Experiencing Embodied Learning: A Mixed‐Methods Analysis of a Yoga Anatomy Workshop

Research in simulation and multimodal learning environments explore a practice of embodied cognition in which movement enhances learning and memory. We examined if studying anatomy while kinesthetically experiencing yoga poses affects comprehension and perception of the material. Using principles from experiential learning theories, we developed two workshops: the first focused on muscle names, locations, and actions by guiding students through five yoga poses; the second workshop moved through a yoga flow of poses and inversions to study cardiovascular and lymphatic anatomy, respectively. To account for order effect, non‐identical pre‐ and post‐tests were created for each workshop with inter‐rater agreement distinguishing questions as higher and lower order based on the Blooming Anatomy Tool (BAT), ensuring equivalent exam difficulty without exact question repetition. Tests were administered to Yoga Anatomy participants and a control group that did not participate in the workshops. To analyze exam performance, paired and independent samples t‐tests were calculated for Yoga Anatomy and control pre‐ and post‐tests. Although the quantitative findings of student achievement did not exhibit statistical significance, positive trends seen with the Yoga Anatomy intervention warrant further investigation. Qualitative analysis of surveys indicated the activity was an enjoyable review, helped connect lecture and laboratory material, and modeled how to apply course content to a practical activity. Future directions for this pilot project include augmenting the study design to account for sampling issues, improving test question items, and expanding the workshops to medical students.