Editing Visual communication (section)

=== Science and medicine ===
Science and medicine has shown a need for visual communication to assist in explaining to non-scientific readers. From Bohr's atomic model to NASA's photographs of Earth, these visual elements have served as tools in furthering the understand of science and medicine.<ref name="Bordley2009"/> More specifically, elements like graphs and slides portray both data and scientific concepts. Patterns that are revealed by those graphs are then used in association with the data to determine a meaningful correlation. As for photographs, they can be useful for physicians to rely on in figuring out visible signs of diseases and illnesses.<ref name="Poland2013">{{cite journal |last1=Poland |first1=Gregory A. |title=Visual Vaccinology – The Importance of Visual Communication |journal=Vaccine |date=September 2013 |volume=31 |issue=41 |pages=4465 |doi=10.1016/j.vaccine.2013.07.017 |pmid=23871613 }}</ref>

However, using visual elements can have a negative effect on the understanding of information. Two major obstacles for non-scientific readers is: 1.) the lack of integration of visual elements in every day scientific language, and 2.) incorrectly identifying the targeted audience and not adjusting to their level of understanding.<ref name="Bordley2009"/> To tackle these obstacles, one solution is for science communicators must place the user at the center of the design, which is called User-Centered Design. This design focuses on strictly the user and how they can interact with the visual element with minimum stress, but maximum level of efficiency.<ref name="Poland2013"/> Another solution could be implemented at the source, which is university-based programs. In these programs, universities need to introduce visual literacy to those in science communication, helping in producing graduates who can accurately interpret, analyze, evaluate, and design visual elements that further the understanding of science and medicine.<ref name="Poland2013"/>