1. Introduction Whilst a first year medical student, I realised that radiography had either not been heard of by most of my year group or the scope of work covered, which I believe is just as an important part of medicine as is any other healthcare profession. Radiography helped me have a better appreciation of how other interprofessional bodies work within a medical team setting something which I feel all medical and healthcare undergraduates should learn from the start of any training. Medicine and Radiography Fig 1.0 represents size of year group during lectures. Radiography had an intake of 65 in 2004, in comparison to medicine intake in 2008 of 330 students. Teaching for radiography at Cardiff is mainly taught by tutorials, interactive workshops and clinical placements. During 1 st year of medicine, it was predominantly lectures and self directed learning with some tutorials and workshops. Conclusion In my experience, the approaches taken by the different undergraduate training courses, indicates that interactive teaching is the most effective method e.g. group work, tutorials and seminars, as it greatly improves communication skills and learning within the clinical environments. This was highlighted by medical students who have the opportunity to interact with patients in seminars before clinical learning really starts (Rees et al, 2003) an experience I have also had the privilege of participating in at Cardiff. Both Medical and other Healthcare undergraduates should all have a broad, better understanding and appreciation of what is involved between the interprofessional bodies on a day to day basis before clinical experience truly begins. Personal reflections Studies by Raftery (2006) and Mitchell & Williams (2002) highlighted concerns on the delivery of radiological anatomy teaching within the UK to medical undergraduates and how important it is in other specialties like physiotherapy and radiography with use of radiographs. They discussed that the majority of radiological anatomy is learnt in lectures and dissection labs but with not many schools teaching in small tutorial groups. On reflection, I felt that the approach to radiological anatomy teaching using radiographs could be improved during the first year of medicine. This prompted me to offer to set up tutorials and get involved on a voluntary basis in order to help my fellow peers, by putting together a series of radiographic anatomy presentations under the guidance of my Anatomy Lecturer at Cardiff University. Fig 1.0 – Comparisons of student numbers. Red dot represents me in the lecture theatre Reflections of a former Radiographer now studying Medicine at Cardiff University Overall Summary Lower numbers helped better interaction between lecturers and students as shown in Fig 1.0 Level of knowledge and appreciation on different healthcare professions could be improved for medical students from the start of training. Mr David Sunnucks BSc (Hons) Diagnostic Radiography Radiography Lecture Cardiff 2004 (65 students) Medicine Lecture 2009 (330 students) Medicine Lecture 2009 (330 students) REFERENCES 1.Rees, C et al. 2003. Medical Students views and experiences of methods of teaching and learning communication. Patient Education & Counseling 54(1), pp. 119-21 2.Mitchell, B.S. & Williams, J.E. 2002. Trends in Radiological Anatomy Teaching In the U.K and Ireland. Clinical Radiology 57, pp. 1070-72 3.Raftery, A.T. 2006. Anatomy teaching in the UK. Surgery(Oxford) 25(1), pp. 1-2