Global Medicine: Historical Sources and Problems (HIH1611)
|Staff||Dr Rebecca Williams - Convenor|
|Duration of Module||Term 2: 11 weeks;|
The aims of this module are (1) to introduce students to key ideas, institutions and interventions in the interrelated histories of global health, international health and colonial medicine; and (2) to introduce students to the rich body of sources available for analysing and interpreting this history. Through close analysis of a diverse range of sources, students will critically assess global health projects in their social and political contexts, and examine their relationship to broader projects of imperialism, modernization, development and globalization. Students will also have the opportunity to conduct their own research into the source material, to consider its utility and limitations, and use it to explore particular topics and themes. In doing this, the module will help students develop skills in source analysis and research that will provide a foundation for future historical work.
ILO: Module-specific skills
- 1. Knowledge of key ideas, institutions and interventions in the history of colonial medicine, international health and global health.
- 2. Ability to analyse the relationships between global health and major social, economic and political processes and ideologies.
- 3. Work critically with a range of sources for the history of global health, international health and colonial medicine.
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. utility, limitations, etc, and compare the validity of different types of sources.
- 5. Answer a question briefly and concisely.
- 6. Present work orally, respond to questions orally, and think quickly of questions to ask other students.
ILO: Personal and key skills
- 7. Conduct independent study and group work, including the presentation of material for group discussion, developed through the mode of learning.
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 9. Work with others in a team and to interact effectively with the tutor and the wider group.
- 10. Write to a very tight word-length.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||2||2 hour lecture: Introduction to module|
|Scheduled learning and teaching activities||20||10 x 2 hour seminars. At a meeting of the whole class generally a different group of 3-4 students will give a presentation to the whole class, followed by class discussion and working through the sources for that week carefully. Additional sources may be issued in the class and the lecturer will also use the time to set up issues for the following week.|
|Guided independent study||128||Students prepare for the session through reading and research; writing a weekly source essay and preparing one group presentation in the course of the term.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group presentation (3-4 students)||10-15 minutes||1-4, 6-7, 9||Oral|
|Lowest mark from portfolio of 5 source commentaries||500 words||1-5, 7-8, 10||Mark and written comments|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|4 highest marks from portfolio of 5 source commentaries||60 (15% per commentary)||2000 words (500 per commentary)||1-5, 7-8, 10||Mark and written comments|
|Essay on Sources||40||1500 words||1-5, 7-8, 10||Mark and written comments|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|4 highest marks of portfolio of 5 source commentaries||4 highest marks of portfolio of 5 source commentaries||1-5, 7-8, 10||Referral/deferral period|
|1500-word essay||1500-word essay||1-5, 7-8, 10||Referral/deferral period|
Indicative learning resources - Basic reading
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Indicative learning resources - Other resources
Film: Deepa Dhanraj, Something Like a War (1991) – a documentary about population control in India
Available as distance learning?
Last revision date
Key words search
Medicine, Health, Imperialism, Cold War, Development, Colonialism, Globalisation.