Module ANTH4028: Evolutionary Medicine: Disease

Department: Anthropology

ANTH4028: Evolutionary Medicine: Disease

Prerequisites

• ANTH2011 Ecology, Genomics and Health OR ANTH2061 Evolution, Variation and Adaptation

Corequisites

• None

Excluded Combination of Modules

• Cannot be taken with ANTH4068 Evolutionary Medicine: Health or if ANTH3151 Nutritional & Disease Ecology was previously taken.

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 examine why certain non-communicable diseases, such as obesity, type 2 diabetes, cardiovascular disease, breast cancer, allergies and mental health problems, have become common, first in affluent western populations and now, increasingly, worldwide. The module applies an evolutionary perspective because of its value in showing us why and how human bodies are vulnerable to these diseases.

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, the Hygiene Hypothesis, concepts of mismatch and 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.
• As a group, western diseases such as type 2 diabetes, cardiovascular disease, breast cancer, allergies and mental health problems, constitute one of the major problems facing humans, particularly as they extend into the poorer countries of the world. At the heart of the evolutionary approach taken in this module is the notion that human evolution occurred in circumstances very different from the modern affluent western environment and that, as a consequence, human biology is not adapted to the contemporary western environment. Building on this core insight, the module examines theories about inherited genetic susceptibility to these diseases at the population level, as well as recent ideas about the developmental origins of health and disease.

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 diseases, 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. Have a broad understanding of the evolutionary history of human disease
• Understand and be able to explain how an evolutionary perspective can inform biomedical explanations of how the prevalence of a variety of western diseases has changed over time and varies across populations.
• Be able to suggest ways in which an evolutionary perspective can inform ideas about the prevention of western diseases

• Application of evolutionary and ecological approaches to contemporary health problems.
• Ability to recognise and promote the practical benefits of evolutionary approaches to health.
• Ability to use appropriate terminology to describe chronological and geographical variation in the health of populations, especially in the prevalence of non-communicable diseases.
• Ability to critically evaluate evolutionary explanations of historical and current patterns in the geographical prevalence of western diseases
• Ability to synthesise evolutionary theory with contemporary understandings of western diseases

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

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

• The format of the seminars may vary, with some tutor led and some student led. 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 2,000 word essay (70%) and a powerpoint poster (30%) developed from the same topic to be chosen in consultation with the course instructor(s).

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment will be a) an initial 600 word draft of the summative essay and b) an outline draft of the Powerpoint poster using reference criteria from the Human Biology Association or American Association of Physical Anthropologists (USA) Guide to Producing Effective Posters,c) written feedback on Western diseases poster d) essay plan (400 words) on a Western diseases topic.

■ 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