Special themes in history of medicine

Course Information
TitleΕιδικά θέματα στην ιστορία της ιατρικής / Special themes in history of medicine
CodeΙΜΙΓ007
FacultyHealth Sciences
SchoolMedicine
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter
CoordinatorEleni Arampatzidou
CommonNo
StatusActive
Course ID600013287

Programme of Study: DiPMS Istoría tīs Iatrikīs & Viologikī Anthrōpología: Ygeía, Nósos kai Fysikī Epilogī (2018-2024)

Registered students: 1
OrientationAttendance TypeSemesterYearECTS
Istoría tīs IatrikīsCompulsory Course belonging to the selected specialization (Compulsory Specialization Course)327.5

Class Information
Academic Year2022 – 2023
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Class ID
600219199
Course Type 2021
Specialization / Direction
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
Prerequisites
General Prerequisites
Learning Outcomes
Having successfully completed the course the students have: -acquired knowledge on: #19th and 20th century landmarks of a History of Medicine's dialogue with Literature and the Arts #19th century theories of Degeneration articulated by Morel, Lombroso and Nordau and a parallel discussion with Modern Greek doctor-writer Pavlos Nirvanas #Foucault's theory on the Birth of the Clinic #Nazis' medical policies against the avant-garde movements of early 20th century mostly expressionism #Biomedical practices of late 20th century and their role in the establishment of Bioethics -have formed an overall idea of the progression from Medical Ethics to Medical Humanities and Health Humanities -have understood the historicity of Medicine and the evolution process through milestones offered for cross-readings between Medicine and the Humanities -have obtained a solid perception of the personalities, particularities and different identities of Medical Humanities and Health Humanities as paradigms of inter-disciplinarity and multi-disciplinarity -have obtained a solid understanding of the content and difference among the terms interdisciplinarity, multidisciplinarity, transdisciplinarity -have followed the display of the tug-of-war between the two cultures in three phases (Arnold-Huxley, Snow-Leavis, Sokal-Derrida) -have experienced theory applied in practice through multi-medial presentation of the inter-disciplinary paradigm of synaesthesia -have experienced the case-study of neuroscience-creativity relationship -have gained experience of the use of tools of writing and studying Literature in medical teaching and clinical practice -have learned to move easily and function in the inter-disciplinary and multi-disciplinary field -have exercised in theory and practice of inter-disciplinary paradigms, their exploration towards discovering paper subjects and handling them in structuring their essay(s) -have been informed of methodological and practical issues that arise for the researcher in the inter-disciplinary field
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
-Inter-disciplinarity, multi-disciplinarity, trans-disciplinarity: terms, representations, paradigms -"Two cultures" in three phases (Arnold-Huxley, Snow-Leavis, Sokal-Derrida) - Medical Humanities and Health Humanities as paradigms of inter-disciplinarity and multi-disciplinarity -Progress of evolution from Medical Ethics to Medical Humanities and Health Humanities, their personality, particularities and milestones contributing to this process -Landmarks in the History of 19th and 20th century Medicine as staples forming a dialogue between Medicine and Literature and the Arts: -19th century theories of Degeneration articulated by Morel, Lombroso and Nordau and a parallel discussion with Modern Greek doctor-writer Pavlos Nirvanas -Foucault's theory on the Birth of the Clinic -Nazis' medical policies against the avant-garde movements of early 20th century mostly expressionism -Biomedical practices of late 20th century and their role in the establishment of Bioethics -Milestones in the History of medical teaching process developed in the area of Medicine/ Literature and Arts dialogue -Medical use in teaching and clinical practice of tools employed in writing and reading Literature -Narrative Medicine, approaches and criticism (Richard Selzer) -Inter-disciplinary case-study on the interconnective subject of neuroscience-creativity -Theory to practice inter-medial presentation of inter-disciplinary case-study on synaesthesia as area of dialogue between Medicine and Literature and the Arts
Keywords
Medicine, History, Literature, Arts, Inter-Disciplinaity
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
Powerpoint presentations during classes, later posted on the elearning site of the course. Contacting students via elearning and email platforms (along with in person communication).
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures251
Fieldwork160.6
Reading Assigment351.4
Field trips and participation in conferences / seminars / activities40.2
Project451.8
Written assigments62.52.5
Total187.57.5
Student Assessment
Description
Assessment is based on a written essay and students have been informed beforehand for the structure and expected qualities of the essay (orally and by post on elearning) so as to attend to the required conditions. Students are evaluated both on completion of the essay (80%) and while in progress in presenting the material and methods of the essay(20%).
Student Assessment methods
  • Written Assignment (Summative)
  • Labortatory Assignment (Formative)
Bibliography
Course Bibliography (Eudoxus)
https://elearning.auth.gr/course/view.php?id=15961#section-1
Additional bibliography for study
https://elearning.auth.gr/course/view.php?id=15961#section-1
Last Update
30-11-2022