Ilustración Científica, Una Experiencia Didáctica en la Asignatura de Anatomía y Fisiología Humana

In the course of human history, scientific illustration has served as a link between science, visual art, and learning, contributing to the development of cognitive and motivational functions with considerable potential. The aim of the present study was to determine the development of skills, abilities, creativity, and meaningful learning through active methodologies such as the scientific illustration technique to enhance the didactic delivery of scientific content in the Human Anatomy and Physiology course, which involves extensive theoretical content requiring specific precision and memorization. The applied methodology consisted of creating an album of anatomical graphics of human morpho-anatomy, carried out in a didactic manner by seventh-semester students. A quantitative–qualitative evaluative rubric was used to assess the development of cognitive skills, abilities, graphic expression, visual perception in learning, and creative thinking. The study was based on a survey conducted via Google Forms, which helped determine motivation, interest, and understanding of the subject through the design and labeling of graphics. It is concluded that the scientific illustration technique significantly contributed to the understanding of the subject, the development of visual memory, concentration, and creativity. In this context, it is important to highlight that active methodologies are essential for the long-term retention of scientific information.