Linking Connectivism with MRI and CT Networking
- May 19
- 2 min read
Connectivism, a theoretical framework developed by Siemens and Downes, stood out to me because technology is increasingly shaping how we learn and connect (Melrose et al., 2013; Pace, 2026). It is described as a learning theory for the digital age, where learning occurs through node connections among people, technology, databases, websites, and other sources of knowledge (Pace, 2026). This theory is especially relevant in health care because learners must be able to find current information, organize it, and critically evaluate its value for evidence-based practice in a rapidly changing field (Melrose et al., 2013).
Melrose et al. (2013) link connectivism to pedagogical strategies that help learners form connections beyond the instructor and course content. These strategies include gamification, simulation, and social media (Pace, 2026), as well as contributing resources to online forums, working with wikis, joining massive open online courses (MOOCs), developing portfolios, using online office hours, and emailing authors (Melrose et al., 2013). These strategies shift learning away from simply receiving information and toward actively seeking, organizing, sharing, and critiquing knowledge.
A connection can also be made between connectivism and emerging remote imaging in computed tomography (CT) and magnetic resonance imaging (MRI), also known as Virtual Remote Imaging Services (VRIS), within the practice of medical radiologic technologists (MRTs) (Canadian Agency for Drugs and Technologies in Health, 2025). VRIS allows an off-site MRT expert to support or complete imaging examinations through remote access, live video, audio, and chat functions (Canadian Agency for Drugs and Technologies in Health, 2025). Technologies such as Syngo Virtual Cockpit allow remote scanning support across multiple imaging locations (Bäz & Sievritts, 2024), while WeScan offers access to qualified remote MRI technologists (Siemens Healthineers, n.d.). Imaging 360 also supports remote collaboration, training, scan assistance, and protocol editing for MRI and CT workflows (GE HealthCare, n.d.).
This can extend from a staffing solution to a teaching strategy for MRT and MRI students during practicum. For example, a student placed at one clinical site could connect with experienced MRI technologists, advanced practice MRTs, or educators from other locations. This would give students access to a broader professional learning network than a single practicum site can usually provide. In this way, remote imaging technology reflects connectivist learning by helping students build technology-enabled connections with diverse nodes that support their own learning needs and goals (Melrose et al., 2013; Pace, 2026).
References
Bäz, N., & Sievritts, D. (2024). How remote scanning with syngo Virtual
Cockpit is changing MRI tasks and procedure: An experience report. MAGNETOM Flash, 89(4), 2–7.
Canadian Agency for Drugs and Technologies in Health. (2025). Virtual
remote imaging services: CT and MRI scanning (Health Technology Review No. CM0017). Canadian Agency for Drugs and Technologies in Health. http://www.ncbi.nlm.nih.gov/books/NBK613809/
GE HealthCare. (n.d.). Imaging 360. Retrieved May 19, 2026, from
Melrose, S., Park, C., & Perry, B. (2013). Teaching health professionals
online: Frameworks and strategies. Athabasca University Press. https://doi.org/10.15215/aupress/9781927356654.01
Pace, K. (2026, March 1). Connectivism learning theory: A guide for
educators. Western Governors University. https://www.wgu.edu/blog/connectivism-learning-theory2105.html
Siemens Healthineers. (n.d.). WeScan [Text]. Retrieved
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