72 - Ready for Take Off! MRI Acquisition in School Aged Children

Publication Number: 1065.72

Anne Murray, University College Cork, Cork, Cork, Ireland; Geoffrey Ronan, Cork University Hospital, Cork, Cork, Ireland; Peter C. Murphy, University College Cork, Cork, Cork, Ireland; Aisling Fanning, Infant Research Centre, University College Cork, Cork, Cork, Ireland; Laura A. O'Sullivan, University College Cork, Fermoy, Cork, Ireland; Mary Anne Ryan, INFANT Research Centre, Cork, Cork, Ireland; Geraldine Boylan, University College Cork, Cork, Cork, Ireland; Eugene Dempsey, University Colleeg Cork, Cork, Cork, Ireland; David Ryan, University College Cork, Ireland, Cork, Cork, Ireland; Deirdre M. Murray, University College Cork, Cork, Cork, Ireland; Brian H. Walsh, INFANT Research Centre, Cork, Cork, Ireland

Background: School-age MRI of children following neonatal Hypoxic Ischaemic Encephalopathy (HIE) has the potential to provide novel insights into brain development. Acquiring MRI imaging in school-aged children can be challenging, particularly in a group with mixed cognitive and motor abilities.

Objective: As part of a longitudinal cohort study that included school-age MRIs, we wished to develop patient educational material to support children preparing for an un-sedated MRI.

Design/Methods: This data was collected as part of an ongoing prospective longitudinal cohort study of School-age Outcome Post HIE (SOPHIE Study). Cases and controls attended for two visits: a cognitive assessment and an optional MRI. To assist children and families in preparing for the MRI, the researchers developed a social story (Figure 1), which depicted the account of a fictional child attending for an MRI. This was reviewed by the INFANT Parent Advisory Group and feedback incorporated. The social story was sent in advance to the families and was reviewed with them at the time of cognitive assessment. The researcher then played a unique walkthrough video, made by our research group, showing each step involved in the scan (Figure 2). The video compared the MRI to being in a rocket taking off, with samples of the MR noises inbuilt. Participants were given the opportunity to ask questions, and the video was then sent to the family to review again before attending for the MRI. A member of the study team was present in the control room for each MRI. One parent was present in the scanning room with the child during the MRI. Our facility does not offer music or movies during the scan.

Results: 99 children have attempted an MRI scan to-date; 55 cases, and 44 controls. The median age (IQR) was 8.2 (6.5-9.8) and 7.8 (6.4-9.0) years in case and control groups, respectively. 95 underwent an MRI (96%), with 94 (95%) completing the full MRI protocol (approx. 15-19 minutes scanning time). 4 (4%) declined to proceed with the scan after arriving for their MRI (2 cases and 2 controls), and 1 participant began the MRI but wished to end the scan before the protocol was complete. Participants and parents reported the video to be the most helpful preparation piece to aid participant understanding and thus, attendance and likely success.

Conclusion(s): Non-sedated school aged-MRIs are possible to acquire in a complex population with careful planning, early introduction and honesty with the children involved. Our approach ensured a positive experience for the participant and the family while acquiring high quality multi-sequence MRI images.

Figure 1: Social Story Cover Page
Cover Page of Sophie Story Social Story for Participants Attending for Developmental Assessment and MRI

Figure 2: Sophie Study MRI Walkthrough Video
Preparation Video for Participants Attending Sophie Study MRI