Abstract / Summary
Abstract Background Advances in magnetic resonance imaging (MRI) technology, expanding clinical applications, and reduced scan times have led to increased demand for MRI services. Effective undergraduate MRI education is therefore essential to ensure that evolving workforce needs and graduate expectations can be met safely and competently. This study aimed to implement and evaluate a hands‑on MRI learning program designed for future course‑wide implementation within an Australian four‑year undergraduate medical radiation science (MRS) course. Methods This study was informed by a previous pilot study. A revised hands‑on MRI learning program comprising two weeks of pre‑reading (Part 1) followed by a five-day hands‑on MRI learning component spanning two consecutive calendar weeks (Part 2) was developed for students who had completed second‑year instrumentation subjects in the MRS course, with Curtin Extra co‑curricular program recognition. The program was implemented at the research MRI scanning facility of the Western Australia National Imaging Facility node. All participants performed hands‑on MRI scanning during Part 2. Pre‑ and post‑program questionnaires and revised 38‑item MRI knowledge tests were used for program evaluation. The tests retained the same broad content domains and scoring approach as the pilot‑study instrument, for which acceptable internal consistency (Cronbach’s alpha = 0.79) and convergent validity (Pearson correlation = 0.40) had been demonstrated. Descriptive statistics were applied to questionnaire and test data. Changes in self‑perceived competence were analysed using Wilcoxon signed‑rank tests, while changes in knowledge test performance were assessed using paired t‑tests. An independent samples t‑test was used to compare mean test score changes with the pilot study. Results Eight students were enrolled. Statistically significant pre- to post-program increases were observed in overall self-perceived MRI competence and MRI knowledge test performance, from 2.63 to 3.13 ( p = 0.046) and from 39.15% to 57.24% ( p = 0.002), respectively. The effect size for the latter was very large, although the wide 95% confidence interval (CI) indicated substantial uncertainty regarding its magnitude (Cohen’s d = 1.73; 95% CI: 0.58–2.83). Participants also reported highly positive perceptions across all aspects of the program (≥ 4.13/5.00), except for the supervision item, which used a different response scale and had a mean rating of 3.13, indicating supervision close to the intended “perfect setting”. The mean improvement in test scores (18.09%) did not differ significantly from that of the pilot study (27.85%; p = 0.139). Conclusions The hands-on MRI learning program was implemented in a small voluntary cohort of undergraduate MRS students. Statistically significant pre- to post-program increases were observed in self-perceived MRI competence and MRI knowledge test performance. No statistically significant difference in mean overall MRI knowledge test score improvement was detected between this study and our pilot study. However, because this study did not include a concurrent control group, the observed increases cannot be attributed causally to the program or any individual program component. These findings provide further information for planning and evaluating future course-wide implementation but do not establish its feasibility. The suitability, scalability, resource requirements, safety, and effectiveness of compulsory course‑wide delivery require evaluation in larger studies using controlled designs. Trial registration Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12626000824369, registered 8 July 2026. Retrospectively registered.