Education is an important component of every healthcare system. Patients need to be educated about their planned procedures; healthcare professionals need to be trained in their respective profession. Both patient education and the training of healthcare professionals are often completed in person, which requires resources and is bound to certain times and places. Virtual educational environments can potentially save human and monetary resources, increase learner engagement, and enable users to learn according to their own schedules. This design study describes proofs of concept for two augmented reality-enabled (AR) educational tools, utilizing a Microsoft HoloLens head-mounted display. In the first use case, we demonstrate an AR application which could be used to educate cancer patients about their radiotherapy treatment and potentially reduce patient anxiety. The second use case demonstrates an AR training environment, which could complement the practical training of undergraduate radiography students. Two prototypes—VIPER, for patient education, and ARTUR for the training of radiography students—were developed and tested for viability and usability, both based on individual user tests. Both patient and student education were evaluated as viable and usable additions to conventional educational methods, despite being limited in terms of accessibility, usability, and fidelity. Suitable hardware is becoming more accessible and capable, and higher-fidelity holograms, better utilization of real-world objects, and more intuitive input methods could increase user immersion and acceptance of the technology.

The FORCE initiative, funded by the EU, was created in response to the COVID-19 pandemic's impact on radiography education. It offers a virtual learning environment (VLE) filled with clinical simulation scenarios targeting Diagnostic Imaging, Nuclear Medicine, and Radiotherapy. These scenarios are designed to provide open-access, simulation-based learning (SBL) resources that help radiography undergraduates engage in problem-based learning across relevant clinical knowledge and professional awareness. This study presents the results of an online survey aimed at evaluating the FORCE VLE and SBL resources to guide future development. The survey targeted academic and clinical staff in Radiography and student Radiographers. It was based on the Course Experience Questionnaire (CEQ) and modified to include topics relevant to online learning, using a five-point Likert Scale (LS). The questionnaire consisted of four sections: research information and consent; socio-demographic data; LS-based questions on case structure, content, interactivity, technical aspects, multimedia quality, and overall experience; and open-text responses. Of the 407 invited participants, 109 (27 %) responded, with 77 % being students and 23 % clinical or academic radiographers from 13 countries. English proficiency was reported by 76 % of respondents. The median LS was consistently 4 across all categories, indicating high satisfaction. Content analysis of 159 open-text comments revealed 139 positive opinions on the SBL resources. The FORCE VLE SBL resources were highly regarded for their interactivity, applicability, and support in consolidating knowledge and enhancing patient care. Suggestions for improvement were minor, mainly focusing on navigation and specific content preferences. Expanding the availability of online SBL cases could enhance Radiographer education and promote inclusivity across the field.