Insights from an Interdisciplinary, Co-taught Course on Birth, Death, and Medical History

Abstract

This article discusses an interdisciplinary course titled: “Life’s Cycles: Birth, Death, and the History of Medicine” and seeks to offer ideas to faculty that might enhance their own courses. “Life’s Cycles” provides an enriching environment for science majors and non-science majors to learn the science, history and ethical dilemmas surrounding major medical and scientific discoveries. This is a four-week class to which students attend for 3.5 hours each day. Taught seven times since 2012 (with an average of 35 students), it is team-taught by two professors: one from history and the other biology. The course counts as an elective for the medical humanities and society minor and a scientific intersections course for the University’s general education plan. This paper describes the innovative use of student group collaboration and discussion of relevant texts related to the history of medicine and medical ethics. The course includes invited guest speakers such as local physicians, nurse midwives, grief counselors, and other medical personnel. It also invites guests who have experienced significant illness. Students learn how the practice of medicine has evolved as a science; an understanding of disease progression and the ethical treatment of patients through lectures, discussions, films, podcasts, books, and articles. Rich discussion arises from the varied experiences of science majors, humanities, and social science majors. For the final project, students collaborate on researching a disease, producing a paper and making a film that all showcase the scientific understanding of the disease, its history, treatment and an associated ethical dilemma. Students have commented that the class has changed their perspective and provided deeper understanding on major life events.