Unit Synopsis
This unit builds on prerequisite study of Imaging Science 1 and 2 units. You will expand your knowledge of x-ray equipment function and operation to specialised equipment used for orthopantomography (OPG), bone mineral densitometry, mammography and fluoroscopic systems. You will apply theory of equipment operation and image quality as you evaluate equipment function, detect performance issues, document findings and recommend follow-up actions. You will integrate quality control and quality assurance practices to overall quality improvement in Medical Imaging, particularly in the context of compliance with quality standards. You will investigate the impacts of technical parameter selection on patient dose and image quality. You will apply concepts of dose and image optimisation to present a reasoned argument in the evalution of imaging protocols and modification of parameters in response to clinical circumstances.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 2 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Pre-requisites: MEDI11006 Imaging Science 1 MEDI12002 Imaging Science 2 Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 2 - 2026 Profile
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. In-class Test(s) | 20% |
| 2. Laboratory/Practical | 0% |
| 3. Learning logs / diaries / Journal / log books | 30% |
| 4. In-class Test(s) | 50% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
Term 2 - 2025 : The overall satisfaction for students in the last offering of this course was 14.29% (`Agree` and `Strongly Agree` responses), based on a 38.89% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: Unit coordinator reflection
The weekly 1.5 hour tutorial session offered more time for student engagement and content clarification.
Consider adapting the weekly tutorial to a 1.5 hour duration in future versions to support student engagement and learning.
The decision was made by the Medical Imaging teaching team to keep the tutorial at one hour due to the addition of the weekly labs.
Source: Unit coordinator reflection
Small group activities in tutorials encouraged greater student participation and engagement.
Investigate the option of having small group activities in tutorials in future units to continue fostering high levels of student participation and engagement.
The small group format was used in some of the weekly tutorial sessions.
Source: Informal feedback from students and marking team.
The weekly lab learning log assessment was an individual submission. However, the lab activities (both data collection and analysis) were performed in groups. The logbook was set up with distinct sections for groupwork and individual work. Some students were unclear on the boundaries for collaboration. A large portion of the marking time was spent on evaluating and providing duplicated feedback on the group analysis. By converting this assessment task category to a group activity, there would be clearer boundaries on collaboration and it would be more time efficient for both students and the marking team. The individual component would continue to focus on application of concepts.
Review the assessment strategy with consideration of re-alignment and re-categorisation of the lab-related tasks.
In Progress
Source: SUTE feedback, informal feedback from students and marking team.
The scoring criteria and rubric for lab learning log assessment were unclear to students. The scoring set-up did not support efficient marking or provision of clear feedback to students on performance.
Review the scoring criteria and rubric for lab-related written assessment tasks.
In Progress
Source: Informal feedback from students and unit coordinator reflection.
The portion of the unit that deals with evaluation of equipment performance focuses heavily on structured quality control tests that are not typically performed by radiographers in clinical practice. It would be helpful to students at this stage of their learning to put more focus on the development of the clinical judgment and decision-making skills that underpin evaluation of performance and less on the technical testing.
Review the unit content on evaluation of equipment performance with respect to achievement of core skills for entry to practice and mapping to the accrediting body's newly updated Professional Capabilities.
In Progress
On successful completion of this unit, you will be able to:
- Explain how standard metrics related to image quality and patient dose are obtained and used in radiography and fluoroscopy
- Relate technical parameter selection to patient dose and image quality
- Present reasoned adjustments to radiographic image acquisition parameters to modify patient dose and image quality in response to clinical circumstances and in evaluation of imaging protocols
- Discuss the design and operational features of the orthopantomography (OPG), bone mineral densitometry, mammography and fluoroscopic units
- Relate the design and performance of radiographic and fluoroscopic equipment to patient dose and image quality
- Assess the performance of radiographic, fluoroscopic and ancillary equipment relative to quality standards and legislated requirements
- Recognise and respond appropriately to indicators of imaging equipment performance issues.
The unit links to the following Professional Capabilities for Medical Radiation Practitioners as detailed by the Medical Radiation Practice Board of Australia (effective March 2020):
- Domain 1A Diagnostic Radiographer: 1 (a, c, f, g)
- Domain 2 Professional and ethical practitioner: 3 (c)
- Domain 4 Evidence-informed practitioner: 1 (a, b)
- Domain 5 Radiation safety and risk manager: 1 (a), 3 (a - d)
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - In-class Test(s) | • | • | • | ||||
| 2 - Laboratory/Practical | • | • | • | • | • | ||
| 3 - Learning logs / diaries / Journal / log books | • | • | • | ||||
| 4 - In-class Test(s) | • | • | • | • | • | • | |
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | • | • | • | • | • | • | • |
| 2 - Problem Solving | • | • | • | • | • | ||
| 4 - Information Literacy | • | • | • • | • | |||
| 8 - Ethical practice | • | ||||||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |