Qualitatively Investigating the Impact of Augmented Reality Interactions for Radiological Training

Abstract

While the value of XR has been broadly demonstrated in the literature, there has been little empirical work seeking to establish where AR could effectively be placed within the training pathway. This is particularly true in radiology, where training relies heavily on anatomical comprehension and AR has been proposed as a tool to support this through enhanced 3D visualisation of complex anatomical structures. A series of seven interviews with radiologists and radiology registrars was conducted, using AR anatomy tasks with the Microsoft HoloLens 2 and Meta Quest 3 to engage participants in a rich dialogue around the educational value of AR in radiological training. Reflexive thematic analysis was employed to interpret the resulting data. Four themes were generated, revealing an expertise reversal effect whereby AR’s value is greatest for early-stage trainees and diminishes with experience, alongside a need for AR to integrate with, rather than replace, the traditional 2D methods used in practice. These themes were mapped to two design considerations for AR-enabled radiological curricula that stand as the contribution of this work; prioritising early-stage training through a structured graduation pathway into traditional practice, and positioning AR as a supplement to existing training rather than a replacement for it.