摘要：Recent Magnetic Resonance Imaging students at the University of Cincinnati have performed well relative to the national average in certification examination scores and pass rates. However, as no known Magnetic Resonance Imaging curriculum reviews have been performed, there is no scientific evidence demonstrating areas of curricular success and deficiency. A mixed-method study was conducted with previous Magnetic Resonance Imaging students and revealed areas of both curricular satisfaction and needed improvement. Implications could be continued use of methodological areas deemed successful and modifications in needed improvement areas. Future considerations are implementation of this study’s instruments by similar allied health educational programs.
