminar on [40 min.]
140
Required Reading
(Assignment)
Case study on [1 Hr.]

SDL simulated practice on[1 Hr.]

 Providing appropriate report on abdominal US examinations
Hospital guided practice on [30.]

SDL simulated practice on[40 min.]
 Providing appropriate report on male pelvic US examinations
Hospital guided practice on [30 min.]
Role play on [30min.]

 Maintaining patient privacy and confidentiality while conducting
scanning  PPT
 U/S Books
Week 17
 Videos on
Video Demonstration on [20 min.] abdomino
pelvic u/s
 Patient privacy and confidentiality while conducting scanning
Presentation on [40 min.]

 Presentation on Pre, intra and post procedure care

141
Required Reading
(Assignment)
scanning
 Pre, intra and post procedure care
Examination Week
Week 18
Special radiographic procedures
Module Title: Special radiographic procedures

Module ECTS: 7 ECTS
Module Description:
This module is designed to equip the student radiologic technologist with the
knowledge
of procedures in performing special radiological examinations and producing high
quality images for the purpose of diagnostic inspection and therapeutic treatment.
This module includes the most common special radiological procedures performed in our
setup such as: contrast media, procedures for the urinary system, procedures for the
digestive system, procedures for the biliary system, hysterosalpingography(HSG) and
angiography. This module also gives awareness to the students with the hospital world
and the students are expected to identify the various departments, recognize
patient’s right and acknowledge the teamwork. Therefore, this module is designed to
introduce technical experience in managing patients and enabling to give basic
nursing care during radiological procedures, emergency handling of patient, knowledge
of inflammation and &infection control, drugs and contrast media. In addition to
these the module helps the student to have a clear knowledge on the process of a
radiographic image formation. This module is designed to introduce students to a
study of fluoroscopic equipment pertaining to principle of x-ray production, basic x-
ray circuits and the relationship of the equipment components as well as their
application in the imaging process. In addition to these it should be performed with
the minimum of radiation to the patient, the technologist themselves and others whose
142
presence is a necessary part of the examination or treatment. An understanding of
physics and the basics of radiographic technology is essential to enable the
radiographers to do this effectively.
This Module will be addressed through interactive lecture, seminar presentations, video
presentations and hospital practical attachment.
Module Objective
At the end of this module, students will be able to perform special radiographic procedures.
Module Competencies
 Perform radiographic special procedures
 Provide respectful care for patients coming to special procedure examination
 Use radiology information system effectively
Learning Outcomes
 Identify the information, materials and equipment required in preparation for
conducting special radiographic procedures(k)
 Describe the protocol for performing special radiographic procedures. (k)
 Identify factors requiring an alteration or modification to examinations. (k)
 Identify risk factors (patient/operator) related to examinations. (k)
 Evaluate examination outcomes against examination requirements. (k,s)
 Describe post examination patient care and instructions. (k)
 Recognize normal anatomical structure of digestive, urinary, biliary and nervous, female
genitourinary and cardiovascular system (k)
 Recognize normal physiology of digestive, urinary, biliary and nervous, female genitourinary and
cardiovascular system (k)
 Recognize radiation Protection principles(k)
 Use radiation protection equipment. (k,s,A)
 Recognize fluoroscope in terms of purpose, components, types and applications.
(k,S)
 Explain image intensified fluoroscopy and diagram the components of an image
intensifier. (k)
 Prepare radiographic machine and accessories for the procedure. (k,S)
 Recognize carry out image processing (k)
 Process the image (k,s)
 Identify factors requiring an alteration or modification to examinations. (K)
 Demonstrate infection control, basic patient care in diagnostic imaging.
(K,S,A)
 Performa special procedure on (genitourinary, digestive, biliary
,cardiovascular system)(K,S)
143
 Practice and use the different types of identification marks used in
radiography room.(K,S)
 Identify contrast media and other drugs in diagnostic imaging, care of patient
during special procedures.(K,S,A)
 Carry out vital signs and oxygen administration, medical emergencies and first
aid in diagnostic imaging.(K,S,A)
 Apply aseptic technique during performing special procedure.(K,S,A)
 Apply infection prevention technique.(K,S)
 Prepare contrast Medias and barium mixtures using formulas appropriate to the
examination.(K,S)
 Apply procedural, technical and different terminologies considerations and
protocols during performing special procedures.(K,S,A)
 Give contrast media and other.(K,S,A)
 Provide basic patient care in diagnostic imaging.(K,S,A)
 Explain the patient about the procedure.(K,S,A)
 provide appropriate instruction according to the standard(K,S,A)
 Prepare the patient for examination accordingly.(K,S,A)
 Perform special procedure of basic and alternative projections of the
requested body parts( urinary ,digestive, female genitor urinary etc(K,S,A)
 Apply procedural, technical and different terminologies considerations and
protocols during performing special procedures.(K,S,A)
 Develop communication with the patient(K,S,A)
 Maintain patient privacy while performing the procedure.(K,S,A)
 Apply CRC(K,S,A)
Prerequisite: None
 Portfolio
 Video show
 Text books
 Writing board
 Posters
 Anatomic models/Simulator
 LCD Projector/55 inch
144
 Formative
o Oral exam
o Logbook
o Portfolio
 Summative
- Position the patient for IVU exam
- Take Barium Meal dynamic images
- Prepare the patient for Barium follow-through exam
- Set exposure factors for IVU
- Position the patient for HSG
o 2Case Based Discussion (CBDs) – 10%
- Fistulography
- Bronchography
- Angiography
- MRCP
- Perform Barium swallow
- Perform Barium Meal
- Perform Barium follow-through
- Perform Barium Enema
- Perform HSG

Module Policy
 Assignments: Students must complete module assignments and work based assessments on
time. Uncompleted work-based assessments and assignments will result in Incomplete (I) grade
submissions to registrar. Further consecutive procedures will be handled in line with
institutional senate legislation.
145
Reference Books
 Radiographic Anatomy positioning an integrated approach; Andrea Gauthier Cornuell, Diane H.

Gronefeld
 William E. Brant and Clyde A. Helms, 2007. Fundamentals of Diagnostic Radiology,
3rd Edition. Front of Book.
 Patrick W. Tank and Thomas R Gest, 2009. Lippincott Williams & Wilkins Atlas of
Anatomy, 1st Edition.
 Paul Buther, Adam W. M. Mitchell, Harold Ellis. Applied Radiological Anatomy.

Cambridge University Press.
Module Schedule
Required
(Assignment)
Reading
- Interactive presentation on anatomy of digestive, urinary, biliary Assignment on:
system [3Hrs.]
Week 1
Video
- Video on anatomy of digestive, urinary, biliary system [10min]
– Hospital guided practice on anatomy of digestive, urinary, biliary

system(6hr)
- Interactive presentation on physiology digestive ,urinary,

billiary system [3Hrs.]
Video
- Video on physiology of digestive, urinary and billiary system
Week 2 [10min]
- Assignment and presentation on physiology of digestive, urinary

and billiary system [10 min.]
– Hospital guided practice on physiology of digestive, urinary,
biliary system(6hr)
- Interactive presentation on anatomy of nervous, female Reading

Week 3 genitourinary and cardiovascular system [2Hrs.] Assignment on:
- Video show on anatomy of nervous, female genitourinary and
cardiovascular system( 20min)
- Assignment on nervous, female genitourinary and
146
Required
(Assignment)
cardiovascular system(15min)
- Hospital guided practice on anatomy of nervous, female
genitourinary and cardiovascular system (6hr)
Week 4 - Interactive presentation on physiology of nervous, female
genitourinary and cardiovascular system [3Hrs.]
- Video on the physiology of nervous, female genitourinary and
cardiovascular system [10min ]
- Assignment and presentation on nervous, female genitourinary
and cardiovascular system [10 min.]
- Hospital guided practice on physiology of nervous, female
genitourinary and cardiovascular system(6hr)
- Interactive presentation on radiation physics [2hr.]
– Video on radiation physics [10 min]
Week 5 - Video on using radiation protection equipment [10min]
– Demonstration in SDL on using radiation protection equipment

[15min]
- Hospital guided practice on radiation physics and protection (6hr)
– Interactive presentation on fluoroscopy machine purpose

,components types and application [2hr ]
- Demonstration actual machine [10min)

Week 6 - Interactive presentation on imaging [30min]
- Video on imaging [10min]
– Assignment presentation on imaging [15min]
- Hospital guided practice on fluoroscopy machine purpose
,components types and application (6hr)
- Interactive presentation on protocol for performing special
radiographic
Week 7 procedures ( 2hr)
– Video the protocol for performing special radiographic
147
Required
(Assignment)
procedures (15min)
- SDL video demonstrates on how to process the image [20 Min.]

- SDL video demonstrates on how to assess the examination [20Min.]
- Hospital guided practice on protocol for performing special

radiographic
procedures ( 6hr)
 Interactive presentation on contrast media and other drugs

in diagnostic imaging, care of patient during special
procedures. ( 2hr)
Video on contrast media and other drugs in diagnostic


imaging, care of patient during special
procedures(10min)
Week 8
 Assignment and presentation on contrast media and
other drugs used in diagnostic imaging, care of
patient during special procedures(20min)
 Demonstration on contrast media and other drugs used
procedures skill lab (30min)
 Hospital guided practice on contrast media and other drugs
procedures(6hr)
 Small group discussion contrast media and other drugs in
diagnostic imaging, care of patient during special
procedures. [20min]
 Role play on contrast media and other drugs in
procedures. [10min]
Week 9
- Assignment and presentation on indication and contraindication
(20min)
 Demonstration on contrast media and other drugs in

procedures. (at skills lab)[30min]
148
Required
(Assignment)
 Small group discussion on how to give contrast media and other
drugs (10min)
 Presentation on how to give contrast media and other drugs
(10min)
 Role play on how to give contrast media and other drugs

(10min)
 Hospital guided practice on indication and contraindication (6hr)

- Interactive presentation Demonstrate infection control,
basic patient care in diagnostic imaging.(1hr)
 Small group discussion on infection control [15min]
- Video show Demonstrate infection contro in diagnostic
imaging.(10min)
- Demonstration Demonstrate infection control, basic
patient care in diagnostic imaging.(at skills lab)[20min]
Week – Small group discussion on infection prevention technique
10 (10min)
 Interactive Presentation on infection prevention technique
(45min]
 Role play on infection prevention technique (10min)
clinical practice
- Hospital guided practice on infection control, basic patient
care in diagnostic imaging.(6hr)
 Interactive presentation on aseptic technique (1hr)
 Small group discussion aseptic technique during performing
special procedure.(10min)
 Assignment and Presentation on aseptic technique during
performing special procedure. (10min)
Week
11  Demonstration aseptic technique during performing
special procedure.( 30min) (at skills lab)
 Demonstration on infection prevention technique (40min)

(at skills lab)
 Hospital guided practice on aseptic technique during
performing special procedure(6hr)
149
Required
(Assignment)
 Interactive presentation on vital sign(2hr)
 Small group discussion vital signs and oxygen

administration, medical emergencies and first aid in
diagnostic imaging. (20min)
 Role play vital signs and oxygen administration, medical

emergencies and first aid in diagnostic imaging.(10min)
 Video on vital signs and oxygen administration, medical
emergencies and first aid in diagnostic imaging (20min)
Week  Assignment and Presentation on vital signs and oxygen
12 administration, medical emergencies and first aid in
diagnostic imaging. (15min)
 Demonstration vital signs and oxygen administration,

medical emergencies and first aid in diagnostic
imaging.(20min)
(at skills lab)
 Hospital guided practice on vital sign, oxygen administration,
medical emergencies and first aid in diagnostic
imaging(6hr)
 Presentation on procedural, technical and different

terminologies considerations and protocols during
performing special procedures.
(2hr)
 Small group discussion on procedural, technical and
Week different terminologies considerations and protocols
13 during performing special procedures.
(15min)
 Demonstration on procedural, technical and different
terminologies considerations and protocols during
performing special procedures.
(at skills lab)(30min)
 Hospital guided practice on procedural, technical and
different terminologies considerations and protocols
during performing special procedures(6hr)
150
Required
(Assignment)
 Presentation on develop communication with the patient

(30mni)
 Small group discussion on develop communication with the
patient(10mnin)
 Role play on develop communication with the patient
(10min)
 Demonstration on develop communication with the patient
(30min) (at skills lab)
Small group discussion on develop communication with
the patient(10mnin) clinical practice
 Small group discussion on Maintaining patient privacy while
Week
performing the procedure (10min)
14
 Presentation Maintain patient privacy while performing the
procedure (20min)
 Role play Maintain patient privacy while performing the procedure
(10min)
 Video show Maintain patient privacy while performing the
procedure (10min)
 Demonstration Maintain patient privacy while performing the
procedure (20min)
(at skills lab)
 Small group discussion on Maintaining patient privacy while
performing the procedure (10min)
 Hospital guided practice on communication with the patient

Maintaining patient privacy while performing the procedure (6hr)
 Presentation on Explain the patient about the special

procedure of digestive, genitourinary ,biliary and
Week cardiovascular system (30min)
15  Role plays on Explain the patient about the procedure.
(10min)
 Case study on Explain the patient about the procedure.
((10min)
151
Required
(Assignment)
 Demonstration on Explain the patient about the
procedure.
(at skills lab)(20min)
clinical practice
 Small group discussion Prepare the patient for examination
accordingly (10min)
 Presentation on patient preparation (30min)
 Role play Prepare the patient for examination
accordingly (15min)
 Case study Prepare the patient for examination

accordingly (10min)
 Demonstration Prepare the patient for examination
accordingly (10mn)(at skills lab)
clinical practice
 Small group discussion appropriate instruction according
to the standard(10min)
 Presentation appropriate instruction accordingto the

standard(10min)
 Role play appropriate instruction according to the
standard
(10min)
 Case study giving appropriate instruction according
 Demonstration on giving appropriate instruction

according
(at skills lab)
 Hospital guided practice on Explain the patient about the
special procedure(6hr)
 Interactive presentation on basic and alternative procedural
positioning on digestive ,genitourinary, billiary and
Week cardiovascular system( 45 min)
16  Small group discussion on procedure of basic and
alternative projections of the requested body parts(
urinary ,digestive, male and female genitor urinary etc
152
Required
(Assignment)
(20min)
 Presentation on procedure of basic and alternative

projections of the requested body parts( urinary
,digestive, female genitor urinary etc (30min)
 Role play on procedure of basic and alternative
,digestive, female genitor urinary etc (10min)
 Demonstration on procedure of basic and alternative

,digestive, female genitor urinary etc (40nm)(at skills lab)
clinical practice
 Small group discussion on procedure of basic and
alternative projections of the requested body parts(
urinary ,digestive, female genitor urinary etc (20min)
 Demonstration on contrast Medias and barium mixtures
using formulas appropriate to the examination of
digestive system.
(at skills lab)[10min]
 Hospital guided practice on basic and alternative procedural
positioning of digestive system (6hr)
– Interactive presentation on special procedures of biliary system

(1:30hr)
– Small group discussion on special procedures of billiary system
(10min)
– Video show on special procedures of biliary system(10min)
Week
17 – Demonstration on special procedures of biliary system(40min)
– Role play appropriate instruction according to the

standard
(10min)
- Hospital guided practice on special procedures of biliary
system(6hr)
153
Required
(Assignment)
– Interactive presentation on special procedures of male and female

genitor urinary system (1hr)
– Small group discussion on special procedures of male and female
genitor urinary system (10min)
– Video show on special procedures of male and female genitor
urinary system (10min)
– Demonstration on special procedures of male and female genitor
urinary system (40min)
Week – Role play appropriate instruction according to the

18 standard
(10min)
 Presentation Provide basic patient care in diagnostic imaging

(30min)
 Role play Provide basic patient care in diagnostic imaging
(10min)
 Demonstration Provide basic patient care in diagnostic
imaging(at skills lab)(20min)
 Hospital guided clinical practice on female genitourinary tract (6hr)
– Interactive presentation on special procedures of cardiovascular

system (1hr)
– Small group discussion on special procedures of cardiovascular
system (10min)
– Video show on special procedures of cardiovascular system
system(10min)
– Demonstration on special procedures of cardiovascular system
Week system(40min)
19  Interactive Presentation on CRC(40min)
 Small group discussion on CRC(10min)

 Role play on CRC(10min)
 Case study on CRC(10min)
 Demonstration on CRC(20min)
Hospital guided practice on cardiovascular system, CRC(6hr)
154
Required
(Assignment)
Examination Week
COMPUTER APPLICATION IN HEALTH SCIENCE

Module Name: Computer Application in HS
Module Code: HInFM-4133
Module ECTS: 3
Module Description: The Module provides students a conceptual framework for understanding health
informatics and information technology as applied in the healthcare environment. The course will
include in-depth discussion of „meaningful use” of technology in health care systems with emphasis on
leveraging technology to improve quality and efficiency in care delivery. The course will also highlight
successes and failures in implementing health information technology and the critical role that
informatics play in each step of the developmental process from idea inception through systematic
implementation.
Module objectives:
Learning outcome: at the end of the module, the student will be able to:
1. Understand basics of computer
2. Understand the basics of computer network and Internet
3. Define information management, information system (technology) and informatics
4. Explain the basic theoretical concept that underlies informatics practice
5. Identify how health informaticians process data into information and knowledge for health care
tasks with the support of information technology to improve patient care
6. Understand and practice the concept of Health information system and its characteristics and
describe the different types of Health information systems (routine and clinical information
systems) specific to their disciplines.
7. Explain how the use of an Electronic health record system can affect patient care safety,
efficiency of care practices, and patient outcomes
8. Identify how ongoing developments in biomedical informatics can affect future uses and
challenges related to health information systems
9. Describe the history and evolution of clinical decision support and state the fundamental
requirements of effective clinical decision support systems
10. Analyze how the integration of data from many sources assists in making clinical decisions and
discuss how tele health communication technologies support clinical care.
11. Understand and practice the concept of information retrieval techniques.
155
Pre requisites: None
References
1. Shortliffe EH. Medical Informatics. Second edition, Springer-Verlag, 2001
2. Bemmel JHV, Musen MA. Handbook of Medical Informatics. Sringer-Verlag, 1977
3. Curriculum development center program, Component 6: Health Management Information
Systems Instructor ManualVersion 3.0/Spring 2012
Teaching and learning Methods
Lecture
 Demonstration
 Presentation and group discussion
 Laboratory practice
 Audiovisual
 Tutorial
 Private study
Assessment/ evaluation & grading system
Method of assessment Value (%)

Test 1 10
Test 2 10
Assignments 20
Practical exam 30
Final exam 30
Total 100
Course Schedule
Week Lecture Plan Hr Practice Hrs Assignm Assi
ent gn
hr
Week Introduction to computer 4 Identify the types of computer 6 hrs
1-2 History of computer Observe and identify the
Characteristics of computer components of computer
Components of computer Distinguish inputs with output
Types of computer devices
Hardware Observe the processing devices
Input Identify the different memories
Output available from computer system
Processing devices Operating system installation
Memory Demonstrate GUI
Software Demonstrate cmd
156
ent gn
hr
System software Demonstrate Utility software
Operating system Demonstrate basic types of
GUI application software
Cmd based OS Practice on Microsoft word
Utility software
Application software
Week Networking & the internet 2 Computer network overview 3 Create 2
3 Types of computer network email and
Network components send
Overview on the internet assignmen
Web ts on the
Tools and service on the internet internet
Purposes of the internet through it
Browsers
Browsers components
Email
Week health informatics terminologies 2 3 0
4 Information management
Information system
Information technology
Domains of Health informatics
Information hierarchy
Data
Information
Knowledge
Wisdom
Week Health Information Systems 2 3
5 Overview
Why health information system
Classification of health information
system
Health information system reform
Week Routine health information system 4 Practice on Microsoft excel 6 3
6-7 Introduction Formula
Information cycle table
Data collection graph
Data processing Practice on Microsoft power
Data presentation point
Information utilization
Data quality
Health management information
system
HMIS in Ethiopia
157
ent gn
hr
Week Clinical Information System 2 Demonstration and practice on 3 0
8 EMR EMR software
Patient Monitoring Systems Demonstration and practice on
CDSS CDSS
Chapte Information retrieval & EBM 4 Search tools 9 Practical 3
r 9-10 Search engine assignmen
Google t on
Google scholar informati
Database on
Pubmed retrieval
Gate way
HINARI
PubMed
Evidence based practice
Week Information and computer ethics 2 0 0
10
16 40 8
158
MEASUREMENT OF HEALTH AND DISEASE
Module Title: Measurement of Health and Disease

Module ECTS: 4ECTS
Module Description: This module is designed to equip learners with the knowledge, skills and attitude
needed to measure disease and other health conditions in the community for public health action. This
Module will be addressed through interactive lecture, seminar presentations and supervised feedbacks in
real community setup.
Module Objective
At the end of this module, learners will be able to apply public health methods for the measurement of
health and disease at population level.
Module Competencies
The core professional competencies where this practice module aimed at achieving are:
1. Apply epidemiological studies
2. Apply the steps of an outbreak investigation for measure of morbidity and mortality
3. Apply basic biostatistics concepts, tools and methods
4. Apply the techniques of data analysis
Learning outcome
 Explain the notion of health from scientific and layman perspective
 Describe the history, evolution and functions of public health and its relevance to the practice of
midwifery
 Apply epidemiological approach to disease causation with emphasis on infectious diseases
 Apply levels of prevention regarding avoidance and control at different levels
 Apply the different types of epidemiologic studies
 Calculate and interpret measures of morbidity and mortality including from existing data sources
 Apply different methods of data collection in the community
 Apply basic biostatistics concepts, tools and methods
 Describe criteria for establishing and evaluating screening programs and factors that affect
validity and reliability of screening tests
 Describe the processes, uses, and evaluation of public health surveillance
 Apply the steps of an outbreak investigation and management
 Discuss epidemiology of diseases of public health significance in Ethiopia and locally
 Demonstrate clear, sensitive and effective communication skills in interactions with individuals,
families, communities, PHCU staff, local health department staff, peers and faculty
 Suggest health promotion and disease prevention methods for major public health
problems
communities consistent with the future role of a physician
159
participation
using a systematic methodology
sources
Prerequisite: Determinants of Health
Duration: 20 weeks
 Small group learning activities: assignment, exercise, case study
 Individual reading
 PHCU/Community-based learning and study trip: home visit, discussion with individuals and
 Student presentation
 Reflective portfolio and mentoring
 Role play
 Case study
 Portfolio
 Video show
 Demonstration
 Individual studies.
 Text books
 Writing board
 Posters
 LCD Projector
 Portfolio
160
 Quiz - 5%
 Reflective portfolio /community visit -15 %
 Test -20%
 Assignment and/or student presentation-15 %
 Class participation -5%
 Final Written exam -40 %
Module Policy
 Attendance: It is compulsory to attend both SDL and community practice on time and every
time. If students are going to miss more than 20% of days during this semester, they will not be
allowed to final assessment and next semester unless otherwise proven by evidence per
 Assignments: Students must complete Module assignments and work based assessments on
Reference Books
1. Fletcher. Principles of Epidemiology
2. Charles H Hennekens and Julie E Buring. Epidemiology in Medicine
3. Rothman, Kenneth J.; Greenland, Sander; Lash, Timothy L. Modern epidemiology. 3rd edition.
2008
4. David G. Kleinbaum, Kevin M. Sullivan. A pocket guide to epidemiology. 2007
5. Yemane Berhane, Damen Hailemariam and Helmut Kloos. Epidemiology and ecology of
health and disease in Ethiopia. 2006
6. Daniel. Biostatistics: a foundation for analysis in health sciences.
7. Pagano. Principles of Biostatistics
8. Colton. Statistics in Medicine
9. Bland. An introduction to Medical Statistics.
 Teaching –learning materials
 AV aids (LCD and computer, writing board and marker or chalk)
 Handouts of lecture materials
 Logbooks for entry of community experience
161
Module Schedule
Week Contents
Week 1 Introduction to public health
Classroom based Teaching (lecture, + seminars + group discussion) [5 hrs.]
Introduction to epidemiology (3 hrs.)
Types of study design (2 hrs.)
o Descriptive epidemiology
- Descriptive variables
- Nature of descriptive study
Methods of standardization of rates
Community practice (4 hrs.)
Week 2 Measurements of morbidity and mortality (2 hrs.)

 Measure of morbidity
 Measures of mortality
 Examples of rates in our country
Source of data in epidemiology (1 hrs.)
 Census
 Vital statistics
 Health service records
 Morbidity and mortality surveys
o Analytic epidemiology (5 hrs.)
Cross-sectional &longitudinal survey
o Case control studies
o Analysis &interpretation
o Cohort study
o Analysis &interpretation
o Interventional studies (2 hrs)
 Types of intervention studies
 Analysis &interpretation
 Analysis of epidemiological studies (3 hrs.)
o Role of bias, types of bias
o Validity &reliability
o Predictive value s
o Control of bias, the nature of confounders
162
 Measure of association (5 hrs.)
- Relative risk
- Attributable risk
- Odds Ratio
- Attributable risk percent
- Population Attributable Rate or Risk
 Definition & reliability
Validity of screening test
 Sensitivity, specificity
Epidemiological aspects of communicable disease
 Chain of disease transmission
 Methods of controlling communicable disease
 Epidemics and it‟s control
 Epidemiological surveillance
 Major epidemics in Ethiopia and it/s control
 Screening in disease control
o Natural history of diseases (communicable and non-communicable)
o Contagious disease
o chain of transmission
o Time course of disease
Investigation of epidemic (5 hrs)
o Levels of disease occurrence
o Types of epidemics
o Steps in epidemic investigation
o Implementing preventive & control measures
o Surveillance
Week 10 Measurements of Health (4 hrs)
o Fractions used in describing disease frequency
o Prevalence
o Incidence
o Comparing disease occurrence
o Epidemiology of diseases of public health significance in Ethiopia
o Death rates, morbidity and disability measures
163
Week 11 Introduction to biostatistics
Introduction to statistics
• Definitions
• Importance in health sciences
Descriptive statistics
• Scales of measurement
• Collection and organization of data
• Presentation of data
• Measures of central tendency and dispersion
 Measures of Relative standing
 Inter Quartile Range
 Data and distributions
Probability theory and probability distribution
 Definition
 Rules
 Binomial distribution
 Normal distribution
Sampling theory
 Sampling
 Sampling distribution
 Sampling variability of proportions
 Comparing two proportions ling variability of means
Statistical Estimation theory
 Point estimation
 Interval estimation
 Sample size determination

Week 17 Statistical testing
 Common tests of statistical significance
(Z – test, T – test and chi – square test)
 Steps in statistical testing
164
Measures of association
 Association between categorical variables
 Regression and correlation including statistical software applications
 Interpretation of published article
Week 19 Exam
HEALTH PROMOTION AND DISEASE PREVENTION
Module Title: Health promotion, education and disease prevention module

Module ECTS: 4 ECTS
Module Duration: 20 Weeks (Clinical Practice parallel to classroom based teaching)
Module Description: This Module is designed for BSc in Medical Radiologic Technology students to
create a learning opportunity on health promotion, health communication, sexual and reproductive
health right and principles of nutrition and communicable disease to enable Medical Radiologic
Technology students and to apply the principles in a culturally sensitive manner. This module also
introduces basic concepts, principles of teaching, learning, assessment, and teaching methods. It provides
the concept of curriculum development & implementation. This Module will be addressed through
Interactive lecture, Seminar presentations and supervised feedbacks in simulated environment and real
community setup.
Module Objective
At the end of this module, students will be able to provide health counseling and health education in a
professional manner in a teaching and learning process.
Module Competencies
The core professional competencies where this practice Module aimed at achieving are:
1. Plan, conduct and evaluate Health education in different health settings
2. Apply Health communication to enhance health and prevent diseases
3. Apply Health promotion principles
4. Apply human rights principle, sexual and reproductive health and their effects on health of
individuals
5. Apply the principles of Nutrition and health
6. Apply basic principles of communicable disease control
7. Utilize various instructional and assessment methods
8. Apply concepts of curriculum development, implementation and evaluation.
9. Utilize various instructional media and methods and assessment in teaching learning process
165
Learning Outcomes
 Identify communication /counseling techniques to enhance health/disease prevention
 Demonstrate appropriate communication and listening skills across all domains of competency
 Plan, conduct and evaluate Health education in different health settings
 Apply Health communication to enhance health and prevent diseases
 Apply Health promotion principles
 Apply human rights principle, sexual and reproductive health and their effects on health of
individuals
 Apply the principles of Nutrition and health
 Apply basic principles of communicable disease control
 Describe the general principles and concept of education, teaching, and learning (K)
 Discuss the characteristics of a good teacher(k)
 Apply different teaching methods (S)
 Describe instructional objectives (K)
 Develop instructional objectives (S)
 Identify the components of lesson plan (K)
 Develop a lesson plan (S)
 Describe various assessment methods of knowledge, skill and attitude (K).
 Describe the principles of curriculum development and implementation (K)
 Describe the curriculum change and evaluations (k, S)
Prerequisite: None
 Role play and Case study
 Portfolio
 Video show
 Demonstration
 Individual studies
 Projects and personal reflection activities
 Seminar Presentations on:
o Sexual and reproductive health rights
o Assessment of common nutritional problems
 Text books
 Writing board
 Posters
 LCD Projector, Laptop and Videotapes
166
 Formative assessment
o Exercise and assignment
o Logbook and portfolio
o Student presentation
 Summative assessment
o Final Written exam (40 %)
o quiz 5%
o Reflective portfolio /community visit (15 %)
o Class participation 5%
o Test 20%
o Assignment and/or student presentation (15 %)
Module Policy
Attendance: It is compulsory to attend a class on time and every time. If you are going to miss more
than three classes during the term, you should not take this course.
Assignments: you must do your assignment on time. No late assignment will be accepted.
Tests/Quizzes: you will have short quizzes and tests almost every week. If you miss the class or, are
late to class, you will miss the quiz or test. No makeup tests or Quizzes will be given. You are expected
to observe the rules and the regulations of the University as well.
Reference Books
1. Carl Fertman and Diane Allensworth. Health promotion programs: from theory to practice. 2010
2. Lawrence Green, Marshall Kreuter. Health program planning: an educational and ecological
approach. Volumes 1-2. 2005
3. Jackie Green, Tones. Health promotion: planning and strategies. 2010.
4. Mark Edberg. Essentials of health behavior: social and behavioral theory in public health. 2007
5. Richard D. Semba and Martin W. Bloem. Nutrition and health in developing countries. Human
Press. 2008
6. Goeffrey P Webb. Nutrition. A health promotion approach. 3rd edition.
7. Michael J. Gibney , Prof. Susan A. Lanham , Aedin Cassidy , Hester H. Vorster. Introduction to
human nutrition. 2nd edition. 2009
8. Denis M Medeiros, Robert E.C. Wildman . Advanced human nutrition. 2nd edition. 2011
9. Judith E. Brown. Nutrition through the life cycle. 4th edition. 2010.
10. Rosalind S. Gibson. Principles of nutritional assessment. 2nd edition. 2005
11. Michael Gibney, HESTER H VORSTER. Clinical nutrition. 2005
12. Berhane Y, Haile Mariam D, Kloos H. The epidemiology and ecology of health and disease in
Ethiopia. Addis Ababa; Shama Books, 2006.
13. FMOH. National reproductive health strategy
14. FMOH. National nutrition strategy
15. Salem, R.M., Bernstein, J., Sullivan, T.M., and Lande, R. “Communication for Better Health,”
Population Reports, Series J, No. 56. Baltimore, INFO Project, Johns Hopkins Bloomberg School of
Public Health, January 2008.Available online: http://www.populationreports.org/j56/
167
16. Salem, R.M., Bernstein, J., and Sullivan, T.M. “Tools for Behavior Change Communication.” INFO
Reports, No. 16. Baltimore, INFO Project, Johns Hopkins Bloomberg School of Public Health,
January 2008. Available online at: http://www.infoforhealth.org/inforeports/
17. de Fossard, E., and Lande, R.“Entertainment-Education for Better Health,” INFO Reports, No. 17.
Baltimore, INFO Project, Johns Hopkins Bloomberg School of Public Health, January 2008.
Available online at: http://www.infoforhealth.org/inforeports/
18. IOM (Institute of Medicine).Promoting Cardiovascular Health in the Developing World: A Critical
Challenge to Achieve Global Health. Washington DC: The National Academies Press.2010
19. Lancet series on maternal and child nutrition
20. Lancet series on maternal health
21. Lancet series on newborn health
22. Lancet series on child health
23. Lancet series on reproductive health
24. Guilbert JJ. (1998). Educational Handbook for Health Professionals, WHO, Jeneva.
25. Matiru, B., G. Schlette, R. (1995). Teach Your Best. A handbook, for University
26. Lecturers, Geramn, DeutcheStifung for Internationale, Entwicklung, (DSE)
27. Davis, B.G. (2009). Tools for Teaching. 2nd Edition, San Francisco: Jossey Bass.
28. Berhane G., Asrat D. (2005). The Principles and Methods of Teaching for Health
Module Schedule
Week Contents
Introduction to health education

 Health education in PHC
 Health education in Ethiopia
 Basic principles of health education
 Aims of health education
 Contribution of social sciences to health promotion
Principle of e d u c a t i o n , teaching and learning (2hrs.)
 Philosophical and historical aspects of Medical Radiologic Technology practice and
education
 The meaning and scope of education
Self-study (2hrs.)
168
Health education in different settings

 Methods and materials for health education
 Adult learning theories
 Peer education
 Patient education
 School health education
 Prison health education
 Evaluate health education
Principle of e d u c a t i o n , teaching and learning cont. (2hrs.)
 Types of education
 Teaching and learning principles
 Functions of education
 Aims of education
Self-study (2hrs.)
Health communication
 Concepts and principles of health communication

 Communication model and process
 Individual and group communication strategies
 Effective communication skills
 Barriers of communication
Principle of e d u c a t i o n , teaching and learning cont. (2hrs.)
 Purpose of teaching
 Teaching approaches
 Characteristics of a good teacher
Self-study (2hrs.)
Health promotion principles
 Health perspectives and choice of strategies to address health issues
 Models and theories of health promotion
 Principles of advocacy
Instructional objective (2hrs)
 Definition
 Specific objective
 General objectives
 Intermediate objectives
Self-study (2hrs.)
169
 Principles of social marketing
 Principles of social/community mobilization
 Community diagnosis
Instructional objective cont.…(2hrs)
 Criteria used for writing
 Domains of objectives/Blooms taxonomy
- Cognitive domain
- Psycho motor domain
- Affective domain
Self-study (2hrs.)
Reproductive and maternal health
o History, concepts, definitions, components of RH
o History and development of MCH/RH in Ethiopia
Methods in teaching and learning process (2hrs.)
 Interactive Lecture method
 The Demonstration method
 Brain storm
 Project methods
 Role play
Self-study (2hrs.)
Family planning
 Origins and Rationale of Family Planning
 Family Planning methods
 Counseling in Family Planning
 Family Planning Delivery Strategies
 Fertility Trends and Contraceptive Use
 Trends in Contraceptive Use in Ethiopia
 Reasons for Not Using Contraceptive
Methods in teaching and learning process (2hrs.)
 Various types of discussion methods
 Jigsaw methods
 Field trip
 Questioning
 Hot set teaching ……..
Self-study (2hrs.)
170
Maternal and child health
o Safe Motherhood
o Essential Services for Safe Motherhood
o Magnitude of maternal health problems
o Causes of Maternal Mortality and Morbidity
o Risk Factors for Maternal Health
o Maternal Health interventions; ANC, Delivery, PNC, Essential Newborn Care
o Maternal Nutrition
Methods in teaching and learning process cont...(2hrs.)
- Definitions of instructional media/aids
- Importance of instructional media/aids
- Types of instructional media/aids
- Characteristics of instructional media/aids
Self-study (2hrs.)
Adolescent and youth reproductive health HIV/AIDS
 Characteristics of the Adolescence Period
 Major adolescent SRH problems
 Reproductive Health Risks and consequences for adolescents
 Reproductive health services for Adolescents
 Youth friendly RH services
 HIV/AIDS Epidemiology, prevention strategies,
 policies
 Epidemiology of MTCT of HIV
 Modes of Transmission of HIV
Prepare lesson plan (2)
 Definition of a lesson plan
 Values of a lesson plan
 Essential components of a lesson plan
 Development of a lesson plan
Self-study (2hrs.)
Sexual Health and STIs
o Classification of STIs
o Assessing STI Risk
o Syndromic Management and counseling of STIs
o Prevention and control of STIs
Unwanted pregnancy and Abortion
o Unwanted pregnancy and abortion
o Legal status of abortion
o Incidence and prevalence
171
Assessments/evaluation (2)
 Types of assessment:
 Grading system
 Principles of assessment development
- MCQ
- Matching
Self-study (2hrs.)
Introduction to Human Nutrition
- Definition, origin & development of Nutrition
- Significance of Nutrition in general
Nutrients: Macro-nutriments, micronutrients & water
- Chemical and physical properties and classification
- Food sources, digestion, absorption, metabolism & utilization (function)
- Assessment
- Deficiency & toxicity
- Treatment & prevention of deficiency
- Recommended intake & dietary recommendations
- Energy balance, obesity & associated health problems
Assessments/evaluation cont...(2)
- Short answer
- True/false
- Essay
- Advantage/ disadvantage of each assessment methods
Self-study (2hrs.)
Nutritional Requirement
 Definitions & concepts of nutrient reference levels
 Developing nutrient reference levels
 Applications of nutrient reference levels
 Nutritional requirement during critical periods
 Nutrient-based vs. food-based dietary guidelines
Nutritional deficiency states
o Protein-energy malnutrition
o Iodine deficiency disorders
o Vitamin A deficiency disease
o Nutritional anemia
o Zinc deficiency
Concepts of Curriculum development and implementations (2hrs)
 Definition of curriculum development
 Types of curriculum
 Structure of curriculum/components
172
Self-study (2hrs.)
Nutritional Assessment
 Anthropometry
 Dietary assessment
 Clinical assessment
 Laboratory assessment
 Indirect methods of nutritional assessment
Nutritional Surveillance
 Food & nutrition security
 Definition, objectives, and types of nutrition surveillance
 Basic steps in carrying out nutritional surveillance
 Indicators for nutrition monitoring and sources of data
 Early warning signs
Concepts of Curriculum development and implementations cont...(2hrs)
 Topology of curriculum change
 Resistance to change
 Principles of curriculum development and implementation
Self-study (2hrs.)
Food safety and quality
 Food borne diseases (food infection & intoxication/poisoning)
 Methods of food preservation
 Food additives and preservatives & health implications
Nutrition Intervention
 Overview of direct nutrition interventions & other interventions with
close/immediate impact on nutrition
 The National Nutrition Strategy
 The National Guideline of Infant & Young Child Feeding
 The National Guideline for Control & Prevention of Micronutrient Deficiencies
 Essential Nutrition Actions
Concepts of Curriculum development and implementations cont...(2hrs)
 Models of curriculum developments and implementations.
 Models of curriculum evaluation
Self-study (2hrs.)
Introduction to communicable diseases
Definition of common terms (important terms)
Communicable disease/ (infectious disease)
Specific feature of communicable disease
Classification of communicable disease
Chain of disease transmission (diseases transmission dynamics)
Self-study (2hrs.)
173
 Determinants of disease and defense mechanism of hosts
 Factor determine the degree of infectivity, Pathogenicity and virulence
 Source of infection
 Carriers and Infected individuals
 Host parasite interactions (measuring of infectiousness)
 Spectrum of infectious disease/ gradient of infection/
 Natural history of disease
Self-study (2hrs.)
Major epidemic disease in Ethiopia Disease that transmitted by
contaminated water, food, and others
 Typhoid fever, Bacillary dysentery, Amoebic dysentery, Giardiasis, Cholera, Poliomyelitis,
Infectious hepatitis, Ascariasis, Enterobiasis, Hookworm, Strongloidiasis, Trichuriasis,
Tapeworm, Schistosomiasis, Gina worm
Self-study (2hrs.)
 Disease that transmitted by inhalation
 Diseases that transmitted by vector
 Prevention and control of food borne diseases
 prevention and control of zoonotic disease
Self-study (2hrs.)
Week 19 Exam
Gynecology and obstetrics
Module Title: Gynecology and obstetrics

Module Code: ObGyM-4152
Module ECTS: 8 ECTS
Module Description:
This course is intended to provide the student with clinical knowledge and skill necessary to conduct
radiologic Imaging. The student will learn pertinent Gynecology and obstetrics topics which are relevant
to diagnose diseases on imaging and provides information to equip Radiology Technologists with
Gynecology and obstetrics cases recognition skills in order to make radiography services more efficient
than and as fully functional as possible. On completion of all of the components of this module the trainee
will be able to explain Gynecology and obstetrics diseases that are pertinent to imaging. The areas
covered by the module include Gynecology and obstetrics.
This Module will be addressed through interactive lecture, case presentations & video show.
Module Objective
At the end of this module, students will be able to differentiate and illustrate gynecologic
and obstetrics abnormalities.
174
Module Competencies
 Identify normal gynecologic and obstetrics conditions

 Differentiate gynecologic and obstetrics abnormalities
Learning Outcomes
 Perform history taking and physical examinations
 Describe abortion, ectopic pregnancy and GTDs
 Explain uterine and ovarian tumors.
 Describe infertility
 Explain abnormal uterine bleeding, Amenorrhea, Endometriosis, Genital Prolapse and
Incontinence & Vaginal discharge.
 Illustrate PID
 Explain STI
 Describe HIV and its complications
 Illustrate Sexual Assault & Menopause
 Explain fertilization
 Describe The Fetal skull
 Demonstrate Placenta and umbilical cord
 Explain diagnosis of pregnancy, normal pregnancy and physiology of pregnancy
 Mention Gestational Age Discrepancies
 Illustrate Antenatal care
 Describe physiology of labor and mechanisms
 List fetal presentations and malpositions
 Describe CPD, uterine rupture and obstructed labor
 Illustrate Induction and augmentation, C/S delivery and VBAC, Instrumental Delivery and Big for
date Uterus
 Explain Polyhaydraminos& Oligohydraminos
 Describe Post term pregnancy
 Describe BPP
 Explain Multiple pregnancies
 Describe DM and Pregnancy , Pregnancy induced hypertension, IUGR and Rh isoimmunization,
PTL and PROM, APH, PPH, Medical problems in pregnancies, PMTCT, Drugs and pregnancies
Prerequisite: human anatomy & human physiology

 Video show
 Assignment and presentation
175
 Text books
 Writing board
 Posters
 Formative
o Oral exam
o Logbook
o Portfolio
 Summative
o 4 Case Based Discussions (CBDs) – 20%
- Abortion
- Ectopic Pregnancies
- GTD
- Uterine Myoma
- Ovarian tumors
- Endometrial cancer
- PID
- Breech Presentation
- Oligohydramnios and polyhaydraminose
- BPP and Multiple pregnancies
Module Policy
176
Reference Books
 Williams Obstetrics, Twenty-Third Edition
 Current Diagnosis & Treatment Obstetrics & Gynecology, Tenth Edition
 Gynaecology by Ten Teachers 18th Edition
Module Schedule
Required Reading
(Assignment)
Week 1  Interactive lecture on (2hrs.)
o History taking and performing physical examination in gynecology
and obstetrics
 Demonstration on skill development lab on(1hr.)
and obstetrics
 Role play on (1hr.)
and obstetrics

and obstetrics
 Interactive lecture on (3hrs.) Reading

o Abortion Assignment
o Ectopic Pregnancies
Week 2 o GTD
o Uterine Myoma
 Case presentation(1hr.)
o Abortion
o GTD
o Uterine Myoma

o Abortion
177
Required Reading
(Assignment)
o GTD
o Uterine Myoma
 Interactive lecture on (3hrs.) Reading
o Cervical cancer Assignment
Week 3 o Ovarian tumors
o Endometrial cancer
 Case presentation on (1hr.)
o Cervical cancer
o Ovarian tumors

o Cervical cancer
o Ovarian tumors
Week 4  Interactive lecture on (4hrs.) Reading

o Vulvar malignancies
o Contraception
o Abnormal uterine bleeding

o Vulvar malignancies
o Contraception
Abnormal uterine bleeding
 Interactive lecture on (3hrs.)
o Ammenorhea
o Infertility
Reading
o Ammenorhea and Infertility Assignment
Week 5
o Ammenorhea
o Infertility

o Endometriosis
Reading
Week 6 o Genital Prolapse and Incontinence
o Vaginal discharge
178
Required Reading
(Assignment)
o Endometriosis
o Genital Prolapse and Incontinence
o Vaginal discharge

o PID
o STI
o HIV
 Case presentation on (1hrs.)
o PID Reading
Week 7 o HIV Assignment
o PID
o STI
o HIV

 Sexual Assault
 Menopause
 FERTILIZATION
 The Fetal skull Reading
Week 8
 Sexual Assault
 Menopause
 FERTILIZATION
 The Fetal skull
o Placenta and umbilical cord
o Normal pregnancy and Diagnosis of pregnancy
Reading
o Physiologic changes in pregnancy
Week 9 Assignment
o Fundal Height and Gestational Age Discrepancies
 Video show on (30min)
179
Required Reading
(Assignment)
 Case presentation on (30min)
Hospital practice on: [4 Hr


o Antenatal care
o physiology of labor and mechanisms
o Breech presentation Reading
Week 10 Assignment
o Breech Presentation

o Antenatal care
o Breech presentation

o Malpostion and malpresentation
Reading
o CPD, uterine rupture and obstructed labor

Week 11
o Antenatal care
o Breech presentation

o Induction and augmentation
o C/S delivery and VBAC
Week 12 Reading
o Induction and augmentation
o C/S delivery and VBAC
180
Required Reading
(Assignment)
o Instrumental Delivery
o Big for date Uterus
o Polyhaydraminos
o Oligohydraminos
 Case presentation on (1hr) Reading
Week 13 o Oligohydramnios Assignment

o Instrumental Delivery
o Big for date Uterus
o Polyhaydraminos
o Oligohydraminos

o Post term pregnancy
o BPP
o Multiple pregnancies
 Case presentation on(1hr.)
o BPP Reading
Week 14 Assignment

o Post term pregnancy
o BPP

o DM and Pregnancy
o Pregnancy induced hypertension
Reading
Week 15
o DM and Pregnancy
o Pregnancy induced hypertension

o IUGR and Rh isoimmunization
o PTL and PROM Reading
Week 16

o IUGR and Rh isoimmunization
181
Required Reading
(Assignment)
o PTL and PROM

o APH
o PPH
Reading
Week 17 Hospital practice on: [4 Hr]
o APH
o PPH

o Medical problems in pregnancies
o PMTCT
o Drugs and pregnancies
Week 18 Reading
o Medical problems in pregnancies
o PMTCT
o Drugs and pregnancies
 FINAL EXAMINATION
Week 19
Gynecology & obstetrics US Module
Module Title: Gynecology & obstetrics US Module

Module ECTS:9 ECTS
Module Duration:20 Weeks
create a learning opportunity on patient care, basic principles of ultrasound physics, basic principles
ultrasound equipment, basic ultrasound scanning techniques, patient preparation for ultrasound
examinations, normal gynecology & obstetrics structures on ultrasound, pathologies on gynecology &
obstetrics ultrasound, normal obstetrics ultrasound, abnormalities on obstetrics ultrasound, reporting on
gynecology & obstetrics ultrasound. This Module will be addressed through Interactive lecture, Seminar
presentations, Skill Development Lab (SDL) demonstration and supervised feedbacks in simulated
environment and real hospital setting.
182
Module Objective
At the end of this module, students will be able to perform and report Gynecologic and obstetrics
ultrasound examinations
Module Competencies
 Perform and report u/s examinations
Learning Outcomes
- Recognize normal anatomy of female pelvic organ on US (knowledge)
- Recognize normal anatomical findings of obstetric on US (knowledge)
- Recognize normal function of female pelvic organ on US (knowledge)
- Recognize normal function of obstetrics on US(knowledge)
- Explain the principle of US physics(Illustrate the components of US equipment, Explain
Characteristics of Sound, Differentiate Interactions of Ultrasound with Matter and beam
Properties, Explain Two-Dimensional image Display and Storage, Explain Doppler ultrasound,
Recognize Image Quality and Artifacts)(knowledge)
- Recognize female pelvic pathologies on US(knowledge)
- Recognize abnormalities of obstetric on US(knowledge)
- Communicate with patients on US examinations according to CRC principles(knowledge)
- Maintain patient records(knowledge)
- Prepare and adjust US machine for scanning(skill)
- Scan normal female pelvic US examinations(skill)
- Scan normal obstetric US examinations(skill)
- Identify the pathology associated with the female pelvic region on US(skill)
- Identify the pathology associated with obstetric US(skill)
- Provide appropriate diagnosis on female pelvic US examinations(skill)
- Provide appropriate diagnosis on obstetrics US examinations(skill)
- Provide appropriate report on female pelvic US examinations(skill)
- Provide appropriate report on obstetrics US examination(skill)
- Maintain patient privacy and confidentiality while conducting scanning(Attitude)
- Provide appropriate pre-procedure care for US examinations(Attitude)
Prerequisite: none

 Role play
 Case study
 Video show
 SDL Demonstration
 interactive Presentations
183
 Text books
 Writing board
 Posters
 Anatomic models
 LCD Projector
 Ultrasound machine and its accessories
 Formative
o Oral exam
o Logbook
 Summative
A. Prepare and adjust US machine for scanning
B. Scan normal female pelvic US examinations
C- Scan normal obstetric US examinations
D- Diagnose pathologies of female pelvis
E- Diagnose fetal congenital anomalies
G. Produce report on obstetric US
H. Produce report on female pelvic US examinations
A. Endometriosis
B. PID
C. Ventriculomegaly
D. Anencephaly
E. Tubo-ovarian abscess
F. Conjoined Twins
G. Wrinkled femur
H. Cleft palate
I. Uterine septation
J. Ovarian Torsion
184
A. Obstetric U/S scanning
B. Female pelvic U/S scanning
Module Policy
semester, they will not be allowed to final assessment and next semester unless otherwise proven
by evidence per legislation requirement.
senate legislation.
Reference Books
Module Schedule
Required Reading
(Assignment)
Interactive Lecture on(4hrs.)
 Normal anatomy of uterus on US
 PPT
Week 1
 GynObs U/S
books
 Vedios on
Video show (5 min ) GyneObs
 Normal anatomy of uterus on US U/S
185
Required Reading
(Assignment)
Hospital practice on (8hrs.)
 Normal anatomy of uterus on US
Interactive lecture on(4hrs.)  PPT
 Normal anatomy of ovaries, fallopian tube, vagina and adnexa on US  GynObs U/S
Video show (5 min ) books
 Normal anatomy of ovaries, fallopian tube, pelvic great vessels,  Vedios on
vagina and adnexa on US GyneObs
Week 2 U/S

 Normal anatomy of ovaries, fallopian tube, pelvic great vessels,
vagina and adnexa on US

 PPT
 Normal anatomy of uterus, ovaries, pelvic ligaments and blood vessels
 GynObs
Interactive lecture on(3hrs) U/S books
 Normal anatomical findings of fetal head and neck on US  Vedios on
Week 3
Video show on(10min) GyneObs
 Normal anatomical findings of fetal head and neck on US U/S
 Normal anatomical findings of fetal head and neck on US
Interactive lecture on (4hrs.)
 PPT
 Normal anatomical findings of fetal chest and abdomen on US
 GynObs
Video show on (10min) U/S books
Week 4  Normal anatomical findings of fetal chest and abdomen on US  Vedios on
GyneObs
U/S
 Normal anatomical findings of fetal chest and abdomen on US
Interactive Lecture and Discussion on [3hrs..]

 Normal anatomical findings of fetal pelvis, lower extremity and upper  PPT
extremity on US  GynObs
U/S books
Video show on (10min.)
Week 5  Vedios on
 Normal anatomical findings of fetal pelvis, lower extremity and upper
GyneObs
extremity on US
U/S
presentation on (40min)
 Normal anatomical findings of fetal pelvis, lower extremity and upper
extremity on US
186
Required Reading
(Assignment)
Hospital practice on [ 8hrs.]

extremity on US
Interactive Lecture and Discussion on [2 Hr.]

 Normal function of female pelvic organ on US
 Normal function of obstetrics on US  PPT
 GynObs
presentation on (70min.) U/S books
 Normal function of female pelvic organ on US  Videos on
 Normal function of obstetrics on US GyneObs
Week 6 U/S
 Normal anatomical findings of fetal chest and abdomen on US
Interactive lecture on(4hrs.)

 PPT
 GynObs
Video show on [15min.]
U/S books
Week 7  videos on
GyneObs
U/S

extremity on US

 PPT
 GynObs
U/S books
Week 8 Interactive lecture on [3hrs.]  videos on
 Uterine myoma ,endometrial cancer ,endometriosis and cervical cancer GyneObs
on US U/S
Video show on (10min)
 Uterine myoma ,endometrial cancer ,endometriosis and cervical cancer on US
187
Required Reading
(Assignment)
 Uterine myoma ,endometrial cancer ,endometriosis and cervical cancer on US

Interactive lecture on (4 Hrs.)  PPT
 Ovarian tumors, vulvar malignancies and GTDs on US  GynObs
U/S books
Week 9  videos on
 Ovarian tumors, vulvar malignancies and GTDs on US
GyneObs
Hospital practice on (8hrs) U/S
 Ovarian tumors, vulvar malignancies and GTDs on US
Interactive lecture on [4hrs.]

 Infertility, menopause, PID, AUB and genital prolapse on US

Week 10

Seminar on (70min.)  Reading
 Infertility, septated uterus and vagina, uterine position and alignment. PPT
 GynObs
Interactive lecture on(2hrs.) U/S books
 Gestational age discrepancy ,abnormal presentation and  videos on
malposition,and multiple pregnancy GyneObs
U/S
Week 11

 Gestational age discrepancy ,abnormal presentation and
malposition,and multiple pregnancy
 Gestational age discrepancy ,abnormal presentation and
malposition,and multiple pregnancy
 PPT
Interactive lecture on [4hrs..]
 polyhaydramnios, oligohydramnios, IUGR and placental abnormalities  GynObs
Week 12 U/S books
 videos on
Video show on (10min) GyneObs
188
Required Reading
(Assignment)
U/S
 polyhaydramnios, oligohydramnios, IUGR and placental abnormalities
 polyhaydramnios, oligohydramnios, IUGR and placental abnormalities

 Gestational age discrepancy ,abnormal presentation and malposition,and
multiple pregnancy
Interactive lecture on [4hrs.]

 Congenital anomalies of fetal head,neck and spine on US
 PPT
 GynObs
Video show on(5min) U/S books
Week 13
 videos on
 Congenital anomalies of fetal head, neck and spine on US GyneObs
U/S
 Congenital anomalies of fetal head, neck and spine on US

Interactive lecture on (4 Hrs.)
 PPT
 Congenital anomalies of fetal chest and abdomen US
 GynObs
U/S books
Video show on(5min)
GyneObs
U/S
 PPT
Interactive lecture on [3hrs.]  GynObs
 Congenital anomalies of fetal pelvis and extremities on US U/S books
Week 15
 videos on
Video show on(5min) GyneObs
 Congenital anomalies of fetal pelvis and extremities on US U/S
Presentation on(70min)
 Fetal sex determination, biophysical profile and post term pregnancy
on US
 Congenital anomalies of fetal pelvis and extremities on US
 Fetal sex determination ,biophysical profile and post term pregnancy
189
Required Reading
(Assignment)
on US
Clinical Skill Development Lab [3hr.]

 Communicate with patients during US examinations according to CRC
principles
 Maintain patient records  PPT
 Prepare and adjust US machine for scanning  GynObs
 Scan normal female pelvic US examinations U/S books
Week 16 Role play (10 min)  videos on
 Communicate with patients during US examinations according to CRC GyneObs
principles U/S
 Congenital anomalies of fetal head, neck and spine on US
 Congenital anomalies of fetal pelvis and extremities on US
 Fetal sex determination, biophysical profile and post term pregnancy
on US
Clinical skill development lab on(3hrs.)
 Scanning normal female pelvic US examinations
 Scanning normal obstetric US examinations  PPT
 GynObs
Video show on(1hr) U/S books
 scanning normal female pelvic and obstetrics US GyneObs
U/S
 scanning normal female pelvic and obstetrics US
Clinical skill development lab on (4hrs.)
 Identifying pathologies associated with the female pelvic region on

 PPT
US
 GynObs
 Identifying pathologies associated with obstetric US
U/S books
Week 18 Hospital practice on (8hrs.)  videos on
GyneObs
 Identifying pathologies associated with the female pelvic region on U/S
US
 Identifying pathologies associated with obstetric US
190
Required Reading
(Assignment)
Video show on (1hr.)
 Providing appropriate diagnosis on female pelvic US examinations

 Providing appropriate diagnosis on obstetrics US examinations
Case study on(90min)  PPT

 GynObs
U/S books
Clinical skill development lab(95min) GyneObs
U/S

Skill development lab on(90min)
 Providing appropriate report on female pelvic US examinations

 Providing appropriate report on obstetrics US examinations
Presentation on(50min)

 PPT
scanning
 Providing appropriate pre, intra and post. procedure care for patients  GynObs
during US examinations U/S books
Week 20  videos on
GyneObs
Role play(10min)
U/S
scanning
 Providing appropriate report on female pelvic US examinations

 Providing appropriate report on obstetrics US examinations
 Providing appropriate pre, intra and post. procedure care for patients
during US examinations
191
Required Reading
(Assignment)
Examination week
1. Quality Assurance
Module Title: Quality Assurance

Module ECTS: 5 ECTS
Module Description:
This module is intended to provide the student with the knowledge necessary to
conduct a quality assurance program in a radiology department. The student will learn
to use a variety of test equipment, analyze the results and make recommendations for
corrective action based upon those results. In this module students will be
instructed in the utilization of imaging equipment, accessories, optimal exposure
factors, proper handling and processing of radiographic image.
This Module will be addressed through interactive lecture, seminar presentations, video
presentations and hospital practical attachment.
Module Objective
At the end of this module, students will be able to perform special radiographic procedures.
Module Competencies
 Perform quality assurance and quality control in radiology department

Learning Outcomes
 Explain the differences between quality assurance, quality control, and
qualitymanagement(knowledge)
 Identify the various aspects of radiography that are subjected to quality
control (knowledge)
 Perform Reject film analysis (knowledge)
192
 State the various factors which affect the quantity and/or the quality of the
beamof radiation from the X-ray tube(knowledge).
 Explain Interaction of x-ray with matter(knowledge)
 Discuss biological effects of ionizing radiation(knowledge)
 Perform Quality assurance test(Skill)
 Describe the performance tests for radiographic equipment(Skill)
 Analyze results of QA/QC testing and recommend corrective action for the
following: Timer, Focal spot, kVp, HVL,Collimator/beam alignment, and X-ray
generator(Skill).
 Explain Basic Principles of CT, Detectors and Detector Arrays, Details
ofAcquisition of CT, CT- Reconstruction, Digital Image Display, Radiation
Dose, Image Quality and Artifacts(knowledge& skill)
 Recognize malfunctions in the radiographic unit (including table, tube,
andaccessories).(knowledge& skill))
 Describe the protocol for performing special radiographic
procedures(knowledge)
 Report malfunctions in the radiographic unit (including table, tube, and
accessories).(knowledge &skill)
 Identify artifacts and how to take corrective action to eliminate them from
the image.(skill)
 X-ray equipment(knowledge&skill)
 Recognize Manual film processing(knowledge)
 Recognize Automatic film processing(knowledge)
 Check Radiographic exposure factor(skill)
Prerequisite: none

 Portfolio
 Video show
 Guided clinical practice & skill development lab
 Assignment and presentation
 Text books
193
 Writing board
 Posters
 Formative
o Oral exam
o Logbook
o Portfolio
 Summative
- Various factors which affect the quantity and/or the quality
of the beamof radiation from the X-ray tube.
- Performing Quality assurance test.
- Analyzing results of QA/QC testing and recommend corrective
action for the following: Timer, Focal spot, kVp,
HVL,Collimator/beam alignment, and X-ray generator.
- Malfunctions in the radiographic unit (including table, tube,
andaccessories).
- Reporting malfunctions in the radiographic unit (including
table, tube, and accessories).
- Checking Radiographic exposure factor
o 4 Assignment – 20%
- Performing Reject film analysis.
- Identifying artifacts and how to take corrective action to
eliminate them from the image.
- X-ray equipment
- Recognizing Manual film processing

Module Policy
194
Reference Books
 Radiographic Anatomy positioning an integrated approach ; Andrea Gauthier Cornuell, Diane H.

Gronefeld
 William E. Brant and Clyde A. Helms, 2007. Fundamentals of Diagnostic Radiology,
3rd Edition. Front of Book.
 Patrick W. Tank and Thomas R Gest, 2009. Lippincott Williams & Wilkins Atlas of
Anatomy 1st Edition.
 Paul Buther, Adam W. M. Mitchell, Harold Ellis. Applied Radiological Anatomy,

Cambridge University Press.
 Diagnostic Radiology Physics a hand book for student and teacher Christofides
A.D.A. MaidmentA.D.A. Maidment I.D. McLean Technical Editors IAEA
 Radiation Oncology Physics: A Handbook for Teachers and Students E.B. Podgorsak
Technical EditorSponsored IAEA
Module Schedule
Duration: 20 Weeks (Hospital Practice will be Parallel to Classroom-based teaching be for
special radiographic procedure Practice)
Required
(Assignment)
- PPT
 Interactive presentation on (2hrs.) - Video
o  Quality control, quality assurance and quality show on
Week 1 management. QA
Hospital practice on(4hrs.)
- Books of
o Quality control, quality assurance and quality
QA
management.
195
Required
(Assignment)
 Interactive presentation on(2hrs.) - PPT
o The various aspects of radiography that are subjected - Video
Week 2 to quality control show on
 Assignment and presentation on(20min) QA
o The various aspects of radiography that are subjected - Books of
to quality control QA
o The various aspects of radiography that are subjected to
quality control
Week 3  Interactive lecture on(2hrs) - PPT
o setting up a reject film analysis, methods, analysis ,action - Video
taken on reject film analysis
show on
 Assignment and presentation(20min)
o Performing Reject film analysis QA
 Video show on(10min) - Books of
o Performing Reject film analysis QA
o setting up a reject film analysis, methods, analysis, action
taken on reject film analysis
 Interactive presentation on(2hrs.) - PPT

o factors which affect the quantity and/or the quality - Video
of the beam of radiation show on
 Assignment and presentation (20min) QA
o factors which affect the quantity and/or the quality - Books of
Week 4 of the beam of radiation QA

o factors which affect the quantity and/or the quality
of the beam of radiation
 Interactive presentation on(75min) - PPT
o interaction of x-ray with matter - Video
o biological effects of radiation show on
 Group discussion on(20min) QA
o Interaction of x-ray with matter
- Books of
o biological effects of radiation
Week 5  Assignment and presentation on(15min) QA
o Interaction of x-ray with matter
 Assignment and presentation on(15min) - PPT
o biological effects of radiation - Video
 Video show on(10min) show on
o biological effects of radiation [15min] QA
196
Required
(Assignment)
Hospital practice on(4hrs.) - Books of
o interaction of x-ray with matter QA
o biological effects of radiation
 Interactive lecture on(2hrs.) - PPT
o Factors affecting Radiographic Quality; Density, - Video
Contrast, Detail, Safe light test, Un sharpness in the show on
radiographic image, Carful film handling and film QA
storage) - Books of
QA
Week 6 Hospital practice on(4hrs.)

Factors affecting Radiographic Quality; Density, Contrast,
Detail, Safe light test, Un sharpness in the radiographic image,
Carful film handling and film storage) Hospital practice on(4hrs.)
o Factors affecting Radiographic Quality; Density,
Contrast, Detail, Safe light test, Un sharpness in the
radiographic image, Carful film handling and film
storage
- Guided demonstration on(45min) - PPT

o Factors affecting Radiographic Quality; Density, - Video
Contrast, Detail, Safe light test, Un sharpness in show on
the radiographic image, Carful film handling and QA
film storage) - Books of
 Assignment and presentation on (20min) QA
Contrast, Detail, Safe light test, Un sharpness in
the radiographic image, Carful film handling and
film storage)
Week 7
 Video show on(10min)
film storage)

197
Required
(Assignment)
film storage
 Interactive lecture on (2hrs.) - PPT

o Accessory equipments(Collimator, Cassette and - Video
intensifying screens, Grid, Lead rubber apron and show on
gloves, Viewing box, Patient positioning aids) QA
Week 8 - Books of
QA
o Accessory equipment’s (Collimator, Cassette and
intensifying screens, Grid, Lead rubber apron and
gloves, Viewing box, Patient positioning aids)

o Accessory equipments(Collimator, Cassette and - Video
intensifying screens, Grid ,Lead rubber apron and show on
gloves, Viewing box, Patient positioning aids) QA
o how to analyze the QA/QC test - Books of
QA
 Group discussion on(10min)
o Accessory equipments(Collimator, Cassette and
Week 9 intensifying screens, Grid, Lead rubber apron and
gloves, Viewing box, Patient positioning aids)
 Guided Demonstration on(20min)

o How to report malfunctions in the radiographic unit
(including table, tube, and accessories).
o How to report malfunctions in the radiographic unit
(including table, tube, and accessories).
 Demonstration on skill lab(30min) - PPT
o How to analyze the QA/QC tests - Video
 Interactive presentation on (2hrs.) show on
o Basic Principles of CT, Detectors and Detector Arrays, QA
Week Details of Acquisition of CT, CT- Reconstruction, - Books of
10 Digital Image Display, Radiation Dose, Image Quality QA
and Artifacts
o Basic Principles of CT, Detectors and Detector Arrays,
Details of Acquisition of CT, CT- Reconstruction,
Digital Image Display, Radiation Dose, Image Quality
198
Required
(Assignment)
and Artifacts
 Assignment and presentation on (40min) - PPT
o Basic Principles of CT, Detectors and Detector - Video
Arrays, Details of Acquisition of CT, CT- show on
Reconstruction, Digital Image Display, Radiation QA
Dose, Image Quality and Artifacts - Books of
o malfunctions in the radiographic unit (including
QA
table, tube, and accessories).
 SDL video demonstrates on(20min)
o Malfunctions in the radiographic unit (including
Week table, tube, and accessories).
11
 Video show on (15min)
o protocols for performing special radiographic procedures
hospital guided practice on

o protocols for performing special radiographic procedures
hospital guided practice on
 Interactive presentation on (2hrs.) - PPT

o protocol for performing special radiographic procedures - Video
show on
Week
QA
12
- Books of
QA
 Interactive presentation on(70min.) - PPT

o Reporting malfunctions in the radiographic - Video
unit (including table, tube, and accessories). show on
 Role play on(10min) QA
o Reporting malfunctions in the radiographic - Books of
Week unit (including table, tube, and accessories). QA
13  Interactive presentation on(1hr.)
o Identifying artefacts and how to take
corrective action to eliminate them from the
image.
199
Required
(Assignment)
o Identifying artifacts and how to take
corrective action to eliminate them from the
image.
 Small group discussion on(15min) - PPT
o Identifying artifacts and how to take - Video
corrective action to eliminate them from the show on
QA
image.
- Books of
 Video show on(10min)
QA
o Identifying artifacts and how to take corrective action to
eliminate them from the image
 Demonstration (at skills lab)[20min]

Week o Identifying artifacts and how to take corrective action to
14 eliminate them from the image
 Interactive lecture on(2hrs.)
o Generator and exposure factor test, X-ray tube,
column, table and upright bucky , Collimator beam
alignment test, Beam restricting devices,Portable
and mobile x-ray units
o Generator and exposure factor test, X-ray tube,
column, table and upright bucky , Collimator beam
alignment test, Beam restricting devices,Portable and
mobile x-ray units
 Demonstration on(30min) - PPT
o Generator and exposure factor test, X-ray tube, - Video
column, table and upright bucky, Collimator beam show on
alignment test, Beam restricting devices,Portable QA
- Books of
 video show on(10min)
QA
Week column, table and upright bucky, Collimator beam
15 alignment test, Beam restricting devices, Portable
 Skill development lab (20min)
column, table and upright bucky, Collimator beam
alignment test, Beam restricting devices,Portable and
mobile x-ray units
200
Required
(Assignment)
 Assignment and presentation on(15min)
column, table and upright bucky, Collimator beam
alignment test,Beam restricting devices,Portable
and mobile x-ray units (15min)
 Interactive lecture on(1hr.)

o the dark room, film and chemical storage, film
processing

processing
 Assignment and presentation on ( 15min) - PPT
o the dark room, film and chemical storage, film - Video
processing show on
 demonstration on (20min) QA
- Books of
processing
QA
 Interactive lecture on(2hrs.)
o Choosing automatic processor, Use of automatic
processor,Image receptor,Digital imaging,Image
Week 16 processing and quality assurance, film processor,
Digital processor and Processor maintenance
schedule

processor,Image receptor,Digital imaging,Image
processing and quality assurance, film
processor, Digital processor and Processor
maintenance schedule
o Choosing automatic processor, Use of automatic - Video
processor, Image receptor, Digital imaging, Image show on
processing and quality assurance, film processor, QA
Week 17 Digital processorand Processor maintenance - Books of
schedule QA
 Skill development lab on(20min)
processor, Image receptor, Digital imaging, Image
201
Required
(Assignment)
processing and quality assurance, film processor,
Digital processorand Processor maintenance schedule
 Interactive lecture on(1hr.)

o Exposure chart,the step system, Technique
charts,timers test
o Exposure chart, the step system, Technique charts,
timers test
 Interactive lecture on (1hr.) - PPT

o Exposure chart,the step system, Technique - Video
charts,timers test show on
 Skill development lab on (30min) QA
o Exposure chart,the step system, Technique - Books of
charts, timers QA
 video show on(10min)
Week 18
charts,timers test
 Demonstration on(30min)
charts,timers test

charts,timers test
 Exam week
Week 19
202
Leadership and Management
Module ECTS: 4 ECTS
Module Description: This Module is designed for BSc Medical Radiology Technology students to equip
with the knowledge, skill and attitude needed to apply the principles of health policy, management and
leadership in a culturally sensitive manner with full participation of the community and other
stakeholders. This Module includes health service management, health economics and health informatics
and will be addressed through interactive lecture, Seminar presentations in class room teaching and
structured feedbacks in various health sectors and real community setup.
Module Objective
At the end of this module, students will be able to apply principles and methods of management and
leadership for effective and efficient management of the Ethiopian healthcare system.
Module Competencies
10. Analyze the concept of development and organization of the health system
11. Apply the concept of management and leadership in the health sector
12. Ensure adequate health services coverage, utilization and quality
13. Apply the principles of health informatics in Medical Radiology practice
Learning Outcomes
 Describe the Ethiopian health system including historical development, organization, structure,
approaches, policy, strategy, regulations and programs
 Apply principles and functions of management as well as leadership in the health sector
 Apply the principles of economics in the health sector including issues of equity and financing
 Describe the principles and components of the national health management information system
 Analyze the concepts of health care coverage, utilization and quality with focus in the Ethiopian
health system
 Demonstrate skills for effective communication with individuals, families, communities, health
sector staff, local leadership and development partners with sensitivity to personal and cultural
factors for the promotion of health and prevention of diseases
communities
participation
203
 Show respect for peers and other healthcare professionals and the ability to foster a positive
collaborative relationship with them
of new skills, knowledge and attitude
sources
 Use information and communication technology to assist in health promotion and disease
prevention measures for individuals and families
Prerequisite: none
Duration: 20 weeks
 Small group learning activities: assignment, exercise, case study, game, role play
 Individual reading
 PHCU/Community-based learning and study trip: home visit, discussion with individuals and
 Student presentation
 Reflective portfolio and mentoring
 AV aids (LCD and computer or Overhead projector and transparencies, writing board and
marker or chalk)
 Handouts of lecture materials
 Logbooks for entry of community experience
References (textbooks and articles)

1. Management Sciences for Health (MSH). Managers who lead. MSH, 2005.
2. Wagstaff A, Van Doorslaer E. Equity in the finance and delivery of health care. 1995.
3. Shaw RP, Griffin CC. Financing health care in Sub-Saharan Africa through user fees and
insurance. The World Bank, 1995.
3. Drumond MF, Stoddart CL, Torrance GW. Methods for the economic evaluation of health care
programs. 1993: 39 - 54.
4. Jira C. Health planning for health science students. Carter Center; 2003.
5. Jira C, Feleke A, Mitike G. Health services management for health science students. Carter
Center; 2003.
6. Berhane Y, Haile Mariam D, Kloos H. The epidemiology and ecology of health and disease in
7. Haile Mariam D. Exploring Alternatives for Financing Health Care In Ethiopia: An Introductory
Review Article.Ethiop J Health Dev2001;15(3):153-163.
8. Pankhurst R. An introduction to medical history of Ethiopia, with a postscript by
AsratWoldeyes. Trenton, New Jersey; 1990.
204
9. Walt G, Vaughan P. An Introduction to the Primary Health Care Approach in Developing
Countries: A Review with Selected Annotated References. Ross Institute of Tropical Hygiene:
London School of Hygiene and Tropical Medicine; 1981.
Assessment Methods
 Logbook and portfolio/community visit
 Global rating of community experience midway during the module
 Reflective portfolio /community visit (10 %)
 Quiz = 10%
 Test=15
 Assignment and student presentation (15%)
 Final Written exam (50%)
Module policy
Attendance: It is compulsory to attend a class on time and every time. If students are going to miss
more than three classes during the term, he/she should not take this Module.
Assignments: the student must do their assignment on time. No late assignment will be accepted.
Tests/Quizzes: There will be short quizzes and tests almost every week. If a student misses the class
or, are late to class, he/she will miss the quiz or test. No makeup tests or Quizzes will be given. The
students are expected to observe the rules and the regulations of the University as well.
205
Module Schedule
Week Contents Teaching/Learning

Activities
Introduction to the module (2hrs)
Introduction to health policy and management
 Definitions, principles and concepts of management, leadership and
governance theories of change

Introduction to the community and assignment of individual homes in
their respective team
 Management and environment Types, skills and roles of managers

Main functions of management
 Policies, strategies and programs during various periods
 Concepts and applications of leadership in the health sector
Primary health care or community visit (2hrs.)
 Community engagement and assignment of individual homes in

their respective team
Functions of Management
o Health management with focus to the Ethiopian health system
(planning and organizing)

o Community engagement and assignment of individual homes in their
respective team
Functions of Management continued
Health management with focus to the Ethiopian health system
206
Activities
(Implementation)

respective team

Functions of Management continued
Health management with focus to the Ethiopian health system
(Monitoring and Evaluation)

respective team

o Approaches in organization and delivery during various periods
(modern health services, basic health services, PHC, SWAP);
Initiatives in health development (including SDGs, PASDEP)

respective team
o Three tier of health system
respective team

o Three tier of health system continued

respective team
o Concepts and applications of leadership in the health sector
207
Activities
(Managing a health team)

respective team
Management of finance, HRH, time and material resources (Managing
resources)
 Health management with focus to the Ethiopian health system
(planning, organizing implementation, monitoring and evaluation)
 The concept of coverage and patterns of health care utilization
(including organization and use of the referral system
 Community engagement and assignment of individual homes in their

respective team
 Quality of health care
 Management of finance, Management of change, Drug HRH, time,
space and material resources
 Community engagement and assignment of individual homes in their

respective team
o Introduction to health economics
Definition, concepts, principles of health economics
o Application of economics to the health sector
o Demand and supply in the health sector
respective team
o Issues of equity in the health sector
o Methods of economic evaluation and costing of health care programs
o Principles and types of healthcare financing
o Healthcare financing in Ethiopia
208
Activities
respective team
 Introduction to computer
 Data representation and number system
Computer lab [2 Hrs.]

Identify the types of computer
Observe and identify the components of computer
Distinguish inputs with output devices
Observe the processing devices
 Health informatics terminologies Information management
 Introduction to telemedicine and tele-education
 Health Information Systems Overview
 Practice on Microsoft word

 Practice on Microsoft excel, Formula, table, graph
 Demonstrate GUI (graphical user interface)
 Routine health information System
 Clinical Information System EMR
 Patient Monitoring Systems CDSS
 Demonstrate CMD
 Demonstrate Utility software
 Demonstrate basic types of application software
 Information retrieval & EBM
 Information and computer ethics
 Computer network overview

 Types of computer network
209
Activities
o Introduction to HIS
o Types of HIS
o Building blocks of HIS
o Principles and components of HMIS
 Overview on the internet Web

 Tools and service on the internet
o Ethical and legal issues in HMIS
o Application of IT in the analysis and management of health systems
o Ethiopian HMIS

Purposes of the internet Browsers component
Operating system installation
Week 20 Exam week
210
RESEARCH METHODOLOGY
Module Title: Research Methodology
Module Description: This Module is designed for BSc in medical radiologic technology students to
scientific inquiry, critical appraisal of literature and evidence, and research process. The student will
acquire basic fundamental knowledge and skills to ethically conduct research in medical radiologic
technology and application of common statistical packages to appreciate the importance of research in
professional medical radiologic technologists. This module will be addressed through Interactive lecture,
Seminar presentations, Skill Development in computer Lab (SDL) demonstration and supervised
feedbacks in computer skill lab
Module Objective
At the end of this module, students will be able to undertake operational researches in a
professional manner.
Module Competencies
1. Apply basic principles of research method
2. Critically appraise scientific literatures, select, and summarize findings
3. Develop a research proposal following the steps of the research process
4. Conduct basic and operational scientific research to solve community problem
5. Utilize updated evidences in providing medical radiologic technology care
Learning Outcomes
 Discuss Elements of research project
 Conduct Literature review
 Demonstrate effective research writing and presentation skills
 Collect data and apply common statistical package for data processing, analysis
 Write research report
 Apply ethical principles relating to research
 Apply evidences based medical radiologic technology care
Prerequisite: None
 Interactive lecture
 Exercises and assignments
 Proposal development
 Computer lab practice (Statistical software programs such as Epi Info and SPSS
211
 Text books
 Writing board
 LCD Projector
 Laptop
 Exercises and assignments
 progressive proposal assessment
 Critical appraisal of literature (20 %)
 Developing a research proposal (30 %)
 Written exam (50 %)
 Possible Summative assessment areas for:
o Document of Critical appraisal of literature
o Document of Proposal
 Practical lab Evaluation (PLE)
o Compile document of Critical appraisal of literature
o Compile computer statical package
Module Policy
 Attendance: It is compulsory to attend SDL (computer lab) practice on time and every time. If
students are going to miss more than three classes/ computer lab practice days during this
semester, they will not be allowed to final assessment and next semester unless otherwise
proven by evidence per legislation requirement.
 Assignments: Students must complete Module assignments and work based assessments on
Reference Books
1. Getu Degu and Tegbar Yigzaw. Research Methodology: Lecture Note for Health Science
Students. Ethiopian Public Health Training Initiative. 2006
2. Nigel Bruce, Danniel Pope and Debbi Stanistreet: Quantitative methods for health research. A
practical interactive guide to epidemiology and statistics
3. Denise F. polit, Chery Tatano Beck. Nursing research principle and methods 3rd edition 2003
4. Evidence based medical radiologic technology care Chhay SvengCheaAth February 2015
5. Health research methodology: A Guide for Training in Research Methods, WHO Second
Edition.2001
212
6. Varkevisser C, Pathmanathan I. and Brownlee A. Designing and Conducting Health Systems
Research Projects (Volumes 1 and 2). Amsterdam: KIT Publishers, WHO/IDRC, 2003.
7. Proposal Writing For Health and Health-Related Research (Training Module 1). Addis Ababa,
Ethiopia: The Health Department of the Ethiopian Science and Technology Commission in
collaboration with The Ethiopian Public Health Association and Regional State Health Bureaus,
June, 2005
8. Assefa M, Tessema F. Supplementary Readings for Research undertaking. Jimma, 2000:77.
9. Assefa M. Manual for undertaking research: the participatory approach learning by doing. Jimma:
2003:92
213
Module Schedule
Duration: 2 Weeks (Classroom-based teaching)
Required Reading
(Assignment)

Overview of the Module [1 Hrs.]
 Structure and design
 Education strategies
 Core competencies
 Teaching and learning methods
 Assessment methods
Introduction to research [4 Hrs.]
 Definition of research
 Rationale for research
Day 1  Types of research
 Features of health system research
 The research process format
 Identify and prioritize research topic
Interactive Lecture and Discussion [4 hrs.]
 Problem statement
 Literature review
 Citation and Referencing styles
 Conceptual frameworks
 Formulation of research objectives
 Research hypothesis/questions.
Skill Development Lab [16 hrs.]
 Basic computer skill
Day 2 & 3  research software‟s Endnote application
 review a literature
Research Methodology
 Qualitative and quantitative studies design
o Descriptive studies
o Analytic studies design
Day 4
 Source population and study population
 Sample size and sampling methods
 Variables
 Validity and Reliability of measurements of tools
 Data collection techniques
214
Required Reading
(Assignment)
Skill Development Lab [3 Hrs.]
 Basic computer skill
 research software‟s Endnote application
 review a literature
 Plan for data collection and organization
 Plan for data processing and analysis
 Pre-testing the methodology
Day 5
Ethical considerations (2 Hrs)
 Plagiarism
 Ethical concerns pertaining study subjects
 Ethical issues in selected health researches
Ethical principles
 Confidentiality
 Autonomy
 Veracity
 Beneficence
Day 6
 Non-malfeasance
 Justice
 Informed consent
 Work Plan
 Budget Plan
Day 7
 Methods of data processing and analysis (EPi Info, SPSS ) endnote
 Methods of data processing and analysis (EPi Info, SPSS ) endnote
 The concepts of scientific evidence and evidence-based practice
Day 8 o Definition of evidence based practice (EBP)
o Components of evidence based practice (EBP)
o Steps of evidence based practice (EBP)
 Application of evidence to practice
o Critical appraisal of literature and utilization of evidence
Skill Development [15 hrs.]
Day 9-10  Students develop a research proposal
 Finalizing and reviewing the research proposal
Week 11 Final Examination Week
215
MODULES SYLLABI
Year Three Modules Syllabi
1. Basic CT scan Module

2. Basic MRI Module
3. Research Project
4. Team Training Program (TTP)
5. Comprehensive Examination
1. Basic CT scan Module
Module Title:Basic CT Scan Module

Module ECTS:8
create a learning opportunity onidentifying the normal anatomic structure and common pathologies of the
head & neck, chest, abdomen, spine, pelvis, upper limb and lower limb as depicted on CT images,
distinguish between arterial and venous anatomy of the entire
body’s vascular system, explain the basic imaging principle of CT scan imaging, describe
the instrumentation of CT, evaluate the request paper to verify the need of contrast administration &
imaging technique, prepare patient for a given CT scan examinations,apply radiology information system
based on the type of CT examination, operate the machine safely in the course of a given CT examination,
apply appropriate scanning techniques for a given CT examination,utilize appropriate protocols for a
given disease condition, apply radiation protection in the course of CT scan examination, process the
image & record/print onavailable media/device, assess image quality and provide patient care before,
during & after a given CT examination. This Module will be addressed through Interactive lecture,
seminar, group discussion, case-based discussion,demonstration in skill development lab/CT scan room
andhospital guided practice.
Module Objective
At the end of this module, students will be able to perform basic CT examinations.
Module Competencies
 Perform routine CT scan examination
Learning Outcomes
216
- Explain the basic imaging principles of CT scan imaging (K)
- Identify and discus instrumentation of CT scan machine (K)
- Identifying the normal anatomic structure of the head & neck, chest, abdomen, spine, pelvis,
upper limb and lower limb as depicted on CT images (K)
- Distinguish between arterial & venous anatomy of the head & neck, chest, abdomen, spine,
pelvis, upper limb and lower limb as depicted on CT images and mechanism of contrast
enhancement (K)
- Verify common pathologies of the head & neck, chest, abdomen, spine,pelvis, upper limb and
lower limb as depicted on CT images (K)
- Apply effective communication during a givenCT examination (S)
- Verify appropriate imaging technique and need of contrast administration for a given head &
neck, chest, abdomen, spine, pelvis, upper limb and lower limb CT examination (S)
- Prescribe the right amount & type of contrast media and necessary material for a given CT
examination which needs contrast (S)
- Calibrate the machine according to the manufacture’s manual in accordance with department
protocol (S)
- Inter and record patient data for a given CT examination according to manufacture manual
- Utilize appropriate protocols based on department protocol for a given CT examination and
process the image according to the type of examination & pathology seen (S)
- Operate machine safely &properly in the course of a given CT examination according to
manufacture manual (S)
- Apply correct positioning and centering the patient for a given CT examination based on the
department protocol (S)
- Apply radiation protection principles during a given CT examination (S)
- Analyze the pre-contrast image to check the importance of utilizing additional protocols,
administration of contrast media and asses overall quality of a given CT ongoing image (S)
- Demonstrate respectful and companionate care during a given CT scan examination (A)
- Apply fundamental principle of infection prevention in the course of a given head & neck, chest,
abdomen, spine, upper & lower limb CT examination (S)
Prerequisite: None

 Role play
 Case presentation
 Video show
 Demonstration in SDL
 Hospital guided clinical practice
 Seminar
 Group assignment
 Text books
217
 Writing board
 Anatomic model
 LCD Projector
 CT scan machine and its accessories
 Laser pointer
 Formative
o Essay exams, written exam, quizzes, and practical test (direct observation of skills)
o Oral exam
o Logbook
o Portfolio
o Checklist
 Summative
- Scanning brain CT
- Apply protocols in chest CT
- Patient positioning and centeringinabdominal CT examination
- Operate machine safely in course of spinal CT
- Apply radiation protection pelvis CT
- Assess image quality in pelvis CT
- Orbital CT examinations
- CT of temporal bone examinations
- PNS CT examinations
- CT urography examinations
- A. Perform Brain CT examinations
- B. Perform ChestCT examinations
- C. PerformPelvic CTexaminations
- D. PerformAbdominal CTexaminations
- E. PerformCT of the knee jointexaminations
Module Policy
218
 Assignments: Students must complete module assignments and work-based assessments on time.
senate legislation.
Reference Books
1. Brant, R. W. (2014). Fundamentals of Body CT (Fundamentals of Radiology). Philadelphia :
Elsevier Saunders .
2. Romans, L. E. (2011). Computed Tomography for Technologists: A Comprehensive Text.

Lippincott Williams and Wikins .
3. Applied Radiological anatomy, 2nd edition

4. Fundamentals of diagnostic radiology 2nd edition,
5. Grainger & Allison’s diagnostic radiology 6th edition
Module Schedule
Required Reading
(Assignment)
Interactive lecture on (3 Hr. and 30 min.)
Basic imaging principles of CT
Week 1
Video on (30 min.)
 How CT machine works during a given CT scan examination
Hospital guided practice on (6 Hr.)

 How CT machine works in the course of producing CT images
Group discussion & reflection on [25 min.]

 Fundamental principles of CT scan imaging
Interactive lecture on (2 Hr.)

 Instrumentation of CT
Week 2
Demonstration and observation on (20 min)
 Instrumentation of CT scan machine
219
Required Reading
(Assignment)
 Normal radiological CT anatomy of Head & neck

Video on (20 min.)
 The different components of CT scan machine
 How to safely operate CT machine and identifying the component of CT
machine

 Normal radiological CT anatomy of Head & neck
Group assignment presentation on[30 min.]
 Normal radiological CT anatomy of the neck region
Week 3 Video on (20 min.)
 Brain CT examination
 Performing brain CT examination
Interactive Lecture on (50min.)
 Mechanism of contrast enhancement in Head and neck
Demonstration on [30 min.]
 Mechanism of contrast enhancement in head and neck CT examination
Group discussion on [20 min.]

Pathologies of the neck
Demonstration on (20 min.)
 Verify appropriate imaging technique and need of contrast administration for a given
Week 4
pathology of brain and neck
Interactive Lecture and Discussion on[2 Hr.]
 Common pathologies of the head and neck

Video on (20 min.)
 Facial CT examination

 Performing facial (orbit, PNS, temporal bone, mandible, maxillae..etc) CT
examination

 Common pathologies of the brain
Demonstration [20 min.]
Week 5  Prescribe the right amount & type of contrast media and necessary material for
a given head & neck CT examination done with contrast.
220
Required Reading
(Assignment)
Role play on[20 min]
 Establishing effective communication during brain CT examination
Video on (20 min.)

 Neck CT examination

 Performing neck CT examination

 Normal radiological CT anatomy of the chest

 Normal radiological CT anatomy of the chest
Week 6 Group discussion on[30 min.]
Normal radiological CT anatomy of the heart and great vessels

 Performing chest CT examination

 Arterial & venous CT anatomy of the chest and mechanism of contrast
enhancement
Demonstration on[25 min.]

 Arterial & venous CT anatomy of the chest and mechanism of contrast
enhancement

Week 7  Common pathologies of the chest

 Common pathologies of the chest
Role play on[30 min]
 Establishing effective communication during chest CT examination

Video on (20 min.)
 Chest CT examination
 Performing chestand cardiac CT examination
Demonstration on (1 Hr.)
Week 8  Prescribe the right amount & type of contrast media and necessary material for
a given head & neck CT examination done with contrast.
221
Required Reading
(Assignment)
 Verify appropriate imaging technique and need of contrast administration for a
given pathology of chest

 Normal radiological CT Anatomical of spine
 Normal radiological CT Anatomical of spine

Video on (20 min.)
 Thoraco-lumbar CT examination
 Performing cervical and thoracic CT examination
Group discussion on (25 min.)
 Normal radiological CT Anatomy of the spinal cord and ligaments

 Arterial & venous anatomy of the spine and mechanism of contrast
enhancement
 Arterial & venous anatomy of the spine and mechanism of contrast

Week 9 enhancement
Group discussion on[30 min.]
 Degenerative disease and traumatic injury of the spine
 Common pathologies of the spine

Video on (20 min.)
 Lumbar CT examination
 Performing thoraco-lumbar, lumbar, sacrum and coccyx CT examination
Role play on[1 Hr.]
 Establishing effective communication during spine CT examination
Demonstration on (40 min..)

 Prescribe the right amount & type of contrast media and necessary material for
Week 10 a given spine CT examination done with contrast.
given pathology of spine

 Normal radiological CT Anatomy of abdomen
222
Required Reading
(Assignment)
 Normal CT Anatomy of the GI-tract
Video on (20 min.)
 Abdominal CT examination
 Performing abdominal CT examination
 Arterial & venous anatomy of the abdomen and mechanism of

contrast enhancement
 Arterial & venous anatomy of the abdomen and mechanism of
Week 11 Interactive Lecture and Discussion on [2 Hr.]
 Common pathologies of the abdomen

 Common pathologies of the liver and pancreas
Role play on[20 min.]
 Establishing effective communication during abdominal CT
examination
 Performing abdominal CT examination
 Prescribe the right amount & type of contrast media and necessary
material for a given abdominal CT examination done with contrast.
 Verify appropriate imaging technique and need of contrast
administration for a given pathology of abdomen
Interactive Lecture and Discussion on [1 Hr. and 40 min.]

 Normal radiological CT Anatomical of pelvis
 Arterial & venous anatomy of the pelvis and mechanism of contrast
Week 12
enhancement
 Pathologies of male and female reproductive system
 Establishing effective communication during pelvic CT examination
Interactive Lecture and Discussion on [40 min.]
 Arterial & venous anatomy of the pelvis and mechanism of contrast

enhancement
223
Required Reading
(Assignment)
Video on (20 min.)
 Pelvic CT examination
 Performing pelvis CT examination
 Prescribe the right amount & type of contrast media and necessary
material for a given abdominal CT examination done with contrast.
 Verify appropriate imaging technique and need of contrast
administration for a given pathology of pelvis
 Normal radiological CT Anatomy of the upper limb

Week 13
Interactive Lecture on [50 min.]
 Arterial & venous anatomy of the upper limb and mechanism of

Video on (6 Hr.)
 Performing elbow and shoulder CT examination
 Performing thumb, wrist joint, elbow joint and shoulder joint CT
examination
 Arterial & venous anatomy of the upper limb and mechanism of
 Benign and malignant tumor of the upper limb

 Inflammatory bone disease of the upper limb
Week 14
Interactive Lecture [35 min.]
 Arterial & venous anatomy of the lower limb and mechanism of
 Arterial & venous anatomy of the lower limb and mechanism of
Demonstration on (1 Hr. and 20 min.)
a given upper limb CT examination done with contrast.
given pathology of upper limb
224
Required Reading
(Assignment)
 Establishing effective communication during upper limb CT examination
Video on (6 Hr.)
Performing foot and ankle joint CT examination
 Performing foot, ankle joint, knee joint and hip joint CT examination
 Normal radiological CT Anatomy of the lower limb

 Common pathologies of the lower limb

Week 15  Benign and malignant tumor of the lower limb
 Establishing effective communication during lower limb CT examination
Demonstration on (1 Hr.)
a given lower limb CT examination done with contrast.
given pathology of lower limb
Video on (6 Hr.)
 Performing knee and hip joint CT examination
Performing foot, ankle joint, knee joint and hip joint CT examination
Exam Week
1. Basic MRI Examination
Module Title: Basic MRI Module

Module ECTS: 9 ECTS
Module Description: This module is designed for post basic BSc in Medical Radiology Technology
students to create a learning opportunity on basic imaging principles of MRI imaging, instrumentation of
MRI, thoracic MRI, abdominal MRI examination, pelvic MRI, brain MRI, spine MRI and
musculoskeletal MRI examination. This module is also designed to enable MRT professionals to provide
225
respectful and compassionate care and establishing effective communication for patients coming for MRI
examination along with use of radiologic information system.
This Module will be addressed through interactive lecture, seminar presentations, video presentations and
hospital practical attachment.
Module Objective
At the end of this module, students will be able to perform basic MRI examinations.
Module Competencies
 Perform basic MRI examination
 Provide respectful care for patients coming for MRI examination
 Communicate with the patient and colleagues effectively
 Apply radiology information system effectively
Learning Outcomes
At the end of this module, the students will be able to:
 Describe the basic imaging principles of MRI imaging(K)
 Describe the basic components of MRI machine (k)
 Explain generation and detection of magnetic resonance signal, K- space, scanning parameters
and MRI sequences basic principle and classification (k)
 Differentiate T1, T2 relaxation and image weighting, Pulse sequence, spin echo, inversion
recovery and Gradient recalled echo (k)
 Describe Signal form flow (k)
 Mention MRI artifacts (k)
 Identify MRI Contrast principle and contrast agents (k)
 Describe Mechanism of MRI Contrast Enhancement (k)
 Explain Role of MRI Contrast agents and their side effects (k)
 Explain Image optimization in MRI (k)
 Recognize gross anatomy of the thorax (k)
 Differentiate anatomical structures in thorax MRI image (lungs, CVS, arteries/veins, esophagus,
bones and muscles)-k
 Explain Common indications for thorax MRI examination (k)
 Mention thorax MRI image production parameters, routine protocols and sequences (k)
 Mention thorax MRI Equipment components (k)
 Recognize cross-sectional anatomy of the thorax on MRI (k)
 Identify pattern of chest pathologies on MRI (K)
 Set imaging protocols for thorax MRI examination (S)
226
 Prepare and position patient for thorax MRI (S)
 Apply safety rules during thorax MRI (A)
 Provide respectful care for patient coming to thorax MRI (A)
 Perform thorax MRI examination (S)
 Communicate effectively with the patients and colleagues based on the institutional protocols (S)
 Process and store image on computer (S)
 Recognize gross anatomy of the abdomen (K)
 Describe cross sectional anatomy of the abdomen (K)
 Explain Common indications for abdominal MRI (K)
 Differentiate abdominal MRI image production parameters, routine protocols and sequences (K)
 Mention abdominal MRI Equipment components (K)
 Explain Patient positioning in abdominal MRI (K)
 Differentiate anatomical structures in abdominal MRI image (K)
 Identify pattern of abdominal pathologies on MRI (K)
 Set imaging protocols for abdominal MRI examination (S)
 Prepare and position patient for abdominal MRI (S)
 Apply safety rules during abdominal MRI (A)
 Provide respectful care for patient coming to abdominal MRI (A)
 Perform abdominal MRI examination (S)
 Process and store the image on computer (S)
 Recognize the gross anatomical structures of pelvis (K)
 Identify cross sectional anatomy of pelvis on MRI (K)

 Explain Common indications for pelvis MRI (K)
 Differentiate pelvis MRI image production parameters, routine protocols and sequences (K)
 Mention pelvis MRI Equipment components (K)
 Explain Patient positioning for pelvis MRI (K)
 Differentiate anatomical structures in male/female pelvis MRI (K)
 Identify pattern of pelvis pathologies on MRI (K)
 Set imaging protocols for pelvis MRI examination (S)
 Prepare and position patient for pelvis MRI (S)
 Apply safety rules during pelvis MRI (A)
227
 Perform abdominal pelvis MRI examination (S)
 Provide respectful care for patient coming to pelvis MRI (A)
 Process and store MRI image on computer (S)

 Recognize gross Skull and Brain Anatomy (K)
 Describe cross sectional anatomy of skull and brain (K)
 Explain Common indications of skull and brain MRI (K)
 Differentiate skull and brain MRI image production parameters, routine protocols and sequences
(K)
 Mention skull and brain MRI Equipment components (K)
 Explain Patient positioning for skull and brain MRI (K)
 Differentiate anatomical structures in skull and brain MRI (K)
 Identify pattern of brain pathologies on MRI (K)
 Set imaging protocols for skull and brain MRI examination (S)
 Prepare and position patient for skull and brain MRI examination (S)
 Apply safety rules during skull and brain MRI examination (A)
 Perform abdominal skull and brain MRI examination (S)
 Provide respectful care for patient coming to skull and brain MRI (A)
 Recognize gross spine anatomy (K)
 Identify cross sectional anatomy of the Spine (K)
 Explain Common indications for spine MRI (K)
 Differentiate spine MRI image production parameters, routine protocols and sequences (K)
 Mention spine MRI Equipment components (K)
 Explain Patient positioning for spine MRI (K)
 Differentiate anatomical structures in spine MRI (K)
 Identify pattern of spine pathologies on MRI (K)
 Set imaging protocols for spine MRI examination (S)
 Prepare and position patient for spine MRI examination (S)
 Apply safety rules during spine MRI examination (A)
 Perform spine MRI examination (S)
228
 Provide respectful care for patient coming to spine MRI examination (A)
 Recognize gross musculoskeletal anatomy of shoulder girdle, upper limb, pelvic girdle and lower
limb.
 Identify cross sectional musculoskeletal anatomy of shoulder girdle, upper limb, pelvic girdle and lower
limb (K)
 Explain Common indications for shoulder girdle, upper limb, pelvic girdle and lower limb MRI (K)
 Differentiate shoulder girdle, upper limb, pelvic girdle and lower limb MRI image production
parameters, routine protocols and sequences (K)
 Mention shoulder girdle, upper limb, pelvic girdle and lower limb MRI Equipment components (K)
 Explain Patient positioning for shoulder girdle, upper limb, pelvic girdle and lower limb MRI (K)
 Differentiate anatomical structures in shoulder girdle, upper limb, pelvic girdle and lower limb MRI (K)
 Identify pattern of musculoskeletal pathologies on MRI (K)
 Set imaging protocols for musculoskeletal MRI examination (S)
 Prepare and position patient for musculoskeletal MRI examination (S)
 Apply safety rules during musculoskeletal MRI examination (A)
 Perform musculoskeletal MRI examination (S)
 Provide respectful care for patient coming to musculoskeletal MRI examination (A)
Prerequisite: None

 Portfolio
 Video show
 Hospital practice
229
 Text books
 Writing board
 Posters
 Anatomic models
 LCD Projector
 Formative
o Oral exam
o Logbook
o Portfolio
 Summative
- Brain MRI patient positioning
- Produce coronal MR image of cervical spine
- Produce sagittal MR image of shoulder joint
- Produce axial MR image of knee joint
- Computer processing of MRI image
- Finger MRI
- Chest MRI
- Pelvis MRI
- Abdomen MRI

- Brain MRI
- Cervical MRI
- Thorax MRI
- Lumbo-Sacral MRI
- Shoulder MRI
- Elbow joint MRI
- Pelvis MRI
- Knee joint MRI
- Ankle joint MRI
230
Module Policy
 Assignments: Students must complete module assignments and work-based assessments on time.
senate legislation.
Reference Books
Handbook of MRI technique Catherine Westbrook MSc, DCR(R), PgC (L&T), CT Cert, FHEA
Senior Lecturer and Post-Graduate Course Leader, Radiography, Anglia Ruskin University,Cambridge, UK
Catherine Westbrook, J. T. (2018). MRI in Practice (5th ed.). Blackwell Publishing Ltd.
Collins, C. M. (2016). Fundamentals of MRI—fields and basic pulse sequences. Morgan &
Claypool Publishers .
Robert W. Brown, Y.-C. N. (2014). Magnetic Resonance Imaging: Physical Principles and
Sequence Design. New Jersey : John Wiley & Sons, Inc.
Module Schedule
Required
(Assignment)
Interactive Lecture on [2 hrs] Reading
 Basic principles of MRI (Magnetism, electromagnetism, electromagnetic Assignment on:
induction and Magnetization properties) 
Video presentation on [20 minutes]

 basic principles of MRI physics (Magnetism, electromagnetism,
electromagnetic induction and Magnetization properties)
231
Required
(Assignment)
Week 1 Interactive Lecture and Discussion on [2 Hr]
 basic components of MRI machine (instrumentation)

 basic components of MRI machine
Hospital Practice on [8 Hr]
 Basic principles of MRI
 basic components of MRI machine
Seminar Presentation on[1 Hr] Reading
 Basic principles of MRI Assignment on:
 basic components of MRI machine 
 generation and detection of magnetic resonance signal, K- space, scanning
parameters and MRI sequences basic principle and classification
 Differentiate T1, T2 relaxation and image weighting, Pulse sequence, spin
echo, inversion recovery and Gradient recalled echo
Week 2 Video presentation on (10 minutes)
Interactive Lecture and Discussion on [30 minutes]
 Signal form flow

 Generation and detection of magnetic resonance signal, K- space,
scanning parameters and MRI sequences basic principle and classification
 Signal form flow
Interactive Lecture and Discussion on [1 hr]

 MRI artifacts

 MRI artifacts
Week 3
Interactive Lecture and Discussion on [1 hour and 30 minutes]
 MRI Contrast principle and contrast agents (30 minutes)
 Mechanism of MRI Contrast Enhancement (30 minutes0
 Image optimization in MRI (30 minutes)
232
Required
(Assignment)
Interactive Lecture and Discussion on [1 hour]
 Role of MRI Contrast agents and their side effects
Video Demonstration [10 minutes[
 Mechanism of MRI Contrast Enhancement
Group assignment presentation [30 minutes]
 Gross anatomy of the thorax
Group assignment presentation [15 minutes]
 Common indications for thorax MRI examination

 Contrast mechanisms on MRI examination
 Thorax MRI examination
Interactive Lecture and Discussion on [1 hr]
 Thorax MRI image production parameters, routine protocols and
sequences
Video Presentation on [40 minutes]
 thorax MRI image production parameters, routine protocols and sequences
(10 minutes)
 thorax MRI Equipment components (20 minutes)
 anatomical structures in thorax MRI image(lungs, CVS, arteries/veins ,
esophagus, bones and muscles) (10 minutes)
Week 4  Cross sectional anatomy of the thorax on MRI
Video demonstration on [10 minutes]
 Cross sectional anatomy of the thorax on MRI
 Anatomical structures in thorax MRI image(lungs, CVS, arteries/veins ,
esophagus, bones and muscles)
Hospital guided MRI demonstration on [45 minutes]


Interactive Lecture and Discussion on [2 hours]
 Pattern of chest pathologies on MRI
Week 5 Group assignment presentation on [30 minutes]

 Gross anatomy of the abdomen (15 minutes)
 Common indications for abdominal MRI (15 minutes)
233
Required
(Assignment)
 Abdominal MRI image production parameters, routine protocols and
sequences (1 Hrs)
 Patient positioning in abdominal MRI (30 minutes)
Video Demonstration on [25 minutes]
 Abdominal MRI image production parameters, routine protocols and
sequences (10 minutes)
 Abdominal MRI Equipment components (15 minutes)
 Abdominal MRI examination
Interactive Lecture and Discussion on [3 Hrs.]

 Cross sectional anatomy of the abdomen
Video Demonstration [10 minutes]

 abdominal MRI examination
Hospital Guided practice/ Visit on [30 minutes]

Week 6  Abdominal MRI examination
Group presentation and reflection [45 minutes]
 Gross anatomical structures of pelvis(15 minutes)
Common indications for pelvis MRI (30 minutes)
 Abdominal MRI examination
Interactive Lecture and Discussion on [2 Hrs and 30 minutes]

 Pattern of abdominal pathologies on MRI

 Pattern of abdominal pathologies on MRI

 Pelvis MRI image production parameters, routine protocols and sequences
Week 7 [1 Hr]
 Patient positioning for pelvis MRI (30 minutes)
 Pelvis MRI image production parameters, routine protocols and sequences
(10 minutes)
 Pelvis MRI Equipment components (10 minutes)
 Patient positioning for pelvis MRI (10 minutes)
234
Required
(Assignment)
 Pelvis MRI examination
 Cross sectional anatomy of pelvis on MRI
Seminar Presentation on [1 hr]

 Cross sectional anatomy of pelvis on MRI
Week 8 Interactive Lecture and Discussion on [2 Hr]
 Pattern of pelvis pathologies on MRI
Hospital guided MRI demonstration [1 Hr]
 Pelvis MRI examination
 Pelvis MRI examination
Group assignment presentation and reflection [1 hour]
 Gross skull and brain anatomy [30 minutes]
 Common indications of skull and brain MRI [30 minutes]
 Skull and brain MRI Equipment components (20 minutes)
Patient positioning for skull and brain MRI (15 minutes)
Week 9 Interactive Lecture and Discussion on [2 hours and 30 minutes]

 Skull and brain MRI image production parameters, routine protocols and
sequences (2 Hr)
 Patient positioning for skull and brain MRI (30 minutes)

 Brain MRI examination

 Cross sectional anatomy of skull and brain
Group assignment presentation on [1 hour]

 Cross sectional anatomy of skull and brain
Week 10
Hospital Guided practice/ Visit on [40 minutes]
 Skull and brain MRI examination

 Brain MRI examination
235
Required
(Assignment)
 Pattern of brain pathologies on MRI
Group assignment presentation and reflection [20 minutes]
 Gross spine anatomy (10 minutes)
 Common indications for spine MRI (10 minutes)
Week 11
 Anatomical structures in spine MRI
 Spine MRI examination
Interactive Lecture and Discussion on [3 hours]
 Spine MRI image production parameters, routine protocols and sequences
(2 Hr)
 Patient positioning for spine MRI (1 Hr)
Week 12 Video demonstration on [30 minutes]

 Spine MRI image production parameters, routine protocols and sequences
 Patient positioning for spine MRI
Interactive Lecture and Discussion on [4 hours and 30 minutes]
 Cross sectional anatomy of the Spine (2 Hr)
 pattern of spine pathologies on MRI (2 hours and 30 minutes)
Week 13 Video demonstration on [30 minutes]

 pattern of spine pathologies on MRI
Group assignment presentation and reflection [1 hour]

 Gross musculoskeletal anatomy of shoulder girdle, upper limb, pelvic
girdle and lower limb (30 minutes)
 Common indications for shoulder girdle, upper limb, pelvic girdle and
lower limb MRI (30 minutes)
Week 14
 shoulder girdle, upper limb, pelvic girdle and lower limb MRI Equipment
components

 Patient positioning for shoulder girdle, upper limb, pelvic girdle and lower
236
Required
(Assignment)
limb MRI

 Shoulder girdle, upper limb, pelvic girdle and lower limb MRI image
production parameters, routine protocols and sequences

 Musculoskeletal MRI examination

 Cross sectional anatomy of shoulder girdle, upper limb, pelvic girdle and
lower limb
Group assignment presentation on [1 hour]
 Cross sectional anatomy of shoulder girdle, upper limb, pelvic girdle and
lower limb
Week 15
Interactive Lecture and Discussion on [2 Hours]
 Identify pattern of musculoskeletal pathologies on MRI
 Musculoskeletal MRI examination
 Musculoskeletal MRI examination
RESEARCH PROJECT
Module Title: Research Project
Module Code: RADTM/5222
Module ECTS: 4
Module Duration: 26 Parallel Weeks + 2 Blocked Weeks
Module Description: The module is intended to prepare learners to design and conduct operational
research specific to Medical Radiology Technology for the evidence based practice.
Module Objective
At the end of this module, the medical student will be able to design and conduct an operational
research specific to Medical Radiology Technology for the evidence based practice.
Supporting Objectives
 Select a priority research problem (S2)
237
 Conduct literature review
 Develop a research proposal (S5)
 Collect data according the research protocol (S5)
 Analyze data with appropriate statistics(S4)
 Interpret the findings (S3)
 Write a scientific research report (S5)
 Disseminate research findings
Duration: 26 Parallel Weeks + 2 Blocked Weeks13

Teaching-Learning Methods: Supervised research and Portfolio
 Getu Degu and Tegbar Yigzaw. Research Methodology: Lecture Note for Health Science
Students. Ethiopian Public Health Training Initiative. 2006.
 Corlien M. Varkevisser, IndraPathmanathan, and Ann Brownlee. Designing and Conducting
Health Systems Research Projects: Volume 1 (Proposal Development and Fieldwork).
KIT/IDRC. 2003
 Corlien M. Varkevisser, IndraPathmanathan, and Ann Brownlee. Designing and Conducting
Health Systems Research Projects: Volume 2. KIT/IDRC. 2003
 HenrykDancygier: Clinical epidemiology. How to do clinical practice research
 Margaret L. Brandeau: Operations research and health care. Handbook of methods and
applications
 Nigel Bruce, Danniel Pope and Debbi Stanistreet: Quantitative methods for health research. A
practical interactive guide to epidemiology and statistics
 Ann Bowling: Research methods in health. Investigating health and health service.
 AV aids (LCD and computer or Overhead projector and transparencies, writing board and
marker or chalk)
Computers with data analysis software and internet access
Handouts of lecture materials
Assessment Methods
 Portfolio
 Progressive assessment
 Developing a research protocol (40 %)
 Final research report (30 %)
 Oral presentation of research finding (30 %)
Module Schedule
Week Activity
Week 1-10 Proposal Development
13
Students will conduct their research project parallel to professional practice rotations and there is no separate time allocated
with two exceptions: One week will be protected for data collection and one week for oral presentation of study findings.
238
Week 11 Data collection
Week 12-20 Analysis and Write-up
Week 21-26 Preparation for oral presentation
Week 27 Oral presentation
239
TEAM TRAINING PROGRAM
Attachment Title: Team training program (TTP)
Module ECTS: 4 ECTS
Module Duration: 4Weeks
Attachment Description: This TTP attachment is intended to provide medical interns experiential
learning opportunities while providing primary health care services by teaming up with other health
professionals. This supervised practice covers both clinical and public health tasks.
Attachment Objective
At the end of this attachment the medical intern will be able to provide essential clinical and public
health services in primary health care setting in the context of effective teamwork with other healthcare
students.
Supporting Objectives
 Diagnose and manage patients at the primary health care unit level in an ethical and efficient
manner (KSA4)
 Provide basic abdomino-pelvic, Gynecologic & Obstetric ultrasound examination available at
PHCU level (KSA4)
 Identify and refer patients who require higher level of radiologic examination (KSA4)
 Perform and interpret routine x-ray image (S4)
 Identify priority community health problems and hazards and their determinants (K4)
 Design and implement effective and feasible health promotion and disease prevention
interventions (KSA4)
 Design and implement health education sessions on priority health issues (KSA4)
 Interact with other healthcare professionals through effective teamwork (SA4)
 Lead and manage healthcare team and health services at PHCU level (KSA4)
 Mobilize community partnerships and action to identify and solve community health problems
(KSA4)
 Evaluate effectiveness, efficiency, accessibility, equitability, and quality of health services (K4)
 Communicate effectively with individuals, families, communities, PHCU staff, local health
department staff, peers and faculty (S4)
 Interact with individuals and families with sensitivity to personal and cultural factors (SA4)
 Advise individuals and families to promote health and prevent illness (KS4)
communities consistent with the future role of a health professionals (A4)
participation (A4)
 Show respect for peers and other healthcare students and professionals and the ability to foster
a positive collaborative relationship with them (A3)
240
using a systematic methodology (K4)
 Use information technology to manage information, access online medical information, and
support one‟s own education (K4)
of new skills, knowledge and attitude (A3)
sources (KS4)
 Use information and communication technology to assist in health promotion and disease
prevention measures for individuals and families (K3)
Duration: 4 weeks
Pre-requisite: None
 Community survey
 Mini-project
 Supervised clinical practice
 Supervised community practice
 Portfolio
 PRRE
 Ferri. Ferri's Clinical Advisor, 1st edition. 2009

 Dan L Long (et al.) Harrison‟s principles of medicine. 18th edition. 2012
 Eddleston, Michael; Davidson, Robert; Brent, Andrew; Wilkinson, Robert. Oxford Handbook of
Tropical Medicine, 3rd Edition. 2008
 Hillard, Paula J. Adams. 5-Minute Obstetrics & Gynecology Consult. The 1st Edition. 2008
 Current Diagnosis & Treatment Obstetrics & Gynecology, Tenth Edition. 2007
 Jira C, Feleke A, Mitike G. Health services management for health science students. Carter
Center; 2003.
 Berhane Y, Haile Mariam D, Kloos H. The epidemiology and ecology of health and disease in
 Rothman. Modern epidemiology
 Daniel: Biostatistics: A foundation for analysis in health sciences.
 Management Sciences for Health (MSH). Managers who lead. MSH, 2005.
 Carl Fertman and Diane Allensworth. Health promotion programs: from theory to practice.
2010
 Lawrence Green, Marshall Kreuter. Health program planning: an educational and ecological
approach. Volumes 1-2. 2005
 Jackie Green, Keith Tones. Health promotion: planning and strategies. 2010
 Mark Edberg. Essentials of health behavior: social and behavioral theory in public health. 2007
 Richard D. Semba and Martin W. Bloem. Nutrition and health in developing countries. Human
Press. 2008
 Goeffrey P Webb. Nutrition. A health promotion approach. 3rd edition.
 Rosalind S. Gibson. Principles of nutritional assessment. 2nd edition. 2005
241
 Robert H Friis. Essentials of environmental health (2nd edition). The essential public health
series. 2012.
 Kathryn Hilgenkamp. Environmental Health: Ecological Perspectives. 2006
 Herman Koren and Michael Bisesi. Handbook of environmental health. 2002
AV aids (LCD and computer or Overhead projector and transparencies, writing board and marker or
chalk)
Computers with internet and data analysis software
Logbooks for entry of community experience
Stationeries for community survey
Drugs, equipment, tools and materials for clinical and public health interventions
Assessment Methods
 Logbook and portfolio
 Weekly activity report and Seminar
 360-degree evaluation (20 %)
 Global rating (20 %)
 Reflective portfolio (15 %)
 PRRE14 (15 %)
 Community diagnosis (15 %)
 Mini-project (15 %)
Attachment Schedule
Week Activity
Week Discussion with local administration, health office, PHCU staff and community representatives
1 about attachment objectives and roles and responsibilities of all parties
Community diagnosis: survey, analysis of results, action plan and presentation and discussion
Week Plan and implement PHCU and local health office activities in coordination with them
2-3  Diagnostic service at Radiology Department throughout the week including duty
 Public health interventions: Health education, school health, prison health, EPI,
epidemic investigation and management, primary health care evaluation including
clinical services, environmental health activities (inspection of water sources, food
hygiene in public restaurants, public sanitation facilities, waste disposal, health facilities
supervision, workplace safety), mini-project to solve priority community health
problems
 Home visit on Fridays for half day
 Weekly activity report and seminar on Friday afternoons
Week Evaluate effectiveness and efficiency of the service rendered and the community learning
242
4 experience
Overall reporting and discussion
Typical Weekly Schedule of Week 2 - 3

Monday Tuesday Wednesday Thursday Friday
AM Group I:Diagnostic Group I:Diagnostic Group I: Public Group I: Public Home
service at PHCUs service at PHCUs health interventions health interventions visit
including duty including duty
Group II: Public Group II: Public Group II:Diagnostic Group II: Diagnostic
health health service at PHCUs service at PHCUs
interventions interventions including duty including duty
PM Group I:Diagnostic Group I:Diagnostic Group I: Public Group I: Public Weekly
service at PHCUs service at PHCUs health interventions health interventions activity
including duty including duty report
Group II: Group II: Diagnostic Seminar
Group II: Public Group II: Public Diagnostic service service at PHCUs
health health at PHCUs including including duty
interventions interventions duty
NB.
 Depending on the number of Radiologic Technologist students and size of facilities, 2-4 students
will be assigned for duty during evening hours and in the weekends.
 Seminar topics will be selected through discussion between students and faculty based on
national and local relevance
 Outreach and public health interventions will be coordinated with plans of the district and
PHCU
243
ANNEXES 2: ASSESSMENT TOOLS
List of Assessment tools
End of Module completion form; Internal Medicine Module
End of Module completion form; Surgery Module
End of Module completion form; Routine Image Interpretation Module
End of Module completion form; Pediatrics Module
End of Module completion form; Abdominopelvic US Module
End of Module completion form; Special radiographic procedures Module
End of Module completion form; Gynecology and Obstetrics Module
End of Module completion form; Ultrasound of Gynecology & Obstetrics Module
End of Module completion form; Quality Assurance and Safety Module
End of Module completion form; Basic CT scan Module
End of Module completion form; Basic MRI Module
Continuing Assessment form

DOP (Directly Observed Procedure) form
PCE (Practical Clinical Evaluation) form
CBD (Case-Based Discussion) form
Research for an evidence-based guideline for the department
Final Draf t
Medical Imaging room teaching assessment form
Written needs assessment of an aspect of the department with recommendations
244
1/1
StudentName: StudentNumber
End of Module completion form; Internal Medicine
1–7tobecompletedbyendofclinicalattachment,8afterwrittentest
No Yes Score(%)
1. Attendancesatisfactory
2. Logbooksatisfactory?
3. Continuingassessmentformsatisfactory (20%)?
4. HaveDOPsbeencompletedsatisfactorily (0%)?
5. HavePCEsbeencompletedsatisfactorily (0%)?Final Draf t
6. Have 2CBDsbeencompletedsatisfactorily (20%)?
7. Structured Oral
Examinationcompletedsatisfactorily (0%)
Assessor‟sName& Signature: Date:
8. Writtentestsatisfactory (60%)?
Assessor‟sName& signature: Date:
Totalscoreforthe Module(outof100%)=
Ifanyareasareunsatisfactoryplease specifywhy:
245
1/1
End of Module completion form; Surgery
No Yes Score(%)
5. HavePCEsbeencompletedsatisfactorily (0%)?Final Draf t
7. Structured Oral
246
1/1
End of Module completion form; Routine Image Interpretation
No Yes Score(%)
4. Have 4DOPsbeencompletedsatisfactorily (10%)?

Final Draf t
5. Have 2PCEsbeencompletedsatisfactorily (20%)?
7. Structured Oral
247
1/1
End of Module completion form; Pediatrics
No Yes Score(%)
5. HavePCEsbeencompletedsatisfactorily (0%)?
Final Draf t
7. Structured Oral
248
1/1
End of Module completion form; Abdomino-pelvic Ultrasound
No Yes Score(%)

Final Draf t
7. Structured Oral
249
1/1
End of Module completion form; Special Radiographic Procedure
No Yes Score(%)

Final Draf t
7. Structured Oral
250
1/1
End of Module completion form; Gynecology and Obstetrics
No Yes Score(%)

Final Draf t
6. HaveCBDsbeencompletedsatisfactorily (0%)?
7. Structured Oral
251
1/1
End of Module completion form; Ultrasound of Gynecology and Obstetrics
No Yes Score(%)

Final Draf t
7. Structured Oral
252
1/1
End of Module completion form; Quality assurance and safety
No Yes Score(%)
Final Draf t
7. Structured Oral
253
End of Module completion form; Basic CT scan
No Yes Score(%)
5. Have2PCEsbeencompletedsatisfactorily (20%)?
Final Draf t
7. Structured Oral
254
End of Module completion form; Basic MRI
No Yes Score(%)

Final Draf t
7. Structured Oral
8. Written test satisfactory (20%)?
255
A
Final Draf t
256
Final Draf t
257
Final Draf t
258
Final Draf t
259
Final Draf t
260
Final Draf t
261

Modularly Harmonized BSC Post Basic Medical Radiologic Technology Curriculum

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Modularly Harmonized BSC Post Basic Medical Radiologic Technology Curriculum

Uploaded by

Copyright:

Available Formats

Modularly

Therefore,the curriculum was developed by the Federal Ministry of Health (FMOH) in

(MRI), Mammography, Nuclear

MRT Medical Radiology Technologist

Education and Professional Development ........................ Error! Bookmark not defined.

health care system.

Competency:As medical imaging technologist who provide compressive, high quality,

Leadership and Management

5. Use patient information management system as per national standard

Quality Assurance and Safety

Health promotion and advocacy

 Collaborative. Where possible, methods that encourage collaboration and cooperation

among learners are proposed.

Reliability: Reliability is the reproducibility or consistency or generalizability of assessment

Validity: Validity is the ability of an assessment to measure what it is supposed to measure.

1. Direct Observed Practice (DOP)

2. Case Based Discussion (CBD)

3. Practical Clinical Evaluation (PCE)

4. Standardized oral exam

knowledge, interpersonal and communication skills, professionalism, etc.) retrospectively

[75, 80) 3.50 B+

 Two recommendation letters from work place. These may be:

Grading & Promotion

Requirement for promotion

In English: BSc in Medical Radiologic Technology”

In Amharic: " የሳይንስባችለርዲግሪበሕክምናራዲዮሎጂክቴክኖሎጂ"

Year ONE Modules Distribution

Year II Modules Final Draf t

Total of Totals 146

Time Monday Tuesday Wednesday Thursday Friday

Time Monday Tuesday Wednesday Thursday Friday

(In-school teaching) (In-school teaching)

How the Typical Week is Arranged:

Time Monday Tuesday Wednesday Thursday Friday

TYPICAL WEEK FOR YEAR II

Time Monday Tuesday Wednesday Thursday Friday

How the Typical Week is Arranged:

Time Monday Tuesday Wednesday Thursday Friday

(In-school teaching) (In-school teaching) (In-school teaching) (In-school teaching)

How the Typical Week is Arranged:

Learner's Books 1&2.Addis Ababa: EMPDE

4th – 6th 2.AIDS Listen to texts

College English VL.I and collocation

2.5 Speaking Public Speaking for -practice and

College English VL.I Write summary

3.Culture and Values Listen to texts

16th& 4.Improving Study Practices -listen to

CIVICS & ETHICAL EDUCATION

Unit objectives at the end of this unit Content Delivery

Unit objectives at the end of this Content Delivery method

2.1 define ethics CL1 Final Draf t Interactive lecture and

4.1. define constitution and 4.1. definition of Interactive lecture and

institution in Ethiopia CL2  Electoral system

CHAPTER EIGHT –Environment and sustainable development (3hr)

Unit objectives at the end of this unit Content Delivery method

1. Introduction to Radiologic Science

Module Title: Introduction to Radiologic Science

 Apply the principles of respectful care

 Illustrate basic concepts (PD & PK) of general pharmacology(K3)

Cliffs, New Jersey, 1975

 Values in MRT practices

Clinical Skill Development Lab [2 Hrs.]

Biomedical Skill Development Lab [3 Hrs.]