UCONJ 504
Advanced
Interdisciplinary Cases in Global Health
INSTRUCTORS
Martina
Morris morrism@u.washington.edu
College
of Arts and Sciences, Departments of Sociology and Statistics
Office hours by arrangement with instructor
Bettina
Shell-Duncan bsd@u.washington.edu
College
of Arts and Sciences, Department of Anthropology
Office hours by arrangement with instructor
Ann Kurth akurth@u.washington.edu
Office hours by arrangement with instructor
Day/Time: Mondays
and Wednesdays 10:30-11:50
Room: Denny
401
Course
Website: http://csde.washington.edu/fogarty/Course2008/
Electronic
Reserves: http://www.lib.washington.edu/services/course/
Catalyst posting sites
GoPosts: https://catalysttools.washington.edu/gopost/board/bsd/5190/
Collectit: https://catalysttools.washington.edu/collectit/dropbox/bsd/2094
This seminar uses a case-study approach to
emphasize the role of multidisciplinary collaboration in defining, analysing
and solving problems in global health. Students will be exposed to the full
range of disciplinary perspectives taken on a given case study: from biomedical science and statistical
analysis to legal, ethical, social and policy issues. Each case study provides material
for three weeks of intensive study. Students are expected to learn to delve
deeply into the underlying causes of a given global health problem, research
and study the problem from different perspectives, and work together to posit
possible solutions. Because the students will come from a wide variety of
backgrounds and interests, we anticipate lively and challenging engagement in
the seminar topic.
The materials for this seminar were
developed through a quarter-long interdisciplinary faculty workshop funded by
the Fogarty International Center at
NIH. Faculty from the schools of
Medicine, Public Health, Nursing, Arts and Sciences and Law participated.
Structure
The
course will be taught in three modules, each focusing on a single case, each
taught by a different professor. There will be six segments per module. The topics
for each segment are common to each module:
·
Introduction
to the topic
·
Why
is this a priority?
·
What
kind of evidence is needed to evaluate and address this case topic? What kind of evidence is out there?
·
How
does institutional capacity affect the problem and the potential solutions?
·
Conflicting
goals and unanticipated outcomes
·
Ethical
issues
Learning Objectives:
At the end of the seminar students will have the ability to: 1) describe the case studies covered analytically considering quantitative parameters such as populations affected, and resulting burden of disease in affected societies; 2) contrast the descriptive and analytic approaches taken by the discipline represented in the seminar towards the three case studies: health sciences, social sciences, and statistics; 3) find and evaluate the information needed to understand the biomedical science, the social context, and the ethical aspects of a case; 4) integrate diverse disciplinary perspectives into a comprehensive analytical framework for understanding individual case studies; 5) organize diverse disciplinary resources for presentation in class discussion; 6) consistently apply and demand critical thinking in approaching complex health issues.
Format
The class will be taught
in seminar format involving the presentation of cases, and an interactive
dialogue between the case author and the students. The course format will
combine seminar discussions and occasional informal lectures, with an emphasis
on critical evaluation of currently debated issues.
Requirements for the class include active participation, completion of a
personal statement, 3 position papers on current debates, and GoPosts. Grades will be weighted as follows:
Participation 20%
Personal Statement 10%
3 Position Papers 40%
GoPosts 30%
There will be no final exam.
Personal Statement: After the first class meeting each student
will be asked to write a personal statement regarding their views on the cases
that will be basis for each module.
These views may range from being neutral and uninformed about the topic,
to being informed to a greater or lesser degree and having strong views about
the practice, public debates and efforts to curb the problem(s).
Position Papers:
Each module of the course is being initiated by presentation of a case
that pertains to the module topic.
Students will be asked to complete 3 brief (750-1000 word) papers on one
or more arguments raised by the case. A
draft of the position paper will be due on the day indicated on the course
schedule, and a portion of the class will be devoted to talking about the
papers. Students will have the option of
revising their paper, and handing in a final copy by Friday of that same
week. If the paper is revised, only the
final copy will be graded.
Position papers will be graded on the following criteria:
1) there is a clear and persuasive argument;
2) the paper is well-written and organized;
3) the readings are cited accurately and
thoroughly;
4) the readings are critically analyzed, and
related to other topics raised in class.
GoPosts: Students will be asked to submit a response to readings
assigned for a module for that day by GoPost.
The GoPost should be submitted no later than 6:00 pm on the day before
class. This should be a short (about ½ double-spaced page) but coherent,
carefully written paragraph that develops a line of thought, and/or raises a
question for discussion. Please follow
the following format:
Cross Talk:
Write a short paragraph situating the day’s readings within the context
of the course as a whole: what new elements do they bring to the subject? Which previous
readings do they build upon, which do they leave out? What questions do they raise?
For
guidance on using GoPosts, visit http://catalyst.washington.edu/help/gopost/index.html
These GoPosts
will be used to guide and enrich class discussion, and will also provide an
archive of your developing responses to and reflections on the course
materials, as well as those of your classmates.
There are 3 Modules, each with 6 segments. You are expected to write an GoPost for
readings pertaining to at least 12 of the total 18 segments. You may write an GoPost for more than one
segment per class meeting, but each should be posted separately. GoPosts will not be graded, but you must complete a total of 12 GoPosts in
order to get full credit.
Topics for Spring 2008
The cases
that have been selected to be taught this spring (and the teachers) are:
1.
Preventing
Mother to Child Transmission of HIV, Professor Martina Morris
2. Female
Genital Cutting, Professor Bettina Shell-Duncan
3. Tuberculosis in a Social Network of
Immigrant Youth, Professor Ann Kurth