HIS2078 : Approaches to the History of Western Medicine
- Offered for Year: 2017/18
- Module Leader(s): Dr Thomas Rütten
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
Medical History can be, and has been taught in many different ways: systematically, chronologically, from the doctors', patients', society's point of view, as a history of institutions, ideas, discoveries. This module tries to teach medical history by way of case studies while at the same time improving skills in dealing with a range of primary source material (epistemic, literary and pictorial genres) and helping to develop strategies to make such primary sources 'speak' to the historian (of medicine) and respond to his/her questions. We will be examining representative examples of such genres (invective, observatio, patient file, textbook, novella, trial records. We will try to contextualise our samples historically and thereby discover that they (and each phenomenon of reception prompted by them) are products of a given culture, do have a locus in history, reflect the time and place of which they are a product.
This module aims:
To sharpen the students' awareness of the existence of different source material on which (medico-) historiographical accounts are based.
To develop skills in dealing with such diversity appropriately, i.e. to identify the chances and limitations of each genre of source material with regard to its explanatory power
To identify the disciplinary range of expertise necessary to evaluate a given historical source
To contextualise primary 'medical' sources historically, i.e. culturally, socially, politically
To introduce the idea that these sources can and should only be called 'medical' in the broadest (non-reductionist) sense of the word.
To develop problem solving strategies that help to come to grips with a given source.
Outline Of Syllabus
2. 'Medical' Invectives (case-study: Petrarch’s invective against physicians, mid 14th century)
3. 'Medical' Textbooks (case-study: anatomy, Andreas Vesalius, De Fabrica, 1543)
4. 'Medical' Observationes (case study: suicide in Antwerp, Pieter van Foreest, mid-16th century)
5. 'Medical' Illustrations (case-study: Rembrandt's Anatomy Lesson of Dr Tulp, 1632)
6. How to write an essay
7. 'Medical' Fiction (case-study: Thomas Mann, Death in Venice, 1912) I
8. 'Medical' Fiction (case-study: Thomas Mann, Death in Venice, 1912) II
9. Patient Files (case-study: Egon R., Bohn/Waldniel 1941/1943-44)
10. 'Medical' Trial records (case-study: Nuremberg Medical Trial, 1946-1947)
11. 'Medical' Films (case study: documentary on Robert Jay Lifton, 2009)
12. Questions and Answers
|Guided Independent Study||Assessment preparation and completion||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Lecture||12||2:00||24:00||N/A|
|Guided Independent Study||Directed research and reading||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||6||1:00||6:00||Seminars|
|Scheduled Learning And Teaching Activities||Workshops||1||2:00||2:00||N/A|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||4||1:00||4:00||N/A|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
Teaching Rationale And Relationship
Lectures impart core knowledge and an outline of knowledge that students are expected to acquire; in addition, they stimulate development of listening and note-taking skills. Since a number of seminar slots will be used for group discussion, that is to say will instigate discussions, for which the class will be split in discussion groups with their "leaders" reporting back to the class, the module will also develop the students' capacity for critical judgement and their ability to respond promptly, cogently and clearly to new and unexpected questions arising from this study.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||20||1,000 words documentary commentary|
|Essay||1||A||80||3,000 word essay (including footnotes, excluding bibliography)|
Assessment Rationale And Relationship
Work submitted during the delivery of the module forms a means of determining student progress.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:
Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.
- Reading List Website : rlo.ncl.ac.uk