Microsoft Word - LMC 3318 syllabus 2022 cs cc bp.docx

LMC 3318: Biomedicine and Culture Carol Senf (carol.senf@lmc.gatech.edu)

Carol Colatrella (carol.colat[email protected])

COURSE DESCRIPTION: This course discusses the history of medicine and medical technologies; literary and

popular representations of health, disease, and the medical establishment; ethical issues related to medicine and

public health; and cultural conditions affecting the development of medicine and medical technologies. Subjects

include interpersonal conflicts between doctors and patients, the Tuskegee syphilis study and the establishment of

bioethics, the race among researchers to discover the HIV virus causing AIDS, sustainability and public health,

patients’ rights, and genetic technology. Prerequisites: ENGL 1101, ENGL 1102. Attributes: Humanities, Ethics

LEARNING OUTCOMES:!!

• To increase awareness of the cultural factors affecting the development of biomedical knowledge and

practice

• To increase awareness of and think critically about the role of biomedicine, including its technological

means, in culture

• To explore nuance and ambiguity in ethical debates about research and practice in biomedicine

• To communicate in sophisticated ways about these issues of broad concern, orally and in writing

BOOKS THAT COULD BE PURCHASED; also available as pdf documents in class Canvas site:

William Carlos Williams, The Doctor Stories New Directions, 1984. ($11)—[selected stories/poems in pdf]

Margaret Edson, W;t [or Wit]. Faber and Faber, 1993, 1999. ($10) [also in pdf]

READINGS available as pdf documents in class Canvas site:

Stanley Joel Reiser, "Examination of the patient in the seventeenth and eighteenth centuries" and "The

stethoscope and the detection of pathology by sound," chapters 1 and 2 of Medicine and the Reign of

Technology Cambridge University Press, 1978: 1-44.

Stanley Joel Reiser, "Governing the Empire of Machines," Technological Medicine: The Changing World of

Doctors and Patients Cambridge University Press, 2009: 186-203.

Bettyann Holtzmann Kevles, "Looking through Women: The Development of Ultrasound and Mammography."

Chapter 10 of Naked to the Bone: Medical Imaging in the Twentieth Century. Addison-Wesley, 1997:

228-260.

Susan Gubar, Memoir of a Debulked Woman: Enduring Ovarian Cancer, 2012. Selections.

Audre Lorde, “Power vs. Prosthesis,” Cancer Journals1980, 2020.

Dorothy Roberts, “Race and the New Reproduction,” chap. 6 in Killing the Black Body 1998.

Anne Pollock, “Mass Incarceration: On the Suspended Sentences of the Scott Sisters” & “Reproductive Injustice:

Serena Williams’s Birth Story,” chapters 3 & 6 in Sickening 2021.

James Jones, “A Moral Astigmatism” & “A Notoriously Bad Blood,” Ch. 1 and 2 of Bad Blood, Free Press, 1993:

1-29.

Susan Reverby, “Bioethics, History, and the Study as Gospel” and “The Court of Imagination,” chapters 10 and

11 of Examining Tuskegee: The Infamous Syphilis Study and Its Legacy. The University of North

Carolina Press, 2009: 187-215.

Rebecca Skloot, The Immortal Life of Henrietta Lacks. Broadway, 2010, 2011. ($8.24) [excerpts]

Randy Shilts, And the Band Played On. 1987. pp. 11-33, 80-92, 234-242, 263-277, 450-456, 486-503

A Timeline of HIV/AIDS https://www.aids.gov/hiv-aids-basics/hiv-aids-101/aids-timeline/

AIDS Retrospective Slideshow: A Pictorial Timeline of the HIV/AIDS Pandemic

http://www.webmd.com/hiv-aids/ss/slideshow-aids-retrospective

Luc Montagnier, Virus: The Co-Discoverer of HIV Tracks Its Rampage and Charts the Future, 1999 [Chapter 2]

Christopher Dyea and Shambhu Acharya, “How can the sustainable development goals improve global health?

Call for papers.” Bulletin of the World Health Organization. October 2017: 666-667.

Assignment 4 articles,which are available in pdf on Canvas, are noted on the last page of the syllabus.

TIPS: Print the syllabus and download pdf files of course texts before leaving the US. We will reference texts

during class discussions, so having access to print or electronic versions (on laptop, tablet, or phone) during class

is helpful. Purchasing play by Edson and bringing it to GTL is recommended.

OFFICE OF DISABILITY SERVICES assists students self-identifying as having a disability to obtain

reasonable accommodations. Documentation of disability is required to determine appropriate accommodations

or modifications that may be helpful on campus. https://disabilityservices.gatech.edu/

INCLUSIVE EXCELLENCE: The Ivan Allen College of Liberal Arts supports the Georgia Institute of

Technology’s commitment to creating a campus free of discrimination on the basis of race, color, religion, sex,

national origin, age, disability, sexual orientation, gender identity, or veteran status. We further affirm the

importance of cultivating an intellectual climate that allows us to better understand the similarities and differences

of those who constitute the Georgia Tech community, as well as the necessity of working against inequalities that

may also manifest here as they do in the broader society.

ACADEMIC HONESTY: If you quote, paraphrase, or summarize information that you originally obtained from

a written (print or Internet) or a verbal source in your written assignment, this source should be cited in your text.

You should use MLA style in your papers for this course: references should be parenthetically made within your

essay and linked to a Works Cited section. Questions about appropriate forms of citation can be asked of the

course instructor or the reference staff at the library. You should become familiar with the provisions of the

Georgia Tech academic honor code and the policies governing violations of the honor code. See

http://policylibrary.gatech.edu/student-affairs/academic-honor-code

WRITTEN ASSIGNMENTS AND PARTICIPATION: Due dates and topics for the writing assignments

are listed in the syllabus and in each assignment. Your writing assignments will provide opportunities to

extend classroom discussions and to meditate more thoughtfully on course topics. Class discussions depend on

your analyses of the readings and your contributions to the conversations. Your writing should build on your

reading and class discussions. Please come to each class prepared to participate in discussions after having read

all required texts assigned for that day, bringing your ideas and questions.

REPORTS: During each class a student will lead us through and share a short (5-6 minute) analysis of the text

and topic, summarizing the reading’s focus, evaluating its meaning and construction, and providing a question or

two for class discussion. In preparing your presentation, consider what you learned from the reading, how it can

apply to other readings, and which stylistic features of the text and aspects of its argument deserve consideration.

You should consult the instructor if you have questions about your presentation. Remember that your contribution

as a presenter should facilitate class conversations as you formulate appropriate questions that fit the course

topics, provide a thoughtful way of approaching textual issues, and report on information gleaned from reading

primary and critical material. Sign up for reports as soon as possible;“R:” indicates a report topic.

GRADING: All written assignments should be posted to the class Canvas site. Any postings should be in the

body of the message (not sent as attachments). Late assignments will not be accepted unless you arrange with the

instructor in advance of the due date.

Final grades will be calculated according to the following proportion and graded by the instructor/s named here:

Assignment 1 (short essay on relationship of doctor/nurse and patient): 15% of final grade [Senf]

Assignment 2 (short essay on ethics, culture, medical technology) 15% of final grade [Senf]

Assignment 3 (short essay on public health, ethics) 15% of final grade [Colatrella]

Assignment 4 (team presentations on medical ethics article): 20% of final grade [Colatrella]

In-class oral report/leadership of one class discussion: 10% of final grade [Both]

General class participation/weeks 1-3: 5% of final grade [Senf]

General class participation/weeks 4-11: 10% of final grade [Colatrella]

In-class writings: 10% of final grade [Colatrella]

GRADING SCALE: 90-100=A, 80-89=B, 70-79=C, 60-69=D, less than 60=F

ATTENDANCE IS REQUIRED IN THIS COURSE: Because class discussion and in-class assignments make

up a significant percentage of the final grade, excessive absences (more than 2) could result in an unsatisfactory

mark. Submit the appropriate documents to the instructor for medical, athletic, or other justified absences.

Extended absences away from campus for family, medical, or legal reasons should be reported to Dr. Paul Voss at

Georgia Tech Lorraine. The Georgia Tech Office of Student Life in Atlanta also has information:

https://studentlife.gatech.edu/content/class-attendance

SCHEDULE:

Carol Senf

Week 1 Relationship of doctor and patient, diagnosis, therapy, ethics of research

Introduction to course; choose oral report topics (R:) for weeks 1-3; discuss poems by W. C. Williams: “Médecin

malgré lui,” “The Poor,” “To Close,” “The Dead Baby,” “A Cold Front” (pp.129,131,132)

Williams, The Doctor Stories, pp. 56-60 & pp. 92-98; Reiser, “Examination of the patient,” Medicine and the

Reign of Technology, pp. 1-22 (pdf), Williams, The Doctor Stories, pp. 42-55 & 131-132; Reiser, “The

stethoscope and the detection of pathology by sound,” Medicine and the Reign of Technology, pp. 23-44 (pdf)

R: Williams, “The Use of Force,” The Doctor Stories, pp. 56-60

R: Williams, “The Paid Nurse,” pp. 92-98

R: Williams, “The Girl with a Pimply Face,” pp. 42-55

R: Reiser on development of stethoscope: technical and cultural factors

R: Reiser on cultural and technical issues related to examining the patient and diagnosing illness

Week 2 Development of evidence-based medicine, biomedical technologies

Stanley Joel Reiser, "Governing the Empire of Machines," Technological Medicine,” 186-203 (pdf); Bettyann

Kevles, “Ultrasound and Mammography,” Naked to the Bone, Chapter 10: pp. 228-260 (pdf)

R: Ethical use of technologies in medicine

R: The example of ultrasound

R: Development of ultrasound: technical factors

R: Development of ultrasound: cultural factors

Kevles, “Ultrasound and Mammography,” Naked to the Bone, Chapter 10 228-260 (pdf)

R: Development of mammography: technical factors

R: Development of mammagraphy: cultural factors

Discussion comparing representations of culture and medical technologies in Bernard, Reiser, Kevles

Assignment 1 due TBD (Canvas): two-page (250-300-word) essay on doctor/nurse-patient relationship as

represented in readings by Williams and Reiser.

Week 3 Conflicts between medical therapy and research

Susan Gubar, Memoir of a Debulked Woman: Enduring Ovarian Cancer. Selections in pdf.

R: Gubar’s personal tone

R: Gubar’s incorporation of technical information

R: Gubar’s literary references

Edson, Wit (play)

R: Vivian Bearing’s character

R: Doctors in the play

R: Nurse in the play

Assignment 2 due TBD (Canvas) two-page (250-300-word) essay on tensions/ethical conflicts related to use of

technologies in medical practice in two course texts: Reiser, Kevles, Edson, Gubar. Due 6/3 at 11:59 pm.

[NOTE: Choose report topics for weeks 4-11 if these have not already been selected]

Carol Colatrella (with Brandy Pettijohn in weeks 4-6)

Weeks 4-6 Racism in medicine: cancer, pregnancy, Tuskegee syphilis “experiment,” the development of

bioethics

Audre Lorde, “Power vs. Prosthesis,” in Cancer Journals

Dorothy Roberts, “Race and the New Reproduction,” chap. 6 in Killing the Black Body

Anne Pollock, “Mass Incarceration: On the Suspended Sentences of the Scott Sisters” & “Reproductive Injustice:

Serena Williams’s Birth Story,” chapters 3 & 6 in Sickening

R: Scott Sisters

R: Serena Williams

James Jones, Bad Blood, chapter 1: pp. 1-15 (pdf) & chapter 2: pp.16-29 (pdf)

R: Bad Blood, chapter 1: Public Health Service “experiment” on syphilis

R: Bad Blood, chapter 1: Nazi experiments and the Tuskegee syphilis study

R: Bad Blood, chapter 2:cultural perceptions of race and sexuality and diagnosis of syphilis

R: Bad Blood, chapter 2:cultural perceptions of race and sexuality and treatment of syphilis

Susan Reverby, “Bioethics, History, and the Study as Gospel,” ch. 10 and “The Court of Imagination,”

ch. 11, Examining Tuskegee, 187-215

R: Public imaginary of race and Tuskegee syphilis study

R: Tuskegee study and bioethics

R: Representing an historical case in popular film

R: Ethical concerns in film, according to Reverby

Weeks 6-8 Medical research studies and patients’ rights; journalistic ethics; public health

Rebecca Skloot, Immortal Life of Henrietta Lacks, pp. 13-17, 62-66, 105-109, 127-143, 152-169, 180-187, 315-

328

R: Diagnosis of Henrietta Lacks

R: Treatment of Henrietta Lacks

R: Skloot’s interest in history of HeLa and Henrietta Lacks

R: Journalistic ethics and Skloot’s example

[In class: Trailer for HBO Immortal Life of Henrietta Lacks & Hopkins Lacks websites]

Assignment 3 due: two-page (250-300-word) essay on ethical conflicts in medical practice and research

(syphilis, cancer), referencing representations in two of these course texts: Lorde, Roberts, Pollock, Jones,

Reverby, Skloot.

In class discussion of essays.

Screen and discuss And the Band Played On (Dir. R.Spottiswoode; online at HBO Go, Amazon) 141 minutes

Review these websites:A Timeline of HIV/AIDS https://www.aids.gov/hiv-aids-basics/hiv-aids-101/aids-timeline/

and AIDS Retrospective Slideshow: A Pictorial Timeline of the HIV/AIDS Pandemic

http://www.webmd.com/hiv-aids/ss/slideshow-aids-retrospective

Class discussion: why is it important to know the history of HIV/AIDS as a disease? why is it important to

consider politics and policy related to AIDS/HIV research and therapies? What lessons did scientists, agencies,

and the public learn from their experiences with AIDS/HIV?

Randy Shilts, And the Band Played On, pp. 11-33, 80-92, 234-242, 263-277, 450-456, 486-503

R: Raising public awareness of infection pp.

R: Alerting government officials to the AIDS health crisis

R: Collective action by patients and caregivers

R: Professional ethics in public health

Luc Montagnier, chapter 2: “The Red Notebook,” Virus (autobiography of HIV researcher), pp. 42-82

R: Montagnier’s discovery of HIV and the conflict with Gallo

R: AIDS epidemic: understanding origins and reducing infections

Review United Nations Sustainable Development Goals (SDG)

http://www.un.org/sustainabledevelopment/sustainable-development-goals/

Read Christopher Dyea and Shambhu Acharya, “How can the sustainable development goals improve

global health? Call for Papers” (2017)

Bring to class for discussion: On your own or with a partner and in response to the Dyea and Acharya CFP,

construct a list of SDG related to ethics and public health to share in class

Discuss Assignment 4 article with group; see Canvas Resources “medical ethics articles” folder.

In-class team meetings preparing group presentations (read and discuss article for Assignment 4)

Weeks 8-11 Ethics, Sustainability, and Public Health

In-class team meetings preparing group presentations (Assignment 4)

Group presentations (Assignment 4) reflecting on ethical dilemmas in medical research and practice, referencing

medical ethics articles on reserve and on Canvas

Group presentations

Group presentations and general discussion about course readings, discussions, and assignments

Week 12: FINAL EXAMS

LMC 3318 ASSIGNMENTS 2022

In-class Individual Presentation (10 points):

During each class students will take turns leading us through a text; each student will share a short (5-

minute) analysis of a text or a topic, summarizing the reading’s focus, evaluating its meaning and

construction, and providing a question or two for class discussion. Because most people learn better

when they both see something and hear something, each student presenter should develop one power

point slide with name, topic, and 3-5 main points of the presentation. The slide should be projected

during the class presentation and uploaded into the class Canvas site.

In preparing your presentation, consider what you learned from the reading, how it can apply to other

readings and which stylistic features and argumentative aspects of the text deserve consideration. You

should consult the instructor if you have questions about your presentation. Remember that your

contribution as a presenter should facilitate class conversations as you formulate appropriate questions

for the course and your writing assignments, provide a thoughtful way of approaching textual issues

related to style and argument, and report on information gleaned from reading primary and critical

material. Sign up for an opportunity to present as soon as possible; “R:” indicates an oral leadership

report topic.

Pay particular attention to organization. Begin your discussion with an overview or introduction that

prepares your audience for what you will cover in the presentation. And conclude your presentation with

a wrap-up or summary that lets the audience know what they should remember about your presentation

and the discussion that results from your presentation. Avoid the temptation to say, “That’s all I have to

say.”

Treat your audience with respect. Speak clearly and directly and look at the rest of the class instead of

reading from the slides or notes. You may stand and walk around the classroom, but it’s also fine to sit

in front of the class.

LMC 3318: Biomedicine and Culture Summer 2022 Assignments

Short Essay 1 (due date TBD): Write a 250-300-word essay considering the representation of the

doctor/nurse-patient relationship or the physician’s treatment of a patient in readings by Williams and

Reiser. Pick one text by one of these authors and discuss the characteristics that are associated in the text

with the caregiver’s treatment of the patient and the patient’s (or the patient’s family’s) perceptions of

the doctor. What can the text teach us about the ideals and the realities of medical practice and/or

research?

Short Essay 2 (due date TBD): Write a 250-300-word essay analyzing how cultural values, perceptions,

attitudes and the development and/or use of medical technologies influence each other. Your essay

should reference one or two texts by Reiser, Kevles, Edson, or Gubar. What does the text argue

regarding how technology supports and/or hinders the quality of medical practice? What ethical

concerns does the text raise about the development or the use of technologies in medical practice?

Short Essay 3 (due date TBD): Write a 250-300-word essay outlining the ethical conflict/s troubling

medical practice or medical research as these are explained or suggested in two of the texts by Lorde,

Roberts, Pollock, Jones, Reverby, Skloot. What do these representations argue or suggest should be the

responsibilities and ethical practices of medical caregivers (doctors, nurses) and researchers? What

responsibilities might the patient/s have?

Keep in mind:

Your thesis statement and argument should respond to the question/s noted or develop your own focused

question/s related to the readings. Consult the thesis statement handout posted in Resources on the class

Canvas site.

Each 2-page essay should be written along the lines of a standard 5-paragraph essay with a short

introduction, including a thesis statement presenting your argument in a sentence or two. In the

following paragraphs, provide evidence supporting your argument followed by a short conclusion.

It's ok to have fewer or more paragraphs, but each essay should make an argumentative claim that you

support with examples from the text/s you are writing about. Resist the temptation to summarize the text

or to quote extensively (more than a phrase or two) from it.

Use 11- or 12-point font and double-space the essay, which should be about 500-words. Please submit

the essay to the class Canvas site by the date/time indicated.

Ask questions during class about assignments 1 and 2 of Dr. Senf ([email protected]) and

about assignments 3 and 4 (team oral presentation) of Dr. Colatrella ([email protected]).

Or let us know via email if you have any questions or concerns.

LMC 3318, Assignment 4:

The group presentation should define the ethical concerns, dilemmas, conflicts, or problems in medicine

or public health noted in the article. Often thinking about the interests of different individuals or groups

can help define an ethical conflict or a possible conflict. If relevant, you can link your discussion to

SDGs, sustainability, or issues from other course readings. Consider what could be and should be done

to solve the problem or eliminate the conflict. What social/cultural or technical innovations could be

developed and applied to this problem? Describe possible resistance to the solution or technology. What

initiatives could overcome resistance?

Team oral presentation (20 minutes) on medical ethics with each presentation referencing one of these

articles (all are on Canvas and on library reserve) and with all team members participating:

Rachel Aviv, “What Does It Mean to Die,” The New Yorker, February 5, 2018: 24 pages.

When Jahi McMath was declared brain-dead by the hospital, her family disagreed. Her case challenges

the very nature of existence. https://www.newyorker.com/magazine/2018/02/05/what-does-it-mean-to-

die (Links to an external site.)

David C. Bellinger “Lead Contamination in Flint — An Abject Failure to Protect Public Health,” The

New England Journal of Medicine, 2016. http://www.nejm.org/doi/full/10.1056/NEJMp1601013 (Links

to an external site.)

Atul Gawande, “Overkill” The New Yorker. May 11, 2015 An avalanche of unnecessary medical care is

harming patients physically and financially. What can we do about

it? http://www.newyorker.com/magazine/2015/05/11/overkill-atul-gawande (Links to an external site.)

Atul Gawande, “The Heroism of Incremental Care (Tell Me Where It Hurts).” The New Yorker January

23, 2017. Our medical system rewards heroic intervention. When will we grasp the power of

incremental care? http://www.newyorker.com/magazine/2017/01/23/the-heroism-of-incremental-

care (Links to an external site.)

Atul Gawande, “Letting Go: What Should Medicine Do When It Can’t Save Your Life.” The New

Yorker August 2, 2020. https://www.newyorker.com/magazine/2010/08/02/letting-go-2?

Patrick Keefe, “The Family That Built an Empire of Pain.” The New Yorker October 30, 2017: 34-

49. The Sackler family’s ruthless promotion of opioids generated billions of dollars—and millions of

addicts.

https://www.newyorker.com/magazine/2017/10/30/the-family-that-built-an-empire-of-pain (Links to an

external site.)

Olga Khazan, “Being Black in American Can Be Hazardous to Your Health.” The Atlantic July/August

2018

Download Khazan Being+Black+in+America+Can+Be+Hazardous+to+Your+Health+-

+The+Atlantic.pdf

Elizabeth Kolbert, “How Iceland Beat the Coronavirus.” The New Yorker June 8&15, 2020

https://www.newyorker.com/magazine/2020/06/08/how-iceland-beat-the-coronavirus

Larissa MacFarquhar, “The Comforting Fictions of Dementia Care.” The New Yorker. October 8, 2018.

30 pages. Many facilities are using nostalgic environments as a means of soothing the misery, panic,

and rage their residents experience. https://www.newyorker.com/magazine/2018/10/08/the-comforting-

fictions-of-dementia-care (Links to an external site.)

Siddhartha Mukherjee, “AI versus MD,” The New Yorker, April 3, 2017: 18 pages. What happens when

diagnosis is automated? https://www.newyorker.com/magazine/2017/04/03/ai-versus-md (Links to an

external site.)

Siddhartha Mukherjee, “What the Coronavirus Crisis Reveals About American Medicine.” The New

Yorker May 4, 2020 Medicine is a system for delivering care and support; it’s also a system of

information, quality control, and lab science. All need fixing.

https://www.newyorker.com/magazine/2020/05/04/what-the-coronavirus-crisis-reveals-about-american-

medicine

Amanda Schaffer, “The Moral Dilemmas of Doctors During Disaster.” The New Yorker September 12,

2013. http://www.newyorker.com/tech/elements/the-moral-dilemmas-of-doctors-during-disaster (Links

to an external site.)

John Seabrook, “The Promise and the Peril of Virtual Health Care.” The New Yorker June 29, 2020.

During the coronavirus pandemic, telemedicine looks like the future of health care. Is it a future that we

want? https://www.newyorker.com/search/q/seabrook%20promises%20virtual%20care

Jerome Amir Singh, “How Bioethics is Complementing Human Rights in Realizing Health Access for

Clinical Trial Participants: The Case of Formative PrEP Access in South Africa,” Health and Human

Rights 17, 1 (June 2015), pp. 58-62. http://www.hhrjournal.org/2015/06/how-bioethics-is-

complementing-human-rights-in-realizing-health-access-for-clinical-trial-participants-the-case-of-

formative-prep-access-in-south-africa/ (Links to an external site.)

James Somers, “The Engineers Taking on the Ventilator Shortage.” The New Yorker May 11, 2020. The

newest designs are smart, streamlined, and inexpensive. Will they be enough?

https://www.newyorker.com/magazine/2020/05/18/the-engineers-taking-on-the-ventilator-shortage

Michael Specter, “Rewriting the Code of Life.” The New Yorker January 2, 2017. Through DNA editing,

researchers hope to alter the genetic destiny of species and eliminate

diseases. http://www.newyorker.com/magazine/2017/01/02/rewriting-the-code-of-life

Margaret Talbot, “The Rogue Experimenters.” The New Yorker May 18, 2020 Community labs want to

make everything from insulin to prostheses. Will traditional scientists accept their efforts?

https://www.newyorker.com/magazine/2020/05/25/the-rogue-experimenters

Christine Van Dusen, “A Georgia sperm bank, a troubled donor, and the secretive business of

babymaking.” Atlanta Magazine, March 2018: 18 pages.

https://www.atlantamagazine.com/great-reads/georgia-sperm-bank-troubled-donor-secretive-business-

babymaking

Linda Villarosa,“Why America’s Black Mothers and Babies Are in a Life or Death Crisis.” The New

York Times Magazine, April 11, 2018: 26 pages. The answer to the disparity in death rates has

everything to do with the lived experience of being a black woman in

America. https://www.nytimes.com/2018/04/11/magazine/black-mothers-babies-death-maternal-

mortality.html

Additional possible articles:

Carolyn Kohrman, “Through the Looking Glass,” The New Yorker. December 21 & 28, 2015.

http://www.newyorker.com/magazine/2015/12/21/through-the-looking-glass-annals-of-science-carolyn-

kormann

[Producing a low cost microscope for use in non-industrial countries]

Suzanne Koven, “The Doctor’s New Dilemma,” The New England Journal of Medicine. 374, 7

(February 18, 2016) [Managing efficient, economic, and effective physician/patient visits]

http://www.nejm.org/doi/full/10.1056/NEJMp1513708

Sandra Soo-Jin Lee, “American DNA: The Politics of Potentiality in a Genomic Age,” Current

Anthropology 54,S7, Potentiality and Humanness: Revisiting the Anthropological

Object in Contemporary Biomedicine (October 2013), pp. S77-S86

https://www.journals.uchicago.edu/doi/full/10.1086/670970

Emmanuel Kabengele Mpinga, Tshimungu Kandolo, Henk Verloo, Ngoyi K. Zacharie Bukonda,

Ngianga-Bakwin Kandala and Philippe Chastonay, “Traditional/alternative medicines and the right to

health: Key elements for a convention on global health.” Health and Human Rights 15, 1 (June 2013),

pp. 44-57. https://cdn2.sph.harvard.edu/wp-content/uploads/sites/13/2013/06/Mpinga-FINAL.pdf

Jerome Amir Singh, “How Bioethics is Complementing Human Rights in Realizing Health Access for

Clinical Trial Participants: The Case of Formative PrEP Access in South Africa,” Health and Human

Rights 17, 1 (June 2015), pp. 58-62. http://www.hhrjournal.org/2015/06/how-bioethics-is-

complementing-human-rights-in-realizing-health-access-for-clinical-trial-participants-the-case-of-

formative-prep-access-in-south-africa/

Adriana Petryna, “Right of Recovery.” Current Anthropology, Vol. 54, No. S7, Potentiality and

Humanness: Revisiting the Anthropological Object in Contemporary Biomedicine (October 2013), pp.

S67-S76

Rebecca Solnit, “Medical Mountaineers,” The New Yorker. December 21 & 28, 2015.

http://www.newyorker.com/magazine/2015/12/21/medical-mountaineers

[Providing medical care in remote places such as the Himalayas]

Darren B. Taichman and Christine Laine, “Reducing Firearm-Related Harms: Time for Us to Study and

Speak Out,” Annals of Internal Medicine 2015, 62: 520-521.

http://annals.org/aim/fullarticle/2173244/reducing-firearm-related-harms-time-us-study-speak-out