Everything you need to know...
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What is the fee?
Home: £7,295 for the course
International/EU: £7,435 per 120 credits -
How long will I study?
2 Years
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Where will I study?
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When do I start?
January 2027
Course summary
- Gain postgraduate knowledge across key diagnostic imaging modalities.
- Strengthen clinical decision-making with industry-standard viewing technologies.
- Build your leadership capability across the four pillars of practice.
- Apply evidence-based practice to service improvement and governance.
- Tailor the clinical focus of your diploma to your career goals.
The part-time PGDip Diagnostic Imaging Practice is designed for qualified radiographers seeking to extend their professional scope and autonomy within diagnostic imaging. You’ll explore contemporary imaging practice, workforce development and quality assurance while strengthening your education, clinical expertise, research awareness and leadership skills. You’ll broaden your expertise to support your progression to imaging roles with wider responsibility.
If you’ve previously completed our PGCert Diagnostic Imaging (MRI) or PGCert Diagnostic Imaging (CT), you can build on this experience and progress to the postgraduate diploma award.
Come to an open day
Find out more at our postgraduate open days. Book now for your place.
How you learn
This fully online course is designed for HCPC-registered radiographers who are currently practising within imaging services. You’ll draw on your existing clinical experience to inform your learning and assessment, while extending your academic and professional development.
Across the course you’ll explore a range of contemporary approaches – from diagnostic imaging practice and leadership, to service design and improvement, safety and quality governance, and education within health and social care. You’ll consider the wider strategic context of workforce development and transformation.
You’ll also critically evaluate regulatory frameworks, reflect on your professional development, and undertake projects aligned to imaging service and patient care improvement.
You learn through:
- online asynchronous learning materials
- synchronous online seminars
- a range of digital learning resources
- opportunities for peer collaboration
- case-based learning activities
- online discussion forums for critical reflection
- enquiry-based formative tasks
- student-directed study exploring current evidence and literature
A significant proportion of learning is self directed. You should expect to dedicate regular weekly study time alongside your professional role – typically 15-18 hours of study to complete your diploma in a year, though with flexibility to adapt this around your commitments.
Assessment is coursework-based and focused on the application of theory to professional practice. There are no written exams. Assessments are designed to integrate with your professional context rather than require separate clinical placements.
Key Themes
Throughout the course you’ll deepen your understanding of diagnostic imaging practice across a range of modalities, applying theory to clinical scenarios and contemporary service challenges.
You’ll explore leadership within the four pillars of practice, considering your contribution to education, research, workforce development and service improvement. You’ll also critically evaluate governance, safety and quality frameworks that underpin effective imaging services, aligning your learning to your ongoing professional development within your workplace.
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 clinical and leadership expertise in diagnostic imaging
- structured formative feedback to support your academic and professional development
- peer collaboration within an online professional learning community
- access to our Skills Centre with one to ones, webinars and online resources
Applied learning
Live Projects
You’ll undertake applied projects that relate directly to your professional context. This includes critical evaluation of standards and regulatory frameworks, analysis of contemporary workforce challenges, and projects focused on imaging service development and patient care improvement.
You’ll work with real clinical case studies through our partner platform Collective Minds Radiology (CMRad), plus industry-standard image viewing software to apply diagnostic imaging principles to practice-focused scenarios.
Networking Opportunities
Throughout the course you’ll engage with fellow radiographers and health professionals from a range of imaging settings. Through online collaboration and discussion activities, you’ll be able to share professional experience, explore contemporary issues and build networks across diagnostic imaging services.
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.
Year 1
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,
Aims
This module explores principles of formative and summative assessment, examining their design, purpose, and impact on learner progression. You will explore inclusive assessment strategies, constructive alignment, and equity in practice. The module also introduces feedback models and strategies that develop feedback literacy, promote learner independence, and shape professional identity. You will engage with quality assurance processes, institutional frameworks, and wider policy drivers to inform your own practice. Through critical reflection, you will develop strategies to enhance fairness, coherence, and sustainability in assessment and feedback across diverse learning environments.
Indicative content:
Principles of assessment in health and social care education
Formative and summative assessment: design, application, and impact
Inclusive assessment and equity in practice
Constructive alignment
Feedback models in practice
Feedback strategies in contemporary practice
Assessment and feedback in professional identity formation
Quality assurance, policy, and institutional framework(s)
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
Final year
Compulsory modules
Module aim
This module explores Magnetic Resonance Imaging (MRI) principles and practice in detail, allowing you to develop knowledge, skills and confidence in MRI. Through the lens of the four pillars of practice, you will critically evaluate practical, human and local/national policy factors affecting MRI service design and delivery, as well as your role in the modality.
Module content
Physical principles of MRI scanning including scanner hardware, image formation, image optimisation and artefacts
MRI safety and incident management
Development of MRI anatomy recognition and image interpretation through critical evaluation of MRI scan images
Contrast pharmacology, safety and uses, and Patient-Group Directives (PGDs)
Recent and future advancements in MRI technology
Clinical uses of MRI and protocol formation
Clinical reasoning, service improvement, leadership and prioritisation in MRI practice
Inclusive and effective patient-centred care in MRI
All our courses are designed around a set of key principles based on engaging you with the world, collaborating with others, challenging you to think in new ways, and providing you with a supportive environment in which you can thrive.
This module prepares and enables you to embed research and innovation as a core component of your practice and engage in projects that address priorities and seek to transform lives.
It explores the role of research and innovation in healthcare practice and will provide you with an in-depth insight into a range of designs and methods that are used when undertaking such projects.
The practicalities of proposing, implementing and undertaking successful projects is explored and you will be supported to create your own research and innovation plan for practice.
Indicative content:
Health innovation and research - principles and priorities
The research cycle:
Research paradigms and methodology
Quantitative, qualitative and mixed methods research
Service evaluation: applying research design and methods
Literature based reviews
Formulating research/evaluation questions
Ethics and governance
Public and service user and carer (social care) involvement and co-production
Funding and support
Project management
Research impact:
Dissemination and knowledge exchange (for example writing for publication)
Enhancement of career opportunities in research
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,
Aims
This module explores principles of formative and summative assessment, examining their design, purpose, and impact on learner progression. You will explore inclusive assessment strategies, constructive alignment, and equity in practice. The module also introduces feedback models and strategies that develop feedback literacy, promote learner independence, and shape professional identity. You will engage with quality assurance processes, institutional frameworks, and wider policy drivers to inform your own practice. Through critical reflection, you will develop strategies to enhance fairness, coherence, and sustainability in assessment and feedback across diverse learning environments.
Indicative content:
Principles of assessment in health and social care education
Formative and summative assessment: design, application, and impact
Inclusive assessment and equity in practice
Constructive alignment
Feedback models in practice
Feedback strategies in contemporary practice
Assessment and feedback in professional identity formation
Quality assurance, policy, and institutional framework(s)
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
- specialist imaging roles
- practice education
- imaging service leadership
- quality governance
- public health imaging roles
The postgraduate diploma provides a platform for continued professional development and progression within NHS Trusts, universities and public health services, (subject to employer requirements and experience).
You can also progress to the MSc Diagnostic Imaging Practice to undertake an independent research or service improvement project demonstrating masters-level practice. 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 teaching and learning through Sheffield Hallam University’s digital platforms – so you’ll need regular access to a PC, laptop or Mac with reliable internet connectivity. Learning is delivered through Blackboard and live sessions on Microsoft Teams, allowing flexibility alongside professional commitments.
On this course you use:
- our Blackboard virtual learning environment
- Microsoft Teams for live sessions and collaboration
- industry-standard image viewing software
- digital academic library resources
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 /Radiotherapy and Oncology, or 5+ years post qualification experience. Relevant professional registration with the Health and Care Professions Council (HCPC) or other statutory or regulatory body 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 £7,295 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. Our tuition fee for UK students starting part-time study in 2026/27 is £3,650 per year.
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 part time study in 2026/27 is £7,435 for 120 credit
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.
