Everything you need to know...
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What is the fee?
Home: £3,650 for the course
International/EU: £3,720 per 60 credits -
How long will I study?
1 Year
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Where will I study?
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When do I start?
January 2027
Course summary
- Develop postgraduate-level CT theory and clinical application.
- Advance your expertise in computed tomography and cross sectional imaging.
- Develop clinical decision-making using industry-standard CT viewing technologies.
- Build confidence through real clinical scenarios, critical reflection and research.
- Apply evidence-based practice to imaging governance and quality assurance.
- Enhance your employability through postgraduate CT training for radiographers.
The PGCert Diagnostic Imaging Practice (CT) is designed for qualified radiographers seeking to extend their scope in computed tomography and postgraduate-level diagnostic imaging. You’ll explore CT radiography, clinical imaging leadership and imaging governance while aligning your learning to your career goals. The course supports progression for HCPC registrants who are currently or aspiring to work within computed tomography.
Come to an open day
Find out more at our postgraduate open days. Book now for your place.
How you learn
This fully online computed tomography postgraduate course is built around the Hallam Model principles of engagement, collaboration, challenge and support. Your learning reflects contemporary developments in diagnostic imaging, workforce transformation and healthcare governance. You’ll explore CT imaging practice within the wider strategic context of service design, leadership, safety and quality assurance in health and social care.
Teaching is research informed and grounded in professional standards and the four pillars of practice. The course is designed for flexibility, allowing you to balance CT training for radiographers with professional commitments. By integrating your CPD with real clinical case analysis and contemporary service development, you’ll be able to apply deeper theoretical understanding, clinical reasoning and professional insight to your existing professional role.
You’ll also critically evaluate regulatory frameworks, reflect on your professional development, and apply computed tomography principles to real clinical contexts.
You learn through:
- online asynchronous learning materials
- synchronous online seminars
- a range of digital learning resources
- opportunities for peer collaboration
- case-based learning using authentic CT scenarios
- online discussion forums for critical reflection
- enquiry-based learning activities
- student-directed study exploring current CT evidence and literature
- coursework and practice-based assessment
Key Themes
Across the course you’ll deepen your understanding of contemporary computed tomography practice – including image optimisation, image interpretation and the application of theory to clinical scenarios.
You’ll explore leadership across the four pillars of practice, considering your role in education, research, service improvement and workforce development within diagnostic imaging. You’ll also critically evaluate governance, safety and quality frameworks – examining regulatory standards and assurance processes that underpin safe and effective CT services. These themes are aligned to contemporary clinical practice and designed to support your ongoing professional development in computed tomography.
Course Level Support
You’ll be supported in your learning journey towards highly skilled employment through a number of key areas. These include:
- access to academic staff with expertise in CT radiography and leadership
- structured formative feedback through online activities
- peer collaboration in a professional learning community
- access to our Skills Centre with one to ones, webinars and online resources
Applied learning
Live Projects
You’ll work with industry-standard image viewing software and authentic clinical case studies through our partner platform Collective Minds Radiology (CMRad). You’ll critically analyse complex computed tomography cases, apply diagnostic reasoning, and evaluate service challenges aligned to your own workplace context.
Projects may focus on imaging service improvement, patient care enhancement and workforce development priorities. While you won’t be assessed for clinical competence on this course, if your Trust has a CT department, you can request experience as part of your CPD.
Networking Opportunities
You’ll collaborate with fellow radiographers and engage with guest lecturers and specialist practitioners from diagnostic imaging services. Through online discussion forums and live sessions, you’ll be able to share practice experiences, explore contemporary imaging challenges and build professional networks across healthcare settings.
Course leaders and tutors
Denise Foulkes
Senior LecturerDenise joined Hallam as a full-time Senior Lecturer in 2015. She has worked for many years as a Senior Reporting Radiographer at a local trust where her roles spanne … Read more
Modules
Module and assessment information for future years is displayed as currently validated and may be liable to change. When selecting electives, your choices will be subject to the core requirements of the course. As a result, selections may be limited to a choice between one of two or more specified electives in some instances.
Final year
Compulsory modules
Module aim:
This module explores Computed Tomography (CT) principles and practice in detail, allowing radiographers new to the modality or who aspire to progress into it to develop their knowledge, skills and confidence in CT. Through the lens of the four pillars of practice, radiographers will critically evaluate practical, human and local/national policy factors affecting CT service design and delivery, as well as their role in the modality.
Module content
Physical principles of CT scanning including hardware, image formation, image optimisation, post-processing and artefacts
Radiation protection, safety and incidents in CT
Development of CT anatomy recognition and image interpretation through critical evaluation of CT scan images
Contrast pharmacology, safety and uses, Patient-Group Directives (PGDs)
Recent and future advancements in CT technology
Clinical uses of CT and protocol formation principles
Clinical reasoning, service improvement, leadership and prioritisation in CT practice
Inclusive and effective patient-centred care in CT
Module aim:
This module aims to provide you with a critical understanding of safety, quality assurance, and legal frameworks in medical imaging. It explores the principles of radiation protection, risk management, and ethical responsibilities in the use of ionising and non-ionising radiation.
You will examine relevant legislation, regulatory compliance, and governance within clinical environments through analysis of current policies, quality systems, and real-world case studies. This will enable you to lead in promoting safety of service users, staff and the wider public, and continuous improvement across clinical services.
Module content:
Legal, ethical and professional frameworks governing practice.
Human factors
Risk and safety
Duty of candour
Governance processes (audit, incident learning, Quality Improvement)
Delivering measurable safety improvements.
Incidents and near misses
Promoting safety in the four pillars of practice
Elective modules
The aim of this module is to allow you to evaluate the normal and abnormal appearances of chest radiographs and formulate an interpretation of the findings and their relation to the patient pathway, with a particular emphasis on the acute and emergency setting
INDICATIVE CONTENT
A prior knowledge of the anatomy of the thorax is expected. The indicative module contents include:
- Development of a systematic approach to chest image interpretation
- The significance, availability, and use of clinical information
- Components and communication of an autonomous opinion
- Chest radiograph appearances of:
- Normal appearances / normal variants
- Acute respiratory conditions
- Common chronic lung disease
- Collapse, consolidation, and infection
- Respiratory and cardiac failure
- Trauma
- Malignancy
- Position of lines, tubes, and drains
- Common interventions and alternative imaging techniques relating to the chest.
For those studying on the apprenticeship route, the following KSB’s will be met through study of this module
| You will be able to: | You will know and understand: | |
Knowledge | 2.2 Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services | 2.2 Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning |
| 2.3 Work collaboratively to identify and meet the learning and development needs of health or care professionals; support practice education; act as a role model and mentor | 2.3 The application of teaching and learning theories and models in health and care; how to identify learning needs; organisational and professional roles and responsibilities in relation to life-long learning | |
| 2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning. | 2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture. | |
Skills | 1.1 Practise with a high level of autonomy and be accountable for your decisions and omissions; work in line with your code of professional conduct, professional standards and scope of practice | 1.1 Local, national policies and procedures within your scope of practice, the professional and regulatory codes of conduct relevant to your advanced clinical practice; the importance of working within boundaries of practice; the range of physical, psychological, pharmacological, diagnostic and therapeutic interventions within your scope of practice |
| 1.2 Assess individuals and families using person-centred approaches and a range of assessment methods, for example including history taking, holistic examination, requesting and interpreting diagnostic tests or conducting health and care needs assessments | 1.2 The range of physical, psychological and population based assessment methods used within your area of practice and the application of pathophysiology to underpin assessment and diagnosis | |
| 1.3 Use multi-agency and inter-professional resources, critical thinking, independent decision-making skills, problem solving skills and professional judgement to formulate and act on potential diagnoses | 1.3 The causes, signs, symptoms and impact of physical and mental health conditions within your scope of practice; how to draw on a diverse range of knowledge and critical thinking in your decision-making to determine evidence- based therapeutic interventions | |
Behaviour | 3.1 Demonstrate the impact of advanced clinical practice within your scope of practice and the wider community | 3.1 Methods and systems to measure impact of advanced clinical practice |
| 3.2 Use your advanced clinical expertise to provide consultancy across professional and service boundaries; drive service development and influence clinical practices to enhance quality productivity and value | 3.2 The implications and applications of epidemiological, demographic, social, political and professional trends and developments appropriate to your clinical practice | |
| 3.5 Identify the need for change; generate practice innovations; act as a role model; lead new practice and service redesign solutions in response to individuals’ feedback and service need | 3.5 Theories, models and techniques which can be deployed across health and social care systems to affect change at individual, team and organisational level | |
| 3.6 Establish and exercise your individual scope of practice within legal, ethical, professional and organisational policies, procedures and codes of conduct to manage risk and enhance the care experience | 3.6 The range of legal, ethical, professional and organisational policies, procedures and codes of conduct that apply to your practice | |
| 3.7 Identify and manage risk in own and others’ clinical practice; be receptive to challenge and demonstrate the ability to challenge others. | 3.7 The range of evidence-based strategies to manage risk in clinical practice. |
Module Aim
This module will enable you to develop a critical understanding of imaging pathways for a breadth of musculoskeletal pathologies. Using diagnostic images and local and national policies and frameworks, you will develop underpinning knowledge and skills in the identification of normal and abnormal appearances, of the musculoskeletal system.
Understanding your professional role within the patient imaging pathway; you will utilise frameworks that underpin professional practice; ensuring high standards of patient care.
Application of knowledge surrounding diagnostic imaging modalities on an individual case basis is a key focus of the module, recognising professional responsibilities within the MDT.
Module content:
Appendicular and axial skeletal anatomy and imaging appearances (normal and abnormal)
Approaches to diagnostic image interpretation, escalation of findings (expected and unexpected).
Evidence-based decision making.
Patient pathways.
Person-centred care.
Multi-disciplinary working to encompass all 4 pillars of practice.
Legislation ang policy e.g. IRMER (2017), IRR (2017).
M level academic development.
For those studying on the apprenticeship route, the following KSB’s will be met through study of this module
K 2.2, 2.4, 4.3, 4.6
S 1.8,
This module introduces students to leadership within health and social care, focusing on developing self-awareness and reflective practice. Students will explore leadership and management theories, assess their leadership style using diagnostic tools, and create a development plan aligned with personal and organisational goals.
Module Content
You’ll study topics such as:
Key leadership and management theories in health and social care
Leadership challenges and strategies in professional practice
Understanding followership and its role in effective leadership
Self-assessment using leadership diagnostic tools
Personal leadership reflection and development planning
Ethical, inclusive, and values-based leadership
This module aims to facilitate your reflection and critical appraisal of underpinning theories of learning, teaching and assessment of adults that enables the design, delivery and evaluation of education. The emphasis is on exploring how educational concepts and theories are implemented and how they impact on your professional practice in the health and social care setting.
Indicative content
Lesson planning and evaluation
Theories of adult learning and teaching in higher education
Teaching strategies
Assessment and feedback
Learner support
M level academic writing
Engagement with the HEA UKPSF and other professional body requirements as appropriate.
This module enables you to explore the pedagogical foundations of simulation-based education in health and social care. You will examine how experiential learning, scenario design, and structured debriefing techniques can enhance learner development, support reflective practice, and build critical thinking. You are encouraged to apply inclusive and psychologically safe approaches when designing simulation activities that mirror real-world challenges and promote service improvement.
Throughout the module, you will critically reflect on the role of simulation in advancing quality assurance, patient safety, and educator development. You will consider the responsibilities of the simulation educator and how to lead and facilitate meaningful simulation experiences that engage diverse learners.
Indicative content
Pedagogical foundations of simulation-based education
Simulation and quality improvement
Patient and service user safety
Inclusive simulation practice
Role of the simulation educator
Structured debriefing models
Scenario design and learning alignment
Leadership and facilitation in simulation
Future careers
This course prepares you for a career in:
- cross-sectional radiography
- computed tomography specialist roles
- bone densitometry
- practice education
- imaging service leadership
- quality governance
- public health imaging roles
Graduates work across NHS Trusts and private providers, universities and public health services, progressing into contemporary and specialist CT roles with increased responsibility and autonomy.
You can also progress to the PGDip Diagnostic Imaging Practice to broaden your leadership and service level capability, and complete the MSc Diagnostic Imaging Practice to undertake an independent research or service improvement project demonstrating masters-level practice. Our postgraduate diagnostic imaging pathway allows you to enter at a stage that reflects your experience and prior study, so if you already have postgraduate credits, you can enter at the appropriate level and build towards the full MSc award.
Equipment and facilities
As a fully online course, you’ll access learning through Sheffield Hallam University’s digital platforms – so you’ll need regular access to a PC, laptop or Mac with reliable internet connectivity. Teaching is delivered through Blackboard and live sessions on Microsoft Teams, ensuring flexibility and accessibility for working professionals.
On this course you use:
- our Blackboard virtual learning environment
- Microsoft Teams for live teaching and collaboration
- industry-standard CT image viewing software
- digital academic resources and online library access
Where will I study?
You study this course online from any location
Entry requirements
All students
Relevant Bachelor's (honours) 2:2 degree in Diagnostic Radiography or Therapeutic Radiography or 5+ years post qualification experience. Relevant professional registration with the Health and Care Professions Council (HCPC) Recognition of prior learning will be considered for credits achieved from other accredited programmes. Exceptions will be considered on a case-by-case basis.
Additional information for EU/International students
If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.
For details of English language entry requirements (IELTS), please see the information for 'All students'.
Fees and funding
Home students
Our tuition fee for UK students starting part-time study in 2026/27 is £3,650 for the course. The tuition fee displayed above is for the full course. If the full course is more than one year in duration, the fee will be divided into annual payments which will then be rounded. This may mean the total fee you pay is slightly higher than the fee stated above. If you take a break in study or have to re-take part of the course, you may also be charged an additional fee and will be notified of this at the time.
If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.
International students
Our tuition fee for international/EU students starting distance learning study in 2026/27 is £3,720 for 60 credits
Scholarships and financial support
Find information on scholarships, bursaries and postgraduate student loans.
International scholarships up to £3000 ›
Alumni scholarships up to £2000 ›
Postgraduate loans for UK students ›
Additional course costs
The links below allow you to view estimated general course additional costs, as well as costs associated with key activities on specific courses. These are estimates and are intended only as an indication of potential additional expenses. Actual costs can vary greatly depending on the choices you make during your course.
General course additional costs
Additional costs for Health and Social Care (PDF, 277.7KB)Legal information
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.
