Universitat Internacional de Catalunya

History and Philosophy of Medicine

History and Philosophy of Medicine
2
7628
3
Second semester
OB
Medicina social, habilidades de comunicación e iniciación a la investigación
Filosofía e historia de la Medicina
Main language of instruction: Spanish

Teaching staff


Mrs. GÓMEZ LA CRUZ, María Laura - mlgomez@uic.es

An appointment by e-mail

Faculty: 

Dra. Maria Laura Gomez: mlgomez@uic.es (Coordinator)

Dr. Gabriel Fernández Borsot: gfernandez@uic.es


Introduction

The course Philosophy and History of Medicine offers a critical and contextual approach to the study of fundamental medical problems throughout history. Through historical and philosophical analysis, it examines the responses developed in different periods and reflects on the evolution of medical knowledge and its projection in contemporary practice.

The History of Medicine enables an understanding of medicine as a historical and cultural reality. Moreover, its study provides physicians with an ethical and humanistic dimension, as noted by Pedro Laín Entralgo (1978), by placing them in continuity with the professionals who preceded them and by revealing the processes through which the knowledge that underpins current medical practice was consolidated.

In the present context, medical practice is not limited to the mastery of clinical, therapeutic, and epidemiological knowledge; it also requires an understanding of the family, social, economic, and cultural factors that influence health and disease. This comprehensive perspective is essential for healthcare that is centered on the person and their environment.

Philosophy of Science, provides the conceptual tools necessary to analyze the nature of scientific knowledge, its development, the evolution of medical theories, and the criteria of validity that support research and clinical practice. In this way, the course encourages critical reflection on the epistemological foundations of medicine.

Overall, the course aims to highlight the influence of historical and sociocultural factors on the development of medical knowledge, to facilitate an understanding of the origin and meaning of medical terminology, and to promote the critical use of scientific literature, thereby contributing to the humanistic, ethical, and scientific education of future healthcare professionals.

Pre-course requirements

The course does not require any prerequisites from other subjects. However, an open attitude toward learning and a willingness to engage in dialogue and active listening are recommended.

Objectives

  1. Explain the biological, historical, social, and cultural nature of the concepts of health and disease.

  2. Analyze the process through which the bodies of knowledge that study the human being in states of health and disease have been constituted.

  3. Understand the evolution of medicine and of scientific and medical knowledge in different historical contexts.

  4. Comprehend the importance and the limitations of scientific thinking in the study, prevention, and management of diseases.

  5. Describe the historical development of healthcare services, their organization, and the different models of healthcare delivery.

  6. Analyze the issues associated with the practice of medicine and relate them to the institutions that have regulated it, as well as recognize the existence of and reasons for the emergence of different healthcare professionals.

  7. Understand the evolution of interprofessional relationships in the history of medicine.

Competences/Learning outcomes of the degree programme

To adopt, in professional practice, a critical and creative perspective, characterized by constructive skepticism and oriented toward research.

  • 01 - Recognise the essential elements of the medical profession, including ethical principles, legal responsibilities and patient-centered professional skills.
  • 06 - Develop professional practice with other health professionals, acquiring teamwork skills.
  • 23 - Communicate effectively and clearly, both orally and in writing with patients, family members, media and other professionals.
  • 31 - Understand, critically evaluate and know how to use sources of clinical and biomedical information to obtain, organize, interpret and communicate scientific and health care information.
  • 32 - Know how to use information and communication technology in clinical, therapeutic, preventive health care and research.
  • 34 - Ability for critical thinking, creativity and constructive skeptisim with a focus on research within professional practice.
  • CTP-3 - To develop critical thinking and reasoning as well as self-assessment skills.

Learning outcomes of the subject

Knowledge

The student will be able to:

  1. Identify the main historical milestones in medical development, describing the evolution of knowledge as well as medical and philosophical paradigms over time, recognizing how these processes have contributed to global health and the reduction of inequalities.

  2. Explain the biological, historical, social, and cultural nature of the concepts of health and disease, from Antiquity to contemporary medicine, highlighting the foundations of health education and equitable healthcare.

  3. Describe the historical development of medical care and the professionalization of physicians, as well as the evolution of the medical system, the physician–patient relationship, and collaboration with other healthcare professionals, highlighting its link to the construction of fair and accessible institutions and to international cooperation in health.

Skills

The student will be able to:

  1. Compare historical conceptions of disease and the figure of the physician, identifying variations in healing practices across different temporal and cultural contexts.

  2. Integrate contributions from historical and scientific sources as an epistemological framework to explain the evolution of medical knowledge.

  3. Critically analyze philosophical and historical texts to support the contribution of history and philosophy to a humanistic medical practice committed to social justice.

  4. Discuss the social, ethical, and cultural implications of medical advances and emerging technologies (such as AI), identifying benefits, challenges, and ethical dilemmas.

Competencies

The student will be able to:

  1. Interpret health and disease phenomena by applying historical reasoning and ethical foundations of medical knowledge and professional practice, contributing to the promotion of health and well-being.

  2. Illustrate the evolution and importance of relationships among healthcare professionals and patient-centered care, drawing on historical foundations to strengthen modern medical practice that ensures equal treatment and interdisciplinary cohesion.

  3. Apply historical-philosophical foundations to critically support clinical decision-making, integrating scientific evidence with ethical and humanistic values, and communicating them transparently in the medical field.

     

Syllabus

The course will be divided into 2 modules, structured as follows:
Module: History of Medicine
I. Health, disease, and medical practice from prehistory to the emergence of modern science

Topic 1: Introduction to the History of Medicine

  • Definition and concept of the History of Medicine.

  • Importance of historical study for future physicians.

  • Prehistoric medicine.

Topic 2: Medicine in Antiquity

  • Fundamental principles of ancient medicine: Mesopotamia and Egypt.

  • Medical practices in non-Western cultures (India, China).

  • Greco-Roman medicine.

  • Hippocrates and Galen: rational medicine and their legacies.

Topic 3: The Middle Ages

  • Medicine in the Islamic world: advances and preservation of classical knowledge.

  • Medicine in medieval Europe: religious influences and empirical practices.

  • The Renaissance and the recovery of classical knowledge.

II. Health, disease, and medical practice from the modern era to the present day

Topic 4: Modern Medicine

  • The Renaissance: scientific and technological advances.

  • 17th and 18th centuries: the beginning of experimental science in medicine.

  • The revolution in anatomy and physiology.

Topic 5: 19th and 20th centuries

  • Germ theory of disease: Pasteur, Koch, and the birth of microbiology.

  • Advances in surgery, anesthesia, and vaccination.

  • The discovery of antibiotics and their impact on modern medicine.

Topic 6: History of Medicine in the 21st century

  • Contemporary medicine: technological advances, genomics, and personalized medicine.

  • Ethical and social challenges in modern medicine.

  • Reflection on the recent history of medicine and its future outlook.

Module: Philosophy

Topic 1: Philosophy of science. The scientific worldview
Topic 2: Critical thinking in science
Topic 3: Scientific revolutions
Topic 4: Science and society. Dimensions of scientific activity

 

Teaching and learning activities

In person



The methodology will be active and participatory, using a variety of teaching-learning strategies:

Lectures
A lecture is the setting in which a teacher delivers knowledge in a classroom to the whole group of students. However, this format also allows the introduction of small-group activities within the classroom and the development of strategies that encourage students’ active participation.

  • Case studies
  • Debates and reflections
  • Group work
 

Evaluation systems and criteria

In person



First examination period

History of Medicine: 70% of the final grade

Continuous assessment: 50%

  • Attendance and active participation

  • Short quizzes (carried out in person in the classroom during class hours)

  • Group project and oral presentation (optional)

Final exam: 50%
Written exam on the contents of the History of Medicine module. It is essential to pass the final exam with a grade of 5 or higher, and the final calculated grade for the module must also be 5 or higher.

Philosophy: 30% of the final grade

Continuous assessment: 40%
Activities carried out in person in the classroom during class hours.

Final exam: 60%
Written exam on the contents of the Philosophy module. It is essential to pass the final exam with a grade of 5 or higher, and the final calculated grade must also be 5 or higher.

Both modules must be passed separately in order to apply the corresponding percentages.

Important information

Students are reminded that attendance is not mandatory. However, students must plan their attendance responsibly.

Throughout the course, assessed progress activities will be conducted in person during class sessions.

No additional activities will be scheduled for those who do not attend; therefore, any student who misses a session will not receive a grade for that activity.

The optional/voluntary assignment will consist of group work on a topic that will be announced in due course. The assignment will include a written report and an oral presentation. It may contribute up to an additional 10% to the final grade of the History of Medicine module.


Second examination period

100% of the second examination period grade will be based on a written exam covering the contents of the entire course.


 

Bibliography and resources

  1. Artigas, M., El desafío de la racionalidad, Eunsa, Pamplona 2003.
  2. Artigas, M., Filosofía de la ciencia, Eunsa, Pamplona 1999.
  3. Bachelard, G. La formation de l'esprit scientifique, 7 ed., Paris, 1970.
  4. Calbet i Camarasa, Escudé i Aixelà, Història de la Medicina, PPU. Sa, Barcelona, 2009.
  5. Canguilhem G. Introduction à l'histoire de Sciences, 2 vol., Paris, 1970.
  6. Echeverría, J., Introducción a la metodología de la ciencia, Ed. Cátedra, Madrid 1999.
  7. Gargantilla P. Breve Historia de la Medicina. Del Chaman a la gripe A, Ediciones Nowtilus, SL, 2011
  8. Guerra F. Historia de la Medicina, Ediciones Capitel, Barcelona, 2007.
  9. Laín Entralgo P. La historia clínica, Madrid, 1998.
  10. Lopez Piñero, J. M. La medicina en la historia. Madrid, La esfera de los libros, 2003
  11. Sánchez González, Miguel Ángel. Historia de la medicina y humanidades médicas, Ediciones Elsevier, SL, 2012.

Teaching and learning material



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