THE RELATIONSHIP BETWEEN MASTERY OF BASIC MRI TECHNIQUES AND READINESS FOR CLINICAL PRACTICE OF RADIOLOGY STUDENTS

Abstract

The rapid advancements in medical imaging technology, particularly Magnetic Resonance Imaging (MRI), demand that radiology professionals possess a thorough understanding of fundamental principles and techniques to ensure optimal diagnostic quality and patient safety. In many educational institutions, radiology students are expected to integrate theoretical knowledge of MRI with practical applications in the clinical setting. However, recent data indicate a gap between students' mastery of fundamental MRI concepts and their readiness to face the challenges of complex clinical practice, which can have implications for learning effectiveness and the quality of radiology services in the future; this gap is increasingly crucial given the global demand for graduate competency enhancement in diagnostic radiology. This study aimed to quantitatively investigate the relationship between the level of basic mastery of Magnetic Resonance Imaging (MRI) techniques and radiology students' clinical practice readiness, based on cognitive learning theory and the competency readiness model. The primary hypothesis was that the higher the mastery of fundamental MRI techniques, the higher the students' clinical practice readiness. This study used a cross-sectional correlational approach to measure the relationship between the two main variables, involving 150 final-year radiology students from three higher education institutions selected by purposive sampling. Basic mastery of MRI techniques was measured using a validated and reliable questionnaire (Cronbach's alpha = 0.89), covering understanding of MRI physics principles, image acquisition parameters, and common artifacts. Clinical practice readiness was assessed using a questionnaire measuring students' perceptions of their preparedness in image interpretation, patient management, and problem-solving (Cronbach's alpha = 0.85). Data were collected through an online survey and analyzed using simple linear regression analysis. The analysis revealed a statistically significant positive relationship between the level of basic mastery of MRI techniques and radiology students' clinical practice readiness (r = 0.65, p < 0.001), with students with better understanding reporting higher levels of preparedness (effect size = 0.42). Further secondary analysis identified that a strong understanding of T1 and T2 sequence parameters, as well as the ability to identify common artifacts, significantly contributed to increased student confidence in handling clinical scenarios, although an unexpected finding indicated that some students still felt less prepared in communicating with patients regarding MRI procedures. In conclusion, mastery of basic MRI techniques is a significant predictor of radiology students' clinical practice readiness, providing a theoretical contribution by strengthening the competency readiness framework within the context of radiology education. It also has crucial practical implications for the development of more integrated learning curricula and specific clinical communication skills training.