A significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR-supported instruction in tertiary-level Medical Education (ME). This quasi-experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group (n = 30) and an educational AR application with an experimental group (n = 30) to investigate any possible added-value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR-supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition. Practitioner notes What is already known about this topic Several studies have applied various Augmented Reality (AR) applications across different learning disciplines. The effects of AR on students' perceptions and achievements in higher education contexts is well-documented. Despite the increasing use of AR-instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction. What this paper adds This quasi-experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes). This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR-supported ME courses. The experimental group reported greater training satisfaction than their counterparts. Implications for practice and policy Students who followed the AR-supported instruction achieved better academic performance that those in the control group. AR-supported interventions encourage active learning and lead to significant performance improvement. The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre-test performance scores
