MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

Specialist Science Education Department

(SSED)
School of Medicine

Programme Handbook 2023-24

MSc, PGDip, PGCert in Diagnostic Imaging
(Medical Ultrasound)

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

Contents

1 Welcome to the MSc, PGDip, PGCert in Diagnostic Imaging…………….3

2 Members of the Programme Team………………………………………….3

3 Programme Information……………………………………………………….4

4 Assessments Advice, Guidance and Progression Rules………………….7

5 General Advice on Assignments…………………………………………….13

6 General Information and Advice……………………………………………..20

7 Health and Safety………………………………………………………………22

8 Other…………………………………………………………………………….25

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

1 Welcome to the MSc, PGDip, PGCert in Diagnostic Imaging (Medical Ultrasound) in the
School of Medicine at the University of Leeds.

The Diagnostic Imaging programme is aimed at local, national and international students who wish
to develop their academic and clinical skills, in-depth knowledge and understanding, research and
professional practice in Diagnostic Imaging. It is multidisciplinary aimed at healthcare professionals
including those practising as radiographers, clinical physiologists, midwives, sonographers, medical
doctors, nurses, clinical scientists.

We have a highly successful reputation of teaching medical ultrasound at postgraduate level for
many years. You will develop specialist clinical expertise underpinned by in-depth theoretical
knowledge and practical experience. On completion of this programme you will have in depth
specialist clinical and scientific knowledge related to Diagnostic Imaging and an understanding of
the evidence and research base of the discipline.

These pages will provide you with information about the programme. If you have any questions,
please don't hesitate to contact the Programme Leader.

We look forward to working with you and hope you will enjoy your time at the University.

This handbook focuses specifically on the MSc, PG Diploma and PG Certificate in Diagnostic
Imaging. It should be read in conjunction with the Student Handbook and For Students website the
University’s Taught Student Guidance.

Additional updated information may be provided when necessary on the VLE (Virtual Learning
Environment) Minerva.

2 Members of the Programme Team

Programme Leader

Mike Kirk Lecturer  m.kirk@leeds.ac.uk

8.01 Worsley Building

Programme Team
Jane Arezina Associate professor  j.arezina@leeds.ac.uk
8.01 Worsley Building

Sandra Morrissey Lecturer  s.l.morrissey@leeds.ac.uk

8.01 Worsley Building

Judi Wilkins Programme Administrator  0113 343 7646

7.09 Worsley Building  Diagnosticimaging@leeds.ac.uk

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

Module leaders

Code Title Credits

ARCS 5258M Professional Issues in Diagnostic Imaging 15 Mike Kirk

ARCS 5256M Science and Technology of Ultrasound 15 Mike Kirk

ARCS 5219M Gynaecological Ultrasound 30 Sandra Morrissey

ARCS 5253M Obstetric Ultrasound 30 Jane Arezina

ARCS 5220M General Medical Ultrasound 30 Mike Kirk

ARCS 5262M Diagnostic Imaging Dissertation 45 Sandra Morrissey

ARCS 5270M Research for Diagnostic Imaging 15 Sandra Morrissey

3 Programme Information
The suite of Diagnostic Imaging programmes is divided into 3 semesters for organisational
purposes. Students usually study 60 (part-time) or 120 (full-time PG Dip) credits per year. All
modules are M level/level 5, which is equivalent to FHEQ Level 7.
 A single module consists of 150 hours – 15 credits
 A double module consists of 300 hours – 30 credits

Awards
The structure of the Programme of study will lead to the award of:
 Postgraduate Certificate: this will normally comprise 60 credits
 Postgraduate Diploma: this will comprise 120 credits.
 Degree of Master of Science: this will comprise 180 credits.

Students must pass all the modules for the award. Awards will be with pass/merit/distinction
in accordance with the University Regulations.
Students may exit permanently or temporarily, depending on their professional and work
requirements, with an award. The flexibility within the core modules, the choice of optional modules
and the different exit points will provide students with control over their learning. Each clinical
module has an associated summative clinical assessment which must be passed in order to achieve
the award. Students cannot undertake diagnostic imaging examinations without supervision until the
compulsory modules and the appropriate clinical modules have been passed and the results have
been ratified by the programme’s Committee of Assessors and the school Postgraduate
Programmes Assessment Board. Academic regulations apply to each clinical assessment date.
These dates can be found in each module handbook (please read your module handbooks very
carefully).

Time Limit to complete the Programme

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

The programme integrates theory and practice and is dependent upon the support from the clinical
practice placement for the student. The time requirements of the programme reflect the learning
needs of the student both within the University and clinical placement environments. Therefore,
most students initially register for either the Postgraduate Certificate or Postgraduate Diploma and
consolidate their clinical experience before returning to complete the Masters award.
Part-time Postgraduate Period of Study
 Postgraduate Certificate Normally 1 year
 Postgraduate Diploma Normally 2 years
 Masters Degree Normally 3 years
Full-time Postgraduate Period of Study
 Postgraduate Diploma Normally 1 year

Students with advanced standing may have reduced timescales for completion.

You will be expected to work independently; this includes supplementing your lecture notes and
preparation for course work and assessment. The programme is delivered at M Level, this is the
level expected of postgraduate students.
The UK Quality Code for Higher Education identifies the following ‘Expectation’ relating to learning
and teaching, which higher education providers are required to meet:
‘Higher Education providers, working with their staff, students and other stakeholders, articulate and
systematically review and enhance the provision of learning opportunities and teaching practices, so
that every student is enabled to develop as an independent learner, study their chosen subject(s) in
depth and enhance their capacity for analytical, critical and creative thinking’.
The University defines ‘placement’ as a period of work experience, either paid or unpaid:
 Which is undertaken as an integral part of the student’s programme
 Where the student is enrolled at the institution during this period
 Where there is a transfer of direct day to day supervision of the student to a third party
[Adapted from the UCEA (2009) definition

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

Masters in Diagnostic Imaging (Medical Ultrasound)

Programme Award Pathway
Compulsory Modules
Professional Issues in Diagnostic Imaging (15 credits)
Science and Technology of Ultrasound (15 credits)

Plus 30 credits from the following

Optional modules
Obstetric Ultrasound; Gynaecological Ultrasound; General
Medical Ultrasound

Post graduate Certificate in Diagnostic Imaging

60 Credits

Plus a further 60 credits of optional modules

Post Graduate Diploma in Diagnostic Imaging

120 Credits

Compulsory Modules
Research for Diagnostic Imaging (15 credits)
Diagnostic Imaging Dissertation (45 credits)

MSc in Diagnostic Imaging

180 Credits

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

3.1 Assessment

Achievement for the degree of Master of Science will be assessed by a variety of methods in
accordance with the learning outcomes of the modules specified. The assessment methods have
been carefully chosen to develop the skills that imaging students will utilise in specialist and/or
advanced clinical practice and may include written exams; practical reports; case reports;
Evaluation of Diagnostic Images Exams (EDIEs). The assessment of competence to practice is via
an observed clinical session, performance audit or by portfolio depending on the module.

3.2 Learning Context

The taught component of this module is delivered through blended learning (see below for an
explanation of the types of methods). Inevitably, the pace of these sessions can feel a little fast as a
lot of ‘new’ concepts are covered in the early stages of the module. It is essential that you read
around the subject in preparation for each session. If you feel that you need any further support,
please ask.

3.3 Teaching Methods

During your programme, you will encounter a variety of teaching and learning methods.

Lectures
Lectures are usually one-hour sessions and are tutor led. Lectures may be provided by academic
staff or invited external clinical experts.

Tutorials and seminars

Tutorials are small group teaching/learning sessions led by a member of the module team. These
may last 1-2 hours and are more interactive/discursive sessions, where participation and sharing of
knowledge and experience with your fellow students is fundamental to learning. They include
clinical assessment, EDIE and case report tutorials

Seminars are small group teaching/learning sessions led by students – you will be asked to prepare
material for sharing and discussion. Seminars usually last 1-2 hours and are again
interactive/discursive where your participation is fundamental to effective learning. Details of what is
required for each session will be provided in the previous session or via the VLE/email system.

Work based learning - Please note that this may be out-of-normal hours including evenings
and/or weekends
For each 30 credits clinical modules you must undertake 300 hours of clinical practice and this is a
qualificatory part of students’ experience and learning. The clinical learning hours enable you to
perform imaging examinations in your own clinical workplace under the supervision of a qualified
mentor. You will be advised of a minimum number of cases and the scope of case mix (types of
clients/patients, diseases) that you will need to undertake in order to develop and demonstrate
clinical competence. Please note that if your department withdraws clinical support, you will have to
leave the programme. This programme meets the rigorous standards of the professional and
regulatory bodies, as well as quality assurance standards. We have ensured this by mapping the
pathway against:
 The Health and Care Professions Councils Standards of Proficiency for Diagnostic
Radiographers (2012)*

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

 Standards of Education and Training (2009)

 The NHS constitution 2012
 The Consortium for the Accreditation of Sonographic Education (CASE)
* There is currently no protected title ‘sonographer’ so these have been matched to ‘radiographer’
where relevant.

Seminar Presentation
A presentation of a subject to a peer group, forming the basis for discussion within the group.

Practical
These are interactive sessions where you will be able to apply theoretical learning and employ
new skills to clinical tasks in a simulated environment – these will usually take place in our new
clinical skills suite where we have 6 Body Works Eve simulators, ultrasound machines and couches,
a scan-trainer ultrasound phantoms.

Self-directed study
This is where the academic tutors assign tasks to undertake either in your own private study time or
in your clinical workplace – you may be asked to prepare something to share with your tutor and
peers in seminar sessions during subsequent attendance blocks.

Private Study
You will need time to do literature searches, read textbooks, journal articles, and guidance
documents relevant to your chosen clinical application and to help you prepare course work and
assignments for assessment. We recommend 2 days of private study per module. Think about any
additional relevant learning opportunities that might be available to you provided by your employers
and professional organisations.

E-learning
Opportunities may be provided through the portal or VLE for you to access learning materials and
interactive forums

Reflective Practice
This form of learning encourages you to think about your clinical experiences and use them as a
springboard for directing your own independent investigation and learning. Reflection on, and in,
practice can be used:
 as a form of inquiry;
 to help identify and solve problems;
 to help implement change;
 to link professional knowledge to current clinical practice.
Your reflective practice should be structured within a framework – if this type of learning is new to
you have a look at Chapter 3 ‘Frameworks for Reflection’ in Jasper M (2013) Beginning reflective
practice. 2nd ed. Cheltenham, Nelson Thornes.

4 Assessments Advice, Guidance and Progression Rules

The following information is meant to be a guide only. Full details of module assessments are given
in each module handbook. Please note that not all of the following will be applicable to every
module and is meant to be a brief overview.

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

Formative Assessment
Formative assessment will be actively encouraged and is seen as a developmental process for you.
This will help to guide the lecturer, your mentors in practice and you to monitor your performance
through informed feedback. Problems identified by the formative process can be actively addressed
through appropriate remedial work. Self-assessment and peer assessment will also be encouraged.

Summative Assessment
Summative assessments contribute to the final mark for a module and will indicate the level of
attainment you have achieved. Throughout the programme a variety of assessment strategies have
been used to reflect the learning outcomes for the modules.

Examination
This assesses your ability to apply knowledge and understanding in a specified time. It requires a
degree of organisation and demonstrates the ability to present information relevant to the question
in a logical way. This requires that you are selective about the information that you choose to
present. Examinations may be in the form of essays, short or long questions.

Online Gradescope timed examinations - Please read the Gradescope student guide
Online Gradescope timed examinations include questions that you answer directly within the
interface by typing, selecting, or uploading your responses. Examinations are designed to test your
judgement and critical thinking skills. They test understanding, critical analysis, evaluation and
application of knowledge. You are reminded to present a quality and thoughtful response that
answers the question and to avoid presenting unnecessary information.
Calculator instructions: You are allowed to use a nonprogrammable calculator in these exams.
Incurring penalties: A mark of 0 will be returned for non-submission as would occur when absent
from an exam.

Statement of Academic Integrity:

The School of Medicine prohibits the taking of screen shots of assessments and any real time
communication / sharing of information between students. Any student who is found to have
cheated or exploited the reduced level of invigilation for the assessment, will be seen to have acted
unprofessionally and the School will take the necessary action. Students are reminded that the work
submitted online will be subject to plagiarism checks via Turnitin. Please visit the Cheating,
Plagiarism, Fraudulent or Fabricated Coursework and Malpractice documents in University
Examinations and Assessments Regulations page to familiarise yourself with University rules. By
completing any Gradescope online assessment and submitting your answers you are stating that
this work is your own.

Case report/Essay/Assignment
This will have a topic focus for which you need to demonstrate knowledge and understanding at
specific levels. Guidelines with regard to focus and work limitations will be distributed with each
assignment.

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24
Levels of Expectation
Structure and Presentation
Masters Excellent ability to structure coherent
arguments and present a series of
complex issues in a clear and concise
manner.
Literature used is of scholarly reviews
and primary nature
Level 3 Good ability to structure a coherent
presentation dealing with complex
issues.
Evidence of wide reading and application
of the literature
Level 2 Well structured presentation.
Communicates in a written format which
provides sound evidence of relevant
reading.
Level 1 Clear, concise presentation which
includes an introduction, main body and
conclusion.
Adheres to academic writing style and
grammatical accuracy.
Key reference sources used to support
text and beginning to use relevant
primary reference sources.
Conforms to University of Leeds modified
Harvard style of referencing
Content and Knowledge
Display coherent and comprehensive
subject knowledge.
Demonstrate a conceptual understanding
of a broad range of issues relating to the
subject and drawing on relevant
experience when appropriate
Display detailed knowledge and
understanding of the subject area.
Apply relevant conceptual frameworks,
facts, principles and theory to practice
accurately
Discuss key issues accurately and
display detailed knowledge and
understanding of theory and practice.
Apply relevant theory to practice
accurately
Describe key issues clearly and display
understanding of knowledge base.
Beginning to apply appropriate theory to
practice
Analysis/Synthesis Reflection on Practice/Discipline (where
appropriate within module assessment)
Analyse concepts and reframe arguments. Critically reflect on the theories, practice
Accurate analysis of data and information and outcomes. Challenges received
with some transfer of knowledge into new opinions and their implications for practice.
contexts including use of experience and
personal ideas where appropriate
Demonstrate excellent ability to critically
review theories, processes, solutions and
outcomes and considers validity and
reliability of such evidence.
Display mastery and original thought
Use current and contemporary evidence to Ability to reflect on and apply new insights
support arguments. to practice and demonstrate recognition of
Review significance and limitation of own limitations
evidence supporting
conclusions/recommendations and
investigate contradictory information.
Reframe arguments and demonstrate
some originality.
Clear discussion of a range of information, Reflect on practice as appropriate and
analysis of some issues and recognition of evaluate personal strengths and
the significance of findings weaknesses to enhance future practice.
Evidence of accurate and relevant Begin to reflect on your own strengths and
principles described with clarity. weaknesses with reference to theory and
Simple argument presented. practice
Able to develop ideas and discuss some
relevant issues.
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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24
Masters Level Assessment Criteria
Level M Coverage
(Range and understanding of
sources; synthesis and
focusing of ideas on the topic)
80 – 100 Thorough and in depth
coverage, demonstrating
originality and vision in the
application of knowledge to
inform judgements on theories,
principles and concepts.
70 - 79 Thorough and in depth
coverage, substantial evidence
of scholarship and synthesis in
understanding of the range of
ideas and focus on the topic.
60 - 69 Shows sustained depth of
understanding of the specialist
area.
Relationships between ideas
are cogently made.
50 - 59 Identifies understanding of key
concepts and issues from a
range of sources; ideas
synthesised and related to the
topic.
0 - 49 Limited evidence of reading in
the field; identification of some
FAIL pertinent issues; some
superficiality in treatment of
the topic. Mainly descriptive
Analysis and Where Relevant Reflection in
Practice (Organisation/
coherence of argument; support through
example/detail/quotations/
references/experience; critical approach)
Originality, challenges boundaries through
creativity and diversity within presented
arguments; meticulous, well-supported
analysis; insightful evaluation/conclusion/
implications.
Where appropriate evidence of safe clinical
practice
Systematic critical questioning of received
ideas; suggestion of alternative perspectives;
insightful discussion of implications, with
limitations/problems systematically identified.
Where appropriate evidence of safe clinical
practice
Critical review and synthesis of ideas;
coherent, realistic and well supported
argument; insightful use of own ideas and
experience; perceptive appraisal of
implications.
Where appropriate evidence of safe clinical
practice.
Displays satisfactory understanding of
concepts; some critical analysis of ideas;
argument maybe flawed in some minor ways;
some sustainable appraisal of implications.
Where appropriate evidence of safe clinical
practice
Disjointed organisation; limited evidence of
understanding of ideas and ability to relate
ideas and experience; unsupported
arguments, mainly descriptive with limited
attempt at critical judgement.
Unsafe clinical practice
Presentation
(Length; use of academic
conventions; spelling, grammar,
paragraphing, etc; layout; proof-
reading)
Publishable quality Concise and
effective use of length requirements.
Concise within the requirements of
the task; skilled use of academic
conventions; clear layout etc;
accurate proof-reading.
Concise and effective use of length
requirements. Concise within the
requirements of the task; skilled use
of academic conventions; clear
layout etc; accurate proof-reading.
Competent and balanced control of
length; skilled use of academic
conventions; clear layout etc; careful
proof-reading.
Length requirements observed;
adequate use of academic
conventions; almost all errors
eliminated in proof-reading.
Length requirements not observed;
use of unattributed material;
incomplete referencing; presentation
marred by language errors affecting
comprehensibility; inadequate proof-
reading.
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Investigation/Research
(Questions; rationale; theoretical
background; data collection methods,
critical analysis; implications)
Where appropriate: Originality in
identification of questions; excellent
theoretical background showing critical
appreciation of underlying ideas;
exceptional research design, carefully
and critically applied; insightful analysis
with critical/innovative interpretation of
implications.
Where appropriate: Perceptive
presentation of questions; cogent,
theoretically-based rationale; skilled
research design with critical analysis of
data; careful appraisal of implications.
Where appropriate: Clear statement of
research questions; rationale provided
for research approach taken with relation
to underlying theories; with critical
analysis, discussion and presentation of
results; appropriate implications drawn
from the study.
Where appropriate: Research
questions given though may not be fully
in context; limited rationale; some
theoretical background evidenced, data
collection methods relevant; analysis
attempted but may lack depth; some
implications examined.
Where appropriate: Research
questions unclear; rationale weak;
theoretical background very limited;
methods not well chosen or misapplied;
analysis sketchy or unjustified by data;
implications asserted or untenable.
 MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

4.1 Progression
Work for postgraduate modular programmes is marked within very broad grading: Distinction, Merit, Pass, Fail,
No Serious Attempt. A more detailed description of the bandings is shown in the following table.

Structure Knowledge Reflection Coverage Presentation

Coherence, Understanding of Reflection on Reading around Addresses

clarity of topic, analysis of experience, and use of question;
argument, logical concepts, critical relating theory to literature, grammar,
conclusions approach practice originality spelling
Distinction Clear and logical Good grasp of Good Evidence of wide Excellent
structure, topic and demonstration of reading and presentation,
coherent analyses relationship of critical use of good answer to
arguments and concepts well theory and sources question, a
conclusions experience pleasure to read
Merit Well structured, Identifies and Some use of Uses relevant Competent
focused response develops key experience to material and answer, well
concepts illustrate theory literature presented and
competently well written
Pass Sound answer, Basic concepts Good attempt to Quotes from Sound
coherent focus identified with link theory and some relevant response to
but at times lacks some analysis practice sources and question,
structure shows some satisfactory use
understanding of English
Fail Lacks clear focus Concepts Some attempt to Shows limited Some attempt
- structure described rather link theory and knowledge of to address
confused than analysed practice but relevant literature question, but
limited but little some errors of
understanding, or fact and/or
inappropriate use grammar
of sources
No No logical No evidence of No evidence of No reading Poor
serious thought understanding or reflection or effort presentation,
attempt discernible attempt to learn illegible and/or
inadequate

Second attempts and Components of Assessment

Each module is made up of components of assessment. Each component is given a weighting towards the
final module grade. A component of assessment may be individual assignments or exams or made up of
several assignments. Please note that there is no compensation between assessment elements and all
elements must achieve a pass mark in order for you to pass the module.

The overall pass mark for the module is 50.

Second attempts may take place at any time during the programme as decided by the assessment committee.
Second attempts must be of the same style as the first attempt e.g. if an exam is failed another exam must be
taken, if an assignment based component is failed another assignment must be taken.

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The grade for a second attempt of a component of assessment will be capped at 50. If any component is taken
at a second attempt the module grade is capped at 50. If any one component of assessment is failed at a
second attempt, then the module is failed.

Resit examinations

The School of Medicine may charge for re-submission of course work or to re-sit examinations

Classification of Award

The award of Postgraduate Certificate requires students to pass 60 M credits. The award of Postgraduate
Diploma requires students to pass 120 M credits. The award of a Masters degree requires students to pass
180 M Credits.

Awards will be in accordance with the University’s regulations and will be determined as shown below:

 Distinction – 70-100
 Merit – 60-69
 Pass – 50-59
 Fail – 0-49

Module marks are weighted according to their credit rating, so that, for example, a grade of 65 on a 60 credit
module will count the same as grades of 65 on 4 x 15 credit modules. Students should refer to the Taught
Student Guide or the University Rules for Award (see
www.leeds.ac.uk/secretariat/documents/rules_for_award.pdf for the University Rules for Award), for further
details of how to calculate their award.

Assessment Regulations

Formative assignments are for advisory purposes whilst summative assignments form part of the module
assessment. Details of each assignment and guidance on its completion will be provided in the module
specific handbooks. Successful completion of the module assignment(s) is compulsory for those wishing to
gain credits for the module. If you choose not to do the module assignment(s) then you will not receive the
credits for the module.

Word Count

Word count required for each module assignment may vary. Appendices and Bibliography are not included in
the word count. Any assessments will be truncated at the maximum word count. Please note that every word
within the body of the assignment (whether these are within a table or not) should be included in the word
count. Labelling and titles on images submitted as part of an assignment do not count towards the word count.

Double Marking

A proportion of summative assessments (minimum 10%) are double-marked, in line with University policy.

Late Submission

The submission date for each assignment can be found in the module handbook. Your assignments must be
submitted by the time and date of submission or will be classed as late and subject to a penalty of 5 marks per
calendar day for every day they are late. If an assignment is marked Pass/Fail, a late submission will be
classed as Fail.

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Submission areas

The normal method for submission of assignments is through a secure area on the Minerva (the Virtual
Learning Environment (VLE)), which may automatically process your work through a plagiarism detector. You
will receive instructions on how to use this system prior to your first essay deadline. For each module, there
will be an electronic Pigeon Hole which is open for a limited time. After this time, the Pigeon Hole will
automatically close. If the Pigeon Hole is unavailable due to technical difficulties, alternative submission
methods will be arranged. Please contact the programme Administrator if you have any difficulties.

Electronic submissions

Electronic submission must be before 12.00 noon on the submission date. Submissions made after the
deadline date/time will be subject to a late penalty. Please note that 5 marks will be deducted for each day (or
part of). You must adhere to the naming convention required by the School when uploading your assignment.
In the “submission title field” please ensure that you put your 9-digit student ID number.

Revised versions of the summative assignment may be uploaded to Minerva prior to the submission date/time
deadline. The assignment uploaded to Minerva at the deadline date/time will be marked. No further
submissions can be made.

If you fail to submit electronically you will be recorded as a non-submission

4.2 Meeting Assignment Deadlines

It is important that you submit your work on time; the penalties for not doing so can be severe.

If you experience difficulties in meeting the deadline you must seek advice from the Module/Programme
Leader in advance of that deadline. We have a strict policy for all extension requests. These may need to be
formally submitted on a University mitigating circumstances form and formally reviewed. The forms for
extension and mitigation request are available on the programme area in Minerva.

Genuine cases of difficulty will be treated sympathetically. It is easier to treat cases of illness or personal
difficulty with sympathy if we know about them in good time and well before work is due to be submitted.
Medical evidence must be provided, if required. (Students are reminded to photocopy any sick notes submitted
to their employers, as these will provide evidence they may need as proof of mitigating circumstances.)

You are reminded to keep separate back-up copies of all work. Should you have difficulties that relate to
computer technology e.g. saving and retrieving files, you should retain the copy you have and contact the
University’s Information Systems Service (ISS) staff to assist in the retrieval of your work.

Absence from Examinations:

Illness

If you are prevented from undertaking an examination due to illness, you must provide a medical certificate to
this effect (not self-certified.) The Module/Programme Leader must be informed as soon as possible and the
medical certificate forwarded without delay (not more than 7 days) along with a mitigation request form.

Other Reasons

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You are expected to plan to arrive at your examination venue in good time at least 15 minutes before the start
of the examination. However, in the event of a failure of the transport services due to industrial action or
severe weather conditions, you are required to obtain an official note from the bus company/rail company to
confirm the reason for the absence. The Module Leader must be informed, as soon as possible and the note
handed in or sent without delay (not more than 7 days) to the Module Leader along with a mitigation request
form.

Please refer to the School of Medicine Taught Student Guide for further information.

4.3 Plagiarism and Cheating

The University takes a serious view of cheating and plagiarism. The penalties for candidates found guilty of
either can be severe. You are therefore strongly advised to familiarise yourself with the section on cheating
and plagiarism in this handbook and the University’s Taught Student Guide. If you are in any doubt, please
seek clarification from a member of academic staff.

Plagiarism

You are reminded that any work submitted as part of a University assessment must be your own work, as well
as written in your own words. Any text that you use from another source must be clearly marked as quotations,
inside inverted commas, and properly attributed to their author(s). Any material adapted from another source
should be properly attributed to the original author(s). Failure to do so may be regarded as plagiarism.

Plagiarism is defined as presenting someone else’s work as your own. Work means any intellectual
output, and typically includes text, data, images, sound and performance.

You are required to undertake the plagiarism test at the beginning of the course. Please see School of
Medicine Taught Student Guide for further information

Cheating in Examinations

You are expressly forbidden to copy from another candidate or from notes. You are also forbidden to
communicate with other candidates or with any person(s) except the invigilators. By undertaking an
examination you are agreeing with the following: -

‘‘Statement of Academic Integrity:

The School of Medicine prohibits the taking of screen shots of assessments and any real time communication /
sharing of information between students. Any student who is found to have cheated or exploited the reduced
level of invigilation for the assessment, will be seen to have acted unprofessionally and the School will take the
necessary action. Students are reminded that the work submitted online will be subject to plagiarism checks
via Turnitin. Please visit the Cheating, Plagiarism, Fraudulent or Fabricated Coursework and Malpractice
documents in University Examinations and Assessments Regulations page to familiarise yourself with
University rules.

By completing this assessment and submitting your answers you are stating that this work is your own.’’

4.4 Receiving Results and Feedback

Provisional results/feedback will usually be available via GradeBook on the Minerva four weeks after the
submission deadline.
The provisional mark may change following consideration at the assessment boards as any penalties will be
applied at that stage. The final mark may therefore be different to that on the provisional feedback.

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Full details on receiving results and feedback, including instruction for electronic feedback, are available in the
assessment section of the programme handbook.

4.5 Re-Submission Date/Resit Examination Date

If you fail to pass the module at the first attempt, you will normally be allowed ONE further attempt to pass the
module. You will be advised of your resubmission/resit date.

If you have failed one or more component(s) of assessment you need only retake the failed component(s).
Please note you will only be allowed ONE further attempt to pass the module - irrespective of how many
components of assessment you have to retake.

For case report resubmission attempts, the indicative mark will be displayed on the feedback but a capped
mark will be entered on to the results spreadsheet and student transcript.

The maximum mark that can be awarded for the module if you have to retake all or any component(s) is the
minimum pass mark for the module - 50.

Please note that resubmissions/second attempts may be subject to a charge

4.6 Lecture Capture

As part of your study on this programme, lectures may be recorded by the University. However, whilst the
taught content section of the lecture may be recorded the student discussions and questions will not be
recorded due to the confidential nature of the majority of the discussions.
Any recording would be conducted in accordance with the University's Policy on Audio or Video Recording for
Educational Purposes

Please read the Policy for further background information relating to your rights.

The purpose of the recording is to support your study at the University. It will be accessible by students
enrolled on the module through the University VLE.

In accordance with the University’s Policy on Intellectual Property Rights

(http://www.leeds.ac.uk/secretariat/documents/ipr_policy.pdf) in general where staff or students make a
recording, all rights in that recording (including rights in the sounds made) will belong to the University. The
University seeks to respect student and staff rights to be acknowledged as authors and performers.

Otherwise, to the extent allowed under the general law, any individual interests in the recordings are waived,
allowing the University to act in effect as a custodian, to maximise educational objectives in the general
interest of all.

If you have any concerns relating to the recording please contact the individual leading the educational activity,
or the module leader. If you wish to opt-out of being recorded or wish to request that your contribution be
edited please contact the individual leading the activity or the module leader in advance of the session (for opt-
outs) or immediately after the session (for requests for edits). Please note that you may not opt out of
recordings which form part of the assessment process on the module.

You may not record the above activities yourself without obtaining the consent of the individual leading the
activity unless you have permission from Disabled Students’ Assessment and Support.

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General Advice on Assignments

Students are expected to carry out all assignments whether formative or summative.

Formative assignments

Formative assignments may or may not be assigned a mark, but the marks do not contribute to the overall
mark for the module. However, feedback is given in one form or other on all assignments. Formative
assignments are not compulsory, but all assignments provide useful information and students are expected to
complete all of them. Details of all formative assignments associated with a module will be given either by the
module leader or the supervisors of the individual assignments.

Summative assignments

Summative assignments are marked and the marks contribute to the overall mark for the module. All
summative assignments are compulsory and are retained by the department as required by the University of
Leeds. In the case of assessed student presentations a report on the presentation will be retained, as will any
documents you are required to prepare as part of the presentation.

Details of the summative assignments are included with the module information. There is a summary showing
the dates for assignment completion towards the end of this handbook. Failure to complete them would be
regarded as evidence of unsatisfactory progress.

When to begin

Work on an assignment should normally begin by researching the evidence and submitting a plan to your
module leader for comment at least a month before its completion date.

Submitting work

All assessments will be submitted via Minerva/the Virtual Learning Environment (VLE). You will have a
session on how to use this during induction. Please ensure that you put your student ID number in the header
on your first page of your assessment and in the Title field for Turnitin. Do not put your name on any
assessed work.

If you have problems submitting your assignment, please convert to a PDF and try to upload this. If this does
not submit, please visit the VLE help website. It's great for finding out how to submit your assignments, trouble
you might have with uploading to Turnitin, and full of helpful guides and information.

VLE help website: https://minerva.leeds.ac.uk/

Similarly, the IT Help Desk can help with a large range of issues such as forgotten passwords and setting up
mobile devices to access resources here at Leeds, plus they provide general IT advice to students. IT help
website: http://it.leeds.ac.uk/

Missing lectures to complete an assignment is not acceptable and would be regarded as evidence of
unsatisfactory progress.

Extensions and deferrals of summative assignments

Requesting an extension or deferral more than twice in a year

In the event that a student applies for an extension (or for a part-time student, an extension or a deferral) more
than twice in a year he or she may be required to apply for temporary leaver status.

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Anonymous marking

All summative assignments are marked anonymously, i.e. the student’s identity is concealed from the marker.
Therefore, it is important that you do not add your name anywhere in your submission or use any part of your
name in the electronic file name. Please submit electronically using your student ID number in the ‘Submission
Title’ field and ensure that you put your student ID number in the header on the first page of your assessment.

Retaining assignments

All summative assignments will be retained for audit purposes.

Assignment presentation guidance

Leave at least 2½cm margin and use size 12 font, Calibri or Arial, use double spacing.

The assignment should be logically organised with well-defined paragraphs and headings if appropriate.

Add page numbers.

Please note that every word within the body of the assignment (whether these are within a table or not) should
be included in the word count. Labelling and titles on images submitted as part of an assignment do not count
towards the word count.
Reference list, followed by appendices, should be included at the end of your assignment. (These sections,
the cover sheet, also abstract and acknowledgements (Dissertation only), do not constitute part of the word
count)

Always keep a copy of your assignment.

Cover sheet for assignments

The front page of your assignment must include the following:

1. The assignment title

2. The date
3. Your Student ID number
4. The word count excluding those in reference list.
5. Declaration of Academic Integrity

Cover Sheet

Assignment Title: this must include reference to ultrasound

Date: Assignment submission date

Student ID number: xxx xxx xxx

Word count: insert the actual number of words (excluding those in reference list)

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Declaration of Academic Integrity (as stated below)

“I declare that the attached submission is my own work.

Where the work of others has contributed to my work, I have given full acknowledgement using the
appropriate referencing conventions for my programme of study.

I confirm that the attached submission has not been submitted for marks or credits in a different module or
for a different qualification or completed prior to entry to the University.

I have read and understood the University’s rules on Academic Misconduct. I know that if I commit an
academic misconduct offence there can be serious disciplinary consequences.

I re-confirm my consent to the University copying and distributing any or all of my work in any form and
using third parties to verify that this is my own work, and for quality assurance purposes.

I confirm that I have declared all mitigating circumstances that may be relevant to the assessment of this
piece of work and I wish to have taken into account.”

University of Leeds Declaration of Academic Integrity statement from 2022-23

5 General Information and Advice

In the sections which follow we provide information related to student support. Much of this information applies
to all students who study at the University of Leeds. Programme specific information can be found in other
sections of this handbook.

5.1 Academic and Pastoral Support during your studies

Academic Supervision - provided by individual module lecturers. This is support and advice on preparing for
specific assessments associated with a particular module. This advice may be provided on an individual or
group basis. Individual Module Leaders will provide further details.

The University also offers a number of study skills sessions on a range of topics to help you prepare for
assessment, such as developing writing skills, preparing for exams and coping with exams: stress
management and relaxation. For further information, please see leaflets provided by the library or online
information

5.2 Attendance Requirements

The normal expectation is for 100% attendance. You MUST provide documentary evidence for reasons of
non-attendance. Attendance is monitored and students may be required to sign a register for each
class/session.

Reporting Absence

You must inform the Module Leader and clinical department if you are ill or going to be absent. If you are
absent from your module for more than 2 consecutive taught sessions, you must contact the Module Leader
as your absence may affect your ability to proceed with the module. You should retain copies of all sick
notes/doctors notes as these will be needed to support an extension request or as evidence of mitigating

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circumstances (see Appendix 1).

5.3 Student support

You are encouraged to email us in preference to contacting us by telephone in the first instance. Once your
email has been read, a suitable time may be arranged for to discuss your query further, in person, via the
telephone or a Teams meeting.

You are reminded that your fellow students may be able to help you with your query and we strongly
recommend you discuss experiences etc either in person or through the discussion room as they may have
experienced similar situations/problems.

5.4 Communications

Your address

It is essential that your address on record is correct. You must inform us of any changes to your contact
details. You must then also update your University records. The University of Leeds has developed a system
that allows you to update your personal information records, held by the university. You access this resource
by logging on to the portal.

Email

Please note that we will only use your University e-mail account to contact you, which you should check daily.
Please also check your e-mail messages for last minute changes to the timetable.

All members of the DI team work part-time. They will respond to emails as soon as possible and within two
working days where possible. Where staff are away from the office, an out of office reply will give you an
alternative point of contact.

5.5 Mitigating Circumstances

Mitigating circumstances are normally exceptional, short term, unforeseen and unpreventable events
that may have a significantly disruptive effect on your ability to take assessments. These events are
over and above the course of everyday life, and normally outside of your control, and may affect your
ability to complete coursework or other assessments and, revise for and sit assessments.

Mitigating Circumstances is the umbrella term used by the University of Leeds for the process by
which students can seek mitigation for the impact on their ability to complete assessments.

There are two routes of mitigation available: ‘Extensions to Coursework Deadlines’ and ‘Additional
Consideration’.

Please see Minerva for information on Mitigating Circumstances, including how to apply for an
Extension to a Coursework Deadline or Additional Consideration.

Please note: Academic staff cannot grant coursework extensions or make any allowances for class
tests/exams. All cases of mitigation must be submitted via the Student Support/Education Service
Office to be considered by the Special Cases Committee.

Find out more information about Mitigating Circumstances and apply on line here: mitigating
circumstances form.

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5.6 Additional Support

In addition to the support on offer from your Personal Tutor and other staff, the University of Leeds has several
services that may help you if you are having any problems, either personal or course-related. These include:

help@leeds: http://help.leeds.ac.uk This is a collaborative website run for you through the Leeds University
Union and the University of Leeds. The website includes information on finance, accommodation, jobs,
appeals and student health and wellbeing (including University policies relating to caring and maternity).

Skills Centre: Skills@Library http://skills.library.leeds.ac.uk offers workshops, web resources, handouts and
reference material that cover a wide variety of topics including: effective reading; improving your writing; time
management; and presentation skills. These are all designed to support your academic and personal
development from the moment you arrive on campus (See appendix 3).

Leeds Student Medical Practice: A modern friendly practice located next to the University of Leeds campus.
You can register online. http://www.leeds.ac.uk/lsmp/

University Student Counselling: This offers confidential help and advice on personal or academic related
matters: http://www.leeds.ac.uk/uscs/ (0113 313 4107)

Nightline Listening: This is a telephone service which runs from 8pm to 8am every night during term time and
deals with issues ranging from bereavement to finance and relationships: http://www.leedsnightline.co.uk/
(listening line: 0113 3801381, information line: 0113 3801380)

The International Office: This can offer practical advice about settling into life in Leeds if you are an
international student, or help to contact other students from the same country/religion etc.:
http://www.internationalstudentsupport.leeds.ac.uk/

The Language Centre: If English is not your first language this department offers help and advice e.g.
additional language courses, IELTS http://www.leeds.ac.uk/arts/homepage/249/language_centre

Leeds University Union – Student Advice Centre: The Student Advice Centre provides information, advice
and representation to the University of Leeds students and in some cases prospective students.
http://www.leedsuniversityunion.org.uk/helpandadvice/usefullinks/

Post-Graduate Student Society

Linked to the Leeds University Union, this society is run by post-graduates for post-graduates. Information on
the society can be found here: https://www.luu.org.uk/groups/LUUP/

Equality and Diversity

The University and the School of Medicine continue their commitment towards providing you with opportunities
to maximise your learning. At times, however, students may experience situations where their “rights” covered
by equal opportunities legislation and Codes of Practice may be jeopardized. It is vitally important to the
School that students feel comfortable to discuss such issues with its staff and that students feel confident that
such issues are taken seriously and are appropriately investigated, and action taken when necessary. You
need to be aware of the relevant documentation with regards to the University Equality and Diversity
Statement, Code of Practice on harassment, bullying and discrimination and the Code of Practice on “race”
equality. Information on the University’s policies on equality and diversity and on the provision of services to
students and staff is available at: http://www.equality.leeds.ac.uk/

Concerns about any unfair treatment can be raised either with Leeds University Union Student Advice Centre:
http://www.leedsuniversityunion.org.uk/helpandadvice/browse/ or the Equality Unit. Guidance on how to

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proceed is in the University’s Code of Practice on Harassment and Bullying, which applies to both staff and
students.

The University’s Equality and Diversity Statement

The University of Leeds is proud to be a multi-cultural community. We value diversity, and are determined to
ensure:

 That we treat all individuals fairly, with dignity and respect.

 That the opportunities we provide are open to all.
 That we provide a safe, supportive and welcoming environment for staff, for students, for visitors.

We recognise that we still have work to do to secure a truly inclusive community, and we are committed to a
wide-ranging plan of action to tackle discrimination and to promote diversity.

The Equality Unit

The Equality Unit is located at the heart of the campus, in the Social Sciences Building. It incorporates
Disability Services and the Academic Transcription Centre and provides advice and support for students and
staff, which can be accessed through its website and through direct contact with its staff, either by email or
drop-in guidance. Its mission is to work with University departments and services to help deliver a truly
inclusive multi-cultural community, in which every individual is treated fairly and with dignity and respect in a
safe, supportive and welcoming environment. The Equality Unit’s work includes reminding each individual of
his/her own responsibility in building a community in which diversity is valued and discrimination is
unacceptable.

An important role of the Equality Unit is to assist in the provision of a first class, innovative and flexible learning
and teaching environment for students of all ages and backgrounds, so helping to ensure that students’ are
able to reach their potential in an open, inclusive and responsive setting.

How to Contact the Equality Unit

Ground Floor, Social Sciences Building, Mon. 1100-1700 and Tues-Fri. 0845-1700
Equality Unit Reception: (0113) 343 3927, Fax: (0113) 343 3944,

Website: http://www.equality.leeds.ac.uk/

Information for Disabled and Dyslexic Students

The Disability Team is one of the largest in the UK, with a range of specialist staff members working to assess
the needs of disabled students and put in place individualised packages of support.

The University has an active Disability Services Centre, which provides a range of guidance and support to
disabled and dyslexic students.

There are many types of support which the Disability Team deliver themselves, or by working with other teams
in the Equality Service. They also work closely with academic departments and other university services to
ensure access for individual students. Location: Ground Floor, Chemistry West (55A on the Campus Map)
(0113) 343 3927  disability@leeds.ac.uk

Website: www.equality.leeds.ac.uk

Opening hours: 09.00 – 17.00 (Monday – Friday) They work all year round, not just during University term time
and run drop-in sessions in term-time, 12.30 – 13.30, Monday – Friday. You do not need an appointment, just
turn up.

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You are welcome to contact them before you become a registered student at Leeds. They will be happy to talk
about the support they can offer, funding issues, accommodation issues or any other issues related to your
disability at university.

If you require support through the disability service, you are strongly advised to register with the Disability
Services Centre at the earliest opportunity and those who require concessions in examinations are required to
register by the end of October for Semester One examinations and by the end of February for subsequent
examinations.

As much of your learning contact will be via the VLE and depend on good quality IT access and support the
following resources are important:

The VLE: as well as being the place where you can see all your modules, course notes and assignments, also
has a VLE help website. It's great for finding out how to submit your assignments, trouble you might have with
uploading to Turnitin, and full of helpful guides and information.

VLE help website: https://minerva.leeds.ac.uk/

Similarly, the IT Help Desk can help with a large range of issues such as forgotten passwords and setting up
mobile devices to access resources here at Leeds, plus they provide general IT advice to students. IT help
website: http://it.leeds.ac.uk/

Help@Leeds: Help@Leeds provides information on a wide range of University topics, including academic
support, computing and careers guidance. Some of this is similar to the information and links which can be
found on the Student Education Service web pages.

Web page: http://students.leeds.ac.uk/

Accessing University support services for wider issues including social, emotional and mental health issues is
still possible when you are not on campus. Your first contact should normally be your Programme Leader,
Personal Tutor or Programme Administrator. In some cases the Module Leader may also be able to help. If
you cannot or do not wish to access these members of staff you can look at a range of online resources which
are listed at:

See http://students.leeds.ac.uk/info/100002/support_resources

I have experienced inappropriate behaviour, harassment, assault or discomfort. Who should I speak
to?

Over 500 students completed a recent survey “Planning for a safer and more equitable future for students in
the School of Medicine”. The data is being used to inform School activities on such issues.

Less than 50% of students told us they knew how to report an incident of inappropriate/offensive behaviour by
another student or staff member, or sexual harassment or assault. Information regarding current reporting
process and support is therefore provided here. The School takes these matters seriously and will act to
support affected students.

The University of Leeds has a dignity and mutual respect policy (http://www.equality.leeds.ac.uk/DMR/DMR-
policy.htm) in order to set the guidelines for how to treat others. All staff and students have the right to ask a
person to stop behaving in a manner which is insulting, degrading or offensive to them.

If you want to report an incident that contravenes this policy whether or not you are the person directly
involved, there are three main routes to doing this

1. Via your personal or post-graduate tutor. You may wish to contact them directly or discuss in a
personal tutoring session.

2. Via the University’s Student Support Services, https://students.leeds.ac.uk/#Support-and-wellbeing

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3. Via the Student Advice Centre. They also have a confidential chat line during term-time.

For sexual assault and violence other sources of support and advice in Leeds are:

Leeds Nightline – for all students in Leeds http://www.leedsnightline.co.uk/

0113 380 1381 for listening service

0113 380 1380 for information service

Support after Rape and Sexual Violence

http://supportafterrapeleeds.org.uk/

Freephone Helpline 0808 802 3344

West Yorkshire Police (sexual assault and domestic violence)

http://www.westyorkshire.police.uk/help-advice/sexual-assaults

http://www.westyorkshire.police.uk/domesticviolence

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6 Health and Safety

The School of Medicine is committed to high standards of health, safety and welfare and it is departmental
policy to improve them and create a safe environment for all our students and staff. Our key objectives are to
prevent accidents and injuries, minimise loss and to provide a safe place of work. We are also committed to
providing supervision, training and information with regard to safety. Members of the University should have a
positive commitment to their own safety and the safety of others. The Policy Statement will be reviewed at
regular intervals in order to keep in step with changes in legislation and developments within the unit. This
Policy Statement and guidelines are in addition to and should be read in conjunction with the University Safety
Handbook and the University Office Safety Manual.

There are specific guidelines that students must adhere to when working within the University. These are
summarised below, and further details can be found in the Health & Safety Manual, a copy of which can be
obtained from the Programme Leader. Generally, any safety procedures must be followed rigorously
especially when carrying out practical and project work.

An in-depth understanding of the University’s health and safety policy is necessary before a student
commences laboratory practical sessions and laboratory-based research. You will complete a laboratory
health and safety induction/ training session.

6.1 Crime Prevention

We recommend that you do not leave any valuables unattended whilst you are on campus. Office doors are
kept locked when empty. Be aware of unknown people attempting to enter the area. It only takes 5 minutes
for you to lose something valuable to yourself.

6.2 Out of hours and lone working

The normal working hours for the School of Medicine are 08.00am-6.00pm Monday to Friday, (not including
public holidays). However, research work may necessitate out-of-hours working. Provision to work out of
hours must be discussed with your Programme Leader or Research Project Supervisor (whichever is
appropriate), and an electronic Out of Hours Working Form MUST be completed. A copy of the form is
available through the Health and Safety Services website

If you haven’t worked outside hours before, or if you are carrying out different work to that for which permission
has previously been granted, you must discuss your work plans with your Programme Leader or Research
Project Supervisor (whichever is appropriate). Information on the University’s policy for lone working is
available through the Health and Safety Services website. Lone working can either be out of hours or during
normal working hours in isolated locations. Activities will be categorised into low, medium or high risk. If you
intend to work alone, you will have to carry out a risk assessment. Risk Assessment forms are available
online

If you do need to work out of hours, ideally there should be someone who is able to raise the alarm if you get
into difficulties. Possibly, you could synchronize your out-of-hours working with another colleague or student.
Alternatively, you could ensure that someone at home knows of your working plans and will raise the alarm if
you do not return promptly. If it is crucial that work with hazardous substances is carried out out-of-hours you
will have to convince your Programme Leader or Research Project Supervisor (i) of the urgency and (ii) that at
least one other competent person will be with you throughout the procedure.

Students must not undertake laboratory work alone unless written permission has been obtained from the
relevant supervisor.

6.3 Accidents and emergencies

Fire safety
It is essential that you walk down the various exits to familiarise yourself with where they lead if you were

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caught in a fire. In the event of a fire, you should evacuate the building by the safest, shortest possible route
and assemble on the opposite side of the road, where you should await instruction.
All students should also be familiar with procedures on discovering a fire, hearing the fire alarm and re-entry
after an incident, you must not re-enter the building until the fire warden or security give permission. It is also
recommended that personnel familiarise themselves with the safe use and method of operation of fire-fighting
equipment as well as any alternative exit routes.

Tackling small fires: Your first response on seeing a fire should be to sound the alarm and then to phone
security (ext. 32222) to confirm that it is a genuine alarm and to provide further details. It is important that you
contact security as this will ensure that the fire brigade are contacted and enable security to make
arrangements for the fire brigade to get quick and easy access to the correct location on campus. Small fires
may then be tackled if you are confident that you are not putting yourself at risk. Fire blankets and fire
extinguishers are located in main laboratories, corridors and at fire exits of the building. Be certain not to use
water on solvent or electrical fires- CO2 is required.

On tackling a fire, first plan your exit in case you do not succeed. Stay on one side of the fire with your back to
the exit and ensure that flames never come between you and the exit. To use a fire blanket, open fully when
several yards from the fire and hold in front of you covering your body and face as you approach. Ensure that
the top of the fire blanket is folded back over your hands. Reach across the fire and lower the blanket on top.
To use an extinguisher, switch on the flow when you are several metres from the fire and sweep gently from
side-to-side as you approach the fire. Ensure you know how to use the fire extinguisher. You must never hold
the funnel on CO2 extinguishers.

Responding to the fire alarm: When the fire alarm sounds, you are required to evacuate the building calmly
and immediately by the safest exit. Ensure you know the fire-exit points for the building and to where they
lead. In the event of a fire, touch doors cautiously before opening to ensure they are not warm (a good
indicator is the door handle as this will feel hot at an earlier point in time than the door). A warm fire door will
indicate that the fire is the other side of that door so the door must not be opened.

Reporting fires: If you can safely report details of a fire, please phone security, (ext 32222)

6.4 NHS Trust sites

Students working on any NHS Trust site must abide by the safety rules governing that site. This is especially
important when electrical/electronic equipment is been used in the vicinity of patients.

6.5 List of Key Contacts

Institute Postgraduate Administrator Contact details

Judi Wilkins e-mail: diagnosticimaging @Leeds.ac.uk
Taught Postgraduate Programme Administrator for Diagnostic
 0113 343 7646
Imaging

6.6 Essential Numbers

(See http://help.leeds.ac.uk/useful_numbers.html )

Emergency Ambulance, Fire Brigade or Police: phone 999 (free phone) and ask for the service.

Emergency SMS service: (http://www.emergencysms.org.uk/ ) for deaf, hard of hearing and speech-impaired
people in the UK to send an SMS text message to the UK 999 service.

Non-emergency police: 101. Use this number to report crime that does not require an emergency response.
See the police website http://www.police.uk/contact/101/ for more details.

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Medical emergency: Leeds Student Medical Practice - 0113 295 4488

University emergency: University security - 0113 343 2222 (both these numbers are staffed 24 hours a day).

Taxi company: Amber Cars http://www.taxileeds.co.uk/students/ LUU's recommended private hire company -
0113 231 1366

If you have no money or find yourself in any kind of difficulty, you can pay for your car by providing the driver
with your student card - you will be asked to sign a docket and then retrieve your card from the students union
and pay your fare with the union.

Listening service – Nightline: Nightline (http://www.leedsnightline.co.uk/ ) - 0113 380 1381 (listening), 0113
380 1380 (information) - 8pm to 8am term time only

6.7 Other advice and support numbers

Accommodation 0113 343 7777

Careers Centre 0113 343 5295
Chaplaincy 0113 343 5071
Disabled Student Support 0113 343 3927
Graduate Training & Support Centre 0113 343 2544
International Student Office 0113 343 3930
Leeds Student Medical Practice 0113 295 4488
Lifelong Learning Centre 0113 343 3212
LUU Joblink 0113 380 1444
LUU Student Advice Centre 0113 380 1290
Security 0113 343 5495
Skills@Library 0113 343 4096
Student Counselling Centre 0113 343 4107
Student Services Centre 0113 343 8877
Research Student Administration 0113 343 8877
Student Financial Administration 0113 343 8877
Taught Student Administration 113 8877

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7 Other

7.1 Libraries

As well as books and digitised texts, the libraries at the University of Leeds provide specialist support,
information literacy and academic skills teaching so that students find, use and apply the information they
need effectively. Visit the Library website to gain support with finding information and planning your research.

Library help online

Go to http://library.leeds.ac.uk/healthcare and http://library.leeds.ac.uk/skills for a range of online guides,

tutorials and workbooks to help you with your studies including:

 Step by step guides to literature searching

 Video clips demonstrating Medline and CINAHL for beginners
 Workbooks and tutorials on Medline, CINAHL, Social Work Abstracts, and PsycINFO
 Tutorials on referencing and evaluating information sources
 Researcher@Library http://library.leeds.ac.uk/researcher - an advanced tutorial for students doing
dissertations or research projects
 Study skills.
Need more help? If you need help using library resources or finding information, contact the Library Enquiry
Team: (library@leeds.ac.uk ).

7.2 Skills@Library (Learning Resources)

Skills@Library is available to all students and can help develop a wide range of academic skills and strategies.
Visit the Skills@Library website to find out about the huge range of services on offer.

Intellectual Property Rights

Ownership of intellectual property generated by students: Guidance on use of course-work / assessed

work for publication.

Academic staff are keen to assist and encourage students to produce work of a standard suitable for
presentation and / or publication. In many instances, such work will originate from course-work or work
submitted for assessment.

Students are reminded that the University owns the intellectual property rights (copyright) of any work
undertaken as part of their programme of study or resulting from the use of University resources. As such,
formal approval for external dissemination of work arising from your programme of study with us must be
sought from your programme manager.

In principle, any benefit from dissemination of student generated work should be shared equitably between the
student and the university.

As such:

 The student’s affiliation with the University must be acknowledged in any disseminated work.
 Members of the teaching / lecturing staff who have contributed experience and/or expertise to
student learning and have provided formative feedback to improve student work, should be invited to
be formally recognised, in acknowledgement or as co-authors, of work arising from course-work or
assessments on their programmes.

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MSc, PGDip, PGCert Diagnostic Imaging, Programme Handbook 2023/24

References

University of Leeds. Policy on Intellectual Property Rights (online) Available at

http://www.leeds.ac.uk/secretariat/documents/ipr_policy.pdf

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