ucas personal statement for radiography

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Radiography Personal Statement

Use this Radiography personal statement example as an inspiration to write your UCAS application in the UK, if you are applying to study Radiography course.

Radiography Personal Statement Example

In the last thirty years, the survival rate for cancer among young people has not improved significantly. Several factors contribute to this, including a failure to diagnose the disease at an early stage. This situation must be rectified by the radiographer.

I knew that I wanted to follow the family tradition and work in a medical environment to aid doctors in reducing and eliminating patients’ pain after seeing the suffering that cancer can cause during my six years as a healthcare assistant.

After studying and reading about the importance of diagnosis, I decided to become a Diagnostic Radiographer. Radiographer Consultant is my ultimate goal, working with universities to train the next generation of radiographers.

By studying Diagnostic Radiography, I hope to gain the knowledge and practical experience I need to fulfil my ambition and help catch diseases early.

The Access course in Medicine and Bio-Sciences prepares me for the scientific courses of the degree. My favourite courses are Biology and Chemistry since they provide me with an understanding of the body and its processes, which is essential to my chosen field.

I am most excited about the practical lessons because they prepare me for the clinical part of the degree, which is the part of the degree I am most looking forward to, knowing how important patient contact is from my own work. Through my studies, I have also discovered a talent for physics, which will prove useful when I take the Radiation Physics course.

Six years of working as a health care assistant in hospitals across London is a testament to my love of caring. As part of my job, I care for patients suffering from cancer to brain disorders, tending to their daily needs and keeping medical professionals informed about patients’ conditions.

My ambition to work in radiography was shaped in part by my observation of the tireless work of medical professionals. Working as part of a team under pressure has equipped me with the required organisational and teamwork skills to become a medical professional while seeing the suffering of patients close up has made me more compassionate and a stronger person, making me more determined to work on the front lines.

Even though I have a hectic schedule, I have done everything I can to prepare myself for the degree by reading relevant magazines or websites. My knowledge of current developments within the field of radiography comes from the Society of Radiographers website and the Radiography magazine.

My mother and aunt, who are both medical professionals, have also supported my career choice. Through them, I have learned about the pressures of hospital work and the personal qualities necessary to cope with them.

Through my work and the challenging transition from my native Russia to the UK, I have already developed a strength of character that I hope to use to help others. I would like to volunteer with the disabilities or counselling department to provide disadvantaged students with the necessary support to achieve their potential.

When not studying or volunteering, I hope I shall be able to mix with students from many different cultures and countries. For, I hope that university will not only provide me with the academic and practical knowledge necessary to become a radiographer working to combat disease within an NHS hospital but will also help me to develop further the personable nature required to work with and care for people from many different backgrounds.

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• Radiography Personal Statement

Radiography Personal Statement Example

Sample statement.

The human body is a fascinating thing. It is staggeringly complex, yet in many ways beautifully simple. When it works as it should, it is amazingly efficient and elegant, and even when things go wrong, and the body’s ability to heal itself is quite remarkable. 

Ever since I had an X-ray on a broken arm as a small child I have been fascinated with what lies beneath my skin. The blood and bones, organs and vessels, things that most people barely give a second thought to, intrigue me. I remember pestering my Mum to take me for another X-ray, and being really disappointed when she said this was not possible.

As I grew up, I realised that rather than going to such extreme lengths, I could become a radiographer myself and see these incredible images every day. I feel that radiography will give me the opportunity to study the body in intricate detail through advanced imaging techniques, spotting injuries and diseases and helping people to get the treatment they need to get their bodies back to health again. I have steered my studies to achieve this aim, taking sciences at A-level, taking a separate ICT course to improve my computing skills and reading as much as I can get my hands on to prepare me for this course.

Knowing that interaction with the patient is a key part of the job, I have gained valuable work experience at a local computer store. This has been very relevant, as just like patients in a hospital radiography unit, our customers often have very little knowledge of the technology on offer, and need a friendly, informed assistant to talk them through it. I enjoy explaining what the different PC equipment and peripherals do and how they can help people.

I am a keen member of the school rugby team, and enjoy the way that the different elements of the side have to work together to achieve the right result. This is very similar to the way that I will have to work as part of a multi-disciplinary medical team. I am also a school prefect, taking responsibility for standards of behaviour amongst pupils, and I am part of the ‘Buddy Programme’ that guides new pupils through their first year at senior school. Both of these roles have shown me how to interact with young people in times of need, which again will be valuable experience.

In my spare time I enjoy detective fiction and movies, and I always try to beat the hero to the answer. I love piecing together evidence and coming to a conclusion, even if I am sometimes way off base. This is usually more due to the authors’ tricks than my own misjudgment, and I would expect that diagnosing medical problems via radiography will not have quite the same unexpected twists as a Conan Doyle novel.

I hope that I have communicated my passion not only for radiography, but also for helping people through my work. I believe that with the training offered on this course I could become a respected professional radiographer and really make a difference to people’s health and wellbeing.

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Diagnostic Radiography Personal Statement

Sample Diagnostic Radiography Personal Statement

Shockingly, the survival rate for cancer among young people has not improved significantly in over thirty years. This is due in part to the disease not being diagnosed early enough. The radiographer is key to rectifying this situation.

Having seen the suffering that cancer can bring in my six years as a health care assistant, I knew that I wished to follow the family tradition and work in a medical environment helping doctors to lessen and eliminate patients’ pain. My study and my reading about the importance of diagnosis convinced me of the importance of radiography and cemented my ambition to become a Diagnostic Radiographer. My ultimate goal is to become a Radiographer Consultant, working with universities to help train the next generation of radiographers.

I wish to study Diagnostic Radiography to gain the requisite knowledge and practical experience to fulfil my ambition and help catch diseases before they ruin lives.

To prepare myself for the scientific courses of the degree, I am studying the Access course in Medicine and Bio-Sciences. Biology and Chemistry are the most interesting courses, as they equip me with the knowledge of the body and its processes, which is essential for my chosen career. But the practical lessons are the most enjoyable so far as they are great preparation for the clinical part of the degree, which is the aspect of the degree I most look forward to, knowing from my own work the importance of human contact with patients. But through my study, I have also discovered a talent for physics, which should come in handy when I come to take the Radiation Physics course in the degree.

My love of caring explains why I have persisted as a health care assistant in hospitals across London for six years. In my work, I am caring for patients suffering from all types of life-changing conditions, from cancer to brain disorders, seeing to their daily needs and working closely with medical professionals and keeping them up-to-date about patients’ conditions. The tireless work of the medical professionals has made me anxious to involve myself more in preventing such suffering and this played a large part in helping form my ambition to work in Radiography. Working as part of a team under pressure has equipped me with the requisite organisational and team work skills to become a medical professional, while seeing from close up the patients’ suffering has made me more compassionate and a stronger person, and consequently more determined to work at the frontline of the fight against disease.

Outside of the classroom and the workplace, despite my hectic schedule, I have done everything possible to prepare myself for the degree by reading any relevant magazine or website. The Society of Radiographers website informs me about the day-to-day reality of working as a radiographer in an NHS hospital, while Radiography magazine teaches me about current developments within the field. I have also received a lot of support for my career choice from my mother and aunt who are medical professionals. They have provided me with a wealth of information about the pressures of hospital work and the personal qualities required to deal with them.

The strength of character I have already developed from my work and from making the challenging transition from my native Russia to the UK is something I wish to make use of to help others at university. I would like to volunteer with the disabilities or counselling department to provide disadvantaged students with the necessary support to achieve their potential.

When not studying or volunteering, I hope I shall be able to mix with students from many different cultures and countries. For, I hope that university will not only provide me with the academic and practical knowledge necessary to become a radiographer working to combat disease within an NHS hospital, but will also help me to develop further the personable nature required to work with and care for people from many different backgrounds.

We hope that this sample Diagnostic Radiography personal statement will be a helpful guide on relevant content and structure when writing your personal statement.

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Radiography personal statement example.

Science has always been a strong interest of mine and I always knew I wanted to pursue a career in the medical field. However, I was undecided as to what medical career until I attended an Aim Higher Science at Work conference at the University of Portsmouth. I was given an insight into several careers and demonstrations that represented them. Diagnostic Radiography really inspired me that day and it was at that point that I knew this was what I wanted to do. Since then, I have had the opportunity to gain a clear insight into Radiography through talking to my uncle, who is a qualified Diagnostic Radiographer, and I will be carrying out work experience with him after leaving college.

I believe my strong communication skills, patience, empathy and ability to problem solve, which are all important to a Radiographer, have been developed through both my part time job and work experience that I have completed. Working as a customer assistant has given me contact with a range of people and I have learnt how to work independently as well as part of a team. My work experience as a classroom assistant in a primary school has enabled me to adapt to working with young children and understanding their needs. I have applied for a job as a full time Radiographic Department Assistant, which if I get accepted for, I hope to do over the summer. Doing this would provide me with more knowledge and experience of Radiography.

Through A Level Applied Science I have studied a wide range of different aspects of Biology, Chemistry and Physics, including a Physics unit on 'Working Waves' which is related to Radiography. I particularly found this unit fascinating and relevant to Radiography. Studying AS Business Studies has given me the opportunity to develop analytical skills which will be useful in a working environment.

Owning and successfully competing three horses in championships has developed a competitive streak in me as well as giving me a high level of responsibility and fitness.

The prospect of studying Radiography at university has truly motivated me to become part of a profession in the future. I hope to continue to enjoy my interest in sports by making use of the university's sports facilities such as the gym and the riding club. After completing the university course, I would eventually like to pursue a career in the NHS as a Diagnostic Radiographer.

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This personal statement was written by cbailey for application in 2008.

cbailey's Comments

I have only just applied for uni so I am applying late. I would appreciate comments to see what people think. Thanks.

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Related Personal Statements

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Thu, 30/09/2010 - 13:38

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Fri, 01/10/2010 - 20:16

just curious, did you get into your preferred college with that personal staement?, its very good

radiography course

Tue, 11/01/2011 - 08:10

i'm applying to move university and want to write personal statement and it's little bit difficult, that i need some help to finish my personal statement

Thu, 01/11/2012 - 16:36

I hope you got into the uni you wanted

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Study  ›   Undergraduate courses

Diagnostic radiography bsc (hons).

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Course details

• A level requirements: BBB
• UCAS code: B821
• Study mode: Full-time
• Length: 3 years
• Apply by: 29 January 2025
• International deadline: 30 June 2025
• Starts: 22 September 2025
• Get a prospectus

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Apply for this course.

Ready to apply? You can apply for this course online now using the UCAS website. The deadline for UK students to apply for this course is 29 January 2025 .

The deadline for international students is 30 June 2025 .

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Use these details to apply for this course through UCAS:

• University name: University of Liverpool
• Course: Diagnostic Radiography B821
• Location: Main site
• Start date: 22 September 2025

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Bachelor of science.

Bachelor of Science (BSc) is a bachelor’s degree awarded for an undergraduate programme in the sciences.

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Course overview

Study Diagnostic Radiography and we will prepare you personally and professionally, for the role of a competent caring radiographer, within the diagnostic imaging department.

Introduction

You will gain the knowledge and skills, to undertake a comprehensive range of radiographic techniques needed for first post competencies working in the modern healthcare sector.

Students will develop an awareness of anatomy, physiology and pathology, using radiographic and cross sectional images, along with an understanding of radiological science, associated with medical imaging and radiation protection. You will also acquire an appreciation of research methods with respect to diagnostic radiography and the importance of evidence-based practice in relation to the profession.

This is a vocational programme with approximately 50:50 ratio theory to practice and is delivered in both the university academic setting and at clinical placement sites throughout the region. The modules, which are delivered at the University, follow four strategic themes. These include: patient centred radiographic practice, anatomy, physiology and pathology, radiation science and research methods. There is an onsite imaging suite and CT scanner to assist in the delivery.

As a student, you will be allocated a hospital placement to attend in several clinical blocks, throughout each of the three years. The focus of each of these placements is closely linked to the academic modules, which are taught using a variety of student centred teaching styles including traditional lectures and small group tutorials. You will also have the opportunity to engage in the award winning team based learning (TBL) approach, an internationally recognised effective teaching method, well evaluated by our current students. You will participate in problem-based learning, where discussions around ‘patient-specific’ scenarios help to enhance your understanding of related issues. You will also be involved in interprofessional learning, which features in all three years of the programme and assists you in understanding the multidisciplinary team (MDT) approach to healthcare.

A continuous clinical assessment scheme, linked to the radiographic practice modules is used in the clinical sites, to record your clinical performance and give you regular feedback, which will enhance your clinical learning. The information is stored on an iPad, which will be for you to use throughout the duration of the programme. During the programme, you will also have the opportunity to enrich your clinical experience by undertaking an elective placement in an imaging department of your choice, which can be locally, nationally or internationally.

What you'll learn

• Research gathering techniques
• Critical thinking skills
• Communication skills
• Self-directed learning techniques
• Patient care
• Physics, radiobiology and technology skills relating to Radiography

Teaching Excellence Framework 2023

We’re proud to announce we’ve been awarded a Gold rating for educational excellence.

Course content

Discover what you'll learn, what you'll study, and how you'll be taught and assessed.

Year one will equip you with foundational knowledge and skills, which will be developed in the subsequent years of the programme. The modules in this year follow the previously mentioned themes: patient centred radiographic practice, anatomy, physiology and pathology, radiation science and research methods.

Compulsory modules

Credits: 15 / semester: semester 1.

This module is the first of the anatomy/patho-physiology modules in the Diagnostic Radiography programme.

On successful completion the student will have developed knowledge of anatomy, physiology and pathology of the appendicular skeleton (the bones of the upper and lower limbs, and pelvis).

The module will be delivered using ‘Team Based Learning’ (TBL). Each student will be assigned into a small team of peers and during the timetabled sessions teams are given a series of questions related to the material studied prior to the session. The students will work within their group to agree a list of answers. The answers will then be revealed to encourage a class discussion.

Each of the TBL sessions are supplemented with image viewing tutorials. These tutorials allow the student to see anatomical detail in context, and appreciate its significance in identifying normal from abnormal in terms of anatomy and pathology. This appreciation will be gained through the use projection radiography (x-ray) images, in relation to normal radiographic anatomy and common pathologies of the appendicular skeleton.

Teaching sessions in the Human Anatomy Resource Centre (HARC) contribute to this module and enable the student to visualise the anatomical body parts, giving a clearer understanding of the detail.

The module will assess the students knowledge of anatomy, physiology, pathology and the associated radiographic appearances.

75% of teaching will be face to face on CAMPUS. To provide some flexibility and work life balance for the student group some online teaching through MS teams will provided.

Credits: 22.5 / Semester: semester 2

​This module is the second of the anatomy/pathophysiology modules in the Diagnostic Radiography programme.

On successful completion the student will have developed their knowledge of anatomy, physiology and pathology of the axial skeleton (skull, spine and rib cage) and the organs of the abdominal cavity. This awareness will be gained through the use of both projection radiography (x-rays) and cross-sectional images in relation to normal radiographic anatomy and common pathologies of the axial skeleton and abdominal cavity.

The module will be delivered primarily via ‘Team Based Learning’ (TBL). This involves downloading PowerPoint presentations in advance, from the university virtual learning environment (VLE) and studying them prior to attendance. Each presentation will be related to one of the topics within the syllabus.  Students will be assigned into a small team of peers that they will work with during the whole of the module. During the timetabled sessions, teams are given a series of ‘true/false’ (T/F) and ‘multiple choice’ questions (MCQ), related to the material studied prior to the session. Initially students will answer these questions independently. Following this they will work within their group, discussing individual answers, and arriving at a definitive list of answers agreed within the group. This interaction with the material will engage students more fully in the module. The answers will then be revealed which may promote discussion around areas where there is lack of understanding, providing students with formative feedback on their answers.  

Each of the TBL sessions are supplemented with image viewing tutorials. These tutorials allow the student to see anatomical detail in context and appreciate its significance in identifying normal from abnormal in terms of anatomy and pathology. Teaching sessions in the  Human Anatomy Resource Centre (HARC) contribute to this module and enable the student to visualise the anatomical body parts, giving a clearer understanding of the detail.  

The module will be assessed via an electronic written examination which has a series of questions, to assess knowledge of anatomy, physiology and pathology. This will include answering questions on a range of radiographic images displayed on a PC via the virtual learning environment (VLE).

The content of this module (DRAD106) follows on from the first anatomy/pathophysiology modules (DRAD 100), which is taught in semester 1. These modules provide support for the second year anatomy/pathophysiology module (DRAD203), as well as the clinical modules within the programme.  

This module is the second of the anatomy/patho-physiology modules in the Diagnostic Radiography programme. On successful completion the student will have developed knowledge of anatomy, physiology and pathology of the thoracic cavity including respiratory (airways and lungs) and cardiovascular (heart and associated blood vessels) systems.

The module will be delivered using ‘Team Based Learning’ (TBL). This involves downloading PowerPoint presentations in advance, from the university virtual learning environment (VLE) and studying them prior to attendance. Each presentation will be related to one of the topics within the learning outcomes.  Students will be assigned into a small team of peers that they will work with during the whole of the module. During the timetabled sessions, teams are given a series of ‘true/false’ (T/F) and ‘multiple choice’ questions (MCQ), related to the material studied prior to the session. Initially students will answer these questions independently. Following this they will work within their group, discussing independent answers, and arriving at a definitive list of answers agreed within the group. This interaction with the material will engage students more fully in the module. The answers will then be revealed which may promote discussion around areas where there is lack of understanding, providing students with formative feedback on their answers.

Each of the TBL sessions are supplemented with image viewing tutorials. These tutorials allow the student to see anatomical detail in context and appreciate its significance in identifying normal from abnormal in terms of anatomy and pathology. This appreciation will be gained through the use of both projection radiography (x-ray) and cross-sectional images in relation to normal radiographic anatomy and common pathologies of the respiratory and cardiovascular systems.

Teaching sessions in the  Human Anatomy Resource Centre (HARC) contribute to this module and enable the student to visualise the anatomical body parts, giving a clearer understanding of the detail.  

The module will be assessed via an electronic written examination which has a series of questions, to assess knowledge of anatomy, physiology and pathology. This will include answering questions on a range of radiographic images displayed on a PC in PowerPoint format.

The content of this module (DRAD102) is taught in the second half of semester 1, to follow on from the first of the anatomy/patho-physiology modules (DRAD101), which is taught in the first half of semester 1. There is a third anatomy module (DRAD106), which runs in semester 2 and all these modules support the second year anatomy/patho-physiology module (DRAD203), as well as the clinical modules within the programme.

Credits: 15 / Semester: semester 2

This module is a second semester module in the first year of the programme and as such provides foundational content in research methods. This module will provide the student with fundamental knowledge and understanding of the philosophy, principles and methods of diagnostic radiography research and wider health research. The student will develop an appreciation of the importance of evidence-based practice in the radiographic profession for the benefit of patients. This module will also allow the student to develop foundational skills required to eventually undertake research within radiography for the first time.

This module will be supported with lectures to provide the underpinning knowledge. The lectures will be supplemented with research skills workshops where students will undertake activities to develop foundational research skills. Keynote lectures will highlight the main topics, but further study to broaden knowledge beyond their scope will be required. Some learning activities will require preparation beforehand (e.g. independent reading) in order to complete the planned tasks, while other resources will help consolidate understanding. Students will participate in a journal club, encouraging engagement with scientific literature and evidence-based practice, which they present to their peers.

The final assessment for this module will comprise a written exam.​ The knowledge and understanding gained from this module will be built upon in the second year DRAD204 Applied Research Methods in Diagnostic Radiography module, culminating in the DRAD301 Research Study (Dissertation) module.

Credits: 22.5 / Semester: semester 3

This module seeks to enable students to develop clinical knowledge and skills in the university and clinical environments. The module will develop the students’ professional knowledge, skills and attitudes in basic imaging procedures in preparation for first post competencies and lifelong learning.

The module content will be explored through professional practice, lectures, skill demonstration and practice, workshops, simulation and resources in virtual learning environment (or VLE). Students will also be expected to complete independent reading in preparation for tutorials and seminars and may need to explore other supplementary resources such as Trust protocols. Service users will also deliver tutorials and workshops as an integral part of student learning in topics that are assessed through the assessment elements of the module.

Practice placements will facilitate the supervised practice and consolidation of skills related to communication, patient centred care and radiographic practice. The first practice placement experience; which takes place over a 12-week period during Year 1 reinforces university based learning to ensure the students will meet the Health and Care Professions Council Standards of Proficiency for Radiographers for safe and effective practice.

The student will also be provided with formative feedback relating to academic and professional practice. The module will be assessed by three components; assessment of radiography techniques, reflective writing to demonstrate personal development and continuous assessment of professional practice.

Credits: 30 / Semester: semester 1

This module is a first semester module in the first year of the programme and as such provides the student with foundational content in radiographic science and radiation protection. 

The bulk of the module will be delivered using lectures that will provide students with the theory of radiographic science and principles of radiation protection. Small group tutorials will consolidate the theory delivered in the lectures and develop skills. Practical teaching sessions will demonstrate the application of the concepts to medical imaging. Revisions sessions will be available towards the end of the module to help prepare the student for the assessments.

The student will integrate the knowledge gained from this module into clinical practise in the clinical and laboratory environments in DRAD105 Patient Centred Care and Professional Practice 1. Radiation safety aspects in relation to radiographic imaging modalities, such as Computed Tomography (CT) and Magnetic Resonance Imaging (MRI), will be further developed in year 2 in the DRAD201 Radiation Science & Imaging Technologies module.

Assessment for this module will comprise a 2.5 hour electronic examination, which will test breadth and depth of knowledge of the module content.

The aim of year two is to consolidate the learning experiences from year one and extend them further to provide a foundation for more complex examinations involving specialist equipment. Professional practice will inspire students to become increasingly autonomous, encouraging an appreciation of the challenging issues relating to healthcare.

In this module, the student will build on the basic research methods terminology and understanding gained in the Year 1 research methods module. It will develop their knowledge and understanding of the philosophy, principles and methods of health research further. This will enable them to gain a research-based approach to professional knowledge allowing them to select an area of research in a particular area related to Diagnostic Radiography for further study. The module will be supported with lectures and seminars where students will work with a supervisor to synthesize and write up a proposal for the Year 3 dissertation. This proposal, which constitutes the assessment, will be for a systematic review, a literature review, an empirical research project or a clinical audit depending upon which the student chooses for their Year 3 dissertation.  

Selecting one modality from a list will enable the student to focus study in an area in which they have a particular interest, or may wish to engage with in their future career.

The student will negotiate specific study aims with a named supervisor from within the lecturing team. Study will be largely self-directed, to promote independent learning, although the student will receive support in the form of weekly 1.5 hour seminars with their supervisor and a group of peers, over 5 weeks. Direction will be provided for independent preparation for the seminars, and students will have opportunity to learn from peers during the sessions.

Study will be supported through the arrangement of 3 individual clinical days spread over the course of the module, to enable the student to gain experience in their chosen modality, within the context of a specific disease pathway. This may include the following activities, with support from a named member of clinical staff at the placement site: observing imaging protocols in practice, discussing the patient pathway with clinical staff, attending multi-disciplinary team meetings or image reporting sessions.

Assessment will be in the form of an oral presentation, detailing a potential patient imaging journey within the student’s chosen modality, including the reasons for use of that modality within the context of a particular disease pathway. Utilising the presentation format for assessment, will particularly allow the student to demonstrate the medical image appearances related to this clinical condition.

Prior to the assessment, students will have opportunity to present work in progress to their supervisor and peers within the weekly seminars, to receive formative feedback, and provide additional opportunity for peer learning related to the assessment.

Successful completion of this module will allow the student to apply enhanced knowledge and skills gained in the chosen modality to clinical practice, in order to improve the quality of clinical images that they acquire, and enhance the care of patients.

​In this module the student will build on the image interpretation skills that were introduced in DRAD100 and DRAD106 in normal and pathological imaging appearances. Successful completion of this module will enable the student to further develop knowledge of the anatomy, physiology and common pathology associated with the central nervous system (CNS), axial skeleton and pelvis, and thoracic, abdominal and pelvic cavities. More complex imaging systems are introduced to allow students to explore how they are applied in clinical practice to enable accurate diagnosis of less common pathologies from the images produced. This will prepare the student for all year 3 modules and help them develop effective radiographic practice. The module will be delivered using interactive lectures and online image viewing tests for ongoing formative assessment and will be summatively assessed with an electronic written examination.

Credits: 30 / Semester: semester 3

This module seeks to enable students to develop clinical knowledge and skills in the university and clinical environments. The module will further develop the students’ professional knowledge, skills and attitudes in more complex imaging procedures in preparation for first post competencies and lifelong learning. The module content will be explored through professional practice, lectures, skill demonstration and practice, workshops, simulation and resources in virtual learning environment (or VLE). Students will also be expected to complete independent reading in preparation for tutorials and seminars and may need to explore other supplementary resources such as Trust protocols. Service users will also deliver tutorials and workshops. Practice placements will facilitate the supervised practice and consolidation of skills related to communication, patient centred care and radiographic practice. The second practice placement experience; which takes place over a 16-week period during Year 2 reinforces university based learning to ensure the students will meet the Health and Care Professions Council Standards of Proficiency for Radiographers for safe and effective practice. The student will also be provided with formative feedback relating to academic and professional practice. The module will be assessed by three components; assessment of radiography techniques, reflective writing to demonstrate personal development and continuous assessment of professional practice.

​This module provides an introduction to the more complex imaging equipment the student will encounter in Year 2 and Year 3 of the programme and will be expected to utilise as part of the Band 5 radiographer role on graduation. The focus will be upon the design, the materials and how the equipment works drawing upon the principles of radiation physics, protection and safety explored in Year 1.  The module also covers the main quality assurance protocols currently used in clinical practice to ensure that the equipment performs to the best standard possible. Successful completion of this module will allow the student to apply knowledge and skills gained to their clinical practice, improve the quality of their images and therefore enhance the care of their patients. Students will take part in lectures, small group work and practical sessions in the imaging skills lab and at the University of Liverpool MRI scanner (LiMRIC) as part of the module delivery. They will receive feedback during the module using on-line materials and in class discussions and be assessed by a written lab report based on a quality assurance test and an end of module online examination through the university virtual learning environment.

The aim of year three is to expand your knowledge of the specialist clinical areas and to promote a level of independence and professional responsibility in preparation for graduation and registration with the Health and Care Profession Council (HCPC). As a qualified diagnostic radiographer you can become a member of the Society of Radiographers.

​ This module will enable the student to apply and enhance their knowledge and skills in research at Level 6. It will help develop an evidence-based approach and a research awareness in practitioners as they enter the profession. Students will have chosen to undertake either a piece of primary research, a clinical audit or a review of published evidence related to the practice of diagnostic radiography in their 2nd year in DRAD 204. They gain skills in the dissertation that will enhance their employability by making them able to undertake research/audit as required by the research strategy of the College of Radiographers and by future employers such as the NHS. In Year 2, students will normally have obtained any ethical or audit approval in the research methods module with help from their dissertation supervisor who is allocated at that time. This supervisor continues into Year 3 and will work with the student on a one to one basis to help them to carry out and write up the review/research/audit. The assessment will be the production of the final dissertation of 6,000 words.​

Credits: 30 / Semester: semester 2

​ Using a blended learning approach consisting of problem based learning, lectures, tutorials, and online learning, this module will enhance the students’ understanding of imaging pathways in a range of patients and pathological conditions. The students will be introduced to imaging  protocols used for patients with complex needs such as paediatrics and major trauma cases. The module content will be explored through, lectures, problem-based learning and resources on a virtual learning environment. Students will also be expected to complete independent reading in preparation for problem based learning tutorials  and to consolidate learning  and understanding  of content delivered in lectures and seminars (library resources will be accessible through the module reading list in  other key learning resources will be accessible through the virtual learning environment). The module is assessed using electronic written examination of  the knowledge and theory  of  imaging protocols and imaging decision pathways.

This is the final of three modules which relates to personal and professional development. Delivered in Semester 1 and 2 of Year 3, the module adopts a student-centered, blended approach to learning including interactive sessions using team based learning and formative activities. The module combines practice placement experience with university-based education. Through experiential learning, critical reflection, employability skills and informed discussion this module promotes the development of ‘life-long learners’ equipped with the skills, behaviours and competencies relevant to diagnostic radiography graduates. It ensures that the graduate diagnostic radiographer can meet the Health and Care Professions Council Standards of Proficiency for radiographers for safe and effective practice.  During the academic block individuals will prepare for their final practice placement blocks. The placement itself will be conducted over 4 placement blocks, with 15.5 weeks at the practice site.  Performance on practice placement is assessed continuously. In addition, the module assignment emphasises the requirement for healthcare professionals to cultivate effective strategies for articulating and formally recording Continuing Professional Development (CPD) activity. The module will enable third year students to more clearly communicate their developing skill set and unique selling points, in order to promote themselves successfully.   The module will be assessed by three components: continuous assessment of professional practice,  a 2 hour seen written examination, a HCPC audit report (2500 words)

This module will build upon the knowledge of anatomy, pathology, professionalism and image interpretation gained earlier in the programme in preparation for post qualification practice. A blended learning approach which combines e-learning with traditional lectures will enhance the students decision-making skills when reviewing visual information from medical images. This will allow the student to accurately perform a preliminary clinical evaluation of images of the skeleton brain and chest. ​ This term is used to describe the practice of radiographers whereby they assess imaging appearances, make informed clinical judgements and decisions and communicate these in unambiguous written forms to referrers.

The assessment for the module is an electronic assessment which contains a mixture of long answer questions testing theory and short answer questions which require the image interpretation of radiographic images.​

How you'll learn

Learning is promoted through a wide variety of activities which that enables students to become autonomous and independent continuous learners. An award winning team based learning approach features in many of the modules, along with interactive lectures and student led seminars. Problem-based learning is used to cover patient centred scenarios and collaborative projects are often used to teach research and evidence based practice. The programme has the benefit of an onsite digital imaging suite and CT scanner to enhance clinical skills teaching and there is access to the Human Anatomy Resource Centre, which complements students’ learning.

Throughout the programme there are shared lectures, and tutorials with students from other directorates within the School of Allied Health Professions and Nursing. This is to promote inter-professional education and learning opportunities across all healthcare professions.

How you're assessed

Using a mixture of coursework and examination, a range of assessment methods can be seen across the programmes. These include seen and unseen written examinations, essay assignments with specific word lengths, multiple choice questions, case study presentations, video analysis and interactive practical examinations. Assessment of the work-based learning element of all programmes is an important aspect. You will be required to communicate your views orally and in written form; analyse, implement and evaluate your practice; and to extend the research and evidence base of your chosen profession.

The various methods of assessments have been chosen to provide a balance that will permit the undergraduates to demonstrate their intellectual abilities in all areas to the full.

Liverpool Hallmarks

We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.

Learn more about our Liverpool hallmarks.

Our curriculum

The Liverpool Curriculum framework sets out our distinctive approach to education. Our teaching staff support our students to develop academic knowledge, skills, and understanding alongside our graduate attributes :

• Digital fluency
• Global citizenship

Our curriculum is characterised by the three Liverpool Hallmarks :

• Research-connected teaching
• Active learning
• Authentic assessment

All this is underpinned by our core value of inclusivity and commitment to providing a curriculum that is accessible to all students.

Course options

Studying with us means you can tailor your degree to suit you. Here's what is available on this course.

Global opportunities

Choose from an exciting range of study placements at partner universities worldwide.

Language study

Combine this course, take language modules or short courses.

Global Opportunities

University of Liverpool students can choose from an exciting range of study placements at partner universities worldwide.

What's available on this course?

Year in China

Immerse yourself in Chinese culture on an optional additional year at Xi'an Jiaotong Liverpool University in stunning Suzhou.

• Learn Chinese
• Study in a bustling world heritage city
• Improve employment prospects
• Study Chinese culture
• 30 minutes from Shanghai
• Learn new skills

Read more about Year at XJTLU, China

Year abroad

Broaden your world by spending an additional year of study at a partner university abroad following your second year of study.

• Choose from up-to 26 countries
• Experience another way of life
• Inspire your future career or studies
• Improved prospects of earning a 2:1 or First
• More likely to earn higher salary
• More likely to be employed after graduating

Where can I spend a year abroad on this course?

• South Korea

More about taking a year abroad

Summer abroad

Spend a summer abroad on a study placement or research project at one of our worldwide partner institutions.

• Spend a summer abroad in addition to your degree programme
• Study abroad without adding an extra year
• Choose any summer between your first and final year of study
• Get the chance to study subjects outside your discipline

Where can I spend a summer abroad on this course?

More about taking a summer abroad

Every student at The University of Liverpool can study a language as part of, or alongside their degree. You can choose:

• A dedicated languages degree
• A language as a joint or major/ minor degree
• Language modules (selected degrees)
• Language classes alongside your studies

Read more about studying a language

Your experience

Diagnostic Radiography students at the University of Liverpool benefit from our experience in delivering more than 100 years of teaching across practical and professionally focused programmes.

Our curriculum is developed and assessed by leading healthcare providers throughout the North West. Many such partners across the North West provide exciting placement opportunities which allows you to bring your studies to life by gaining a breadth of patient-focused practical experience in a region with a particularly diverse population, providing an invaluable insight to future roles.

We place an emphasis on interprofessional learning modules in order to reflect the multi-professional environments you will encounter in today’s healthcare settings.

Explore where you'll study

Virtual tour

Supporting your learning.

From arrival to alumni, we’re with you all the way:

• Careers and employability support , including help with career planning, understanding the job market and strengthening your networking skills
• A dedicated student services team can help you get assistance with your studies, help with health and wellbeing, and access to financial advice
• Confidential counselling and support to help students with personal problems affecting their studies and general wellbeing
• Support for students with differing needs from the Disability advice and guidance team . They can identify and recommend appropriate support provisions for you.

What students say...

One of the things I find most interesting about the course is the placement, which offers new experiences every day. When you go into the hospital you never quite know what you are going to come across, you meet new people and new challenges – and every day your technique and communication skills develop. One of the benefits of Liverpool is that it offers you the placement experience on top of sound academic training in the first and second years. Leonardos Papadopoullos , BSc (Hons) Diagnostic Radiography

Chat with our students

Want to find out more about student life? Chat with our student ambassadors and ask any questions you have.

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Watch our Vlog

A day in the life of Allied Health Professions and Nursing student Charmain Yip

Careers and employability

As a graduate of the School of Allied Health Professions and Nursing, you’ll be eligible to apply for registration with the Health and Care Professions Council (HCPC). You will have gained a qualification that meets the Government’s criteria for ‘fitness for purpose’ and ‘fitness for practice’ as well as developing transferable skills such as communication, information technology, problem solving and teamwork.

You can look to explore careers in:

• National Health Service
• Social Services
• Private sector

99% of the School of Allied Health Professions and Nursing students find their main activity after graduation meaningful.

Fees and funding

Your tuition fees, funding your studies, and other costs to consider.

Tuition fees

UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland)
Full-time place, per year	£9,250
Year in industry fee	£1,850
Year abroad fee	£1,385

International fees
Full-time place, per year	£27,200
Year abroad fee	£13,600

Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about paying for your studies. .

Additional costs

We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This includes costs for specialist equipment, travel to placements, and professional association fees. At the end of year two, students can undertake a self-funded elective placement in the UK or overseas.

Find out more about the additional study costs that may apply to this course.

Additional study costs

Students should expect to cover the following costs:

• Practical kit £50
• Society of Radiographers student membership (optional) £48 per year, following first year free
• Travel to placements – students will complete 52.5 weeks of placements and pay for their own travel costs. All clinical placements are within daily commute distance, so no further accommodation costs are required.
• Elective placement – at the end of year two students undertake a self-funded three-week elective placement in the UK or overseas.

Home students are able to apply for reimbursement of travel/accommodation costs for placements from the NHS Business Services Authority.

Find out more about additional study costs.

Scholarships and bursaries

We offer a range of scholarships and bursaries to provide tuition fee discounts and help with living expenses while at university.

Check out our Liverpool Bursary , worth up to £2,000 per year for eligible UK students. Or for international students, our Undergraduate Global Advancement Scholarship offers a tuition fee discount of up to £5,000 for eligible international students starting an undergraduate degree from September 2024.

Check out our Undergraduate Global Advancement Scholarship . This offers a tuition fee discount of up to £5,000 for eligible international students starting an undergraduate degree from September 2024. There’s also the Liverpool Bursary which is worth up to £2,000 per year for eligible UK students.

Discover our full range of undergraduate scholarships and bursaries

Entry requirements

The qualifications and exam results you'll need to apply for this course.

NHS Values will be assessed in all areas of an application including UCAS Personal Statement and at interview. For more details, please download our explanation of  Value Based Recruitment .

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Your qualification	Requirements
A levels	BBB with at least one Science subject. You may automatically qualify for reduced entry requirements through our . Available foundation years: BSc (Hons)
T levels	T levels are not currently accepted.
GCSE	5 GCSEs grades 5 -9 (or grades A* - C if assigned according to previous grading format), which must include English Language, Maths and a Science. Please note that Science dual award is acceptable. Core Science and Applied GCSEs are also considered. All GCSEs should be obtained in one sitting.
BTEC Level 3 National Extended Diploma	BTEC Nationals are considered in addition to 5 GCSEs grades 5-9 (or former A* – C), which must include English Language, Maths and a Science. Science dual award, Core Science and Applied GCSEs will also be considered. We will accept one BTEC National Extended Certificate at a minimum of Distinction. This must be accompanied by two A2 subjects at Grade B, of which one subject should include Biology/Human Biology, Physics, Maths or Chemistry. Three separate subjects must be taken between the two qualifications. We will accept in Health and Social Care or Applied Science/ Medical Science graded at DD. This must be accompanied by a Science A2 subject (biology, physics, chemistry or maths) at grade B. In total, between the two qualifications, two separate subjects must be taken. We will accept in either Applied Science/ Medical Science or Health and Social Care at DDD.
International Baccalaureate	30 points to include three higher level subjects at a minimum of Grade 5. Biology must be offered at a minimum of a Grade 6.
European Baccalaureate	74% overall with a minimum mark of 8 in Biology and no other subject less than a 6.
Irish Leaving Certificate	Leaving Certificate: 6 Higher Level subjects. 1 subject at grade H1 to include a science subject such as Maths, Physics, Biology or Chemistry, and 2 subjects at grade H2 or above to include a further science subject and or Maths. The remaining 3 subjects must be graded at H3 or above. Out of the six subjects, English, Mathematics and a Science subject must be included. Higher grades may be required from students resitting.
Scottish Higher/Advanced Higher	A minimum of 5Bs from any combination of advanced higher and higher. Higher subject should demonstrate a broad science background. Consideration will only be given to Advanced Highers in different subjects to those of Highers. Subjects to include: Biology/Human Biology/PE at a minimum of grade B.
Welsh Baccalaureate Advanced	Accepted at Grade A alongside two A2 levels at Grade B, one should be in a Science subject.
Cambridge Pre-U Diploma	Will be considered
AQA Baccalaureate	Will be considered
Graduate application	We welcome applications from graduates holding a minimum of a 2:2 classification. If your degree is not in a Science related subject or it is 5 years or more since you last studied please contact the admission unit for further information.
Access	Essential: 60 credits at Level 3, including 15 in credits in biology, 15 credits in maths and 15 credits in physics/chemistry. 39 of the 60 credits must be at distinction, the remaining credits may be gained from ungraded level 3 credits and passed at merit or higher. 5 GCSE subjects graded 5-9 (or A*-C) and must include: English Language, Mathematics and Science.
Academic Reference	An academic reference must be included within the UCAS application. If the applicant is a graduate and has been working since graduating (within three years), an employer reference is acceptable.
Profession-specific knowledge and skills required	The UCAS Personal Statement, must demonstrate understanding of the Diagnostic Radiography role. Applicants should also consider visiting a Therapeutic Radiography department to give them an awareness of the differences between the Diagnostic and Therapeutic Radiography professions. Applicants should have an appreciation of the demands of the programme and a realistic understanding of what is required when on clinical placement. Having experience of working with the general public, children, the elderly or people with disabilities, in a paid or voluntary capacity will strengthen an application.
Declaration of criminal background	You will understand that as an Allied Health Professions and Nursing student, and when you qualify, you will be asked to treat children and other vulnerable people. We therefore need information about any criminal offences of which you may have been convicted, or with which you have been charged. The information you provide may later be checked with the police. If selected for interview you will be provided with the appropriate form to complete.
Health screening	The University and the School of Allied Health Professions and Nursing has an obligation to undertake health screening of all prospective healthcare students. Any offer of a place on this course of study is conditional on completion of a health questionnaire, and a satisfactory assessment of fitness to train from the University’s Occupational Health Service. This will include some obligatory immunisations and blood tests. The link below provides further information:
Disability information	Should a candidate have, or suspect they may have dyslexia, or a long term health condition or impairment that may have the potential to impact upon studies and/or Fitness to Practice, please complete the  ‌‌. Candidates will then be contacted to discuss requirements for support.
International qualifications	The IELTS requirement is an overall score of 7.0 with no component less than 6.5. Please note – whilst we do accept qualifications, we do not accept IELTS qualifications that have been sat and gained . We only accept qualifications that have been sat and gained .

English language requirements

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country .

We accept a variety of international language tests and country-specific qualifications .

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country.

We accept a variety of international language tests and country-specific qualifications.

International applicants who do not meet the minimum required standard of English language can complete one of our Pre-Sessional English courses to achieve the required level.

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country

English language qualification	Requirements
IELTS	IELTS 7.0 overall, with no component below 6.5
International Baccalaureate	Standard Level grade 5 or Higher Level grade 4 in English B, English Language and Literature, or English Language

Contextual offers: reduced grade requirements

Based on your personal circumstances, you may automatically qualify for up to a two-grade reduction in the entry requirements needed for this course. When you apply, we consider a range of factors – such as where you live – to assess if you’re eligible for a grade reduction. You don’t have to make an application for a grade reduction – we’ll do all the work.

Find out more about how we make reduced grade offers .

About our entry requirements

Our entry requirements may change from time to time both according to national application trends and the availability of places at Liverpool for particular courses. We review our requirements before the start of the new UCAS cycle each year and publish any changes on our website so that applicants are aware of our typical entry requirements before they submit their application.

Recent changes to government policy which determine the number of students individual institutions may admit under the student number control also have a bearing on our entry requirements and acceptance levels, as this policy may result in us having fewer places than in previous years.

We believe in treating applicants as individuals, and in making offers that are appropriate to their personal circumstances and background. For this reason, we consider a range of factors in addition to predicted grades, widening participation factors amongst other evidence provided. Therefore the offer any individual applicant receives may differ slightly from the typical offer quoted in the prospectus and on the website.

Alternative entry requirements

• If your qualification isn't listed here, or you're taking a combination of qualifications, contact us for advice
• Applications from mature students are welcome.

Have a question about this course or studying with us? Our dedicated enquiries team can help.

• Chat with us
• Phone: +44 (0)151 795 6000
• Send us a message

Last updated 14 May 2024 / See what's changed / Programme terms and conditions

Changes to Diagnostic Radiography BSc (Hons)

See what updates we've made to this course since it was published. We document changes to information such as course content, entry requirements and how you'll be taught.

New course pages launched.

English language requirements have been updated – IELTS.

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Diagnostic radiographer

What's on this page.

• What's it like to be a diagnostic radiographer?

About the job

Is it for you, how to apply, what's it like to be a diagnostic radiographer, diagnostic radiographer - nhs, what does a diagnostic radiographer do.

As a diagnostic radiographer, you’ll use cutting-edge technology to take images of the insides of patients to help understand and diagnose conditions. 

Based in a hospital, you’ll work with patients and colleagues to design treatment programmes and support patients throughout their treatment. From using a CT scanner to make a 3D image for a surgeon, to preparing a patient for an MRI scan – you’ll be using some of the most complex and advanced technology. 

Diagnostic radiographers are also an important part of the multi-disciplinary team, working with other healthcare professionals across various departments.

What are the pay and conditions like?

Your standard working week will be around 37.5 hours and may include a mix of shifts, such as nights, early starts, evenings, and weekends. If you work in the NHS, you’ll be paid on the Agenda for Change (AFC) pay system , typically starting on band 5.

You will be able to claim £2,000 a year towards childcare costs through the NHS Learning Support Fund, and there’s funding available for adult dependants and some placement travel costs too. If you have a disability, there are grants to help with essential costs while studying via the Disabled Students’ Allowance.

If working on the NHS you will have access to one of the best pension schemes in the UK, as well as access to exclusive health service discounts and benefits at some of the most popular brands.

Where you could be working

What are your career development opportunities.

You’ll receive an annual personal development review to ensure you’re making the most of every opportunity offered. And with continuous professional development, you can add to your skills and progress to specialist roles with a higher pay grade. 

You’ll be encouraged to join the Society of Radiography where you can take courses, conferences, and seminars.  

As your career progresses, you could specialise in a particular type of imaging, such as computerised tomography scanning or sonography. Or you could specialise in working with children, stroke patients or cancer patients, for example. Research or teaching are other options.

Working for the NHS, you may also find yourself heading your own radiography team, managing budgets, staff, and equipment.

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Are you a good communicator, are you interested in new technologies, are you a team player, are you adaptable, £5,000 annual payment to help fund your studies, you'll have a starting salary of £24,907, 95% of graduates are employed with six months, applying with a degree.

To become a diagnostic radiographer, you must first successfully complete an approved degree or master's in radiotherapy. Degree courses take three or four years full-time, or up to six years part-time. There are also some postgraduate programmes that can take two years. 

Once you’ve completed your degree, you need to register with the Health and Care Professions Council (HCPC) before you can start practising. 

Entry requirements for an undergraduate degree include: 

• two or three A levels, including physics, chemistry or biology/human biology
• five GCSEs (grades A – C), including English language, maths, and science

Or the equivalent qualifications:

• a BTEC, HND or HNC, including science
• a relevant NVQ
• a science-based access course
• equivalent Scottish or Irish qualifications

Applying with a degree apprenticeship

A degree apprenticeship is another way to become a diagnostic radiographer. Apprenticeships give you the chance to earn a living while gaining your qualification. 

To get onto a degree apprenticeship, you will need to apply for an apprentice position with a health care provider. You can search for vacancies on the NHS Jobs website and Find an Apprenticeship website .

Once you’ve successfully completed a programme approved by the HCPC , you are then eligible to apply for registration with them. Once registered as a practitioner, you’ll be required to retain your name on the register by keeping your knowledge and skills up-to-date and paying an annual retention fee.

Your employer and the government will pay the tuition fees, so apprenticeships aren’t eligible for student grants.

Other careers in allied medicine

Occupational therapist, physiotherapist, prosthetist and orthotist, speech and language therapist, therapeutic radiographer.

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