Module ANTHNEW: Theory Method and Principles of Evolutionary Medicine

Department: Anthropology

ANTH42130: Theory Method and Principles of Evolutionary Medicine

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To give students advanced subject-specific knowledge which is core to Evolutionary Medicine. The course is seminar and practice-based, giving students the opportunity to read, synthesize and present recent primary literature and major reviews within the full range of Evolutionary Medicine. Students prepare presentations individually and collaboratively, and engage in a mini-research project involving appropriate research methods. Students are thus brought into contact with up-to-date research, are encouraged to evaluate it critically, conduct research themselves, and gain practice in presenting relevant material to others.

Content

• Advanced evolutionary theory.
• Research methods used in Evolutionary Medicine.
• Concepts, approaches and methods in Evolutionary Medicine.
• How those who study and write about Evolutionary Medicine apply their knowledge to an understanding and treatment of pathologies from a variety of interdisciplinary standpoints: evolutionary, ecological, biological, clinical, palaeopathological, psychological, anthropological and so forth.
• The contribution of Evolutionary Medicine to health policy and planning.
• Practical problems in the application of theory to practice in Evolutionary Medicine.

Learning Outcomes

• 1. Advanced knowledge and understanding of evolutionary theory including concepts such as the forces of evolution (natural selection, genetic drift, gene flow and mutation), and other relevant concepts such as kin selection, and sexual selection, knowledge to be acquired through the reading of primary and secondary sources.
• 2. Advanced knowledge of historical and contemporary applications of evolutionary approaches to health and illness beginning with studies in the late nineteenth century and progressing to the present day.
• 3. Advanced knowledge of the history and rise of Evolutionary Medicine as a new multidisciplinary subject, and its relationship to hard and soft sciences and clinical medicine.
• 4. Advanced knowledge of frameworks suggested as organizing principles for Evolutionary Medicine to cover (i) Defenses, (ii) Host-Pathogen Coevolution or an Arms Race, (iii) Novel Environments (the mismatch between the environment in which humans evolved and our current ones), (iv) Genes (that can be beneficial or detrimental depending on our environment), (v) Design Compromises (e.g., problems we experience as bipeds) and (vi) Evolutionary Legacies (constraints on design posed by our phylogenetic heritage).
• 5. Advanced knowledge of how Evolutionary Medicine is being applied to a range of areas in medicine and health.
• 6. Advanced knowledge of critiques of Evolutionary Medicine.
• 7. An awareness of the relationship between evolutionary theory and clinical medicine, and how knowledge of the former can translate into specific, practical benefits for the latter.

• 1. An advanced ability to apply subject-related knowledge and advanced theoretical models to existing problems in EM.
• 2. To master at advanced level the application of a range of approaches to studies in EM, including laboratory and clinical studies, and various models including statistics.
• 3. Advanced ability to synthesize, critically evaluate and present complex material, including data, models and theoretical arguments relevant to evolutionary theory and EM.
• 4. Acquisition of advanced research skills to enable students to engage in research projects at MSc level (including the dissertation) in the field of EM.

• 1. Teamwork: Students should be able to learn and research collaboratively, involving joint decision-making and effective communication over the division of tasks.
• 2. Autonomy: Students should be able to work independently and take responsibility for all aspects of their research and learning.
• 3. Communication: Students should be able to express themselves clearly and concisely in writing on theoretical and practical topics, and explain why particular issues are important and/or controversial.
• 4. Communication: Students should be able to make effective oral presentations including the use of professional posters using software such as Powerpoint.
• 5. Writing: Students should be able to write concise and effective abstracts, research grants that could be funded, and papers/reports of sufficient quality to submit to journals.
• 6. Professionality: Students should be able to observe professional and/or academic codes of conduct including appropriate application of ethics.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• TMPEM is an intensive seminar and practice-based course. Seminars provide an opportunity for students to read, synthesize and present recent primary sources of data and major reviews within the full range of Evolutionary Medicine (SSK1-7). Students prepare presentations individually and collaboratively. Students are thus brought into contact with up-to-date research, are encouraged to evaluate it critically, gain practice in presenting relevant materials to others and to learn collaboratively (Learning Outcomes SSS1-4 and KS1-7). Students also gain practical experience of conducting mini-research projects using appropriate research methods.
• Assessment:
• Summative assessment comprises: a) a 2-hour exam, b) completion of a group presentation based on a research project, and c) completion of an individual poster using Powerpoint or another suitable software programme. The examination will assess all the learning outcomes in SSK and SSS and will assess KS 2 and 3. The group presentation will assess a number of outcomes in SSK and the SSS depending on the specific topic that is chosen by the students. It will also assess KS 1, 4-6. The individual Powerpoint Poster will similarly assess a number of outcomes in SSK and the SSS depending on the specific topic that is chosen by the students, and KS 2, 4-5.
• Formative assessment will be provided in writing from drafts provided of the individual Powerpoint Posters, and through oral feedback in response to student presentations at seminars. Students will also be given unseen quizzes during each term on which they will be provided with written feedback.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Comment and evaluation of draft posters, oral feedback on seminar contributions, written feedback on termly quizzes.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University