Veterinary POCUS Training: AFAST, TFAST, Vet BLUE & Ultrasound Skills Lab Guide
September 15, 2026
Veterinary point-of-care ultrasound (POCUS) has moved well beyond specialty imaging. In emergency, critical-care, and increasingly general-practice settings, focused ultrasound can provide rapid information about abdominal fluid, thoracic abnormalities, lung patterns, urinary structures, and other clinically important findings.
But ultrasound is not a skill that can be learned by watching a machine produce an image.
The operator has to know where to place the probe, how to move it, how much pressure to apply, how to optimize the image, how to recognize anatomy, and how to connect a two-dimensional image to three-dimensional anatomy. That makes veterinary ultrasound education fundamentally hands-on.
A strong veterinary POCUS training program therefore builds a progression:
- Probe manipulation
- Image optimization
- Anatomical navigation
- POCUS protocol acquisition
- Image interpretation
- Clinical integration
- Ultrasound-guided procedures when appropriate
Simulation can provide the repeatable practice environment needed to build those foundational skills before and alongside supervised scanning of live patients.
What Is Veterinary POCUS?
Point-of-care ultrasound is focused, goal-directed ultrasonography performed at or near the patient to answer a limited clinical question or assess a specific physiologic problem.
That makes POCUS different from a comprehensive diagnostic ultrasound examination.
Rather than attempting to image and interpret every structure in the abdomen or thorax, a POCUS examination uses a defined protocol to obtain targeted information quickly and consistently.
For educators, that distinction matters because students need to learn both the technical mechanics of ultrasound and the limits of a focused examination.
A learner should understand not only how to acquire a particular view, but also what that view can and cannot tell them.
What Are AFAST, TFAST & Vet BLUE?
AFAST, TFAST, and Vet BLUE are focused ultrasound approaches that organize scanning around specific clinical questions and standardized regions or windows.
| Protocol | Primary Focus | What Students Need to Learn |
|---|---|---|
| AFAST | Focused abdominal assessment | Standardized abdominal windows, probe positioning, fluid assessment, target-organ observations, and serial reassessment |
| TFAST | Focused thoracic assessment | Thoracic windows, lung sliding or glide, pleural and pericardial findings, and probe orientation |
| Vet BLUE | Regional lung ultrasound | Standardized lung windows, lung-ultrasound patterns, B-lines, and clinical interpretation |
| Global FAST | Combined abdominal, thoracic, and lung assessment | Structured serial assessment across multiple POCUS domains |
The 2022 review of TFAST and AFAST describes focused ultrasound as a practical tool for veterinary emergency assessment and disease progression. AFAST literature also describes standardized abdominal windows and a fluid-scoring approach for dogs and cats.
How Does AFAST Work in Veterinary Training?
AFAST is primarily focused on the abdomen and is commonly taught as a standardized examination using defined acoustic windows.
The educational objective is not simply to teach students how to find free fluid. Learners should develop a repeatable scanning sequence, understand where fluid may accumulate, recognize target-organ findings included in their protocol, and understand the limitations of the examination.
The AFAST target-organ and fluid-scoring literature describes AFAST as a rapid screening approach that can also incorporate observations such as urinary bladder volume, caudal vena cava and hepatic veins, gastrointestinal motility, and other focused assessments.
What Should Students Practice During AFAST Training?
- Probe orientation
- Probe placement at defined acoustic windows
- Maintaining appropriate contact and pressure
- Recognizing normal anatomy
- Identifying free fluid when present
- Recognizing relevant target-organ findings
- Following a consistent examination sequence
- Recording or communicating findings
- Understanding what the focused examination cannot determine
Why Does a Repeatable AFAST Protocol Matter?
Students need a consistent framework for acquiring and documenting the examination.
Mixing terminology, view names, or examination sequences from different protocols can make assessment more difficult. For a skills-lab check-off, faculty should select the protocol and educational source appropriate to the course and teach that approach consistently.
How Does TFAST Work in Veterinary Training?
TFAST is a focused thoracic ultrasound examination designed to rapidly evaluate specific thoracic findings, including pneumothorax and pleural or pericardial effusion.
The protocol described in the veterinary literature uses defined thoracic acoustic windows, including bilateral chest-tube-site views, bilateral pericardial-site views, and a diaphragmatico-hepatic view.
For students, TFAST introduces another layer of probe-skill complexity because patient position, probe orientation, artifact, and lung motion all affect the image.
What Should Students Learn During TFAST Training?
- Probe orientation relative to the thorax
- Standardized thoracic window acquisition
- Recognition of normal lung sliding or glide
- Recognition of pleural and pericardial findings included in the course
- Understanding common ultrasound artifacts
- Maintaining a consistent scan sequence
- Connecting findings to the clinical question
The objective should be to teach students how to acquire a reliable image first, then interpret the finding within the context of the patient’s presentation.
What Is Vet BLUE?
Vet BLUE is a regional lung-ultrasound approach built around standardized thoracic windows and lung-ultrasound signs.
B-lines are among the most recognizable findings students encounter during lung ultrasound training. But a B-line is a sonographic finding, not a diagnosis.
The number and distribution of B-lines, accompanying lung findings, patient history, physical examination, and other diagnostic information all contribute to interpretation.
Does a B-Line Mean Pulmonary Edema?
No.
B-lines can be associated with abnormal lung aeration or alveolar-interstitial involvement, but they should not be interpreted in isolation.
A useful teaching exercise is to present the sonographic pattern and then require the learner to explain what additional clinical information is needed before reaching a diagnosis.
This helps prevent a common POCUS teaching problem: memorizing an image-to-diagnosis shortcut instead of learning how ultrasound findings fit into clinical reasoning.
What Is Global FAST?
Global FAST combines AFAST, TFAST, and Vet BLUE into a broader focused assessment of the abdomen, thorax, and lungs.
For education, this creates an opportunity to move learners from individual protocols toward an integrated scanning workflow.
Global FAST can also be useful for teaching serial reassessment. Rather than performing a single examination and stopping, learners can repeat a structured assessment and compare findings over time.
The goal should be to teach the framework being used by the program rather than expecting a simulator to reproduce every possible POCUS abnormality.
Why Is Ultrasound So Difficult to Teach?
Ultrasound is uniquely operator-dependent.
A learner can understand the anatomy and still fail to acquire a useful image because the probe is in the wrong location, rotated incorrectly, held at the wrong pressure, or moved in a way that loses the target.
Students also have to coordinate the probe hand, the ultrasound controls, their eyes, and their understanding of three-dimensional anatomy at the same time.
That makes ultrasound particularly well suited to deliberate simulation practice.
1. Probe Manipulation
Students need to practice sliding, rocking, fanning, rotating, changing pressure, and maintaining probe orientation while keeping the target in view.
2. Image Optimization
Students should learn how depth, gain, focal zone, frequency, presets, and other basic controls affect the usefulness of the image.
The goal is not to teach every ultrasound-machine function at once. Start with the controls learners actually need to answer the clinical question.
3. Anatomical Navigation
The operator needs to understand where the probe is in three-dimensional space and how that position creates the two-dimensional image displayed on the screen.
This is one of the areas where a physical ultrasound phantom can provide particularly useful repetition.
4. Interpretation & Clinical Integration
Once learners can reliably acquire images, they need to recognize normal anatomy, understand common artifacts, identify the abnormalities included in the course, and connect the findings to the patient’s clinical problem.
5. Ultrasound-Guided Needle Control
When procedures are included in the curriculum, learners must coordinate the probe, needle, and screen while maintaining the needle within the imaging plane.
This is a different skill from simply scanning anatomy and should be practiced on a phantom specifically designed for needle insertion.
What Is an Ultrasound Phantom?
An ultrasound phantom is a physical model containing materials that create ultrasound-visible structures.
Different phantoms are designed for different educational objectives.
| Phantom Type | Best Use | Key Buying Question |
|---|---|---|
| Focused organ trainer | Introductory scanning of a specific structure such as the bladder | Does it teach the exact probe movements and views required by the objective? |
| Broad abdominal phantom | Navigation across multiple organs and regions | Which structures are represented and how do they appear on ultrasound? |
| Skills block | Probe stability, 3D mental mapping, and hand-eye coordination | Does it support repeated scanning from multiple approaches? |
| Needle-guidance phantom | FNA, centesis, or ultrasound-guided needle tracking | Is it specifically designed for puncture, and what are its material and needle limitations? |
| POCUS or pathology phantom | Recognition of defined abnormal findings | Which pathologies are represented, and are they static or changeable? |
Can Veterinary Students Learn Ultrasound on a Simulator?
Yes. Simulation can provide a useful environment for developing foundational ultrasound skills before and alongside supervised scanning of live patients.
A 2026 study of the SHAPES ultrasound simulator evaluated a reusable 3D simulator with 50 second-year veterinary students and found improvement in basic ultrasound handling and positioning skills following practice. The study supports the educational role of reusable simulation for foundational scanning skills.
A separate prospective study of ultrasound-guided paracentesis simulation also evaluated the use of an ultrasound skill simulator for teaching guided procedural skills.
These findings support simulation as a way to develop probe handling, image acquisition, hand-eye coordination, and guided-procedure skills. They do not establish that a phantom replaces clinical mentorship or live-patient scanning.
What Should You Look for in a Veterinary Ultrasound Phantom?
Match the Phantom to the Learning Objective
Probe orientation, organ identification, POCUS pathology recognition, and ultrasound-guided needle work are different skills.
A phantom designed for one objective should not automatically be assumed to support another.
Check the Image-Producing Structures
Determine which organs, vessels, targets, or anatomical structures are actually represented and whether they are visible at the depths and frequencies used by your program.
Confirm Equipment Compatibility
The phantom needs to work with the ultrasound systems and transducers available in the lab.
If students are expected to learn machine controls as well as probe technique, using the same type of equipment they will encounter during the course can make the station more useful.
Separate Scanning Models From Puncture Models
This is one of the most important purchasing considerations.
Never assume an ultrasound phantom is safe to puncture simply because it produces an ultrasound image.
Only use a phantom or component specifically designed for needle insertion when teaching FNA, cystocentesis, centesis, or another guided procedure.
Puncturing a scanning-only phantom can permanently damage the model.
Plan Cleaning & Storage
Ultrasound gel, cleaning products, storage conditions, and handling requirements should all be considered before purchasing a phantom.
Use only cleaning products approved for the ultrasound equipment and phantom materials.
Consider Station Throughput
A focused trainer may support more simultaneous beginner stations than one advanced whole-abdomen phantom.
If a cohort needs repeated introductory practice, several focused stations may create more meaningful learner time than a single advanced system that everyone has to share.
What VetiSimLab Ultrasound Trainer Is Best for Beginning Students?
For beginning learners, the Ultrasound Trainer for Dog Bladder is a focused option for practicing basic canine ultrasound technique.
The trainer is designed around finding and scanning the bladder rather than simply recognizing a saved image. Learners can practice transducer placement, orientation, pressure, movement, and the transition between longitudinal and transverse views.
That makes it particularly useful when the primary educational objective is probe control, spatial awareness, and understanding how three-dimensional anatomy becomes a two-dimensional image.
What Is the Difference Between the Dog Bladder Trainer and Lillie?
The Ultrasound Trainer for Dog Bladder is a focused trainer for basic bladder scanning and probe technique.
The Lillie Canine Ultrasound Phantom Training Kit is a broader canine ultrasound phantom designed for more extensive anatomical navigation and systematic scanning. Manufacturer documentation also describes designated skills and needle-guidance components.
| Training Goal | Focused Dog Bladder Trainer | Lillie Canine Ultrasound Phantom |
|---|---|---|
| Beginning probe orientation | Strong fit | Can support, but may be more capability than necessary |
| Bladder scanning | Strong fit | Broader platform |
| Basic abdominal navigation | Limited | Strong fit |
| Multi-structure scanning | Limited | Strong fit |
| 3D anatomical mapping | Focused | Broader training capability |
| Ultrasound-guided needle practice | Only when using a component specifically designed for that purpose | Use only the designated needle-guidance component if included with the ordered configuration |
The choice should therefore follow the curriculum. A beginner lab focused on probe handling may not need a comprehensive abdominal phantom on day one.
What Can the Lillie Ultrasound Phantom Teach?
The Lillie kit is designed to provide broader canine ultrasound-training capability, including multiple tissue-mimicking structures, anatomical navigation, probe-control practice, and a designated component for ultrasound-guided needle work according to manufacturer documentation.
It can support:
- Probe movement and stabilization
- Probe orientation
- Systematic navigation across representative anatomy
- Image optimization
- Multi-plane scanning
- Hand-eye-brain coordination
- Three-dimensional mental mapping
- Ultrasound-guided needle practice using the designated puncture component
It should not be assumed to replace:
- Supervised scanning of live canine patients
- A comprehensive diagnostic-ultrasound curriculum
- Real-time exposure to the full range of naturally occurring pathology
- Every AFAST, TFAST, or Vet BLUE abnormality
- Needle puncture of components not specifically designed for that purpose
How Do You Build a Veterinary Ultrasound Training Station?
The phantom is only one part of the station. A complete ultrasound skills lab should reproduce the equipment, workspace, supplies, and assessment process students will actually need to use.
| Station Component | What to Plan |
|---|---|
| Ultrasound system | A machine appropriate to the scanning objectives and transducers used in the curriculum |
| Trainer or phantom | Focused bladder trainer, broader canine phantom, or another task-specific model based on the skill |
| Ultrasound gel | Gel compatible with both the transducer and phantom |
| Cart or work surface | Stable setup that supports probe handling, screen viewing, and learner ergonomics |
| Cleaning supplies | Products approved for the ultrasound system and phantom materials |
| Procedure supplies | Needles, syringes, collection supplies, and sharps container only when using a designated puncture phantom |
| Educational aids | Probe-orientation diagrams, protocol cards, saved normal/pathology image libraries, and competency checklists |
VetiSimLab’s Ultrasound Equipment collection can be used to build out the equipment side of the station alongside the appropriate phantom.
How Should Veterinary Ultrasound Students Be Assessed?
Assessment should measure the skills the learner is actually expected to demonstrate.
Probe Handling
- Correctly positions the transducer
- Maintains appropriate contact and pressure
- Slides, rocks, fans, and rotates appropriately
- Maintains probe orientation
- Keeps the target within the imaging plane
Image Optimization
- Selects an appropriate preset or frequency
- Adjusts depth appropriately
- Uses gain and other basic controls appropriately
- Optimizes the image sufficiently to answer the clinical question
Anatomical Identification
- Correctly identifies relevant structures
- Explains their spatial relationships
- Distinguishes the target from surrounding structures
Interpretation
- Recognizes expected normal findings
- Recognizes relevant artifacts
- Identifies abnormalities covered by the course
- Avoids treating an isolated ultrasound sign as a complete diagnosis
Clinical Integration
- States what the focused examination can answer
- States what it cannot answer
- Explains the significance of the finding within the case
- Identifies an appropriate next step
Documentation & Cleaning
- Captures and labels representative images when required
- Follows the program’s documentation workflow
- Cleans the transducer and phantom appropriately
- Stores equipment according to manufacturer and institutional requirements
How Many Veterinary Ultrasound Trainers Does a Program Need?
There is no universal number of ultrasound phantoms required for every program.
Quantity should be based on the learner level, cohort size, lab schedule, practice time, trainer cost, and whether students need simultaneous access.
For introductory probe practice, several focused trainers may allow more students to work simultaneously. For advanced abdominal ultrasound, a smaller number of comprehensive phantoms may make sense when students rotate through longer sessions.
Consider:
- Number of students in the cohort
- Number of students practicing simultaneously
- Time required for each scanning exercise
- Faculty observation and feedback
- Number of repetitions expected
- Whether the ultrasound machine itself is the limiting resource
- Whether the phantom is shared between courses
How Does Ultrasound Simulation Fit Into POCUS Training?
Simulation works best when it occupies a specific place in the learning progression.
A practical sequence can look like this:
- Introduce ultrasound controls and probe handling.
- Practice basic probe orientation.
- Locate known anatomical structures on a phantom.
- Develop a repeatable scanning sequence.
- Practice image optimization.
- Introduce normal-versus-abnormal image recognition.
- Add focused POCUS protocols such as AFAST, TFAST, or Vet BLUE.
- Introduce guided procedures when appropriate.
- Transition to supervised scanning of live patients.
- Use integrated clinical cases to connect imaging findings to decision-making.
This progression prevents the simulator from becoming an isolated technology purchase. Each level builds toward a clinical skill that students will eventually need to apply with real patients.
What Should a Veterinary POCUS Skills Lab Include?
A basic POCUS station may need only a few core components, while an advanced imaging lab may require substantially more.
Beginner POCUS Station
- Ultrasound system
- Compatible transducer
- Focused ultrasound phantom
- Ultrasound gel
- Cleaning supplies
- Probe-orientation reference
- Protocol card
- Basic competency checklist
Advanced Ultrasound Station
- Ultrasound system with appropriate transducers
- Broader anatomical phantom
- Ultrasound gel
- Dedicated workspace or cart
- Cleaning and storage supplies
- Normal and abnormal image library
- POCUS protocol references
- Assessment tools
Ultrasound-Guided Procedure Station
- Ultrasound system and compatible probe
- Puncture-compatible phantom
- Procedure-specific needles and syringes
- Simulated fluid or other approved training material
- Collection supplies when applicable
- Sharps container
- PPE according to institutional policy
- Procedure-specific competency checklist
Do not add needles and sharps to a scanning station unless the phantom or component is specifically designed for puncture.
What Does Current Research Say About Veterinary Ultrasound Simulation?
The evidence base for veterinary ultrasound simulation continues to grow.
The 2026 SHAPES study evaluated a reusable 3D ultrasound simulator with 50 second-year veterinary students and specifically targeted basic ultrasound handling and positioning skills. The researchers found improvement in ultrasound skill performance after simulator practice.
A separate prospective study evaluated an ultrasound skill simulator for ultrasound-guided paracentesis and reported educational benefits from simulator practice.
A 2026 proof-of-concept study also evaluated a low-cost ultrasound-guided fine-needle-aspiration phantom and reported improvements in learner confidence.
Taken together, these studies support a practical role for simulation in developing probe handling, image acquisition, hand-eye coordination, and ultrasound-guided procedural skills.
They do not demonstrate that a phantom can replace supervised clinical scanning or comprehensive diagnostic-ultrasound education.
How Should a Program Choose Between a Focused and Advanced Ultrasound Phantom?
The decision should start with the curriculum rather than the product catalog.
| Training Goal | Recommended Approach | Why |
|---|---|---|
| Beginning probe orientation | Focused bladder or organ trainer | Allows high-repetition practice of basic probe movement and orientation |
| Basic bladder scanning | Ultrasound Trainer for Dog Bladder | Focused practice locating the bladder and transitioning between views |
| Broader abdominal scanning | Lillie Canine Ultrasound Phantom Training Kit | Provides broader anatomical navigation and systematic scanning capability |
| Ultrasound-guided needle skills | Designated puncture-compatible component | Allows probe and needle coordination within a model designed for puncture |
| POCUS pathology recognition | Simulation plus curated image and case library | Connects image acquisition to interpretation and clinical context |
| Complete imaging station | Trainer + ultrasound system + probe + gel + workspace | Reproduces both scanning technique and machine-control skills |
What Should You Ask Before Buying a Veterinary Ultrasound Simulator?
- What exact ultrasound skill are we trying to teach?
- Do students need probe orientation, anatomy identification, POCUS protocol practice, pathology recognition, or guided-procedure training?
- Which anatomical structures are actually represented?
- Does the phantom work with our existing ultrasound system and probe?
- Is the phantom designed for needle puncture?
- What components can be replaced?
- How should the model be cleaned and stored?
- How many students need access simultaneously?
- How much practice time will each learner receive?
- Can the trainer support the assessment criteria we need?
- Will the equipment be used across multiple courses?
How VetiSimLab Can Help Build a Veterinary Ultrasound Curriculum
The right ultrasound purchase depends on what your learners need to do.
A program teaching first-time probe handling may need a different quantity and phantom than a program building an advanced abdominal-ultrasound or guided-procedure course.
| You Tell Us | We Can Help Organize |
|---|---|
| Learner level | Focused beginner trainer vs. broader advanced phantom |
| Skills being taught | Probe handling, bladder scanning, abdominal navigation, guided needle technique, or broader imaging workflow |
| Cohort size & lab schedule | Potential station quantity and rotation strategy |
| Ultrasound equipment already owned | How to pair existing machines and probes with the training model |
| Budget | A phased setup instead of forcing every capability into the first purchase |
| Procedure goals | Which needle-guidance components and consumables are appropriate, when applicable |
| Assessment plan | How to structure the station around repeatable image-acquisition criteria |
If you’re adding POCUS or ultrasound to an existing veterinary skills lab, send VetiSimLab your learning objectives, cohort size, ultrasound equipment, and desired learner level. The goal is to build the training station around the skill rather than forcing the curriculum around a product.
Call (877) 593-6011 or browse VetiSimLab Ultrasound Equipment to start planning your ultrasound training station.
Veterinary POCUS & Ultrasound Training FAQs
What Is POCUS in Veterinary Medicine?
Point-of-care ultrasound is focused, goal-directed ultrasonography performed at or near the patient to answer a limited clinical question or assess a specific physiologic problem. It is not the same as a comprehensive diagnostic ultrasound examination.
What Is the Difference Between AFAST and TFAST?
AFAST focuses primarily on the abdomen and includes standardized abdominal views, fluid assessment, and target-organ observations. TFAST is a thoracic protocol used to assess findings such as pneumothorax and pleural or pericardial effusion.
What Is Vet BLUE?
Vet BLUE is a regional lung-ultrasound protocol built around standardized thoracic windows and lung-ultrasound signs, including B-line patterns. Those findings must be interpreted in clinical context.
Does a B-Line Mean Pulmonary Edema?
No. B-lines are sonographic findings associated with abnormal lung aeration or alveolar-interstitial involvement. Their number, distribution, accompanying lung findings, and the patient’s overall clinical picture determine their significance.
What Is an Ultrasound Phantom?
An ultrasound phantom is a physical model made with materials that create ultrasound-visible structures. Depending on the model, it may be designed for probe handling, anatomical scanning, pathology recognition, or ultrasound-guided procedures.
Can Veterinary Students Learn Ultrasound on a Simulator?
Yes. Veterinary studies have shown useful educational outcomes from simulation for basic probe skills, ultrasound-guided centesis, and needle-placement training. Simulation is best used to build foundational skills before and alongside supervised clinical scanning.
Can Every Ultrasound Phantom Be Punctured With a Needle?
No. Only phantoms or components specifically designed for needle insertion should be used for FNA, centesis, cystocentesis, or other guided procedures. A scanning-only phantom can be permanently damaged if it is punctured.
What VetiSimLab Trainer Is Best for Beginning Ultrasound Students?
The Ultrasound Trainer for Dog Bladder is a focused starting point for learners practicing probe placement, orientation, pressure, movement, and longitudinal and transverse bladder views.
What Is the Difference Between the Dog Bladder Trainer and Lillie?
The Dog Bladder Trainer is focused on basic bladder scanning and probe technique. Lillie is a broader canine ultrasound phantom designed for more extensive anatomical navigation, systematic scanning, and designated skills or needle-guidance components according to the manufacturer documentation.
What Equipment Does a Veterinary Ultrasound Skills Lab Need?
At minimum, plan the ultrasound system and compatible probe, training phantom, ultrasound gel, appropriate cleaning supplies, and an assessment tool. Guided-procedure labs also need a puncture-compatible phantom, procedure supplies, and sharps disposal.
Can a Veterinary Ultrasound Phantom Replace Live-Patient Scanning?
No. Simulation can build probe handling, image-acquisition, and procedural skills, but students still need supervised clinical scanning to develop real-patient experience, clinical reasoning, and exposure to natural variation and pathology.
How Many Veterinary Ultrasound Trainers Does a Program Need?
There is no universal number. Base the quantity on cohort size, simultaneous learners, practice time, lab schedule, faculty feedback, and whether the ultrasound machine or phantom is the limiting resource.
What Is the Best Veterinary Ultrasound Trainer for a Skills Lab?
The best trainer depends on the learning objective. A focused bladder trainer can be appropriate for introductory probe skills, while a broader abdominal phantom can support more extensive anatomical navigation and systematic scanning. Guided procedures require a phantom or component specifically designed for puncture.
Build Veterinary POCUS Skills Before the Live Patient
Good veterinary ultrasound education is not about putting the most expensive phantom in the lab.
It is about creating enough structured practice for learners to develop probe control, image optimization, anatomical navigation, interpretation, and clinical integration before those skills are tested in a live-patient environment.
A focused trainer may be the right first investment for a beginner lab. A broader phantom may make more sense for advanced abdominal scanning. A dedicated puncture component may be appropriate when ultrasound-guided procedures are part of the curriculum.
The important part is matching the equipment to the competency.
VetiSimLab can help programs build that progression with ultrasound trainers, phantoms, ultrasound equipment, and supporting supplies. Call (877) 593-6011 or explore VetiSimLab Ultrasound Equipment to start building your veterinary POCUS training station.