Is there a relationship between how MRI is learned and knowledge?. Issue 1 (September 2017)

• Record Type: Journal Article
• Authors: Westbrook, C.
• Is Part Of: Radiography. Volume 23:Issue 1(2017)Supplement 1
• Page Start: S43
• Page End: S47
• Publication Date: 2017-09
• Subjects: Magnetic resonance imaging (MRI) -- Specialised undergraduate degree -- Knowledge -- Education -- Radiography; Diagnostic imaging -- Periodicals; Radiotherapy -- Periodicals; Cancer -- Radiotherapy -- Periodicals; Diagnostic Imaging -- Periodicals; Neoplasms -- Periodicals; Radiotherapy -- Periodicals; Imagerie pour le diagnostic -- Périodiques; Radiothérapie -- Périodiques; Cancer -- Radiothérapie -- Périodiques; Electronic journals; 616.0757
• DOI: 10.1016/j.radi.2017.05.007
• Languages: English
• ISSNs: 1078-8174

Abstract

Abstract: Rationale: The aim of this study was to discover whether a specialised undergraduate degree in magnetic resonance imaging (MRI) is a better way of educating MRI practitioners than experiential methods, and how necessary it is to first qualify as a radiographer to practice. This study compared the knowledge between individuals who qualify as a radiographer and then only learn MRI experientially (experiential practitioners), to those who learn only via a specialised undergraduate degree in MRI and enter practice directly without first qualifying as a radiographer (graduate practitioners). Method: Forty-eight participants (graduate practitioners n = 25, experiential practitioners n = 23) from four different clinical sites in the United States of America (USA) were recruited. An objective, structured, clinical examination (OSCE) was used to compare knowledge on the key topics. Results: Graduate practitioners consistently achieved a higher percentage of correct answers than the experiential group in all five sections of the OSCE. The total score in the graduate group was statistically significantly higher than for the experiential group (p = 0.018). Means scores were graduate 63.18%, (SD 11.03), experiential 53.58% (SD 16.24) There was a correspondingly large Cohen's effect size (0.697) which indicated that the specialised undergraduate degree in MRI does have an impact on knowledge. Conclusion: A specialised undergraduate degree may be a beneficial way of learning MRI and it may not be necessary to first qualify as a radiographer to practice competently. Highlights: MRI is taught only to a limited extent in undergraduate radiography programmes. A standardized undergraduate degree in MRI might better foster knowledge. An OSCE compared knowledge between graduate and experiential learners. Graduate out-performed experiential practitioners in all sections of the OSCE. It might not be necessary to first qualify as a radiography to practise MRI.