Module PHIL42830: History and Philosophy of Medicine and Health

Department: Philosophy

PHIL42830: History and Philosophy of Medicine and Health

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To explore conceptual issues arising in and around medicine and health.
• To promote understanding of the role of medicine and health in society.
• To explore relevant topics arising in the history of medicine and health.
• To explore relevant topics in the philosophy of medicine and health.
• To explore the interface between historical and philosophical approaches to medicine and health.

Content

• Overview of major issues in the history and philosophy of medicine and health.
• Conceptual topics in the philosophy of medicine and health, including themes such as: the nature of health; the goals of medicine; population and individual; kinds of evidence, value theory in medicine and health; and epistemic injustice in medicine.
• Ethical issues in the history of medicine and biomedical research, including themes such as medical confidentiality, informed consent, animal experimentation, and human trials.
• Social history and philosophy of medicine and health research, including topics such as race, class, gender, and health inequalities.
• In consultation with the Module Leader, students will choose a topic for their assessed essay. The essay's topic must relate to the course content, for example by developing one of the subject areas covered in the seminars, or linking seminar topics together. Topic proposals falling outside these areas will have to be approved by the Module Leader.

Learning Outcomes

• At the end of the module students will be familiar with:
• Key historical ideas and ethical problems related to medicine and health .
• Key philosophical ideas and theories related to the conceptual foundations of medicine and health.

• By the end of this course, students will be able to:
• Identify key debates in the history and philosophy of medicine and health.
• Evaluate historical evidence and ethical arguments for key areas of study.
• Assess the strength of philosophical arguments in key areas of study.
• Formulate a research question on a topic in the history and/or philosophy of medicine and/or health.
• Communicate original thoughts on a chosen topic in the history and/or philosophy of medicine and/or health in the form of a summative essay.
• By the end of the module students should be able to:
• Demonstrate skills in understanding and interpreting historical and ethical concepts and arguments concerning medicine and health.
• Demonstrate skills in understanding and interpreting philosophical theories and arguments concerning the conceptual foundations of medicine and health, in contemporary and historical perspective.
• Critically evaluate the foregoing theories, arguments, and ethical problems.
• Write a critically aware and well-informed essay on a selected topic relevant to the history and/or philosophy of medicine and/or health.

• Structure and clarity in written communication.
• Comprehension of complex ideas, arguments, and theories.
• Defence of one’s views by reasoned argument.
• Seeking out and identifying appropriate sources of evidence and information.
• Tackling problems in a clear-sighted and logical fashion.
• Discovery, synthesis and understanding of information.
• Effective communication of novel findings.
• Independent critical analysis.
• Adaptable, flexible, innovative, and creative approaches to work and problem solving.
• Ability to set goals and work to deadlines.

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

• Seminars provide structured group teaching and the opportunity for group discussion, allowing students to clarify points and refine their views, through interaction with the seminar leader and their peers. Through seminars, students will further develop their argumentative abilities and learn to put forward their views in a clear, structured manner.
• One-to-one supervisions are tailored specifically to the research projects of individual students, providing a valuable opportunity for them to clarify and discuss ideas. One-to-one supervisions will also assist students in locating relevant library resources, formulating appropriate and concise essay topics, and working out argument structures. Supervision sessions are also used to offer critical feedback on draft summative essays, prior to submission. Supervisions will not timetabled and organized directly between students and tutors as schedules permit.
• Students are encouraged to attend relevant EIDOS (postgraduate philosophy society) talks and departmental Research Seminars.
• Feedback on draft work will assist students in preparing the summative assignment.
• For the summative essay, students will be required to focus on a specific research question, demonstrate advanced knowledge of the relevant literature, develop a critical understanding of relevant ideas and arguments and put forward a philosophical position in the form of a clear, structured philosophical argument.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

500-1000 words formative assessment.

■ 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