Teaching Thyroid Physiology Through Art: An Integrative And Historical Pedagogical Approach

Teaching physiology is challenging due to intricate mechanisms and the tendency of conventional methods to fragment knowledge. As a result, innovative strategies are increasingly embraced in physiology education. In my courses, I integrate art into undergraduate physiology through the PhysioArt project, merging visual analysis of artworks with physiological discussion. This method involves systematic examination of visual elements, bodily representations, and symbolic features depicted in artworks, supported by scientific literature and guided discussions that connect visual elements to physiological processes.

This article demonstrates how visual art analysis can serve as an effective didactic spark for teaching physiology, illustrated by the thyroid gland. By exploring artworks from various historical periods, visual cues—such as depictions of goiter, congenital hypothyroidism, or Graves’ disease—serve as gateways to discussing key physiological principles of thyroid function. These include hormone synthesis, regulation of the hypothalamic–pituitary–thyroid axis, and clinical features of thyroid disorders.

Visual analysis of artworks, rather than serving as a formal educational intervention, offers a concrete example of how to incorporate art into physiology teaching. In my experience with PhysioArt, guiding students to observe, interpret, and contextualize visual elements fosters discussion, sparks curiosity, and links physiological ideas with historical and cultural backgrounds. Art thereby serves as a didactic bridge, supporting student engagement and integrative learning in physiology.