Rhythmic Scrubs: The Role of Dance in the Medical Curriculum
Julia Baran, Teresa VanDenend Sorge, Joanna SY ChanIntroduction:
Medical practice relies on fluency in non-verbal communication, particularly during physician-patient interaction and physical examination. Dance education offers a unique and valuable framework for developing internal and external communication skills. Through dance, physicians can gain a deeper understanding of non-verbal cues, body language, and physical presence, all of which are crucial in patient care. In this study, we evaluated the utility of a dance course offered to first-year medical students attending an allopathic medical school, to understand the skills translatable to medicine.
Methods:
A qualitative questionnaire was designed and administered to students following completion of the course. Reflections and questionnaires from students who completed the course between 2019 to 2024 and 2024, respectively, were collected and analyzed using Braun and Clarke’s Thematic Analysis.
Results:
Of 73 students, more than half reported improved non-verbal communication (46/73) and kinesthetic awareness (45/73). Students also reported increased connection and belonging (36/73), self-awareness (27/73), and willingness to leave their comfort zone (27/73), and noted the significance of touch (22/73), teamwork (22/73), trust (21/73), multiple perspectives (20/73), and self-care (20/73). Of students who completed the questionnaire, all (7/7) reported a positive attitude towards dance and reduced stress, and 6 reported the course enhanced their ability to empathize with others.
Conclusion:
Dance-based learning was associated with self-identified improvements in non-verbal communication, kinesthetic awareness, and connection and belonging among medical students. Interdisciplinary collaboration may facilitate connections between dance and medicine and provide opportunities for medical curriculum redesign. Future studies include larger prospective studies.