Objectives: Abbreviated breast MRI (abMRI) is being introduced into breast screening practice worldwide. Increased provision of abMRI will require mammogram readers to learn abMRI-interpretation and the implementation of abMRI-reading into clinical practice. The present study explores the acceptability of the implementation of developed reader training, and the barriers and facilitators to training programme participation and subsequently to reading the training programme assessment task of abMRI images in a work/NHS context familiar to the individual participants.
Methods: Fourteen NHS Breast Screening Programme mammogram readers, who were undertaking abMRI interpretation training, participated in semi-structured interviews. Template analysis using the a priori implementation framework, COM-B (Capability, Opportunity, Motivation, Behaviour) was undertaken.
Results: The training day was well received. Participants identified that their varying ranges of knowledge and experience (capability) was accounted for. Participation in the research was appreciated by all, but especially those new to reading MRI.Radiographers commented that learning to read and understand the abMRI images was motivational, and this helped drive implementation. It was noted that organisational leadership is needed to fully enable change in practice. COVID-19 was commented on in relation to its impact on image reading.
Conclusions: The project demonstrates that production of training for reading abMRI images and subsequent implementation of changes to practice needs to be carefully planned. Changes must be led by the needs of staff undertaking the tasks. When this is achieved the engagement in training is positive and the barriers are more readily removed or mitigated for both individuals and organisations.
Critical relevance statement: AbMRI is part of the solution to reducing waiting times for MRI within the NHS, however, training for reading abMRI images and implementation to practice needs to be carefully planned.
Keywords: Abbreviated breast MRI; Breast screening; COM-B; FAST MRI; Implementation.; Qualitative.
Objectives: A short version of an MRI called an abbreviated breast MRI (abMRI) is being introduced into breast screening practice worldwide. To achieve this in the NHS, staff that current interpret mammograms will have to learn to do the same for abMRI. The present study explores how acceptable a training programme developed to teach these skills is to staff, and to look at the barriers and facilitators to training programme participation and subsequently to interpreting the training programme assessment task of abMRI images in a work/NHS context familiar to the individual participants.
Methods: Fourteen NHS Breast Screening Programme mammogram readers, who were undertaking abMRI interpretation training, participated in semi-structured interviews. The interview data was assessed by using a methodology called ‘Template Analysis’. This uses a pre-existing framework, to map factors onto, in this study it was the COM-B (Capability, Opportunity, Motivation, Behaviour).
Results: The training day was well received. Participants said that their varying ranges of knowledge and experience (capability) was accounted for by the content and the delivery style of the day. Participation in the research was appreciated by all, but especially those new to reading MRI. Radiographers commented that learning to read and understand the abMRI images was motivational, and this helped drive implementation. It was noted that organisational leadership is needed to fully enable change in practice. COVID-19 was commented on in relation to its impact on image reading and interpretation.
Conclusions: The project demonstrates that production of a training programme for reading abMRI images and subsequent implementation of changes to practice needs to be carefully planned. Changes must be led by the needs of staff undertaking the tasks. When this is achieved the engagement in training is positive and the barriers are more readily removed or mitigated for both individuals and organisations.
Copyright: © 2025 Harding S et al.