Use of Augmented Reality and Virtual Reality in Veterinary Dental Radiology

The purpose of this work was to develop a system that enables the acquisition of skills in using intraoral radiographic systems and methodologies through virtual reality (VR) and augmented reality (AR). Learning dental radiology techniques requires a multidisciplinary approach combining a solid theoretical foundation, practical skills, and technological sensitivity. To overcome these challenges, it is essential to integrate innovative teaching tools such as virtual and augmented reality simulations. The integration of AR and VR in dental radiology represents one of the most promising technological innovations of recent years, with a significant impact on diagnosis, planning, treatment, and education. VR creates immersive three-dimensional environments, ideal for detailed analysis of complex radiological data and simulation of radiographic techniques. It is widely used in dental education, offering realistic models for learning surgical techniques and improving understanding of anatomical and pathological structures. VR headsets and specific software allow clinicians to explore diagnostic images in 3D space, enhancing personalized treatment planning and fostering interdisciplinary collaboration.

Despite numerous advantages, large-scale adoption of AR and VR in dental radiology is still limited by challenges such as high equipment costs, the need for advanced staff training, and integration into existing clinical and diagnostic workflows. Further technological advancements and greater economic accessibility could overcome these barriers, making AR and VR indispensable tools for improving the quality of dental care. With this objective, we developed a system based on VR and AR that allows simulation of intraoral radiographic imaging. Students can perform radiographs by wearing specific headsets, enabling them to virtually position radiographic plates inside the patient’s oral cavity and place the X-ray device accordingly. The resulting virtual radiograph can then be compared with standardized images obtained at precise angles, allowing immediate feedback on whether the positioning was correct or errors occurred. In a recently published study, the average time required for students to feel comfortable with this technology was 60 minutes, demonstrating its ease of use and rapid learning curve. The virtually unlimited repeatability of the process, without radiation exposure, accelerates and enhances the acquisition of the skills required to produce high-quality images in a shorter time. As shown in Shanahan’s study, 95% of students identified repeatability as the main advantage of simulation, allowing them to practice until fully satisfied with the results. Traditionally, practical labs represented the only way to learn radiographic techniques, with high costs, the use of cadavers, and significant radiation safety issues. All these problems have been completely overcome by this methodology.