MEDICAL ETHICS AND HUMANITIES PROGRAM HANDBOOK · The aesthetic approach emphasizes the literary skills of reading, writing, and interpretation, using them in the service of the health

MEDICAL ETHICS AND HUMANITIES PROGRAM

HANDBOOK

MASTER of ARTS: MEDICAL ETHICS AND HUMANITIES

MEDICAL ETHICS AND HUMANITIES CERTIFICATE PROGRAM

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TABLE OF CONTENTS

PART I ......................................................................................................................................................... 3

PREFACE ................................................................................................................................................ 3

GRADUATE EDUCATION RESOURCES ...................................................................................... 3

Mission Statement .............................................................................................................................. 3

College of Graduate Studies Staff .................................................................................................... 4

UNIVERSITY ENROLLMENT ........................................................................................................... 4

STUDENT HONOR CODE ................................................................................................................ 5

PART II ....................................................................................................................................................... 6

OVERVIEW AND HISTORY OF THE MASTER OF ARTS IN MEDICAL ETHICS AND

HUMANITIES ....................................................................................................................................... 6

MEDICAL ETHICS AND HUMANITIES PROGRAM GOALS ............................................. 7

OVERVIEW AND HISTORY OF THE MEDICAL ETHICS AND HUMANITIES

CERTIFICATE PROGRAM ................................................................................................................ 8

CERTIFICATE PROGRAM GOALS ........................................................................................... 10

APPLYING TO GRADUATE PROGRAMS .................................................................................. 11

TRANSFERING BETWEEN PROGRAMS .................................................................................... 11

MASTERS PROGRAM REQUIREMENTS ................................................................................... 12

Clinical Ethics Track ....................................................................................................................... 12

Medical Humanities Track ............................................................................................................ 12

COURSE CREDIT TRANSFERS...................................................................................................... 12

TRANSFER CREDITS FROM THE COLLEGE OF MEDICINE ............................................ 12

DROP/ADD COURSES ..................................................................................................................... 12

GRADING ............................................................................................................................................ 12

ACADEMIC ADVISEMENT ............................................................................................................ 14

APPEALS .............................................................................................................................................. 15

POLICY AND PROCEDURES ON STUDENT COMPLAINTS IN THE COLLEGE OF

GRADUATE STUDIES ...................................................................................................................... 15

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LEAVE OF ABSENCE AND WITHDRAW .................................................................................... 17

REQUIREMENTS FOR GRADUATION ....................................................................................... 17

PART III .................................................................................................................................................... 19

GRADUATE SCHOOL CALENDAR 2020-2021 .................................................................... 19

FACULTY AND STAFF DIRECTORY ............................................................................................ 19

APPENDIX ............................................................................................................................................... 21

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PART I

PREFACE

This handbook contains procedures of the College of Graduate Studies, as established by the

Graduate Faculty Council, and specific information for the Master’s Degree and Certificate

Programs. Every student accepted into the program is expected to be familiar with the contents

of this handbook. It is the student’s responsibility to understand and comply with all

University policies and procedures, and the procedures of the program upon acceptance.

Part I gives an overview of the graduate education resources available to all students enrolled

in the College of Graduate Studies. General student conduct consistent with University policies

and guidelines is described.

Part II provides a background of the Ethics and Humanities Programs and the essential

processes and procedures for applying to the program, general academic requirements, and the

advisement needed to successfully complete the program. Part II also details requirements for

graduation and advises students who plan to withdraw from the program, or who plan to

withdraw from another college and wish to continue the Program.

Part III contains the Graduate Student calendar for Ethics and Humanities Students and a

faculty and staff directory.

GRADUATE EDUCATION RESOURCES

Mission Statement

The mission of the College of Graduate Studies is to instill critical thinking, inspire curiosity, and

promote innovation to graduate future generations of scientists, researchers, teachers and community

leaders who will use the power of education, research and scholarship for positive impact.

The College of Graduate Studies at Northeast Ohio Medical University (NEOMED) was

established in 2009 and offers additional degree programs, including the Masters of Science

Degree in Health-System Pharmacy Administration, Masters of Public Health (MPH),

Integrated Pharmaceutical Medicine (M.S. and Ph.D.) and the Biomedical Sciences Program

(M.S. and Ph.D.; partnered with Kent State University).

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College of Graduate Studies Staff

Dean of the College of Graduate Studies

Steven Schmidt, Ph.D.

Vice President for Research

Professor of Anatomy

Phone: 330-325-5926

Office: G-235

Email: [email protected]

Program Director of Medical Ethics and

Humanities

Julie M. Aultman, Ph.D.

Professor

Family and Community Medicine

Phone: 330-325-6113

College of Graduate Studies Staff

Phil Jenkinson

Program Coordinator

College of Graduate Studies

Office: F-240

Phone: 330-325-6501


Nona Hose

Executive Administrative Assistant


Phone: 330-325-6499



The Northeast Ohio Medical University Student COMPASS, is a comprehensive listing of

services, departments, policies and procedures for ALL NEOMED students can be accessed

through the Registrar’s Website:

http://www.neomed.edu/registrar/

*Not all sections in the COMPASS directly apply to graduate students, unless they are

also students enrolled in the College of Medicine or the College of Pharmacy.

The College of Graduate Studies Policies and Procedures Guide can be found here:

https://www.neomed.edu/policies/

UNIVERSITY ENROLLMENT

To be considered enrolled at NEOMED, students must complete the registration process.

Students should refer to the NEOMED COMPASS to find more information on the Student

Enrollment Policy.

mailto:[email protected]




http://www.neomed.edu/registrar/

https://www.neomed.edu/policies/

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Refer to the Registrar website for current information regarding registration. Select the link

below and scroll down to “College of Graduate Studies” for specific information regarding

registration.

https://www.neomed.edu/registrar/annual-registration/course-registration/#1487869582561-

85689d9e-5e21

STUDENT HONOR CODE

As students at an institution of higher learning, all graduate students are encouraged to shape

the course of their own professional training through extensive contact with the faculty both

inside and outside of formal class work, through individual choice of elective study and

participation on policymaking committees.

Students are expected to develop and maintain the ethical and moral values consistent with all

social behavior, but especially those values that must be an integral part of the working attitude

of professionals in health care and research fields. Further, it is implicit in the very purpose of

the University that honesty and integrity be part of a student’s behavior throughout his or her

education, as well as after formal education is completed.

Lack of professional behavior, including unethical behavior of any sort, is contrary to the

fundamental principles of the profession and represents a deficiency on the part of the student

in the curriculum. Such a deficiency may result in adverse action regarding the student’s

education, including dismissal.

Each student who is admitted is expected not only to already possess a well-developed concept

of honor and personal integrity but also to maintain it throughout his or her tenure at the

university and afterward. This responsibility encompasses all public, academic and professional

activities of the student, particularly regarding the handling of privileged information derived

from patients and hospital records.

Each student shall demonstrate behavior that, by its nature and interpretation, is appropriate

for a professional. Such appropriate behavior includes, but is not limited to, the demonstration

of good judgment, personal insight, personal accountability, responsibility to patients, ability to

recognize personal limitations and ability to function under pressure. Students also must be

aware of the social impact of their behavior as a professional student and later as physicians,

pharmacists, healthcare professionals, scholars, teachers, scientists, and community leaders.

Participation in the honor system under the Student Honor Code is expected by all students

enrolled in the University. This honor code can be found in the University student handbook as

noted with a link on page 3 of this guidebook.

https://www.neomed.edu/registrar/annual-registration/course-registration/#1487869582561-85689d9e-5e21

https://www.neomed.edu/registrar/annual-registration/course-registration/#1487869582561-85689d9e-5e21

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PART II

OVERVIEW AND HISTORY OF THE MASTER OF ARTS IN MEDICAL

ETHICS AND HUMANITIES

MA Medical Ethics and Humanities Students begin the Medical Ethics and Humanities

Program by building a foundation with theoretical perspectives in ethics and the medical

humanities. This foundation gives students the tools to critically examine issues and values

relevant to health care delivery, research, and the health care organization, as well as the ability

to self-reflect, addressing biases and recognizing different viewpoints. All students will be

REQUIRED to participate in: 1) 6-credit foundations course; 2) 1-credit medical humanities

practicum; 3) 1-credit responsible conduct of research course; 4) 1-credit research ethics course,

and; 5), and a 3-credit research methods and evaluation course OR scholarly writing course.

Then, based on students’ interests and career paths, they may choose one of two tracks: medical

ethics with an emphasis on clinical ethics, or the medical humanities.

The Master of Art in Medical Ethics and Humanities is designed for healthcare professionals

and students who wish to explore the value and meaning of medicine from a multi-disciplinary

perspective, deepen their medical knowledge and skills in trained health professions, become

social science and humanities researchers and enhance patient, family and community care

through advanced graduate education and narrative-based approaches to health care delivery.

Enrollment History:

Class of 2017

Alisha Alabre

Prabhsimran Batra

Nicole Carey

Samuel Doerle

Lillian Hetson

Austin Hilt

Emily Mattern

Irvin Nasseri

Emanuela Peshel

Julia Saling

Venkat Tondapu

Andrew Whipkey

Class of 2018

Maria Kenner

Emily Lather

Ahmad Maarouf

Jude Meniru

Ashley Myer

Cynthia Pathmathasan

Anna Plummer

Koshala Selvakumar

Praveena Tondapu

Katherine Wu

Class of 2019

Anibelky Almanzar

Jessica Chan

Kaelin Cockrell

Ritika Gudhe

Sahana Harikrishnan

Maria Libertin

Nicholas Osborne

Class of 2020

Kelsey Johnson

Hannah Mann

Julie Michalec

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MEDICAL ETHICS AND HUMANITIES PROGRAM GOALS

The purpose of the Medical Ethics and Humanities program is to provide the opportunity for

students and healthcare professionals to examine how health system stakeholders shape and

are shaped by the meaning and value of health, disease, illness, and disability. Students will

gain a deeper understanding of the patient, family and community in relation to the self

through construction and deconstruction of narrative. Students will also recognize, resolve, and

reflect on challenging issues and problems that arise in clinical settings. To create a community

of educators and practitioners, our mission is to provide educational and experiential

opportunities in ethics and humanities. These will deepen medical knowledge and skills while

enhancing patient care. Training students to be social science and humanities researchers and

initiate early training of clinical ethics consultations, committee work, and policy development

and implementation are also objectives of the degree program.

Through the study of literature and other art forms, the medical humanities offer students and

healthcare practitioners opportunities to consider the human aspects of illness. Broadly

speaking, the medical humanities consist of three dominant conceptual approaches: the ethical,

the aesthetic, and the empathic, each one offering ways of expanding the field of vision of the

healthcare provider beyond the biological.

The ethical approach focuses on moral reflections, not simply teaching stories that deal with

moral quandaries in medicine but engaging students in the consideration of “the quality of a

lived life.” This broad perspective includes images of healers in literature, cultural perspectives

on illness, questions of justice in society, and the moral dimensions of every patient—healthcare

provider encounter.

The aesthetic approach emphasizes the literary skills of reading, writing, and interpretation,

using them in the service of the health professions. This approach focus on the patient’s story as

a narrative and the doctor or students as its listener or reader; is so doing, the aesthetic

approach encourages tolerance for the ambiguity and turmoil of clinical situations that form the

center of diagnosis and clinical relationships.

Finally, the empathic approach enhances the student’s ability to understand the experiences,

feelings, and values of other persons. Reading literature is an active and imaginative enterprise

that requires the reader to suspend his or her own point of view and enter the reality of another

character or another world. By increasing the reader’s appreciation of how individual

circumstances affect a person’s response to illness, reading and writing may lead to a better

understanding of patients and encourage more effective patient care.

To provide a comprehensive, academic opportunity for students and healthcare professionals

throughout Northeast Ohio who aim to:

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1. Understand and conceptualize medicine from different perspectives and disciplines in

the medical humanities

2. Gain a deeper understanding of the other (patient, family, community) in relation to the

self through narrative as it is constructed and deconstructed

3. Recognize, resolve, and reflect challenging ethical and professional issues or problems

that arise in the clinical setting

To create a community of educators and practitioners whose mission is to provide

educational and experiential opportunities in ethics and the humanities to:

1. Deepen medical knowledge and skills and enhance patient care,

2. Train students to be social science and humanities researchers, and

3. Initiate early training of clinical ethics consultations, committee work, and policy

development and implementation.

OVERVIEW AND HISTORY OF THE MEDICAL ETHICS AND

HUMANITIES CERTIFICATE PROGRAM

The Medical Ethics and Humanities certificate was previously names the Bioethics Certificate.

The name of the program was changed in academic year 2018-2019 to align the certificate as a

part of the Master of Medical Ethics and Humanities. The program curriculum remains the

identical to the previous Bioethics Certificate.

Medical ethics and bioethics are the study of ethics and biomedical ethical issues and dilemmas

in the broadly understood disciplines within science, technology and medicine. It is the study of

moral values and choices, and how they impact social and professional relationships, define

normative concepts, e.g., illness and disease, and lead to social policies and laws that shape and

are shaped by healthcare practices and services, scientific discovery, and technological

advancements. Bioethics is becoming commonplace among medical schools; from 1990 there

has been a 182 percent increase in bioethics training programs (2001 statistics; ASBH). It has

been reported that advanced degrees and certificates give students the opportunity to

understand critical ethical issues in the clinical and community settings, as well as the tools for

teaching future students, patients, and the community about these issues.

Furthermore, as medical science and technology continues to advance, there is an increasing

concern over professional responsibilities and obligations in providing optimal care to patients

and their families. In addition to these local concerns, there are more global concerns and issues

such as scarce or limited resources, including those social, legal, and ethical policies needed for

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guiding medical practice, advancing science and technology, and promoting collective

discourse and decision-making, while protecting individual and institutional interests.

The Bioethics Certificate Program was developed in 2005, approved in 2006, and the first class

graduated in 2009. For the first five years of the program there were a total of 32 graduates

(2009-2014). Enrollment each year has nearly doubled and continues to rise. Medical,

pharmacy, graduate, and healthcare professionals are enrolled in this program and greatly

contribute to the diversity of the classroom. Many of our graduates continue to publish and

present in the field of Bioethics, and serve on ethics committees and fulfill related

administrative capacities related to ethics and healthcare. Below is a list of our former and

current students.

Student Enrollment History

Class of 2009

Teresa Deak

Kelly Park

Eugene Yeh

Tim Campbell

Sindura Katta

Sandeep Patel

Emily Wiland

Christina Prabhu

Diana Anderson

Class of 2010

Elizabeth Cohen

Hayah Kassis

Aruna Kodali

Sarah Metzger

Class of 2011

Sarah Park

Abby Taylor

David DiNuoscio

Deepa Patadia

Amanpreet Kaur

Laura Schnegg

Amanda Sommers

Michael Klapchar

Class of 2012

Sara Kelling

Tamara Halaweh

Erin Wright

Stephanie Fabbro

Class of 2013

Suzanna Logan

Amanda LaBenne

Brooke Babyak

Justin McCutcheon

Ami Saraiya

Alex Yurkiw

Laura Bertani

Class of 2014

Robert Stanton

Swati Chaparala

Erin Dean

Mitra Jahangiri

Suzanne Lababidi

Christine OH

Rachel Wurzel

Fuad Alghamdi

Class of 2015

Danielle Fontaine

Jacqueline Graham

Aaron Kuntz

Zi-Qi Liew

Chelsea Styles

Douglas Snyder

Joseph Sikon

Rima Panchal

Carlynn Fulp

Class of 2016

Julia Saling

Zachary Yetmar

Divleen Kaur

Douglas Gugel-Bryant

Hyo Young Seo

Gowri Kabbur

Brandon Smith

Class of 2017

Bhanu Banda

Markus Buckfellner

Emma Coleman

Mark Dalvin

Amythest Gauthier

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Ian Klonk

Daniel Kreatsoulas

Shawn Mercer

Branavan Ragunanthan

Morali Shah

Erik Westerbeck

Class of 2018

Kristen Cannon

Edwin Chou

Michela Corsi

Bradley Eckert

Gretchen Ferber

Megan Fisher

Emily Gianetti

Megan McLin

Jude Meniru

Priya Nidamanuri

Kiersten Olsen

Andrew Whipkey

Bridget Wilson

Class of 2019

Kanithra Sekaran

Robert DeVito

Caesar Li

Class of 2020

Sophie Bell

Tianhui Fan

Tanner McGuire

Daniel Morcos

Rishitha Panditi

CERTIFICATE PROGRAM GOALS

Because it is apparent local and global concerns and issues affect health sciences professionals and

institutions, it is important to offer our medicine, pharmacy and basic science graduate students

the opportunity to address, discuss, and examine these concerns and issues in a structured class

forum. Online coursework, didactic, and small group discussions are offered throughout an

interprofessional curriculum, in residency education, and in graduate education programs, i.e.,

Bioethics Certificate Program.

The following are the goals of the Medical Ethics and Humanities certificate program. Students

will:

1. Think about traditional moral theories and principles, and to identify, reason, and reflect upon

important ethical issues in healthcare through interactive seminars, discussions, and coursework.

2. Resolve and reflect upon ethical problems and dilemmas in clinical situations. Because of this “moral

work,” students will understand why ethics is significant in the clinical environment and in their

professional lives through clinical ethics activities, e.g., ethics committee shadowing experiences.

3. Be exposed to other perspectives in clinical assessment and practice from psychosocial and

philosophical points of view. Philosophical and psychosocial perspectives are gained through rigorous

theoretical, humanities coursework and practical experiences.

4. Conceptualize difficult philosophical concepts, i.e., health and disease, and to guide students in

recognizing why these concepts may complicate patients’ medical history, diagnosis and prognosis, as

well as require careful examination to improve institutional policies and guidelines.

5. Develop good research practices, generate new knowledge, and critically examine relevant, ethical

issues through theoretical, qualitative, and/or quantitative methods.

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APPLYING TO GRADUATE PROGRAMS

For students who are interested in applying to the Ethics Programs, below are several links and

steps for successfully submitting an application.

Program Admissions Requirements

The following requirements can be uploaded through the online application, which can be found

here

MA Program: https://www.neomed.edu/graduatestudies/admissions/apply/medical-ethics-

humanities/

Certificate Program: https://www.neomed.edu/graduatestudies/admissions/apply/bioethics-

certificate/

• Updated CV containing contact information, education, employment, scholarly activities,

and licensure (if applicable)

• Personal statement (Why are you an ideal candidate? Why do you want to earn a degree or

certificate in ethics and humanities?). The personal statement should be a minimum of one

page in length (should not exceed 3 pages), single-spaced.

The following requirements must be sent to the Northeast Ohio Medical University Office of

Enrollment Services:

• Letter of Good Academic Standing (applicable to students and residents). A letter must be

sent by academic institution/residency director

• One letter of recommendation from previous or current faculty, mentors, or colleagues.

Letters should not come from family members or friends, or from educators/mentors prior

to your undergraduate education.

For additional information about the admission application process, contact: Office of Enrollment

Services at 330.325.6270

TRANSFERING BETWEEN PROGRAMS

Students admitted to either Certificate Program (Medical Ethics Certificate, and Medical

Humanities Certificate) can transfer into the MA program without having to reapply to the

program. Students must get Program Director approval to transition into the Masters program.

Approval to transition will be granted via a 1 hour meeting and discussion with the Program

Director.

https://www.neomed.edu/graduatestudies/admissions/apply/medical-ethics-humanities/

https://www.neomed.edu/graduatestudies/admissions/apply/medical-ethics-humanities/

https://www.neomed.edu/graduatestudies/admissions/apply/bioethics-certificate/

https://www.neomed.edu/graduatestudies/admissions/apply/bioethics-certificate/

12

MASTERS PROGRAM REQUIREMENTS

Clinical Ethics Track

The M.A. degree clinical ethics track at NEOMED requires a total of 32 semester hours with six of

the required hours tracking in clinical ethics coursework.

Medical Humanities Track

The M.A. degree clinical ethics track at NEOMED requires a total of 32 semester hours with six of

the required hours tracking in medical humanities coursework.

COURSE CREDIT TRANSFERS

Coursework from a previous academic institution may not be transferred for credit in the Medical

ethics and Humanities Certificate Program. Credit obtained through the program may be

transferred to other academic institutions depending on their individual policies. An official

transcript will be generated for students completing the program, which may be used for future

credit transfers. Up to 6 credit hours may be transferred into the Masters of Medical Ethics and

Humanities program.

TRANSFER CREDITS FROM THE COLLEGE OF MEDICINE

Those students that are enrolled in the College of Medicine at NEOMED are able to transfer up to

6 credits from their M4 electives to help satisfy the 8-credit elective requirement in the Medical

Ethics and Humanities program.

• Students may transfer 2 credits for GMED 84000 Clinical Epilogue and Capstone

• Students may transfer 4 credits for RES 840010 Medical Ethics and Humanities Research

* Please consult Program Coordinator or Program Director for further information about transfer

credits.

DROP/ADD COURSES

Courses may be added or dropped only during the official add/drop period, which ends

approximately two weeks after the start of semester classes. Specific dates are listed under the

“Graduate School Calendar”

GRADING

Grading at the graduate level is based on faculty feedback and course requirements. The grading

scale is A, B, C, F unless otherwise noted (some coursework may be Pass or Fail).

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Students in the Ethics and Humanities programs must maintain a 3.0 average. This is consistent

with the Good Standing Policy of the College of Graduate Studies. Students are not to receive

more than two C’s (2.0), or one F (0.0) to maintain graduate status in the Medical Ethics and

Humanities Programs. It is expected that students receive B or higher grades in all graduate

courses taken to maintain excellence in graduate education.

Students who receive grades lower than a C (2.0), should repeat the course unless there is an

extenuating circumstance (e.g., Special topics course that is only offered once). Students may not

repeat more than 1 course during their enrollment in the program. Failing grades (F=1.0) in

courses will not count toward the Bioethics Certificate Program or MA Program.

If a student does not complete the required coursework in the time frame specified by the course,

an Incomplete (I) may be assigned. Incomplete grades are given at the discretion of the course

director in terms of how the student is expected to make-up the required coursework. The time

frame for making up assignments depends on the circumstances but should be completed by the

end of the next semester. Students who fail to make up the required coursework will receive a

grade of F.

In the event a student must have an “Incomplete” for the course due to emergency or other

extenuating circumstances, the student is required to meet with the Course Director and Program

Director. An incomplete will only be issued if the student has fulfilled more than 50% of the

course requirements, otherwise the student will be asked to withdraw from the course if

assignments cannot be fulfilled. An incomplete request must be filed a full 2 weeks prior to the

end of the course (unless it is an emergency situation that occurs within that two-week window).

Failure to follow these instructions will result in a failing course grade.

Below is a chart indicating the letter grade and the point equivalents, as well as a breakdown of the

standards and rules for grading and maintaining graduate status in the Ethics and Humanities

Programs.

Letter Grade Grade Points Equivalent Standards and Rules

A 4.0 Achieving Excellence

B 3.0 Students must maintain a 3.0 average. Course grades

below a 3.0 will not transfer to other graduate programs in

most cases.

C 2.0 No more than 2 C’s to remain enrolled in the College of

Graduate Studies

F 0.0 Course should be repeated. No more than 1 F to remain in

the program. Failing courses do not count toward degree or

certificate.

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I Incomplete An incomplete grade indicates that coursework has not

been completed. Coursework that is not made up within

the time frame indicated by the instructor, a student will

receive an “F” for the course.

ACADEMIC ADVISEMENT

Students have access to academic advisement each semester by the Program Director and Program

Coordinator. A faculty advisor for the final research project or MA Thesis advisor will be

determined to advise on the research and thesis requirements. Advisement will include a 30

minute – 1-hour meeting with the student in which some or all the following topics will be

discussed:

• course registration and preparedness

• final research topics

• assigning a faculty research advisor

• previous course assessment

• publication/presentation opportunities

• student progress in the Masters or Certificate program.

Students are responsible for:

1. Completing an advisement form and notifying the Program Director and Coordinator of

any changes that occur as the student progresses.

2. Keeping track of completed coursework and grades by accessing academic transcripts,

which are available to students online through Banner Self-Service. The Program Director,

Coordinator, or Faculty, including the research or thesis advisor are NOT responsible for

students that do not keep track of and completing required coursework to graduate.

Students who are academically struggling or have professional/behavioral issues that have been

reported by peers, faculty, staff or others, are required to seek additional advisement from Student

Services, particularly if study habits, mental health, and professionalism/behavioral issues are

affecting student performance and the ability to succeed in the Program. Students who fail to seek

advisement from the Program Director or faculty advisor, or from experts in Student Services, and

who continue to do poorly in the program may be dismissed.

Formal dismissal procedures will be initiated (see NEOMED handbook for Committee on

Academic and Professional Progress http://www.neomed.edu/wp-

content/uploads/STU_Handbook_16-17.pdf ; similar procedures will be used by the Graduate

Faculty Council). Approved dismissals will be written in formal letter and provided to the

http://www.neomed.edu/wp-content/uploads/STU_Handbook_16-17.pdf

http://www.neomed.edu/wp-content/uploads/STU_Handbook_16-17.pdf

15

student. A student may appeal an approved dismissal if there is additional information or

evidence that was not initially discussed or known.

APPEALS

If a student does not agree with the assessment and grade the course instructor or director assigns,

the student should address his or her concerns with the instructor. The student is responsible for

showing that one or more of the following elements contributed to an inaccurate or inappropriate

grade: arithmetic error; clerical error; personality/personal conflict; discrimination; harassment;

mistreatment. If the student feels uncomfortable addressing the issue with the instructor, or if a

resolution cannot be reached with the instructor, the student may file a written appeal to the

Program Director or Dean of the College of Graduate Studies (if the Program Director is the

instructor).

This appeal should contain the instructor’s name and the reason for the appeal, along with

evidence and arguments supporting the student’s position. The appeal must be signed by the

student and cannot be done anonymously. The Program Director may directly address the appeal

when appropriate and discuss the situation directly with the instructor, or, if resolution cannot be

reached or there is a conflict of interest (Program Director is also the instructor), the Policy and

Procedures on Student Complaints in COGS will be initiated. This policy and procedures (see

below) also addresses general complaints and are not limited to grade appeals alone.

If the grade is based on discrimination or harassment, there are additional University policies and

procedures that must be followed.

POLICY AND PROCEDURES ON STUDENT COMPLAINTS IN THE

COLLEGE OF GRADUATE STUDIES

Policy

The Northeast Ohio Medical University is committed to respecting all members of our university

community and providing a quality educational experience for all students. The objective of the

Student Complaint Policy and Procedure is to ensure that the concerns and complaints of graduate

students are addressed fairly and are resolved promptly.

Complaints related to this policy are usually the result of behavior that the student feels is unjust,

inequitable, or creates an unnecessary hardship. Students may file complaints if they believe a

problem is not governed by other NEOMED complaint or appeal procedures.

16

This policy covers all students enrolled in graduate programs where NEOMED directly grants the

degree.

Procedure

Whenever possible, students are encouraged to seek an informal resolution of the matter directly

with the faculty or individual(s) involved. Often a complaint can be resolved in this way.

However, if an informal approach is neither successful nor advisable, the student should use the

following procedure:

1. The student should submit in writing the nature of the complaint to the Office of Student

Affairs. The written statement should include (at a minimum) the date and time of the alleged

conflict or action, the reason(s) for the complaint, a summary of the complaint, a list of other

persons who may provide information, any attempts that have been made to resolve the conflict,

and any appropriate documentation. The student must also include the resolution or outcome he

or she is seeking. The complaint must be submitted within ten (10) business days of the alleged

conflict or action.

2. Upon receipt of a completed form, a conference will take place with the student and a staff

member from the Office of Student Affairs.

3. The staff member will notify appropriate persons and request any information or

documentation needed to resolve the complaint.

4. The staff member may attempt to resolve the complaint by encouraging discussion between the

student(s) and the faculty member/administrator or by taking the appropriate action to resolve

complaint.

5. A review of the complaint with the supervisor(s) or others in the line of supervision, including

but not limited to the Dean of the College of Graduate Studies, may be used when deemed

appropriate and beneficial to the process.

6. All relative documentation and possible outcomes must be submitted by the student or other

appropriate persons within ten (10) business days of the date the complaint is filed.

7. When possible, the final resolution (or a finding of “unresolved”) will be filed in the Office of

17

Student Affairs within fifteen (15) business days of the date the complaint is filed. If there are

circumstances requiring an extension of this deadline, the staff member assigned to the complaint

will notify the parties involved.

8. If the student is not satisfied with the outcome of the complaint, a committee will be appointed

to review the information and render a final decision. The committee will consist of

representatives appointed by the Chief Student Affairs Officer, the Dean of the College of

Graduate Studies, Student Council, and Graduate Faculty Council. Their decision will be final.

LEAVE OF ABSENCE AND WITHDRAW

Students may request a leave of absence for academic, medical, enrichment, or personal reasons.

Students requesting a leave of absence should meet with the Program Director and the Chief

Student Affairs Officer to discuss the reasons, objectives, activities, and conditions of the leave and

return to the program. A Leave of Absence Request form is required: see

https://forms.office.com/Pages/ResponsePage.aspx?id=VlbRrg7Hk0imjBM_xg7fNtH2MuKOXZBFr

E9OhbDG4S5UQ01UQ05ESFM0UEtaNUEwMFJDWVQwQ0FIUS4u

For students who plan to withdraw from the program, the Program Director and Chief Student

Affairs Officer must be notified. Security badges, email accounts, and all other access to NEOMED

will be closed for future use. Administrative offices will be notified (Academic Services, Student

Services, Accounting/Billing) that the student will no longer be enrolled at NEOMED. For medical

or pharmacy students who withdraw from their medical or pharmacy programs, such students

may remain in the MA Program or Bioethics Certificate program. It is important for students to

discuss their intentions to the Program Director prior to a physical leave or withdraw.

REQUIREMENTS FOR GRADUATION

Students who successfully complete the Master of Arts: Medical Ethics and Humanities

Program have:

1. Maintained a 3.0 GPA average or higher

2. Completed required coursework (Foundations in Medical Humanities and Ethics,

Responsible Conduct of Research, Research Ethics, Human Values Practicum, Public

Health and Research Ethics)

3. Completed at least 8 Credits Electives

4. Completed a research thesis, which is evaluated by a committee/advisor, and

5. Present your thesis at the Annual Bioethics and Humanities Conference at NEOMED or an

equivalent conference venue.

https://forms.office.com/Pages/ResponsePage.aspx?id=VlbRrg7Hk0imjBM_xg7fNtH2MuKOXZBFrE9OhbDG4S5UQ01UQ05ESFM0UEtaNUEwMFJDWVQwQ0FIUS4u

https://forms.office.com/Pages/ResponsePage.aspx?id=VlbRrg7Hk0imjBM_xg7fNtH2MuKOXZBFrE9OhbDG4S5UQ01UQ05ESFM0UEtaNUEwMFJDWVQwQ0FIUS4u

18

Students who successfully complete the Ethics and Humanities Certificate Programs have:

1. Maintained a 3.0 GPA average or higher

2. Completed required coursework (Research and Presentation, and Clinical Ethics)

3. Completed at least 4 credits of Electives

4. Completed a research paper of professional quality, and

5. Presented the paper/research at the Annual Bioethics and Humanities Conference at

NEOMED.

19

PART III The final section of this handbook includes a graduate school calendar, which is subject to regular

updates, and a directory listing faculty and staff that directly work toward the success in the Ethics

and Humanities program.

GRADUATE SCHOOL CALENDAR 2020-2021

Fall

August 24: Fall Classes Begin

September 2: Add/Drop Ends

September 7: Labor Day Holiday (no classes)

November 11: Veteran’s Day Observed (no classes)

November 26-27: Thanksgiving Holiday (no classes)

December 12: Fall Classes End

Spring

January 4: Spring Classes Begin

January 13: Add/Drop Ends

January 18: Martin Luther King, Jr. Holiday (no classes)

Feb-March 28-7: Spring Break

April 30: Spring Classes End

May 1: Commencement

FACULTY AND STAFF DIRECTORY

Julie Aultman, Ph.D. (Program Director and

Faculty)

Associate Professor

Department of Family and Community

Medicine

330-325-6113 (office)

G-129

Deborah Barnbaum, Ph.D.

Professor, Department of Philosophy

Kent State University

Adjunct Faculty


Northeast Ohio Medical University

[email protected]

Brian Harrell

Associate Professor

Department of English

The University of Akron

Akron, OH 44325

[email protected]

Jill Bradisse, D.P.S.

Akron Children’s Hospital

Adjunct Faculty



330-543-3805

[email protected]




20

Rachel Bracken, Ph.D.

Assistant Professor

Department of Family and Community

Medicine

330-325-6447

[email protected]

G-128

Kimberly Garchar, Ph.D.

Associate Professor, Philosophy

Kent State University

Adjunct Faculty


[email protected]

Kathryn Westlake, R.Ph., M.A., PharmD

Pharmacist, Ethicist – University Hospitals,

Cleveland

Adjunct Faculty Northeast Ohio Medical

University

[email protected]

Elizabeth Piatt, Ph.D.

Associate Professor, Sociology

Hiram College

Adjunct Faculty

College of Medicine


[email protected]

Phil Jenkinson

Program Coordinator


Phone: 330-325-6501







21

APPENDIX

1. Masters program advisement form

2. Certificate program advisement forms

3. Course descriptions

22

Graduate Student Academic Advisement

MA - Medical Ethics and Humanities 32 Credits Required

STUDENT INFORMATION

Name: Date:

REQUIRED COURSES (18 CREDITS) SEMESTER AVAILABLE SEMESTER COMPLETED

COURSE ID CREDITS

☐ Humanities as Craft Fall HUM 3

☐ Topics in the Health Humanities Fall HUM 3

☐ Responsible Conduct of Research Fall COGS 75301 1

☐ Research Ethics Summer ETH 60302 1

☐ Human Values Practicum Fall, Spring, Summer HUM 60397 1

☐ Research Methods

Research Writing for Scholarship

Fall, Spring

Fall, Summer

COGS 65101

HUM 60303

3

3

☐ MA Thesis I Fall, Spring, Summer RES 60398 3

☐ MA Thesis II Fall, Spring, Summer RES 60399 3

Clinical Ethics Track (6 Credits)

☐ Clinical Ethics Spring ETH 60304 3

☐ Organizational Ethics Summer ETH 60305 3

Clinical Humanities Track (6 Credits)

☐ Medical Rhetoric Spring HUM 60306 3

☐ Invalid Women Spring HUM 60307 3

Electives (8 Credits Required)

☐ Healthcare Justice Spring, Even Years HUM 60308 1

☐ Healthcare Law Spring, Odd Years HUM 60309 1

☐ Pharmacy Ethics Spring, Odd, Years ETH 60310 1

☐ Psychiatric Ethics Fall, Odd Years ETH 60311 1

☐ Primary Care Ethics Fall, Even Years ETH 60312 1

☐ Social Determinants of Health Spring, Even Years HUM 60314 3

☐ Surgical Ethics Fall, Odd Years ETH 60315 1

☐ Pediatric Ethics Fall, Even Years ETH 60316 1

☐ Recipes for Health Summer HUM 60317 1


☐ Research Writing for Scholarship Summer, Fall HUM 60303 3

23

☐ Disability and Embodiment Summer HUM 60318 1

☐ COM Elective (RES 58001 - 4cr, ST 50001 – 2cr) SPRING COM TRANSFER 2-6

*Updated 7/7/2020

Schedule:

Year __ Fall, Spring, Summer

Course Number Credits

Total Credits



Total Credits



Total Credits



Total Credits



Total Credits



Total Credits


Program: Medical Ethics Certificate Program 10 Credits

STUDENT INFORMATION

Name:


COURSE ID CREDITS

☐ Clinical Ethics Spring ETH 60304 3

Electives: Minimum of 7 credits from the courses on this list





☐ Responsible Conduct in Research Fall COGS 75301 1

☐ Research Ethics Fall ETH 60302 1






☐ Pediatric Ethics Fall ETH 60316 1


☐ Surgical Ethics Fall ETH 60315 1

Invalid Women Spring Odd Years HUM 60307 3

Updated 6/27/2019

10

Schedule:



Total Credits



Total Credits



Total Credits



Total Credits



Total Credits



Total Credits

Research

What topic do you anticipate your final project to cover? Same as above

What resources do you need to complete your project?

Who is your research advisor?

If you do not have an advisor, who would you like to have as an advisor (or specialty area if you do not have a person in mind)

If you are a current student or anticipate living in N.E. Ohio in the next few years, would you enroll in the MA of Medical Ethics and Humanities Program?


Program: Medical Humanities Certificate Program 10 Credits

STUDENT INFORMATION

Name:

Student ID Number:

Email Address:

Dual Enrolled Student: Program: Year (M1, P1, etc.)

Catalog Year:


COURSE ID CREDITS

☐ Topics in the Health Humanities Spring HUM 60320 3

Electives: Minimum of 7 credits from the courses on this list





☐ Responsible Conduct in Research Fall COGS 75301 1

☐ Research Ethics Fall ETH 60302 1






☐ Pediatric Ethics Fall ETH 60316 1


☐ Surgical Ethics Fall ETH 60315 1

Invalid Women Spring Odd Years HUM 60307 3

Updated 6/27/2019

10

Schedule:



Total Credits



Total Credits



Total Credits



Total Credits



Total Credits



Total Credits

Master of Arts in Medical Ethics and Humanities

HUM 60319 Health Humanities as Craft (3 Credits)

This 3-credit course will expose you to the health humanities as an interdisciplinary field of scholarship and practice

through different methodological approaches that are used in such disciplines as history, medical anthropology, literary

studies, and philosophy. Students will first be guided through the basics of scholarly writing and research, and then will

engage with those methodologies widely used in the health humanities, including ethnography, archival research, close

reading of diverse texts, literary analysis, and philosophical argumentation. This required, foundational course will

prepare students for health humanities and bioethics coursework and scholarship.

HUM 60320 Topics in the Medical Humanities (3 Credits)

Building on the skills and knowledge gained in “Health Humanities as Craft,” students will apply research methods in the

health humanities as we explore major topics in the health humanities. From the history of Western biomedicine to

contemporary studies of disability, race, gender, sexuality, and health justice, this course introduces students to the

questions, debates, and turns that animate health humanities research

COGS 75301 Responsible Conduct of Research (1 Credit)

Students will gain an understanding of the changing and growing need for educational and pragmatic program in

professionalism and ethical conduct in research, graduate students, focusing their studies and careers in the medical,

research, and technological sciences, are strongly encouraged to enroll in this course. Students will gain further

knowledge about the history, structure, and organization of research. This program will guide students and fellows, as

they progress through their graduate coursework/fellowships toward careers in medicine, science, and technology,

toward a better understanding of core theories and values in professionalism and ethics as they apply to real-life

experiences and situations.

ETH 60302 Research Ethics (1 Credit)

The purpose of this complementary 1-credit course in research ethics is to have students delve deeper into their

Responsible Conduct of Research coursework, and lessons and issues discovered through their online CITI training. This

course is for graduate students who aim to develop their critical thinking skills, refine their abilities to ethically analyze

cases and issues, and utilize basic research and writing skills, including literature reviews, prospectus, thesis

development, and logical analysis.

HUM 60397 Human Values Practicum Experience (1 Credit)

Provides an opportunity for experiential learning and gives students a chance to connect academic learning to the work

or missions of various cultural, business, and healthcare organizations. Introduces students to experienced professionals

who can offer mentorship and help students network with professionals in their respective fields. The selection of

practicum sites is limited only by students’ imagination and logistics. Students consult with NEOMED faculty for

assistance in identifying each of the three-practicum sites. At each site, students work with appropriate supervisors to

shape a work plan that will provide both an educational experience for the student and a useful project for the

organization. Possible sites include, but are not limited to, the following: hospice organizations; museums, or other art

institutions; public theaters; VA outreach programs; advocacy agencies for the disadvantaged. When possible, students

are encouraged to tie their practicum experiences to their final paper for the Foundations in Medical Ethics and

Humanities.

HUM 60303 Research Writing for Scholarship (3 Credits)

This course introduces students to the necessary steps in preparing for literature research, participating in literature

research, annotating and synthesizing literature research, and creating a formal review of the literature in preparation

for writing a master’s thesis. Discussed throughout the class will be: the construction of logical organization for academic

papers, the reporting of data from published, peer- reviewed articles, reader-oriented writing, genre, precision, tone,

and strategies useful for redrafting and editing. Specifically, this course will ask students to choose the format to write

in, create a research question, a prospectus (with a short presentation), an annotated bibliography (presenting the

research to the class), and a literature review over the course of eight weeks. The goal of this course is to refine

students’ existing research and academic writing skills with a focus on understanding the underlying principles of

research and citation and beginning to apply these in discipline-appropriate assignments, recognizing and producing

features appropriate to the academic genre, and creating contextual and cultural competence for writing the master’s

thesis.

RES 60398 Master’s Thesis I (3 Credits)

Students will identify a topic to be explored and work with a faculty advisor to refine the topic, create a prospectus, do a

comprehensive literature review, and create an outline for the Master’s Thesis. Some students may begin the

introduction chapter of the Master’s Thesis during this time. Students will be evaluated on each of the identified

components. Students at this stage may also be submitting applications for the IRB review (human subject’s research),

particularly if qualitative and quantitative design methods may be employed. Master’s Thesis I is Pass or Fail; a letter

grade is not assigned.

RES 60399 Master’s Thesis II (3 Credits)

Students will complete the major chapters and/or finalize data collection and analysis (if engaged in qualitative and/or

quantitative research). The final compiled Thesis (traditional or project format) is due at the end of this course. It is

strongly encouraged that all MA students present in the Annual Bioethics and Humanities Conference at NEOMED, or

comparable venues on a national level. The final thesis must be of high quality, i.e., complete and publishable. Master’s

Thesis II is Pass or Fail; a letter grade is not assigned.

ETH 60304 Clinical Ethics (3 Credits)

This course will cover several important issues in clinical ethics consultation, health care policy, and public health with a

focus on various approaches to patient-centered and community-centered deliberation. The purpose of this course is to

educate graduate students and health care professionals to understand the nature of clinical ethics consultations,

hospital committee work, including the development and implementation of ethical guidelines and policies, and the

different approaches to ethical decision-making and guidance.

ETH 60305 Organizational Ethics (3 Credits)

Organizational ethics is an area of study in health care management that focuses on ethical issues and conflicts among

health care leaders, consultants, community and patient advocates, and health care organizations. The ethical dilemmas

managers, board members, and stakeholders in the community may encounter affect decisions and practices on

patients, providers, and others. These issues and dilemmas may include resource allocation and prioritization of

healthcare resources, disclosure and management of risk, conflicts of interests, conflicts among values between

providers and medical teams and the institutions they serve, and roles of institutions in social reform. Students will be

exposed to many of these organizational ethical issues, as well as, be expected to navigate through dilemmas and

provide resolution and/or recommendations when presented with cases and scenarios.

HUM 60307 Invalid Women (3 Credits)

Western biomedicine has historically been dominated by male theorists and practitioners. How, then, has biomedical

culture accounted for women's bodies, health, and illness? For other bodies deemed non-nonnative, including queer,

trans, and non-binary bodies? Recent reporting on women's health issues and maternal mortality rates in the US, and

the many personal narratives recounting inadequate attention to women-as-patients, suggests a deep-seated and

ongoing problem with the way our medical system treats women. We will trace the evolution of long-standing narrative

tropes and conventions that shape the stories owe tell about women’s bodies and health in literary fiction, popular

culture, and medical discourse.

HUM 60306 Medical Rhetoric (3 Credits)

This course introduces students to the concepts of medical rhetoric. Taking a themed approach, theory, textual, and

practical, students will examine how words and meanings are important to medicine.

Students will also consider medicine and health from a humanistic perspective. More specifically, we will investigate the

rhetorical dimensions of medicine and health across interactional, institutional, and public settings. Our primary

objectives will be to explore how our understandings of health and illness are influenced by rhetorical norms and

practices; how provider-patient interaction structure health care opportunities and decision-making; how medical

discourses contribute to or inhibit improved health care practices and policies; and what these reveal about the

character and functions of rhetoric in shaping health and medicine.

HUM 60308 Healthcare Justice (1 Credit)

Healthcare Justice is a one-credit hour, intensive weekend course offered in March. This course focuses on issues in

healthcare justice such as the allocation and accessibility of healthcare resources, rural healthcare ethics and social

determinants of ill health. This discussion-based course, which is required for all Certificate students, gives students the

opportunity to collaborate and discuss interesting and difficult dilemmas in their own healthcare systems. Rigorous

reading and writing assignments are given to students at the start of the spring semester in preparation for this course.

ETH 60310 Pharmacy Ethics (1 Credit)

This eight-week elective focuses on the intersections of pharmaceutical sciences, pharmacy practice and ethics. Students

will utilize core ethical principles and theories in pharmacy ethics, identify ethical frameworks for guiding ethically and

socially responsible decisions and develop critical thinking skills for current and future issues, such as conscientious

objection, moral complicity with laws and regulations, public health issues in pharmacy practice, responsible conduct of

pharmaceutical research, pharmacogenomics, among other topics and issues. This course begins in January and runs

through the end of February.

ETH 60311 Psychiatric Ethics (1 Credit)

This elective course is offered every other year in November (two Saturday sessions), and involves an exploration into

the philosophical and clinical dimensions of mental health and the practice of psychiatry. Students will be exposed to

historical and contemporary issues and texts, and discuss topics ranging from the conceptualization of mental illness to

boundary violations in the clinical setting.

Students who wish to take this elective must read “Protest Psychosis” as a pre-required assignment/pre- requisite.

ETH 60312 Primary Care Ethics (1 Credit)

This is an elective course in bioethics where students will be exposed to a variety of ethical issues and dilemmas specific

to primary care. In building upon clinical ethics content and theoretical foundational material, students will gain

knowledge about the therapeutic relationship between primary care providers, patients, and their families, the role of

virtue in caregiving, and ethical issues throughout the lifespan (from prenatal care to geriatrics). There are

characteristics of the pediatric, adolescent and adult populations that present unique concerns and challenges that

require careful ethical consideration. Throughout this course, we will explore these distinctive issues and identify the

ethical tools necessary to deliberate on and assist in making decisions.

HUM 60309 Healthcare Law (1 Credit)

This course provides a foundation of the legal issues related to areas of healthcare. This course will introduce students

to legal concepts and the leading approaches to analyzing the legal issues involved. The overall goal of this course is to

provide students with basic legal understanding that can be applied to real world experiences and situations and that

will aid them as they progress in their careers in medicine.

ETH 60316 Pediatric Ethics (1 Credit)

This course will explore the intricacies of a developing child, the role of the parent in healthcare decision-making for

children and relationships with healthcare providers. This will include bioethical concerns at various time points in a

pediatric patient’s life (e.g., neonatal, infancy, childhood, adolescence, transition into adulthood) and in the context of

different circumstances (e.g., acute care, chronic health conditions, end-of-life). Throughout this course we will explore

these distinctive issues in the pediatric population and identify the ethical tools necessary to deliberate on and assist in

making decisions.

ETH 60304 Clinical Ethics (3 Credits)

This course will cover several important issues in clinical ethics consultation, health care policy, and public health with a

focus on various approaches to patient-centered and community-centered deliberation. The purpose of this course is to

educate graduate students and health care professionals to understand the nature of clinical ethics consultations,

hospital committee work, including the development and implementation of ethical guidelines and policies, and the

different approaches to ethical decision-making and guidance.

ETH 60305 Organizational Ethics (3 Credits)

Organizational ethics is an area of study in health care management that focuses on ethical issues and conflicts among

health care leaders, consultants, community and patient advocates, and health care organizations. The ethical dilemmas

managers, board members, and stakeholders in the community may encounter affect decisions and practices on

patients, providers, and others. These issues and dilemmas may include resource allocation and prioritization of

healthcare resources, disclosure and management of risk, conflicts of interests, conflicts among values between

providers and medical teams and the institutions they serve, and roles of institutions in social reform. Students will be

exposed to many of these organizational ethical issues, as well as, be expected to navigate through dilemmas and

provide resolution and/or recommendations when presented with cases and scenarios.

HUM 60314 Social Determinants of Health (3 Credits)

This eight-week course challenges students to explore global and local communities to evaluate social determinants of

health (SDH) and their impact on persons and society, and their relationship to concepts of health and disease. The

course begins with classroom discussions and self-directed activities that explore SDH and relevant concepts from global

and local perspectives. Students will explore the local community and work with advisory experts to investigate those

social determinants of health that have impacted population health.

HUM 60306 Medical Rhetoric (3 Credits)

This course introduces students to the concepts of medical rhetoric. Taking a themed approach, theory, textual, and

practical, students will examine how words and meanings are important to medicine.

Students will also consider medicine and health from a humanistic perspective. More specifically, we will investigate the

rhetorical dimensions of medicine and health across interactional, institutional, and public settings. Our primary

objectives will be to explore how our understandings of health and illness are influenced by rhetorical norms and

practices; how provider-patient interaction structure health care opportunities and decision-making; how medical

discourses contribute to or inhibit improved health care practices and policies; and what these reveal about the

character and functions of rhetoric in shaping health and medicine.

HUM 60307 Invalid Women (3 Credits)

Western biomedicine has historically been dominated by male theorists and practitioners. How, then, has biomedical

culture accounted for women's bodies, health, and illness? For other bodies deemed non-nonnative, including queer,

trans, and non-binary bodies? Recent reporting on women's health issues and maternal mortality rates in the US, and

the many personal narratives recounting inadequate attention to women-as-patients, suggests a deep-seated and

ongoing problem with the way our medical system treats women. We will trace the evolution of long-standing narrative

tropes and conventions that shape the stories owe tell about women’s bodies and health in literary fiction, popular

culture, and medical discourse.

HUM 60317 Recipes for Health (1 Credit)

Household recipe collections offer valuable insights into domestic medicine as practiced in early modern households.

Bookshops featured printed compilations of medical and culinary recipes, and families often compiled recipe collections

of their own, in manuscript form. Both print and manuscript recipe collections reflect the everyday workings of the

household, which served as the center of medical care in early modern society. Doctors were scarce outside the city, and

even those who living in metropolitan areas were rarely available to treat every day. The collections, which incorporate

cures from medical professionals as well as neighbors, thus reveal the era's domestic medical concerns and shed light on

the treatments associated with disease and injury, while also offering valuable glimpses into dietary habits

ETH 60315 Surgical Ethics (1 Credit)

Surgical Ethics is a 1 credit course that explores common ethical dilemmas and general topics specific to the medical

specialty. The course covers a total of 6 units including: Informed Consent and Disclosure; Professional Self- Regulation;

Innovation and Research; Conflicts of Interest and Commitments; High Risk Patients and Surgical Challenges; and, End of

Life Technologies and Issues. The topics are based on those dilemmas most encountered by surgical residents and

attendings, and the challenges of working with new technologies and protocols.

HUM 60318 Narratives of Disability and Embodiment (1-Credit)

This course draws from literary narratives (short stories, poems, and memoir) as well as film and television to

interrogate the meaning of disability and the experience of embodiment. Learning to recognize and to problematize

common narrative tropes surrounding disability and deformity—e.g. monstrosity, “inspiration porn,” and the

“supercrip”—students enrolled in this course will question their understanding of bodily norms, the intersection of

ability with other elements of an individual’s identity (e.g. gender, sexuality, race, and class), and how embodiment

shapes the ways in which we navigate sociocultural, ecological, and built environments.

Documents

MEDICAL ETHICS AND HUMANITIES PROGRAM HANDBOOK · The aesthetic approach emphasizes the literary skills of reading, writing, and interpretation, using them in the service of the health