University of Arkansas for Medical Sciences, College of Pharmacy, 4301 West Markham St, #522, Little Rock, AR 72205, United States.
Curr Pharm Teach Learn. 2021 Jun;13(6):665-671. doi: 10.1016/j.cptl.2021.01.041. Epub 2021 Feb 3.
The omission of yoga education in health professions curricula limits health professionals from understanding how to support patient well-being in an integrated manner. The objective of this study was to examine the effectiveness of a yoga therapy-based educational intervention in increasing yoga knowledge of third-year pharmacy students.
Students in the Pharmacognosy and Complementary and Alternative Medicine course received a three-hour educational intervention over two class meetings on yoga therapy during fall 2019. The pedagogical method of peer instruction was used, and pre- and post-questionnaires were administered online prior to and after the intervention. The instrument contained eight demographic, six yoga knowledge and participation, 10 yoga therapy, and 15 referral behavior questions.
A statistically significant increase in yoga knowledge scores from 1.43 ± 0.9 before the education intervention to 5.69 ± 1.65 after the intervention occurred (P < .01) was found. A majority believed that yoga therapy should be included in the curriculum.
Increases in post-questionnaire knowledge scores suggested that the educational intervention increased pharmacy students' knowledge of yoga therapy in our sample. Studies specific to yoga education in health professional students, especially in the United States, are scarce. Additionally, the impact of an educational intervention on yoga knowledge in pharmacy students has not been studied. Including yoga therapy in pharmacy curricula should be explored as greater integration of yoga in healthcare is likely to occur due to its effectiveness as an adjunct and widespread use.
健康专业课程中缺少瑜伽教育，使得健康专业人员无法了解如何以综合的方式支持患者的健康。本研究的目的是检验基于瑜伽疗法的教育干预对提高药学专业三年级学生瑜伽知识的效果。
2019 年秋季，在《生药学和补充与替代医学》课程中，学生们在两个课堂会议上接受了三个小时的瑜伽疗法教育干预。采用同伴指导的教学方法，在干预前后在线进行预调查和后调查。该工具包含 8 个人口统计学、6 个瑜伽知识和参与、10 个瑜伽疗法以及 15 个转诊行为问题。
发现瑜伽知识得分从教育干预前的 1.43±0.9 显著增加到干预后的 5.69±1.65（P<.01）。大多数人认为瑜伽疗法应该纳入课程。
后问卷调查知识得分的增加表明，教育干预增加了我们样本中药学学生对瑜伽疗法的知识。在健康专业学生中，专门针对瑜伽教育的研究很少，尤其是在美国。此外，教育干预对药学学生瑜伽知识的影响尚未得到研究。由于瑜伽作为一种辅助治疗方法的有效性及其广泛应用，将瑜伽疗法纳入药学课程应该进行探索，以实现更大程度的瑜伽与医疗保健的整合。
