This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Undergraduate Handbook 2010-2011 (archived)
Module HUSS3361: EVOLUTIONARY MEDICINE: REPRODUCTION AND INFANT HEALTH
Department: Anthropology (Human Sciences) [Queen's Campus, Stockton]
HUSS3361: EVOLUTIONARY MEDICINE: REPRODUCTION AND INFANT HEALTH
| Type | Level | Credits | Availability | Module Cap | Location |
|---|---|---|---|---|---|
| Open | 3 | 20 | Available in 2010/2011 | None. | Queen's Campus Stockton |
Pre-requisites
- Completion of Level 2 Human Sciences/Health and Human Sciences OR Evolutionary Anthropology (ANTH2061) OR Human Ecology, Genetics & Health (ANTH2011) OR Stage 1 MBBS.
Corequisites
- None.
Excluded Combinations
- None.
Aims
- To expose students to the perspective of evolutionary medicine and to encourage the critical appraisal of western biomedicine in the light of evolutionary theory.
Content
- Evolutionary medicine takes the view that many contemporary health issues are related to an incompatibility between the lifestyles and environments in which humans currently live and the conditions under which human biology evolved.
- This module explores the ways in which questions about reproductive and infant health and disease can be reframed in consideration of an evolutionary perspective and new suggestions about treatment can be made.
- Specific areas to be covered include reproductive health (e.g. fertility, post-natal depression, menopause) and infant health (e.g. colic, jaundice, SIDS, infant sleep, breastfeeding).
Learning Outcomes
Subject-specific Knowledge
- Students should be able to: Understand and explain the application of evolutionary perspectives to a variety of contemporary reproductive and infant health issues.
- Understand the value of a cross-cultural perspective in informing evolutionary medicine.
Subject-specific Skills
- Articulate how an evolutionary perspective to reproductive and infant health might inform current health care practices and interventions and synthesise material.
- Be able to evaluate evolutionary explanations of reproductive and infant health issues and be able to articulate how these may be tested.
Key Skills
- Problem solving.
- Research design.
- Ability to engage in discussion and debate on theoretical and practical issues.
- Ability to present verbal summaries of data and theoretical perspectives based on readings of academic literature.
- Ability to present written summaries of debates and argue for a particular perspective using research based evidence.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Seminars will introduce a different health issue each session and present students with various examples of evolutionary interpretations.
- Seminars will guide students to further reading on each area.
- Seminars will engage students in discussion of their reading of academic literature.
- Tutorials (small group teaching) will use a problem solving approach in which students will present the results of their own research to explore topics of 'received biomedical wisdom' using evolutionary perspectives.
- Formative and summative class-write-ups will be used to consolidate students' ability to explain and articulate evolutionary perspectives on health.
- Summative exam will be used to assess students ability to explain their understanding of this topic.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total Hours | Attendance Monitored |
|---|---|---|---|---|---|
| Tutorials | 6 | 2 per term | 1 hour | 6 | Yes |
| Seminars | 20 | 10 in Michaelmas Term, 10 in Epiphany / Easter Term | 1 hour | 20 | Yes |
| Preparation and Reading | 174 | ||||
| Total | 200 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Examination | 70% | examination | 100% | ||
| Tutorial write-ups | 30% | tutorial write-up 1 | 50% | ||
| tutorial write-up 2 | 50% |
Formative Assessment
Two tutorial write-ups, 500 words each.
Students who do not attend monitored activities shown under Teaching Methods
and Learning Hours, or who fail to complete the summative or formative
assessment(s) specified above, may be subject to the Academic Progress
procedures defined in the University's General Regulation V, and may be
required to leave the University.