Proficient training in Diagnostic Imaging (DI) is crucial for veterinary students. However, the training process faces challenges, including limited access to animals and strict radiation safety regulations. Can Mixed Reality (MR) address these issues? Two co-located collaborative MR teaching systems were implemented to simulate the horse DI procedure with real-time X-ray simulation. One system integrated actual X-ray equipment, while the other was entirely virtual. A user-centered comparative study was conducted, assessing students’ performance and opinions to explore the differences and the necessity of physical versus virtual equipment. The performance of 22 veterinary students and four DI experts was evaluated, focusing on the quality of the readiographs and the time taken to obtain the X-ray images. Students initially underperformed compared to experts using physical equipment but matched expert performance by the final image, while they performed similarly with virtual equipment. Experts took X-rays faster than students in both cases. Both systems offered comparable user experiences, though most preferred virtual equipment for its usability and presentation. Physical equipment remained essential for realistic simulation. The results show that the MR system, combined with real-time X-ray image synthesis, has great potential to overcome obstacles in veterinary DI training and serve as a support tool for both training and assessment.

As part of the clinical training during their degree course, veterinary students learn how to safely obtain radiographs in horses. However, this can sometimes be challenging due to ethical considerations related to the use of live animals and the fact that it is strictly dependent on the caseload of the veterinary teaching hospital. This networked setup allows the lecturer to guide students in equine radiographic techniques without requiring actual horses or an X-ray machine. A study involving veterinary students showed promising results regarding the effectiveness of using MR to teach radiation safety while performing radiographic techniques on horses. In addition to performance metrics, we employed questionnaires, including MREQ, VRSQ, and UEQ, to collect demographic data and participant feedback. Participants praised the system’s pedagogical effectiveness and overall user experience. The immersive MR experience created a sense of presence and co-presence, underscoring the potential for broader applications of co-located MR in radiology and other areas.

Due to the global pandemic, heavily practical based teaching in veterinary education has been hugely impacted. Even before the crisis, an innovative way to provide an assessment that could simulate the examination of a cadaver has been a long-standing dream for veterinary schools and faculty. We designed and implemented a summative assessment system using touchless interaction head-mounted display (HMD) Virtual Reality (VR), and presented a user study that was an initial exploration of the proposed system designed to replace traditional spatial multiple choices questions (MCQs) for veterinary students. The performance relating to the score and time spent of 24 veterinary students was measured in online MCQ and VR MCQ. Questionnaires were sent out to gather demographic data and opinions. Manipulation time in the VR environment was tracked. The results showed that the time spent was significantly shorter using VR as an assessment tool compared to online MCQ. Participants revealed that the VR assessment outperformed the traditional method in terms of satisfaction, distinctiveness, concentration, and nervousness levels. However, they underperformed in the VR examination significantly. The summative assessment in VR has the potential to further support veterinary education, and the usage of HMDs and touchless interaction will boost the process. This evaluation illustrates the gap between students’ perception of VR examination and their MCQ performance that will require future research to untangle if this technology is to be adopted in the anatomy classroom.

During the last decade, there has been an increase in the development of training systems based on Virtual Reality (VR) and Augmented Reality (AR). This paper describes work in progress on exploring the challenges in the creation of anatomy simulators for professionals such as Doctors and Veterinarians. Given the current limitations of workstation powered VR headsets which are primarily their lack of mobility both for a given machine and the Head Mounted Display (HMD) which is commonly tethered. This lack of mobility limits the efficiency of communications between the lecturers and students. This work explores using AR-based smartphone version and mobile VR HMD as an alternative. This work-in-progress paper describes the comparison between the mobile platform AR and mobile immersive headset VR in different aspects of Veterinary Education.

Advances in virtual immersive and augmented reality technology, commercially available for the entertainment and gaming industry, hold potential for education and clinical use in medicine and the field of radiology. Radiology departments have begun exploring the use of these technologies to help with radiology education and training. The purpose of this article is to address how skills have been developed in the gaming world and how these can be adopted for radiology education. Radiology is rapidly evolving with the use of AI for more effective diagnostic and prognostic clinical assessment. Advances in computing technology have enabled widespread availability of simulated reality technologies, including virtual reality (VR) and augmented reality (AR). This work in progress paper describes VR and AR technologies as novel means to communicate and have potential for supplementing radiology training; communicating with colleagues, referring clinicians, and patients; and aiding in interventional radiology procedures.