Module ANTH4068: Evolutionary Medicine: Health

Department: Anthropology

ANTH4068: Evolutionary Medicine: Health

Prerequisites

• ANTH2011 Ecology, Genomics and Health OR ANTH2061 Evolution, Variation and Adaptation. 2015/16 ONLY - HUSS 2291 Human Ecology OR HUSS 2331 Molecules and Morphology OR ANTH 2011 Human Ecology, Genetics & Health OR ANTH 2061 Evolutionary Anthropology

Corequisites

• None

Excluded Combination of Modules

• Cannot be taken with ANTH 4028 Evolutionary Medicine: Disease

Aims

• To examine contemporary health problems using evolutionary and ecological perspectives and to give students advanced subject-specific knowledge which is core to Evolutionary Medicine.
• To expose students to the perspective of evolutionary medicine as applied to reproductive and infant health; and to encourage the critical appraisal of the management of various aspects of reproductive and infant health issues by western biomedicine in the light of evolutionary theory.

Content

• The course will consider a number of health issues of importance in low-income and more affluent contexts that may, include ethnicity and health, infectious diseases (e.g. HIV/AIDS, emerging infections) ageing and vaccine development, other topics of general and immediate interest within evolutionary medicine and anthropology. Evolutionary, ecological and evolutionary ecological perspectives will be emphasised and will be contrasted with more clinical perspectives. Students will acquire an advanced understanding of evolutionary and ecological theories surrounding various pathologies and will be expected to read and criticise primary and secondary literature. The module also takes the viewpoint that many contemporary aspects of human reproduction and infant development that we consider ‘health issues’ are products of our evolutionary heritage that have become inappropriately pathologised. In some cases so-called medical conditions are related to an incompatibility between the lifestyles and environments in which humans currently live and the conditions under which human biology evolved. In other cases what appears clinically pathological is evolutionarily normal when variations in life history strategies are understood. This module explores ways in which questions about reproductive and infant health and disease can be re-framed in consideration of an evolutionary perspective, how evolutionary hypotheses regarding health issues can be tested, and whether new suggestions about intervention into and treatment of reproductive and infant health ‘conditions’ can be made using an evolutionary perspective. The module will cover issues such as precocial puberty, teenage motherhood, maternal-fetal conflict & gestational diabetes; nausea and vomiting in pregnancy, the evolutionary obstetrical dilemma, infant care strategies, sudden infant death, infanticide and child abuse, duration of breastfeeding and timing of weaning.

Learning Outcomes

• To develop a good understanding of evolutionary and ecology theories as they apply to human health, disease and medicine
• To understand at advanced level the theoretical and practical contributions of evolutionary medicine as applied to a number of pathologies, and contrast evolutionary and ecological perspectives with clinical approaches.
• To understand at advanced level a number of evolutionary and ecological models of human diseases and how these have practical benefits for improving medical care.
• To understand and explain the application of evolutionary perspectives to a variety of contemporary reproductive and infant health issues
• To understand the value of a cross-cultural perspective in informing the evolutionary medicine of reproductive and infant health

• Application of evolutionary and ecological approaches to contemporary health problems.
• Ability to recognise and promote the practical benefits of Evolutionary Approaches to health.
• Articulate how an evolutionary perspective to reproductive and infant health might inform current health care practices and interventions
• Be able to critically evaluate evolutionary explanations of reproductive and infant health issues and be able to articulate how these might be tested
• Be able to synthesise evolutionary theory with contemporary understandings of reproductive and infant health

• To develop skills in writing an abstract based on a longer piece of work.
• To write critical reports using the relevant primary and secondary literature.
• To develop the ability to work independently to identify and critique primary literature.
• To develop skills in oral presentation.
• To develop the ability to engage in discussion and debate on theoretical and practical issues.
• To develop the ability to present verbal summaries of data and theoretical perspectives based on readings of academic literature
• To develop the ability to present written summaries of debates and argue for a particular perspective using research based evidence.
• To develop the ability to synthesize and integrate material across topics and apply cross-cutting theoretical perspectives.

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

• There will be weekly or fortnightly seminars (1.5 hours each). The format of the seminars may vary, some being research led and student directed. Students will be expected to make presentations as part of some seminars, providing them an opportunity to develop presentation skills in a supportive environment. The coursework assignment tests skills of independent reading, understanding, analysis and presentation. Independent reading will reinforce the Learning outcomes. Assessment comprises a poster, a 2,000 word essay, a 2500 word essay and a reading blog. This range of assessment allows student to demonstrate acquisition of subject knowledge, subject skills and key skills. Formative assessment helps students prepare for the summative work.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment and feedback: a) to write a formal abstract of 250 words using a journal paper supplied but with the abstract omitted, and b) initial draft of the Powerpoint Poster using reference criteria from the Human Biology Association (USA) Guide to Producing Effective Posters, c) an initial draft of the critical essay on a health topic, d) verbal comments during seminar discussions, e) essay plan (400 words) for the reproduction and infant health essay

■ 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