<title>Abstract</title> <bold>Background</bold> Currently, multiple tools exist to teach and learn anatomy, but finding an adequate activity is a challenge. However, it can be achieved through haptic experiences, where motivation is the means of a significant learning process. This study aimed to evaluate a haptic experience to determine if a tactile and painting with color marker interactive experience established a better learning process in comparison to the traditional 2D workshop on printed paper with photographs. <bold>Methods</bold> In this descriptive cross-sectional study, plaster bone models were elaborated from a computerized scan tomography. Second year undergraduate medical students were divided into two groups: one using the traditional 2D method and the second with 3D plaster bone models to answer the same workshop. A third group of students decided not to participate in the workshops. Following, all three groups were evaluated on bone accidents and view, laterality, muscle insertions and functions. 2D and 3D workshop students were asked their opinion in a focous group and answered a survey regarding the overall perception and learning experience. Evaluation grades are presented as mean ± standard deviation, and answers from the survey are presented as percentages. <bold>Results</bold> The survey demonstrated the students in the 3D model graded the experience as outstanding, and in five out of the six questions answers were very good or excellent. In contrast, for students participating in the 2D workshop the most common answers were fair or good. The exception was the answer regarding the quiz, where both groups considered it good, despite the average among all groups was not a passing grade. <bold>Conclusions</bold> From this study comparing the conventional methodology to learn the anatomy of the shoulder in contrast with a haptic experience with plaster bone models using touch and painting over the structures, the students described it as an interactive experience where the sense of touch greatly contributed to their learning process. Even though this activity was useful in terms of learning bone accidents and muscle origins and insertions, further activities must be developed to increase their understanding regarding their function and its relevance in a clinical setting.