Editor’s Note: In the second part of our inaugural post to the “Teaching Points” series, Contributing Editor Joe Gabriel ruminates on teaching to both medical students and PhD candidates in the humanities.
Yesterday I posted the syllabus to a class I taught for the history department here at Florida State. As I mentioned, I’m actually on faculty at the medical school and so I spend most of my time teaching medical students. If you haven’t done it, teaching medical students is incredibly rewarding – they are extremely hard working, very smart, and it’s gratifying to know that you might actually be helping them become better doctors. However, it’s also very nice for me to get the opportunity to interact with doctoral students in the humanities, as it allows for different types of conversations that just aren’t possible in the medical school.
As you’ll see from the syllabus, the course is an effort to provide a broad overview of the history of medicine in the United States. I tried to organize the class both chronologically and methodologically, with both earlier periods of history and more traditional approaches to the history of medicine being covered earlier in the course. There are, I think, some problems with the syllabus.