An illustrated portfolio as a “silent tutor” in learning Veterinary Anatomy: a case report

Abstract

This case report describes the implementation of an illustrated portfolio as a formative assessment tool in the teaching of Veterinary Anatomy at a federal institution. Through a descriptive methodology based on participant observation, the study analyzes how the student independently developed material with digitized hand-drawn illustrations and theoretical reflections. The portfolio emerged as a “silent tutor” to fill gaps in face-to-face mentoring, which was often marked by logistical challenges and bureaucratic practices focused on compliance rather than meaningful learning. The results demonstrate that this strategy promoted greater engagement, autonomy, and knowledge consolidation, overcoming the limitations associated with the traditional supervision model. The study concludes that the portfolio goes beyond a mere academic records, establishing itself as a valuable learning tool in complex disciplines by encouraging student-centered learning and creativity in higher education.