Yoga therapy knowledge in third-year pharmacy students: An education intervention

Background and purpose: 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. Educational activity and setting: 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. Findings: 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. Summary: 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. (C) 2021 Elsevier Inc. All rights reserved.