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Fatima College of Health Sciences

Preparatory material for FRD 4082: RESEARCH COMPONENT

Contents:

Learning Outcomes

Assessments

Teaching materials Available

Literature Review Guidelines

Literature Review Suggestions

Abstract Pro Forma

Word Count Guidelines

Marking Rubric

Guidelines for Literature Review in FRD 4082. Revised Sept 27th 2016 1

Fatima College of Health Sciences

Preparatory material for FRD 4082 RESEARCH COMPONENTS

FRD 4082 is composed of research section and a clinical section which provides you with the opportunity to put into practice the skills and knowledge learnt over the four years into a scholarly article. In order to have sufficient time to complete the research assignment (which is described below) you are required to select a topic and at the end of this semester one, submit the abstract and plan for the article. This will be marked, is worth 10% which will be allotted against your FRD 4082 mark.

LEARNING OUTCOMES for FRD 4082 (Research component)

1 Present a comprehensive and critical description of the scientific research process;

2 Critically differentiate between a qualitative research design and a quantitativeexperimental design and justify their application within clinical medical imaging;

3 Create a literature review and research plan based on a selected topic within medical imaging and related topics and which reflects a critical awareness of the moral, ethical and legal responsibilities of scientific investigation;

4 Demonstrate the capacity to search the scientific literature to obtain related information and collate and critically review this literature;

5 Synthesise the findings of the collection and analysis phase of the project through the development of a written piece of scientific writing in the format of a journal article;


6 Communicate the findings of the research project via an oral presentation and poster.

RESEARCH ASSESSMENTS for FRD 4082

Literature Review 40%Presentation/ Oral and poster 30%15% MRI Advanced Workbook 15%15 % Advanced Medical Imaging Radiography 15%

TEACHING MATERIALS AVAILABLE

Introduction to Evidence Based Research and Fundamentals of the Literature Review (ppp)

Literature Review information from the library (ppp)

Videos: Question and Answers about a Literature Review


LITERATURE REVIEW GUIDELINESFor the purpose of this assignment, you will need to use the AbstractIntroductionMaterials and MethodsResultsDiscussionConclusion model.

Abstract:The Abstract may be the ONLY part of your work read by a busy clinician or academic. It needs to be clear, concise and informative.If your abstract is read, the next section will be the Conclusion. On the basis of this, a decision will be made on whether to read the whole paper.A busy clinician or academic will look at a paper in this order (generally speaking):AbstractConclusionTables and FiguresMaterials and MethodsIf this all makes sense and has application, the rest of the paper will be read.

Introduction (Background):The place to “set the scene”. Provide a concise reason for your work, including appropriate citations and references from existing literature. Why are you undertaking this review? What is already known? What is missing in our present understanding and how will your review address this? What questions need to be answered to change research or clinical direction or outcomes?

Aim:Your aim needs to be stated clearly and concisely. From this your reader will develop questions that will be answered from your manuscript (MS).

Materials & Methods:The purpose of this section is to provide a blueprint from which an independent research can reproduce your work to determine the truth or otherwise of your experiment. So you need to write in such a way that the reader can undertake exactly the same search to find exactly (almost) the same articles.This section needs to discuss how you obtained your information. What databases did you access? What were your search terms? What did you include or exclude from your final results?


Results:Where you report the number of systematic reviews, reviews, papers, etc you found. Then you outline what these papers discussed. You do not discuss the results here, simply report them.

Discussion:You have the opportunity here to really discuss what you have thought about after your literature search. How can current clinical practice benefit from what is already available? What research could be suggested to improve what is already available? Where do you think this will lead? Will it affect you in your practice in the future? If so, how do you think you will be affected?How do the results direct current practice? Future practice? What research do you think needs to be undertaken to achieve better results, or more consistent results?

Conclusion:This needs to “wrap up” what you have discovered and thought about. It is the “take home” message for your reader. It answers the questions raised by the Aims and in the Introduction (Background).

More words does not make a paper “scientific”. Science is explained in simple, clearly written prose that informs the reader, not confuses them.Many journal articles are written in a “scientific” style but are almost unintelligible to even the expert reader. A good paper has well linked facts, clearly presented to lead the reader from an initial premise to an informed conclusion.Can you present your thoughts in one or two clear, concise sentences that summarise what you have learned from these studies?

Comments about presentation:1) Suggestion, ask a couple of colleagues to read through this and guide you in the placement

of data. Your facts may be good, but need to be presented in a logical order leading the reader from A to B.

2) Contractions are not acceptable in scientific writing.3) Figure legends go UNDER the figure. Table legends go ABOVE the table.4) Make all your figures big enough to be clearly seen by your reader. Small figures do not tell

the story you want, and may cause your reader to ignore important points you wish to make. Unless specified by the Journal, all images should be 300dpi jpeg’s.

5) Please spell check EVERY WORD. Mistakes like this do not look professional and leave a poor impression.

6) If you plan to use figures, ensure they enlighten, not confuse, the reader.

Number of references:As many or few as required to substantiate your argument. There are no “rules”; take the most appropriate articles and cite them. However, as a rough guide, most students include 25-50 references in their literature review.


Systematic reviews have the most weight, followed by reviews, random controlled trials (RCT’s), journal articles and then case studies.Remember to use a standard referencing style (eg. Vancouver) and maintain this throughout. Use of a reference manager (EndNote, RefMan, Zotero, etc) will make this easier. And help you build a library of references for future use.


LITERATURE REVIEW SUGGESTIONS

1.Radiation Dose to Neonates in the Intensive Care Unit: Reducing Dose using digital radiography techniquesSupervisor: XXXX

Background:

Neonates in intensive care regularly undergo portable chest and abdomen radiographs, particularly with advanced systems of digital radiography. This technology is becoming the preferred modality for imaging infants in intensive care.

Medical imaging technologists are encouraged to adhere to the ALARA principle in order to reduce the overall dose to any population. Radiation dose to neonates is of particular importance because of their rapid cell proliferation rate and therefore increased sensitivity to radiation. This increases their risk of radiation-induced cancers over their lifetime.

Medical radiation exposure to this population is often overlooked. This literature review will attempt to compile a comparative report on the variation of radiation dose given to the neonate population from a wide range of studies performed using digital systems worldwide. An analysis of the methods used in these studies and the results including radiation entrance skin dose and radiography exposure factors will be presented.

The purpose of this literature review is to educate technologists to help reduce the overall risks associated with these radiation effects to neonates. Recommendations to reduce the overall neonatal radiation dose will be addressed in hope to make the performance of neonatal chest and abdomen radiographs an optimised practice.

References:

1. A.S. Frayre PT, E. Gaona, T. Rivera, J. Franco and N. Molina. Radiation dose reduction in a neonatal intensive care unit in computed tomography. Applied Radiation and Isotopes. 2012;71:57- 60.

2. Malekzadeh MTBTaM. Radiation Dose to Newborns in Neonatal Intensive Care Units. Iranian Journal of Radiology. 2012;9(3):145-9.

3. H. Ma, I.A. Elbakri and Reed, M. Estimation of organ and effective doses from newborn radiography of the chest and abdomen. Radiation Protection Dosimetry. 2013;156(2): 160-7.


2. Reading Mammograms: Is this a viable option for UAE radiographers?

Supervisor:XXXX

Background:

In UK at least 25% of all mammograms are read by appropriately trained radiographers. There have been a number of times when this possibility has been raised for Australia, the latest being a study published in the current Radiography Journal. It would be very helpful to have an annotated history of the development of mammography reporting, especially its potential introduction into the UAE scene. A literature review would provide the background, development and implementation of mammographic reporting. Analysis of the findings from the review would determine the possibilities and changes to mammographic reporting in UAE.

References:

1. Moran S., Warren-Forward H., (2016) Can Australian radiographers assess screening mammograms accurately? Biennial follow up from a four year prospective study and lesion analysis. Radiography Elsevier. DOI: http://dx.doi.org/10/1016/j.radi.2016.02.007

2. Holt, JJ ; Pollard, K (2010) Radiographers' Ability to Perceive and Classify Abnormalities on Mammographic Images - Results of a Pilot Project. Radiographer: The Official Journal of the Australian Institute of Radiography. Vol.57(2), p.8-14

3. Bennett, RL., Sellars, SJ., Blanks, RG., Moss, SM. (2012) An observational study to evaluate the performance of units using two radiographers to read screening mammograms. (Report) Clinical Radiology, Feb, 2012, Vol.67(2), p.114

3.A literature review of ‘best practice’ for radiographers when performing imaging for Bone Age EstimationSupervisor: XXXX

Background:

Forensic radiography applies to any imaging that is used to answer questions of law. Refugees seeking asylum and human trafficking are a growing problem internationally. Some countries have suggested the use of radiography for age estimation to inform asylum seeker applications. This is particularly relevant because applications for asylum for children are processed differently than those of adults. Different imaging techniques to estimate age have been suggested which include skeletal or dental x-rays (Graham et al., 2010), DEXA


(Heppe et al., 2012), ultrasound, MRI (Dvorak et al, 2007; Tomei et al., 2014) and CT (Brough et al., 2012).

Medico-legal considerations for Radiographers include Justification (risk versus benefit) in a medico-legal setting, as well as obtaining valid consent.

The aim of this Literature Review is to establish the evidence base available to support the most appropriate imaging techniques that should be employed to minimise radiation dose to the refugee or victim of human trafficking whilst providing the legal authorities with the information required to estimate the age of the individual.

References:

1. Brough AL, Rutty GN, Black S & Morgan B (2012). Post-mortem computed tomography and 3D imaging: anthropological applications for juvenile remains. Forensic Science, Medicine & Pathology, 8(3):270-9.

2. Dvorak J, George J, Junge A & Hodler J (2007). Age determination by magnetic resonance imaging of the wrist in adolescent male football players. British Journal of Sports Medicine, 41:45–52

3. Graham JP, O’Donnell CJ, Craig PJ, Walker GL, Hill AJ, Cirillo GN, et al. (2010) The application of computerized tomography (CT) to the dental ageing of children and adolescents. Forensic Science International,195(1):58-62

4. Heppe DHM, Taal HR, Ernst GDS, van den Akker ELT, Lequin MMH, Hokken-Koelega ACS, Geelhoed JJM & Jaddoe VWV (2012). Bone age assessment by dual-energy x-ray absorptiometry in children: an alternative for x-ray? British Journal of Radiology, 85, 114-120

5. Khan KM, Miller BS, Hoggard E, Somani A & Sarafoglou K (2009). Application of Ultrasound for Bone Age Estimation in Clinical Practice. Journal of Pediatrics, 154(2), 243-7

6. Tomei E, Sartori A, Nissman D, Al Ansari N, Battisti S, Rubini A, Stagnitti A, Martino M, Marini M, Barbato E, Semelka RC (2012). Value of MRI of the hand and the wrist in evaluation of bone age: preliminary results. Journal of Magnetic Resonance Imaging, 39(5):1198-205.


4.A literature review of ‘best practice’ for radiographers when imaging suspected non-accidental injury abuse (physical child) in UAE and AustraliaSupervisor: Edel Doyle

Background:

0.6% of Australian children were confirmed as having been victims of child abuse and neglect in 2009-10 (Smith, 2011). Protocols for imaging of suspected non-accidental injury (NAI) have been published internationally (Royal College of Radiologists, 2008; American College of Radiology, 2012) and guidelines for radiographers undertaking imaging of suspected non- accidental injury have also been published (The Society and College of Radiographers / International Association of Forensic Radiographers, 2014; Irish Institute of Radiography and Radiation Therapy, 2013).

Forensic imaging refers to any radiographic examinations that answer a legal question so imaging of suspected NAI is an example of forensic imaging. These patients may present to any medical imaging department so the radiographers awareness of the medicolegal considerations involved is important. Knowledge of best practice in relation to the imaging required is essential to reduce the risk of the imaging having to be repeated in a Specialist centre. It is also vital to the legal investigation that injuries which are suggestive of NAI are confirmed or excluded, as the safety of the child and their siblings is of paramount importance.

The aim of this Literature Review is to establish if there are guidelines or a literature base available for radiographers to reference when performing imaging examinations in cases of suspected NAI in Australia and New Zealand.

References:

1. American College of Radiology (2012). Suspected physical abuse – child. Available online: http://www.acr.org/Quality-Safety/Appropriateness- Criteria [Accessed 11/6/16]

2. Irish Institute of Radiography and Radiation Therapy (2010). Forensic Imaging: Guidelines on Best Practice. Dublin: IIRRT

3. The Society and College of Radiographers / International Association of Forensic Radiographers (2014). Guidance for Radiographers providing Forensic Radiography services. London: SOR

4. The Royal College of Radiologists (2008). Standards for Radiological Investigations of Suspected Non-accidental Injury. Available online: https://www.rcr.ac.uk/publication/standards-radiological-investigations- suspected-non-accidental-injury [Accessed 11/6/16]

5. Smith, A (2011) Non accidental injury in childhood. Australian Family Physician, 40 (1), 858-861


5.What’s in a Name? Supervisor XXXXX

Synopsis: The practitioners of the occupation of radiography have a variety of titles. The European Federation of Radiographic Societies (EFRS) has stated that within the European Union membership, there are seventeen different names for what operators of radiation for medical purposes are called. This can have significant implication in policy, educational and scope of practice issues. Although Australia and UK and now EFRS use radiographer at the official and registered title, radiographer is not a title universally used or even understood (New Zealand uses Medical Technologist, USA uses Radiologic Technologist). There has been little research or articles written about the names in spite of the confusion on the global stage with such bodies as The International Labour Organization (ILO) which has expressed its uncertainty about the implication of titles with regards to scopes of practice and job classifications. There can also be confusion when a regulatory body or association chooses and protects a title which is sometimes different from the titles used in educational institutions. This literature review will have two components. One is the descriptor and definition of job titles (technician; technologist; scientist; radiographer) The second component is to examine through University websites the names used around the world as well as the protected titles determined by regulatory bodies.. A scan of overseas university websites and regulatory bodies will provide an international perspective. The data gathered will provide an important starting point to determine the importance of the title with regards to profile, recognition and scope of practice of the occupation of the use of radiation for medical diagnostic purposes.

References:

1. European Federation of Radiographer Societies. (2011). The profession. Retrieved Feb 24th2014, from http://www.efrs.eu/the-profession

2. International Labour Organization. (2012). International Standard Clarification of Occupations. Retrieved 10/12/12, from http://www.ilo.org/global/standards/lang--en/index.htm

3. Yielder Jill (2014) Editorial, Journal of Medical Radiation Sciences 61 (2014)63-65

6 The rationale and benefits of virtual reality and simulated learning environments in allied health education and training Supervisors: XXXXX

Synopsis: Virtual reality educational resources and simulated learning environments are developing rapidly in the allied health education environment. The main aim of this literature review will be discussing the rationale and main benefits for the use of virtual reality and simulated learning environments in health-care education and training. Significant research findings and projects carried out in this field will also be discussed, followed by discussion on key issues concerning current limitations and future development directions.

References:


1. Dye, Jennifer ; Gillon, Lesley ; Sales, Rachel (2009), “Benefits and challenges of interprofessional collaboration in the development of a virtual learning environment” Journal of interprofessional care, 2009, Vol.23(1), pp.95-7 [Peer Reviewed Journal]

2. Foronda, Cynthia ; Godsall, Lyndon ; Trybulski, JoAnn (2013) “Virtual Clinical Simulation: The State of the Science”. Clinical Simulation in Nursing, 2013, Vol.9(8), pp.e279-e286

3. Hall, L. O. ; Soderstrom, T. ; Ahlqvist, J. ; Nilsson, T. (2011) “Collaborative Learning with ScreenBased Simulation in Health Care Education: An Empirical Study of Collaborative Patterns and Proficiency Development”. Journal of Computer Assisted Learning, 2011, Vol.27(5), p.448-461

4. Nguyen, Andrew ; Tawde, Mangala (2014) “Engaging allied-health students with virtual learning environment using course management system tutorial site”. Journal of microbiology & biology education, Vol.15(1), pp.47-8

7 Fostering student achievement through student journals and online communities of practice (or online student forums) Supervisor: XXXX

Synopsis: Student journals and forums are not a new concept and are found across professions. Sydney University Medical Journal was first published in 1905 (1), Panacea, the Australian Medical Students Association magazine, was launched in 1968 (4). Nuritinga, the University of Tasmania Journal of Nursing and Midwifery, was launched in 1998 (5). They also come in many guises from pseudomagazines, peer reviewed publications (3) to ePublications (2,5) and online forums (2) .These platforms have the potential for students to “test” publication waters which can be a daunting prospect. Students can learn the process behind submitting an article for publication, receive feedback on the quality of their work by qualified reviewers and exchange interesting experiences and academically substantial information with peers (1). There does not appear to be any such platform for Radiography students, but there may be potential for this type of student interaction to promote and foster a tradition of student achievement. The aims of this lit review are: • Research current student interactions in different healthcare professions • Research the current platforms and modes of delivery utilised for such interactions • Research the aims of the such interactions Suggest potentials for developing a platform for use in undergraduate radiography both within the faculty and beyond.

References: 1. Sydney Medical School. University of Sydney medical journal 2005 launched. Sydney: University of Sydney, 2005. http://www.medfac.usyd.edu.au.ezproxy.lib.monash.edu.au/news/news/2005/Apr/apr4.php

2. http://www.amsj.org/

3. ‘What is the place of a student medical journal?’ – A letter published in the Medical Journal of Australia by AMSJ Chair and Editor-in-Chief, Matt Schiller

4. http://www.mja.com.au/public/issues/193_04_160810/letters_160810_fm-

5.htmlhttps://www.amsa.org.au/publications/panacea/ 5. http://www.utas.edu.au/nursing-midwifery/about-us/nuritinga-electronic-journal


8Emphysema Index: Comprehensive Literature Review Supervisors: XXXX

Synopsis The student will review the literature with regard to the concept of emphysema index. In particular, there will be an introduction into the definition, and the clinical background of patients who may find this assessment of benefit. However an assessment as to the influence of acquisition parameters, iodine contrast, and degree of inspiration will be undertaken. Comparison of inspiration versus expiration and clinical management changes will be correlated with traditional methods of assessment of pulmonary function tests

1. Ultra-Low-Dose CT of the Thorax Using Iterative Reconstruction: Evaluation of Image Quality and Radiation Dose Reduction. Kim Y, Kim YK, Lee BE, Lee SJ, Ryu YJ, Lee JH, Chang JH. AJR Am J Roentgenol. 2015 Jun;204(6):1197-202. doi: 10.2214/AJR.14.13629

2. Quantitative emphysema assessment of pulmonary function impairment by computed tomography in chronic obstructive pulmonary disease. Wang G, Wang L, Ma Z, Zhang C, Deng K. J Comput Assist Tomogr. 2015 Mar-Apr;39(2):171-5

3. The effects of dynamic hyperinflation on CT emphysema measurements in patients with COPD. Alves GR, Marchiori E, Irion KL, Teixeira PJ, Berton DC, Rubin AS, Hochhegger B. Eur J Radiol. 2014 Dec;83(12):2255-9

9 Review of evidence based medicine and indications for skull/cranial radiography Supervisor:XXXXX

Synopsis The student will perform a literature review regarding indications for cranial plain radiography in both adult and paediatric population. Detailed analysis of both advantages and disadvantages will be provided, with a view to comparing with contemporary imaging. The student will develop a considered and informed opinion as to relative indications, if any, for performing this examination.

References:

1. Limiting CT radiation dose in children with craniosynostosis: phantom study using model-based iterative reconstruction. Kaasalainen T, Palmu K, Lampinen A, Reijonen V, Leikola J, Kivisaari R, Kortesniemi M. Pediatr Radiol. 2015 May 5. [Epub ahead of print]

2. A COMPARATIVE STUDY OF ADULT PATIENT DOSES IN FILM SCREEN AND COMPUTED RADIOGRAPHY IN SOME SUDANESE HOSPITALS. Elshiekh E, Suliman II, Habbani F. Radiat Prot Dosimetry. 2015 Apr 17. pii: ncv186. [Epub ahead of print]

3. Ultralow-dose CT of the craniofacial bone for navigated surgery using adaptive statistical iterative reconstruction and model-based iterative reconstruction: 2D and 3D image quality. Widmann G,


Schullian P, Gassner EM, Hoermann R, Bale R, Puelacher W. AJR Am J Roentgenol. 2015 Mar;204(3):563-9. doi: 10.2214/AJR.14.12766

These references are to be used initially, however the student will, with guidance, perform and exhaustive and comprehensive literature search to determine the latest indications for plain radiography of the cranium.

10 Current clinical imaging modalities for brain imaging and future directions Supervisor: XXX:

Brain imaging continues to evolve with ever increasing gains in spatial, temporal and contrast resolution. CT, MRI, PET and SPECT all compete for dominance in this important area of diagnostic medicine, but each have their specific advantages and disadvantages in terms of image quality and diagnostic application. In recent years, hybrid imaging modalities have been developed that combine the benefits of multiple modalities [1, 2]. New research-level modalities, such as phase contrast Xray imaging, can now provide much higher contrast resolution than conventional CT at lower radiation dose, showing great promise for potential clinical application [3]. This study will review the current field of brain imaging and will look to the future capabilities predicted to be made in this field.

References:

1. Jadvar, H. and P.M. Colletti, Competitive advantage of PET/MRI. Eur. J. Radio., 83(1): 84-94, 2014. 2. Brody, D.L., C.L. Mac Donald, and J.S. Shimony, Current and future diagnostic tools for traumatic brain injury. CT, conventional MRI, and diffusion tensor imaging, in Handbook of Clinical Neurology, J. Grafman and A.M. Salazar, Editors. 2015, Elsevier. p. 267-275.

3. Beltran, M.A., D.M. Paganin, K.K.W. Siu, A. Fouras, S.B. Hooper, D.H. Reser, and M.J. Kitchen, Interface-specific x-ray phase retrieval tomography of complex biological organs. Phys. Med. Biol., 56(23): 7353–7369, 2011.

11 Tomosynthesis in Breast Imaging Supervisor: XXX

Synopsis: Tomosynthesis has become a regular feature of a mammographic examination in some centres in Australia. Tomosynthesis provides a three dimensional image by the application of multi slice digital images of the breast, thus improving the visualization of tissue by eliminating overlying structures(Poplack 2014). It is proven to be more effective than 2D mammography (Houssami and Ciatto 2011). There has been a great deal of discussion concerning the efficacy of tomosynthesis as a screening tool (Friedewald, Rafferty et al., 2014). A recent position statement in Australia did not recommend tomosynthesis as a regular screening tool(Australia 2014). With the advances in tomosynthesis equipment and the ability to extract 2D images from the 3D image collected, and with the rise of other modalities, discuss the current and future position of tomosynthesis as a breast screening tool.


Australia, B. S. (2014). "Position Statement on the use of Tomosynthesis within BreastScreen Australia Services." from http://www.cancerscreening.gov.au/internet/screening/publishing.nsf/Content/EEF21D9C3CA10CFE CA257DCD00068D22/$File/Tomosynthesis%20-%20Position%20Statement.pdf.

Friedewald, S., et al. (, 2014). "Breast Cancer Screening Using Tomosynthesis in Combination With Digital Mammography." Jama-Journal Of The American Medical Association 311(4): 2499-2507.

Houssami, N. and S. Ciatto (2011). "The evolving role of new imaging methods in breast screening." Preventive Medicine 53(3): 123-126. Poplack, S. (2014).

Clinical Application of Breast Tomosynthesis. Tomosynthesis Imaging. S. Glick and I. Resier. Boca Raton Taylor & Francis 181-188. 26

12 How to image patients with spine pain Supervisor:XXX

Synopsis: The spine is a complex structure that comprises multiple joints and soft tissue elements that in concert allow weight bearing and function. There are numerous clinical indications for imaging in the spine; 'back' pain and neurological symptoms are the most common presenting complaints with a wide variety of disorders that could contribute to symptoms. Different radiological methods play an important role in the work-up of patients complaining of spine pain. Depending on the symptoms and the suspected underlying etiology different methods are selected. The following presentation briefly presents the different radiological and magnetic resonance tomography methods that are at hand, gives some guidance in which method to use, and presents the typical imaging findings in some of the most common conditions that presents with spine pain.

References:

R. Siemund, M. Thurnher, P.C. Sundgren. How to image patients with spine pain. European Journal of Radiology. 2015;84(5):757-764 2. Pressney, R. Hargunani, M. Khoo, P.A. Tyler.

Radiological imaging in the spine, Orthopaedics and Trauma. 2014;28(2):106-115

13 Use your good judgement: Radiographers’ knowledge in image production work SupervisorXXXX:

Synopsis: The demand for radiography services has markedly increased and radiographers’ work has become more complex as their role has changed. More specifically, it entails new activities, new ways of communicating and new responsibilities. This means that radiographers work in new ways and need new ways to learn. The knowledge needed in this learning process is still unexplored. The aim of this review is to identify and present how radiographers use knowledge in image production work using PACS. This explores how radiographers use their knowledge in practice. They use


embrained knowledge in planning X-ray examinations and in viewing images. Encoded knowledge is required for the use of various kinds of documentation, such as manuals and protocols. Embodied knowledge is action-oriented and involves “gut feelings”. Radiographers use their knowledge at different levels as routine actors or as reflective actors, in a more static way or with a flexible attitude, more unreflectively or more as critical reflectors, and finally more as performing automatic action or problem-solving action. A radiographer needs more reflective actors in the image production process when working with PACS and needs to be flexible in working; there is little room for static work. In work they need to analyze images, it is not enough to “check them off”; they cannot just read documents, there needs to be interpretation to optimize work performance. Overall, radiographers need to have a critical and reflective attitude in practice, because work is full of problem-solving action – repetitive automatic action is not enough. In summary, radiographers need to use their good judgement in every action they perform.

References:

1. W. Larsson, N. Lundberg, K. Hillergård, Use your good judgement – Radiographers’ knowledge in image production work. Radiography. 2009;15(3):e11-e21

2. Kent Fridell, Peter Aspelin, Lars Edgren, Lars Lindsköld, Nina Lundberg, PACS influence the radiographer's work. Radiography. 2009;15(3):121-133

3. Lorenzo Faggioni, Emanuele Neri, Carlo Castellana, Davide Caramella, Carlo Bartolozzi. The future of PACS in healthcare enterprises. European Journal of Radiology. 2011;78(2)253-258

14 Strategies to improve radiographic practice for patients with Down Syndrome Supervisor: XXXX

Synopsis: This literature review will consider strategies to improve the delivery of radiographic services for patients with Down syndrome. Patients with Down syndrome are likely to present with a variety of illnesses and as such often require imaging procedures to be completed for diagnosis. Such patients present unique challenges for radiographers and radiologists. A review of the literature associated with providing optimal care for patients with Down Syndrome will be undertaken and these strategies will be considered for their applicability for radiographic practice.

References:

1. Health care management of adults with Down syndrome Smith, D S, American family physician, 15 2001, Vol.64(6), pp.1031-8

2. Health maintenance throughout the life span for individuals with Down syndrome Bosch, Joni Jacobsen, Journal of the American Academy of Nurse Practitioners 2003, Vol.15(1), pp.5-17

3. Primary care for adults with Down syndrome: adherence to preventive healthcare recommendations, Jensen, Km ; Taylor, LC ; Davis, MM, Journal Of Intellectual Disability Research, 2013 May, Vol.57(5), pp.409-421


15 Ultrasound guided injections for the treatment of adhesive capsulitis SupervisorXXX

Synopsis: Adhesive capsulitis or 'frozen shoulder' is a common condition and is typically associated with pain and limited range of motion of the glenohumeral joint. It often resolves within one to three years but can also persist for longer. The most common treatment options include physiotherapy and ultrasound-guided corticosteroid injections to distend or burst the bursa and reduce inflammation. Recently, other drugs have been tested as an injectate, including ketorolac, hyaluronate and traumeel to name a few. In this literature review, you will evaluate:

1. the current evidence on the efficacy of the standard steroid injection

2. the efficacy of alternative injectates

References:

1. Maund E et al. Management of frozen shoulder: a systematic review and cost-effectiveness analysis. Health Technol Assess 2012; 6(11):1-264.

2. Kim TK et al. Intra-articular injection of hyaluronate versus corticosteroid in adhesive capsulitis. Orthopedics 2014; 37(10):e860-865.

16 A review of paediatric fluoroscopy dosesSupervisors: XXXX

Background:

Paediatric patients undergo many examinations that involve the use of fluoroscopy, some of which incur high doses of radiation. Operators of equipment using radiation are typically educated in the As Low As Reasonably Achievable (ALARA) principle. Whilst doses are often recorded by the operators following the examination, it is unknown how much regular analysis of these doses is occurring. This review aims to determine what doses paediatric patients are receiving for typical examinations using fluoroscopy and explore methods of further reducing these doses.

References:

1. Hiorns MP, Saini A, Marsden PJ, A review of current local dose-area product levels for paediatric fluoroscopy in a tertiary referral centre compared with national standards. Why are they so different? British Journal of Radiology (2006), 79(940):326-30

2. Mahesh M, Detorie N, Strauss KJ, ALARA in pediatric fluoroscopy, Journal of the American College of Radiologists (2007), 4(12):931-3


17 Magnetic resonance imaging for the study of mummiesSupervisor: xxx

Background:

Nondestructive diagnostic imaging of mummies has a long tradition and high-resolution images of the samples morphology have been extensively acquired by using computed tomography (CT). In early reports using magnetic resonance imaging (MRI), no signal or image was obtained because of the low water content. Recently, mummy MRI has demonstrated ability to generate images of such ancient specimens by using fast imaging techniques.The literature demonstrated the general feasibility of nonclinical MRI for visualizing historic human tissues, which is particularly interesting for archeology. More recently, multinuclear magnetic resonance spectroscopy (MRS) was demonstrated able to detect numerous organic biochemical from such remains. Although the quality of these images is not yet comparable to that of clinical MR images, and further research will be needed for determining the full capacity of MR in this topic, the information obtained with MR can be viewed as complementary to the one provided by CT and useful for paleo radiological studies of mummies.This work contains an overview of the state of art of the emerging uses of MRI in paleo radiology.

References:

1. Giovannetti G, Guerrini A, Carnieri E, Salvadori PA.(2016) Magnetic resonance imaging for the study of mummies. Magnetic Resonance Imaging 34(6):785-794

2. Öhrström LM, von Waldburg H, Speier P, Bock M, Suri RE, Rühli FJ. (2013) MR imaging versus CT of ancient Peruvian and Egyptian mummified tissues Radiographics 33:291–296

3. Bock M, Speier P, Nielles-Vallespin S, Szimtenings M, Leotta K, Rühli F. (2008) MRI of an Egyptian mummy on clinical 1.5 and 3 T whole body imagers. Proc Intl Soc Mag Reson Med 16:3666

4. Panzer S, Borumandi F, Wanek J, Papageorgopoulou C, Shved N, Colacicco G, et al. (2013) Modeling ancient Egyptian embalming: radiological assessment of experimentally mummified human tissue by CT and MRI. Skeletal Radiol 42:1527–1535


ABSTRACT PRO FORMA

Please submit your abstract as follows:

Times New Roman, Single spaced, 12 font, justified (do NOT use italics, bold or colour), NO refsReview students (4080): No subheadings needed, one paragraph of text (see lecture notes)

Please follow the outline below (write the headings as they appear):

Title of Project: ______________________________________

Student name, eg Julia GillardSupervisor(s) name(s) eg Marilyn BairdSupervisors affiliation, eg Dept of Medical Imaging and Radiation Sciences, Monash

University

ABSTRACTYour abstract here…..


WORD COUNT GUIDELINES Check FCHS POLICY

Preamble These Word Count Guidelines are pursuant to the overarching word count policy. http://www.med.monash.edu.au/policies/assessment-word-limit-policy.html Purpose The Word Count Guidelines are designed to: • Highlight issues relating to what is reasonably included in a word count

Word Counts The purpose of a word count is to give all students, across the Faculty of Medicine, Nursing and Health Sciences, an indication of the maximum number of words to be used in any written work. This will also indicate to the student the amount of work expected and how much detail is required. It is also helpful in giving students an awareness of how much time to allocate to one piece of assessed work in relation to others. Being able to write in a specified word limit is a powerful skill in both the professional and academic setting. Word counts within the faculty are set to an appropriate limit and are matched to assessment outcomes for individual units. The Monash Policy listed above states that a student is permitted to submit an assessment item 10% over the stated word limit, however, if the assessment item exceeds 10% the content will not be read by the examiner (excludes tables, appendices and references). Students are required to submit the word limit of their assessment item upon submission What should a word count include? In most cases any text within the body of a text are counted as part of the word count for assessment purposes. The marker of the assessment will include all words from the introduction through to the conclusion. For this purpose the word-count includes headings, footnotes, direct quotes, and in-line references. In some cases the assessment task may require a writer to use diagrams, tables, maps, and/or visual images. These may be placed in an appendix or at appropriate points in the essay. These should be labelled as appropriate and as indicated in assignment instructions. All visual material should be captioned appropriately and clearly. In this case the captions should not count toward the towards the overall word count, unless otherwise specified in the assignment directions.

A word count does not include the following: • Title/question page • Contents page (if required) • In text referencing • Reference list or bibliography • Footnotes that are used to list author, date, and page numbers • Appendices • Tables • Figures and legends


The word count should include: • Headings • Sub-headings

Title Pages, Abstracts and Summary Pages At times it may be necessary to have a title page, abstract or summary page. These items should not be included in the word count. In some cases an abstract or summary page may have their own word count, however, this is rarely added to the word count for the rest of the assessment. Title and Subtitles The word count includes all words within the body of the assessment task as stated above. Titles and subtitles are included in the body of a text and are acceptable as part of a word count. Data, Tables and Graphs In some cases the assessment task may require a writer to use diagrams, tables, maps, and/or visual images. These may be placed in an appendix or at appropriate points in the essay. These should be labelled as appropriate and as indicated in assignment instructions. All visual material should be captioned appropriately and clearly. In this case the captions should not count toward the towards the overall word count, unless otherwise specified in the assignment directions. An appendix is not the place to argue or make your point clear and therefore they should not contain anything other than captions or writing that is imperative to understanding the diagram. Unless otherwise clearly stated in the unit handbook appendices should not be included in the word count. In text citations An in text citation is used in two ways a direct quote or a paraphrase of someone else’s work. An In text citation falls within the body of the work it is usually included in the word count. Direct Quotes Direct quotes are included in the word count as they are in the body of the assessment. University writing requires that a paper should be written in the students on words, however, direct quotes can be used if the student has good reason to use it. Depending on the type of assignment a direct quote can support an argument and be used to show that an authority supports your point. Direct quotes should be used very sparingly and therefore should not account for a large amount of the word count. If there is overuse of direct quotes the faculty may need to consider Block Quotes Block quotes are used for quotes that are generally over 40 words. Block Quotes should be discouraged and students should be encouraged to reduce the quote into smaller portions of the text to incorporate their own voice. When block quotes are overused it generally gives the impression that the writer is trying to fill out a paper to meet a word count. While they are acceptable to use they should be avoided by the student and paraphrased or summarized into smaller in text citations or direct quotes. Footnotes Much like appendices footnotes are not normally included in the word count. Generally, footnotes


should only be used to give citation information. At times other brief information may be required but this should be kept to a minimum. Sometimes there may need to be a more extensive explanation within a footnote provided it is necessary. In this case a footnote could be included as additional words in a word count. * Word does not include footnotes in the final Word count. Appendices Appendices may only be necessary in some assessment tasks. If appendices are being used they should be kept to a minimum and only used if and when they support the argument the writer is trying to make. Appendices are not the place to argue your point and therefore should not contain a lot of words. Materials and writing in the appendices should not be included in the final word count. Unless otherwise clearly stated in the unit handbook appendices should not be included in the word count. References References should not be included in the word count. A reference list or bibliography that is required for an assessment task is not included in the word-count, but will be assessed for accuracy and consistency.


MARKING RUBRIC FRD 4082 LITERATURE REVIEW ASSESSMENT RUBRIC Student: ___________________

Criterion One: Review introduction and rationale: maximum marks awarded = 10Mark = 8 10-9 8.9-8 7.9-7 6.9-6

Has the background and rationale been adequately explained? Is the aim clear?

Outstanding insight into the rationale for conducting the review. All relevant issues raised and aims clearly and concisely stated with logical link to introduction.

Excellent understanding of the rationale of the review. All relevant issues stated and aims well stated with logical progression from introduction.

Very good understanding of the rationale. Most issues stated; progression from background logical and aims outlined.

Some insights but fails to grasp some of the basic underlying reasons for the rationale. Not all issues raised and aims only adequately stated.

Made only marginal effort to understand the rationale and most issues in the literature. Not all aims stated and/or some missed.

Criterion Two: Evidence-based review: Main body of text: maximum marks awarded = 50Mark = 37 50-45 44-40 39-35 34-30

Has a comprehensive, logical and well-designed review of the topic been carried out?

Outstanding evidence-based review, up-to date, logical; very high level of understanding. Outstanding ability to synthesise information

Excellent review; comprehensive use of relevant evidence. High level understanding of the issues with excellent ability to synthesise the information.

Very good review with competent synthesis of the evidence. Very good comprehension of the evidence.

Adequate evidence-based review with some gaps in the argument and comprehension. Review lacks logic at times and does not flow easily.

Evidence-based review attempted but synthesis of information is sketchy, lacks some key concepts and articles and contains some misunderstandings.

Criterion Three: Arguments and recommendations/conclusions made: maximum marks awarded = 15

Mark = 11.5 15-13.5 13.4-12 11.9-10.5 10.4-9

Are arguments well supported by evidence which have allowed appropriate recommendations for the profession?

Strong case of key issues; extremely well supported arguments reaching a defensible position; clear, logical conclusions; all issues explored and related to wider context.

Strong, clear, well supported arguments with clear, logical recommendations. Ability to discriminate and justify key issues.

Most arguments are valid and interesting; conclusions solid but could be questioned. Ability to discriminate and justify some key issues.

Most arguments are valid but do not reach a solid conclusion. Some key issues identified with only limited justification.

Weak or invalid arguments; a solid recommendation cannot be made. Limited identification and justification of key issues.

Criterion Four: Grammar, structure and formatting: maximum marks awarded = 10Mark = 7.8 10-9 8.9-8 7.9-7 6.9-6

Has the review been written without grammatical and spelling errors? Has the review been written according to journal guidelines

Entire review is extremely well written; journal guidelines have been completely adhered to and all formatting is highly

Review is of a very high standard and adheres to journal guidelines; most formatting requirements adhered to

Review is well written containing only minor grammatical or spelling mistakes; almost all formatting

Review contains occasional grammar and spelling errors; formatting requires some changes, not all

Review has many grammatical and spelling errors which affect the clarity of the review; several guidelines not adhered to;


using appropriate formatting for text, Tables and Figures?

appropriate and requires no changes

guidelines adhered to

journal guidelines adhered to

formatting errors

Criterion Five: Citations and referencing: maximum marks awarded = 15Mark = 13.4 15-13.5 13.4-12 11.9-10.5 10.4-9

Has the review used appropriate in text citations and referencing styles as requested by the journal? Have all relevant references been cited?

Outstanding range of primary and secondary sources; entire review contains no citation or referencing errors; all relevant references have been cited and referenced

Excellent range of primary and secondary sources; citations and references have all been used as requested by the journal; almost all relevant articles cited and referenced appropriately

Very good range of primary and secondary sources; almost all citations and references have been appropriately used; some articles omitted

Adequate range of primary and secondary sources; citations and references follow journal guidelines but there are some key articles missing

Limited range of primary and secondary sources; citations and references do not follow journal guidelines exactly and include some minor mistakes; some key references omitted

Total Marks

Supervisor’s Signature Date


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