The teaching of human anatomy in non-medical programs such as Biomedical Engineering presents particular challenges that demand innovative pedagogical approaches. To address this, a narrative review of current literature was conducted, identifying successful methodologies and emerging technologies—such as Problem-Based Learning (PBL), flipped classroom models, 3D visualization and immersive technologies (AR/VR). However, the review also revealed a gap in documented experiences that integrate anatomy and biomechanics specifically within Biomedical Engineering curricula, particularly in Latin American contexts. In response, the School of Engineering at Austral University presents a pedagogical proposal of the integrated course in Biomedical Engineering degree, combining anatomy and biomechanics through active methodologies, interdisciplinary teamwork, and the inclusion of student-assistants. Surveys conducted showed high levels of engagement, improved spatial understanding, and strengthened clinical reasoning in students. Finally, this experience offers a replicable model for other Latin American institutions aiming to modernize their anatomy instruction while maintaining academic rigor and contextual relevance.