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Artificial intelligence and machine learning have been increasingly used in the medical imaging field in the past few years. The evaluation of medical images is very subjective and complex, and therefore the application of artificial intelligence and deep learning methods to automatize the analysis process would be very beneficial. A lot of researchers have been applying these methods to image analysis diagnosis, developing software capable of assisting veterinary doctors or radiologists in their daily practice. This article details the main methodologies used to develop software applications on machine learning and how veterinarians with an interest in this field can benefit from such methodologies. The main goal of this study is to offer veterinary professionals a simple guide to enable them to understand the basics of artificial intelligence and machine learning and the concepts such as deep learning, convolutional neural networks, transfer learning, and the performance evaluation method. The language is adapted for medical technicians, and the work already published in this field is reviewed for application in the imaging diagnosis of different animal body systems: musculoskeletal, thoracic, nervous, and abdominal.

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The proper integration of technology in teaching and learning processes must consider the role of teachers and students, as well as the design of tasks and the context in which they are implemented. Teachers’ perceived self-efficacy significantly influences their willingness to integrate educational robotics (ER) into their practice, so initial teacher training should provide opportunities for teachers to participate in structured activities that integrate ER. In this study, a class of pre-service teachers from an initial teacher training programme were provided with their first contact with an ER platform through the use of a simulator. We present the design process of a student exploration guide and teacher guide, developed over three iterative cycles of implementation, assessment and redesign. The analysis of the data collected allowed for improvements in the design of the tasks, the graphic component of the student exploration guide, and more precise indications for the teacher’s actions. The main contribution of this study is the chain orchestration between the simulator, student exploration guide and teacher guide, which allowed pre-service teachers to solve a set of challenges of increasing complexity, thereby progressively decreasing their difficulties and contributing to an adequate integration of ER in their future teaching practices. © 2023 by the authors.

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