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Innovations in Dance/Movement Therapy Education: Simulation Lab Applications
Journal article   Peer reviewed

Innovations in Dance/Movement Therapy Education: Simulation Lab Applications

Christina Devereaux and Sharon W. Goodill
The Arts in psychotherapy, v 96, 102387
Nov 2025
DOI: https://doi.org/10.1016/j.aip.2025.102387
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

clinical competencies dance/movement therapy embodied experiential learning healthcare simulation simulation-based learning standardized patient
Clinical training in dance/movement therapy (DMT) requires more than theoretical knowledge; it demands the development of embodied clinical skills. These are nuanced competencies that integrate movement observation with relational skills such as kinesthetic empathy and nonverbal attunement. While traditional classroom instruction and field placements can provide essential foundations, they often lack controlled, iterative opportunities for students to refine these embodied competencies before engaging with clients. This article provides an introduction of healthcare simulation concepts and practices, then describes applications of these methods in a DMT training program. Overall goals for these applications are to enhance learning outcomes, strengthen clinical preparedness, deepen the embodiment of knowledge, and assess student competencies. We describe standardized patient training, the use of a specialized lab to enhance physical and psychological fidelity, and the use of simulation in both summative and formative assessments. Four curricular examples: an initial clinical interview, co-facilitated DMT group, role-play simulating a medical setting, and an individual DMT session for summative evaluation are detailed. •Integrating simulation-based learning can enhance DMT professional preparation.•Simulation enriches embodied learning by deepening practice beyond theory in DMT.•Elements that enhance fidelity bring simulated encounters close to real practice, supporting learners’ readiness for suspension of disbelief.•Professional skills for giving/receiving feedback can be honed in simulation-based learning.•Structured video-reflection may deepen both observation and self-evaluation competencies.•Standardized Patient training may be enhanced by including movement elements

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UN Sustainable Development Goals (SDGs)

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#3 Good Health and Well-Being

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Collaboration types
Domestic collaboration
Web of Science research areas
Psychology, Clinical
Rehabilitation
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