Diagnostic Imaging Practice Education

A Network Built by Educators, for Educators

This group aims to provide a community for educators within Diagnostic Medical Imaging. Facilitating support, professional development and providing a forum to meet and exchange ideas and information, and share learning.

Imaging PE roles are somewhat new in many trusts, and there is a need for support of the role and to collaborate and to learn from the experience of each other. By developing and advancing our educational support to the trusts, we will in turn be supporting the NHS in the advancement and retention of the workforce.

This SIG will provide opportunities for PEs to develop their practice to provide enhanced education to the Imaging workforce. This would allow also to further investigate and research the role, and how it best supports the Imaging workforce and what methods have been proven for best practice in education.

This aligns with the objectives of the SoR- especially those to promote study and publish the results of such study. This group will aid further protection of the honour and interests of persons engaged in practice, as PEs are there to support and develop the radiological professions.

If you’re passionate about shaping the future of education within medical imaging—whether you hold an educator title or simply educate through your practice—we invite you to be part of this exciting new journey. Let’s build a stronger, more connected community of imaging educators—together.

Main goals:

To provide a community of those who educate within medical imaging to share and develop best practice
To be a safe space to facilitate support, and a forum to meet and exchange ideas and information
To share learning and guide professional development amongst the members and the learners they support

DIPE-SIG is open to:

Radiographers and sonographers in Practice Educator or Link Lecturer roles
Academic staff from UK higher education institutions offering diagnostic radiography and sonography programmes
Imaging professionals actively involved in education, mentorship, or supervision—regardless of title or contract

The goals of the DIPE-SIG are:

Sharing knowledge, resources, and best practice advice
Promoting training opportunities, events, and study days
Discussing current issues in practice education
Encouraging collaborative learning across the UK
Raising the profile of radiographers in educator roles
Supporting and implementing best practice in clinical education

Facilitators

Chair

Angie White

Co-chair

Eloise Paterson

Secretary

Ruther Newport

Meet the facilitators

What is a Practice Educator?

According to the Society of Radiographers, a practice educator is a registered professional who facilitates learning in the clinical environment. They support learners by:

Creating safe and inclusive learning spaces
Delivering structured feedback and pastoral support
Leading or contributing to the design, delivery, and assessment of clinical education
Supporting learners from diverse academic and clinical backgrounds
Engaging in continuing professional development and promoting communities of practice
Ensuring placement environments meet educational standards and learning outcomes

Practice educators may work in formally recognised roles or contribute to education as part of their wider clinical responsibilities. DIPE-SIG recognises and welcomes all professionals within medical imaging involved in clinical education—whether or not they hold a defined educator title. If you’re mentoring students, guiding new staff, or supporting learning in any capacity, you belong in this community.

Inaugural meeting:

The inaugural meeting of DIPE-SIG took place at the end of the Imaging Educators Study Day, hosted by North Central London Imaging Academy. It was a day devoted to education for educators within Medical Imaging; it was a filled with learning and support for the educators. A highlight of the day was the keynote speaker, Gill Harrison, Professional Officer for the Society of Radiographers, who gave a compelling and eye-opening talk about imposter syndrome.

The attendees reflected on the day’s discussions and formally agreed to establish the group. Feedback from participants was overwhelmingly positive, with many expressing excitement both about the day, as well as the opportunity to build a national community of practice.