#17 D.D.R. (Dance Doctors Revolution)

Doctors in Business

In the last episode of this month’s Spotlight Series, we don’t dance around the subject… we’re talking about how knowledge about movement can influence our practice of medicine. In this episode, we interviewed Nina Shevzov-Zebrun and Dr. Elizabeth Barchi about their plan to teach others about movement and medicine and we interviewed Marleigh Stern who created a documentary about creatives in medicine during medical school and her inspiration from her own dance background. Thanks to Darlina Liu for producing this episode, to our podcast leads, Shiv and Darlina, and to the band Night Float for providing our music. This episode was sponsored by the Master Scholars Program in Humanistic Medicine at the NYU School of Medicine as part of our four-episode Spotlight Series featuring: Medicine & Improv, Medicine & Writing, Medicine & Art, and Medicine & Dance. We hope you’ve enjoyed this series as much as we have! "Our program takes a broad, inclusive approach to medical humanities, with the goal of supporting students’ creative and intellectual interests outside the scope of traditional medical education. Many of our students come into medical school with a passion for the humanistic disciplines. Others develop this along the way, after encountering particular experiences or questions over the course of their training and looking to art or history or one of the social sciences to explore them more deeply. Students can do this through one of our mini-courses, like Art & Anatomy or Medical Improv, or through our Rudin Fellowship in Medical Ethics and Humanities, if they have a more targeted research project in mind. Many of our courses actually grow out of student-generated ideas—Medical Improv is a great example. Participants in our program often report that it helps sustain the many dimensions of their identities beyond their interest in biomedicine, and that the freedom of choice (either in selecting seminars or in the Rudin Fellowship, where students design completely individualized projects) is validating and empowering in a context that can often feel very hierarchical. It is imperative that we recognize and support each of our students as a whole person if we want them to develop into the kind of physicians who treat each of their patients as a whole person." – Katie Grogan, Associate Director, MSPHM