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Release Date
March 31, 2014

Expiration Date
April 1, 2021

Tom Schrack, BS, ARMRIT
Manager, MR Education and Technical Development
Fairfax Radiological Consultants
Fairfax, VA

Lisa K. Wall, BS, RT (R) (MR) (CV)
Senior Applications Specialist
Duke Hospital Systems
Duke University School of Medicine
Department of Radiology
Durham, NC

Equipment Requirements
PC: Win7/Win8, Pentium processor or faster, at least 2GB RAM, Internet Explorer version 10/11, Mozilla FireFox version 33.0.

MAC: OS version 10.8/10.9, Intel processor, at least 2GB RAM, Safari version 6.2, FireFox 33.0


4712-402T MRI for Technologists:
MRI of the Body

NOTE: This course expires April 1, 2021

If you want credit, this course must be completed (i.e. view course content (PDF file), pass the posttest, AND print the certificate) by no later than March 31, 2021

Please note, after this course has expired, no aspect of the course will be accessible, including the course material.

Format: Online Course
Credit: 5.0 ARRT Category A
Tuition: $127.50 Special Sale: $25
Certificates of Credit accepted by ARMRIT

MRI for Technologists is a training program designed to meet the needs of radiologic technologists entering or working in the field of magnetic resonance imaging (MRI). These units are designed to augment classroom instruction and on-site training for radiologic technology students and professionals planning to take the review board examinations, as well as to provide a review for those looking to refresh their knowledge base in MR imaging.

The skill of the technologist is the single most important factor in obtaining good quality diagnostic images. A successful MRI examination is the culmination of many factors under the direct control of the technologist.

MRI for Technologists: MRI of the Body introduces the learner to elements of MRI important for performing high-quality diagnostic studies of the body. Significant advances in MR hardware and software have contributed to the significant growth of body MRI in recent years. Acquisition times are sufficiently short to be performed within a single breath-hold, and the majority of MR protocols can be completed in less than 30 minutes.

MRI of the Body addresses these educational objectives and covers these areas of anatomy:

General Approach to Body MRI

  • Explain the major challenges of body MRI
  • Discuss methods for reducing or eliminating artifacts seen in body MRI
  • Describe coil selection and image reconstruction

MR Angiography of the Body

  • Discuss the advantages and disadvantages of noncontrast-enhanced time-of-flight techniques in vascular imaging
  • Explain the role of gadolinium-based contrast agents in vascular imaging
  • Discuss the advantages and disadvantages of different bolus timing methods
  • Identify the advantages of contrast-enhanced image acquisition


  • Develop a protocol for liver MRI
  • Identify benign and malignant liver disease processes
  • Develop protocols for imaging of the biliary ducts and gallbladder
  • Describe the role of hepatocyte-specific gadolinium-based contrast agents

Adrenal Glands and Kidney

  • Describe the basic imaging requirements for the adrenal glands and kidneys
  • Name the major MR findings for each organ

Small Bowel

  • Describe the signs and symptoms of inflammatory bowel disease and the two major types of pathology
  • Explain the preparation required for MR enterography
  • Discuss the major applications and findings for MR enterography

Female Pelvis

  • Name the primary MRI findings of the female pelvis, including pelvic floor weakness
  • Discuss obstetrical and fetal imaging when exposure to ionizing radiation must be avoided
  • Respond appropriately to the patient given the sensitive nature of the female pelvic MRI exam


  • Describe the role of MRI as an adjunct to ultrasonography for bladder imaging
  • Discuss imaging techniques required for visualization of the bladder and bladder wall


  • Identify the anatomy and function of the prostate gland
  • Explain the basic sequences for prostate imaging
  • Describe MRI prostate findings and the utility of MRI-guided prostate biopsy
  • Respond appropriately to the patient given the sensitive nature of the prostate MRI exam

Anal-rectal Area

  • Identify the main anatomical structures of the anal-rectal area
  • List the major imaging parameters for evaluating anorectal cancer
  • Discuss the advantages of MRI vs CT in visualizing anorectal cancer
  • Name typical MRI findings of the anal-rectal area

This program has been approved by the American Society of Radiologic Technologists (ASRT) for 5.0 hours of ARRT Category A continuing education credit.

Tuition for this course includes:

  • Downloadable course content
  • Unlimited access to the course
  • Certificate of Credit

ICPME accepts American Express, MasterCard, and Visa.

Please note: tuition payments are non-refundable.

How to Enroll and Participate
Time to complete this activity is 5 hours.

  • Click ENROLL NOW, CONTINUE through the shopping cart, CONFIRM ORDER, and ACCESS COURSE NOW.
  • Once you are enrolled, you can return to this course anytime by logging to your account at
  • Click on MY ACCOUNT, then click on the COURSE TITLE. 

How to Receive Credit

  • Read the course content.
  • After viewing the course content,  from the course home page, click the button for POSTTEST.
  • A passing grade of at least 75% is required to receive credit. You may take the test up to three times.
  • Upon receipt of a passing grade, you will be able to print a certificate of credit from your account at
  • Click on the CERTIFICATE button on the left side of the course page.
  • If you have not already done so, you will be prompted to complete the EVALUATION. Once you complete the evaluation, click on CERTIFICATE and print your Certificate of Credit.

Your online account with ICPME serves as a permanent record of credit certificates earned through

Thomas R. Schrack, BS, ARMRIT
Manager, MR Education and Technical Development
Fairfax Radiological Consultants

Fairfax, VA

Currently serving as Manager of MR Education and Technical Development at Fairfax Radiological Consults, Mr. Schrack also serves as Adjunct Faculty Instructor for Northern Virginia Community College, teaching MR physics and clinical procedures. He also serves on the Board of Examiners of the American Registry of MRI Technologists and in 2013 was elected to the Board of Directors of the American Registry of Magnetic Resonance Imaging Technologists (ARMRIT).

Mr. Schrack is the author of Echo Planar Imaging: An Applications Guide, GE Healthcare, 1996, and contributing author, Magnetic Resonance Imaging in Orthopaedics & Sports Medicine with David Stroller, MD, 1997. Working with International Center for Postgraduate Medical Education, Mr. Schrack has authored or co-authored several units of the MRI for Technologists series, including MRI Systems and Coil Technology, MR Image Postprocessing and Artifacts, Patient and Facility Safety in MRI, MRI Contrast Agent Safety, Advanced MRI Neurological Applications, MRI of the Brain and Spine, Clinical Magnetic Resonance Angiography, and Cardiac MRI.

Mr. Schrack is a graduate of James Mason University, North Virginia Community College, and The Pittsburgh NMR Institute.

Senior Applications Specialist

Duke Hospital Systems
Duke University School of Medicine
Department of Radiology
Durham, NC

Ms. Wall is Senior Applications Technologist at Duke University Hospital’s MRI Unit. Ms. Wall graduated from Elon University with a BS in Radiology Technology and shortly thereafter joined the staff at Duke, where she has worked in MRI for the past 20 years.

Our thanks to both Mr. Schrack and Ms. Wall for their updates of this material, as well as to Stephen Dashnaw, ARMRIT, Director of Imaging Services at Columbia University Medical Center in New York for his review of the content. Peter Caravan, PhD, and Alexander Guimaraes, MD, PhD, from Massachusetts General Hospital, Harvard Medical School contributed the material on gadolinium-based contrast agents and potential risks to patients, for which we are grateful.

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Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any procedures, medications, or other courses of diagnosis or treatment discussed or suggested in this activity should not be used by clinicians without evaluation of their patient’s conditions and possible contraindications on dangers in use, review of any applicable manufacturer’s product information, and comparison with recommendations of other authorities.