From the Blackboard to the Museum: Experiences with a Mixed Methodology in the Teaching of Anatomy for Nutrition Students

The teaching of Anatomy in Health Sciences programs presents significant didactic challenges due to its conceptual complexity and the need for clinical integration. This study assessed the impact of a mixed methodology applied to Nutrition students, combining lectures, model creation, visual resources, clinical case discussions, and guided visits. A structured questionnaire, based on validated instruments, was administered to 48 students at the end of the course. Quantitative results showed high levels of acceptance (all means > 4.5), with multiple-choice assessments (M = 4.98), coloring worksheets (M = 4.60), and anatomical models (M = 4.58) receiving the highest ratings. A total of 87.5% of participants expressed interest in repeating the methodology. Qualitative analysis identified five recurring themes: visual learning, practical contextualization, clinical integration, academic autonomy, and the role of the teacher as a facilitator. The findings support the value of active and multisensory strategies in anatomical education, promoting a more meaningful and engaging learning experience.