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Can Yoga be incorporated in the Curriculum of
Health Professions Education?
The experience from Sri Balaji Vidyapeeth
(Dee...
Context or Setting
• While limitations of modern system of medicine
have come to surface, the role of Mind Body
Medicine i...
Need for innovation
• The curriculum in health professions education has
been criticized for its undue emphasis on the rol...
Description of innovation
• The major work of CYTER is to collaborate with
constituent colleges of SBV (DU) and introduce ...
• Since 2015, Yoga has become a part of comprehensive
orientation programs held during first year for MBBS
course, includi...
Lessons learnt
 A pre-test post-test study conducted on the
awareness level of medical, dental & nursing
students has rev...
Lessons learnt
The challenges involved in incorporating
Yoga are :
 lack of dedicated time,
 students’ pre-occupation wi...
• Bhavanani A. Yoga chikitsa: The application of yoga as a therapy. Pondicherry, India:
Dhivyananda Creations; 2013.
• Bha...
Acknowledgments
• Support of benevolent management & visionary administrators of Sri
Balaji Vidyapeeth who setup CYTER in ...
Can Yoga be incorporated in the Curriculum of Health Professions Education?  The experience from Sri Balaji Vidyapeeth (De...
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Can Yoga be incorporated in the Curriculum of Health Professions Education? The experience from Sri Balaji Vidyapeeth (Deemed University), Pondicherry

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Can Yoga be incorporated in the Curriculum of Health Professions Education? The experience from Sri Balaji Vidyapeeth (Deemed University), Pondicherry

Adkoli BV*1, Bhavanani AB2, Dayanidy G 3, & Meena Ramanathan4
1Director, Centre for Health Professions Education (CHPE),
2Director, 3Lecturer , 4Deputy Director
Centre for Yoga Therapy, Education and Research (CYTER)
Sri Balaji Vidyapeeth (DU), Pillaiyarkuppam, Pondicherry - 607403



Publié dans : Santé & Médecine
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Can Yoga be incorporated in the Curriculum of Health Professions Education? The experience from Sri Balaji Vidyapeeth (Deemed University), Pondicherry

  1. 1. Can Yoga be incorporated in the Curriculum of Health Professions Education? The experience from Sri Balaji Vidyapeeth (Deemed University), Pondicherry Adkoli BV*1, Bhavanani AB2, Dayanidy G 3, & Meena Ramanathan4 1Director, Centre for Health Professions Education (CHPE), 2Director, 3Lecturer , 4Deputy Director Centre for Yoga Therapy, Education and Research (CYTER) Sri Balaji Vidyapeeth (DU), Pillaiyarkuppam, Pondicherry - 607403
  2. 2. Context or Setting • While limitations of modern system of medicine have come to surface, the role of Mind Body Medicine is emerging as a complementary medicine in preventing diseases, promoting health & wellbeing and treating many ailments. • Yoga has been recognized as an important element of AYUSH system propagated by the Government of India. • This development should be acknowledged by the health profession educators.
  3. 3. Need for innovation • The curriculum in health professions education has been criticized for its undue emphasis on the role played by the diseases (pathogenesis) as against the holistic concept of ‘health and wellbeing’ of human beings (salutogenesis). • This marks a basic shift in the role of doctors, and the way they are trained. • Sri Balaji Vidyapeeth (Deemed University) established a Centre for Yoga Therapy, Education & Research (CYTER) in 2010 to promote this idea.
  4. 4. Description of innovation • The major work of CYTER is to collaborate with constituent colleges of SBV (DU) and introduce teaching of Yoga & Yoga therapy within their curricular framework. • College of Nursing introduced Yoga as a Co-curricular activity in 2012. Since 2016, a formal curriculum ‘Foundation of Yoga therapy’ has been introduced in BSc Nursing with 45 hours of teaching including practical training in 1st year • During second and third year, students are posted at CYTER in small batches on rotation basis for clinical experience for 30 hours &15 hours respectively.
  5. 5. • Since 2015, Yoga has become a part of comprehensive orientation programs held during first year for MBBS course, including both lecture-demonstrations & practical training followed by one hour sessions, twice a month. Lecture demonstrations are also held while teaching physiology. • International Day of Yoga and conduct of national seminars on Yoga every year, have given impetus to training & research in Yoga at PG level. • College of Dentistry has also introduced Yoga in first year during orientation program since 2016. Description of innovation
  6. 6. Lessons learnt  A pre-test post-test study conducted on the awareness level of medical, dental & nursing students has revealed significant increase in the students’ awareness about the benefit of Yoga even after undergoing a single session of Yoga.  Yoga training is therefore, highly useful, feasible and acceptable curricular intervention.
  7. 7. Lessons learnt The challenges involved in incorporating Yoga are :  lack of dedicated time,  students’ pre-occupation with examinations,  resistance to change at all levels,  lack of trained faculty and  fixed mind-set of regulatory bodies.
  8. 8. • Bhavanani A. Yoga chikitsa: The application of yoga as a therapy. Pondicherry, India: Dhivyananda Creations; 2013. • Bhavanani AB. Role of yoga in health and disease. J Symptoms Signs 2014;3(5):399–406. • Dimitrov DM, RumrillJr PD. Pretest-posttest designs and measurement of change. Work 2003;20(2):159–165. • Henderson A, Heel A, Twentyman M, Lloyd B. Pre-test and post-test evaluation of students’ perceptions of a collaborative clinical education model on the learning environment. Aust J AdvNurs 2006;23(4):8-13. • PTI, New Delhi. Yoga can help control non-communicable diseases: J P Nadda. http://www.financialexpress.com/india-news/yoga-can-help-control-non-communicable- diseases-j-p-nadda/293816/. Retrieved on 9.4.2018. • Sri Aurobindo Studies. All Life Is Yoga [Internet]. Sri Aurobindo Stud.2014[cited2018Feb17]; Availablefrom: https://sriaurobindostudies.wordpress.com/2014/01/10/all-life-is-yoga/ • Davis A. The Yoga Dristhi of Yogamaharishi Dr. Swami Gitananda Giri Guru Maharaj. Pondicherry, India: Dhivyananda Creations;2014. • Bhavanani AB. Integrating yoga in health professional education: The SBV experience. J Educ Technol Health Sci 2017;4(2):42–46. • Bhavanani AB, Ramanathan M, Madanmohan , Srinivasan AR. Hematological, biochemical and psychological effects of a Yoga training programme in nursing students. Int Res J Pharm App Sci 2013;3(6):17–23. References
  9. 9. Acknowledgments • Support of benevolent management & visionary administrators of Sri Balaji Vidyapeeth who setup CYTER in 2010 is gratefully acknowledged. • Heartfelt gratitude to Hon Chairman & Chancellor, Vice-chancellor, Dean of Research & Allied Health Sciences & Registrar SBV for their constant support and encouragement. • CYTER team is ably guided by Prof. Madanmohan, Hon Advisor CYTER & blessed by Ammaji Yogacharini Meenakshi Devi Bhavanani, Director ICYER. • Integration of Yoga in medical, dental & nursing curriculum was possible with support of the respective Deans,Vice-Principals of constituent colleges & faculty of Allied Health Sciences. • We thank Dhanush, Sarulatha, Vidhyasri, Lakshman and Shvetika for their valuable assistance during study. We thank Billy Uber of Baden Germany for a thorough language & grammar overhaul of the manuscript

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