`This guideline has also been reviewed by members of the ASRT Magnetic Resonance Chapter, the AEIRS Ad-Hoc MRI Curriculum Committee and the SMRT Education Standards Ad Hoc Committee.
A special Thank You to: Cindy Hipps, 2006 SMRT President - for making the Summit happen and now a dream realized; and to Kevin Powers, ASRT Education Director – for multiple revisions, multiple phone calls, multiple emails, and for being a man of patience.
As MR continues to evolve, so too will this MR curriculum guideline. Please forward any comments to the ASRT, AEIRS or SMRT. All three organizations will continue to work collaboratively to support this effort.
My personal thanks to EVERYONE for the opportunity to facilitate this project.
Luann J. Culbreth
Magnetic Resonance Curriculum
This curriculum identifies the cognitive base of entry-level education in the practice of magnetic resonance (MR) technology. This document represents a collaborative effort involving representatives from the American Society of Radiologic Technologists (ASRT), Association of Educators in Imaging and Radiologic Sciences (AEIRS) and the Section for Magnetic Resonance Technologists (SMRT) of the International Society for Magnetic Resonance in Medicine (ISMRM).
This curriculum document establishes national, standardized educational guidelines for MR, including clinical and didactic components. The curriculum is suitable for all programs in this discipline, including limited fellowships, certificate programs, as well as collegiate-based education programs. The curriculum recognizes that the educational components are not static, but represent current practice and trends in the field. Educators are responsible for incorporating new concepts and trends in the curriculum as they occur.
This document contains education appropriate to body areas defined through examinations of the ARRT. The content is designed to assure quality patient care and production of quality diagnostic images.
This curriculum is divided into specific content areas that represent the essential components of an MR program. The content and objectives should be adapted to meet the mission, goals and needs of each MR program. Faculty members are encouraged to expand and broaden these fundamental objectives as they incorporate them into their curricula. The curriculum committee intentionally omitted specific instructional methods to encourage programmatic prerogative and creativity in instructional delivery.
Advances in diagnostic imaging and employer expectations demand independent judgment by MR technologists. Consequently, the educational process must foster
, develop and assess critical-thinking skills. Critical thinking is incorporated in multiple content areas and faculty is expected to develop and implement critical thinking throughout the curriculum. In summary, the MR curriculum is based on data relevant to today’s health care environment. The curriculum offers a foundation for lifelong learning that will serve MR technologists throughout their careers. It offers faculty the flexibility to develop curriculum designed to meet the needs of individuals performing diagnostic magnetic resonance procedures.
Magnetic Resonance Curriculum
Table of Contents
Clinical Practice and Patient Management 1
Computers in Imaging and Medical Informatics 11
Ethics and Law in the Imaging Sciences 19
Fundamentals of Imaging Science and Health Care 21
General Education 27
MR Imaging Procedures 29
MR Parameters, Imaging Options, and Quality Assurance 35
MR Pathology 41
MR Instrumentation and Imaging 49
MR Pulse Sequences, Image Formation and Image Contrast 61
MR Safety 69
Pharmacology and Drug Administration 75
Physical Principles of Magnetic Resonance Imaging 79
Sectional Anatomy 86
Content is presented as a progression in competency levels through clinical performance objectives and competency exams. Students can access the facilities, personnel, examinations and educational materials necessary to competently achieve content objectives. Activities include demonstration and observation, after which the student assists in performing the activity. When a satisfactory degree of proficiency is apparent, the student can perform the activity under direct supervision. When both the student and instructor are satisfied with the student’s proficiency, the student performs studies under indirect supervision to gain experience and expertise in MR imaging.
Technologists performing magnetic resonance imaging must competently apply basic protocols, recognize when and how to appropriately alter the standard protocol and recognize equipment and patient considerations that affect image quality. The technologist is responsible for maintaining a safe MRI environment. This course provides the necessary supervised clinical education to become proficient in these skills.