@article{LI2026, 
author = {Galong LI and Jie WEI and Xiaopan XU and Junyan RONG and Yang LIU and Hongbing LU},
title = {A PRACTICE STUDY OF ULTRA-HIGH FIELD MRI IN THE TEACHING OF MEDICAL IMAGE PROCESSING COURSES},
year = {2026},
journal = {Physics and Engineering},
volume = {46},
number = {4},
pages = {202-209},
keywords = {ultra-high field magnetic resonance imaging, medical imaging processing, research feeding back into teaching, educational reform and practice},
url = {https://www.sciopen.com/article/10.26599/PHYS.2026.9320433},
doi = {10.26599/PHYS.2026.9320433},
abstract = {The teaching of magnetic resonance imaging (MRI) in the Medical Image Processing course faces several challenges, including low student interest in theoretical learning, slow updates to experimental content, and insufficient assessment of students' ability to integrate learning with practical application. These issues limit students' ability to apply MRI to practical problems in clinical, research, and professional settings. In recent years, novel ultrahigh-field MRI systems have been applied in a number of hospitals and research institutions in China, leading to many important research achievements. However, these achievements have not yet been promptly transformed into teaching resources and incorporated into MRI instruction. This paper explores how ultrahigh-field MRI can contribute to MRI teaching through the incorporation of problem-based learning (PBL) to improve the learning of theoretical knowledge, the introduction of ultrahigh-field MRI to cultivate innovative thinking and practical abilities, and strengthened assessment of students' ability to integrate learning with application. Practical evaluation results show that the use of ultrahigh-field MRI effectively improves students' interest in and learning outcomes regarding MRI-related physics and engineering knowledge and enhances their innovative thinking and practical abilities in applying ultrahigh-field MRI to solve problems in specific application scenarios. This approach provides a practical example for cultivating high-quality interdisciplinary biomedical engineering professionals in the context of “New Medical Science” and “New Engineering.”}
}