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Until 1987, the examination was conducted twice a year. S: spring examination; F: fall examination. Data from 1976 to 1977, from 1978 to 1982, from 1983 to 1985, from 1986 to 1989, from 1990 to 1994, and from 1995 to 2000 were obtained from the 1979, 1984, 1987, 1990, and 2000 editions, respectively, of the National Examination Questions (Kanehara shuppan). Data from 2001 to the present were obtained from National Examination Questions (Iryo kagaku sha)48Figure 2　Number of questions related to CT or MRI on national examinations (1976 to date)the X-ray tube and detector array28, 29). Detector arrays improved from single to multiple detectors placed in collimation, enabling the scanning of a wide range of the body with many cross-section images in each rotation29). At present, a scan from the chest to the pelvis takes a few seconds, and the use of CT over the last few decades has become widespread. The combination of CT or MRI with positron emission tomography (PET), has led to the widespread use of PET-CT and PET-MRI examinations since the 1990s. Conformation radio-therapy that requires the three-dimensional infor-mation of the irradiation site rapidly emerged in the early 1980s, upon the clinical application of CT30). The development of a CT apparatus special-ized for the treatment planning system launched in 1984, with clinical application began in 198730).The impact of new technology on the curriculum of educational programs in RT can be observed by evaluating trends in the national examination. Figure 2 illustrates the number of questions related to CT and MRI in the national examination from 1976 to 2021. Questions related to CT and MRI emerged in the spring of 1977 and the spring of 1986, respectively, with the number of questions gradually increasing since then. From 2011 to 2021, the average numbers of questions per year related to CT and MRI were 13.1 and 20, respectively. In the past decade, the questions related to CT or MRI constituted approximately 17% of the 200 questions on the national examination.In parallel with advances in these technologies, the role of RTs has expanded, with a wider range of subjects included in educational programs. This led to the introduction of university courses for RTs, the first offered by Fujita Health University in 1987, followed by Suzuka University of Medical Science in 1991 and Osaka University in 199331). The transition to the university courses in this period is shown in Figure 1.As of 2021, 55 institutions provide educational programs for RTs in Japan, with 40 (73%) of these institutions providing university level courses, and 15 (27%) providing 3-year courses32, 33). Of these 15 institutions, 14 are professional training colleges, and one is Institute of Medical Radiology Technol-ogists run by Japan Self-Defense Force (JSDF) (Table 2)33). Universities offer bachelor’s degrees, and professional training colleges offer diplomas equivalent to associate degrees34). National exam-inations are held once a year and are open to anyone who has completed a program at a univer-