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Yoga as an experiential learning tool to effectively teach musculoskeletal anatomy of the back and lower extremities
Author(s) -
Tomson Allison,
Zumwalt Ann
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.lb19
Subject(s) - comprehension , experiential learning , feeling , medical education , human anatomy , medicine , action (physics) , psychology , anatomy , computer science , mathematics education , social psychology , physics , quantum mechanics , programming language
The concept of learning human anatomy through activity, specifically yoga and Pilates, can increase comprehension and understanding of the material being taught. This concept was pioneered in medical education in 2004 by two medical students with their director of Anatomy at the Mt. Sinai School of Medicine. Following their model, students at Boston University School of Medicine were offered a 1.5‐hour review of the musculature of the back and lower extremity, using yoga as an experiential learning tool. The workshop utilized active yoga poses to emphasize muscle action and stretching poses to highlight the origins and insertions of muscles and muscle groups of interest. Improvement in student's comprehension was measured using an online survey offered before and after the workshop including 10 questions directly addressed in the yoga anatomy module, and 5 related questions that were not specifically discussed in the yoga module, but were directly addressed in Anatomy lecture and/or lab. Post‐ survey analysis showed significant improvement in comprehension of the topics covered after the yoga anatomy review. There was also minimal improvement in the topics not addressed in the review. Additionally, students reported feeling more relaxed afterward and appreciated the opportunity to be active while studying, allowing them to effectively maximize their time.