00976 - History of Medicine

Learning outcomes

The course will enable students to: understand the historical and evolutionary foundations of their future professional activity, as well as the scientific basis and humanistic value of medicine; acquire the cultural tools needed to understand and critically assess scientific evidence and research practices; develop an awareness of the epistemological and methodological context in which biomedical sciences operate; adopt a more reflective approach to clinical practice and research, enabling them to recognize the limitations, implicit assumptions, and also the value of current medical paradigms.

Course contents

Evolution of Medicine and the Role of the Physician: from Seer to Scientist, Clinician, Communicator, and Humanist

1. Health and disease in environmental and cultural context. The One Health approach. The concept of pathocenosis. A “new” science: paleopathology. The origins of medicine. The people of perfect health: medicine in ancient Egypt. Ancient Greece: from temple medicine to rational medicine — Hippocrates, the therapeutic alliance, the oath. Alexandria and Hellenistic medicine: the exploration of the human body.

2. Health as a public good in ancient Rome. Galen: the good physician must also be a philosopher. Medieval medicine: the soul at the center — pietas, charity, and the birth of hospitals. A crucible of medicine, surgery, and prevention: the Salerno Medical School. The rise of universities.

3. Vesalius, the founder of modern anatomy. Harvey, the discoverer of blood circulation. Jenner, the first vaccinator. Morgagni, who linked anatomical lesions to clinical signs. Bernard and experimental physiology. Virchow and cellular pathology.

4. The microbiological revolution: Semmelweis, the pioneer; Pasteur and Koch. Penicillin: Fleming. The evolution of surgery: antisepsis and anesthesia. Freud, psychoanalysis, and the study of the unconscious. Other innovations of the 20th and 21st centuries.
   The physician of today: scientist, clinician, communicator, and humanist — navigating ongoing challenges, scientific and organizational innovation, and the time needed for care.

Readings/Bibliography

Armocida G, Zanobio B. Storia della Medicina. Second Updated Edition. EDRA MASSON. 2015

Cosmacini G. L'arte lunga. Storia della Medicina dall'Antichità ad oggi. Laterza 2009

Teaching methods

The following teaching methods will be used:

• lectures;

• group reading and discussion of texts;

• examination and discussion of scientific, literary, and artistic documents.

Assessment methods

Written Exam. The test will consist of a questionnaire including 31 multiple-choice questions on the topics covered in class. Each question will have four possible answers, only one of which is correct. Incorrect or unanswered questions will not incur any penalty. The time available will be 30 minutes. A student who answers all questions correctly will receive the highest grade cum laude; 1 incorrect answer: 30/30; 2 incorrect answers: 29/30, and so on.

During the course, there may be midterm assessments. These will be taken into account—only if beneficial to the student—when determining the final grade.

Teaching tools

The teaching material presented by the Professor during classroom lectures will be provided directly to the Course students or made available to them on the "Virtuale" online learning platform.

Office hours

See the website of Carla Renata Arciola