Tony Dennis Tony Dennis Diagnostic Radiography I decided to go into academia from being in practice (I worked as a qualified radiographer for five years before I made the decision) because I felt that helping a small group of people was all well and good but I wanted to have a greater impact. I have always enjoyed teaching, and an opportunity arose and I have never looked back. I’ve been doing teaching for 20 odd years now. The better part of 2000 people are out there because I played a part in their education, which means my ability to assist and to help the public has increased which is something I otherwise couldn’t have done. I don’t think I need to make the course any more challenging. I think the course is challenging enough for anybody as it is. How I enable students to actually rise to the challenge is making it interesting, engaging them within the process, knowing the individuals on a one-to-one basis rather than part of a group, and relating it back into practice. I also like to relate our experiences – myself and my colleagues – when we’re teaching, talking about how we dealt with things and what we found whilst we were practitioners. It’s really about teaching it from an experiential point of view, and giving the students the knowledge that it is a real tactile job rather than a theory. For me, the most exciting modules tend to be the skeletal and visceral modules, the information you gain from that on a theoretical basis and in the skills labs, prepares you for practice within the clinical environment. That’s where we push most of our students to spend their time in order to become competent practitioners. To students looking to come and study diagnostic radiography, I would not hesitate to come to Kingston and St George’s. I know I am biased, but it’s one of the best; you’ll be supported, and you’ll be given every opportunity to flourish and grow.