Therefore, in the last few years, the range of teaching resources and strategies are under investigation with the aim of creating suggestions for the best teaching practices in this area. Based on the defined learning outcomes and their associated workload, the amount of information that students have to learn increases every year. Anatomical knowledge supports the examination of a patient, the formation of a diagnosis, and communication of these findings to the patient and other medical professionals, although, in Europe, the Bologna Process led to use of the European Credit Transfer and Accumulation System (ECTS) to correlate the volume of learning. Gross anatomy is a complex and fundamental element for medical students in their education. Moreover, this new tool might help medical students to approach to innovative medical devices and technologies useful in their future careers. Therefore, the presented AEducaAR tool, once implemented, may contribute to enhancing students’ motivation for learning, increasing long-term memory retention and 3D comprehension of anatomical structures. In the objective test, the results showed no significant difference between the two learning methods instead, in the questionnaire, students showed enthusiasm and interest for the new tool and highlighted its training potentiality in open-ended comments. Both groups performed an objective test and an anonymous questionnaire. Students were divided into two groups: AEducaAR-based learning (“ AEducaAR group”) was compared to standard learning using human anatomy atlas (“Control group”). After development of the tool, called AEducaAR (Anatomical Education with Augmented Reality), it was tested and evaluated by 62 second-year degree medical students attending the human anatomy course at the International School of Medicine and Surgery of the University of Bologna. The aim of the study was to develop and test a prototype of an innovative tool for medical education in human anatomy based on the combination of augmented reality (AR) technology and a tangible 3D printed model that can be explored and manipulated by trainees, thus favoring a three-dimensional and topographical learning approach. Gross anatomy knowledge is an essential element for medical students in their education, and nowadays, cadaver-based instruction represents the main instructional tool able to provide three-dimensional (3D) and topographical comprehensions.
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