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University of Aberdeen
Centre for Medical Humanities
School of Language & Literature
Course Guide, 2015-16
ME33LM: LITERATURE AND MEDICINE
15 credits: 6 weeks
Course convenor: Dr Catherine Jones
Taylor, B09 Tel. (27)3759
Email: c.a.jones@abdn.ac.uk
Office hours: Tuesdays 4-6pm
(Other times by arrangement)
Class Times:
Thursdays 9-11 in MacRobert Building, 317
King’s College campus
This Course Guide must be read in conjunction with the following
booklets, available on MyAberdeen or from the School Office:
Guide to Honours and Level 3 English Studies
Good Writing Guide
Guidance on Avoiding Plagiarism
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COURSE DESCRIPTION
Challenging conventional boundaries between the humanities and the
sciences, this course explores the relationship between literature and
medicine, and asks what kind of ground the two disciplines might share and
how they might enrich one another. It provides an introduction to Medical
Humanities, a relatively new but flourishing field of interdisciplinary study and
practice that is well established at the University of Aberdeen. Medical
Humanities is concerned with addressing the human side of medicine and as
such draws theoretical, critical and practical insights from across the social
sciences and the arts to explore the meanings attached to illness, disease,
embodiment, disability, health and therapeutic encounters (from both a
professional and patient perspective). It embraces matters of ethics,
aesthetics, history, representation and reflective practice. We begin by
considering the range of concerns within Medical Humanities and within
Literature and Medicine in particular. The opening class will provide a
conceptual and practical framework for addressing more specific weekly
topics: the role of narrative in medical ethics; illness narratives as life writing
and fiction; plague narratives; and literature and the history of psychiatry.
SET BOOKS (compulsory purchase)
Samuel Johnson, The History of Rasselas, Prince of Abissinia (Oxford
World’s Classics)
Anton Chekhov, Ward No. 6 and Other Stories (Penguin)
F. Scott Fitzgerald, Tender is the Night (Penguin)
Sylvia Plath, The Bell Jar (Faber and Faber)
William Styron, Darkness Visible (Vintage)
John Diamond, C: Because Cowards Get Cancer Too (Vermilion)
Daniel Defoe, A Journal of the Plague Year (Oxford World’s Classics)
Jose Saramago, Blindness (Harvill)
Pat Barker, Regeneration (Penguin)
Sebastian Faulks, Human Traces (Vintage)
SEMINAR PROGRAMME
Set Reading
* Indicates that the text is available on MyAberdeeen.
Week 7: Introduction
Thursday 29 October
Set texts:
Samuel Johnson, The History of Rasselas, Prince of Abissinia
The Cullen Project, Case ID: 1686: ‘Case of Dr Samuel Johnson who has
asthma and dropsy’: http://www.cullenproject.ac.uk/case/1686/
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* William Cowper, ‘Memoir of the Early Life’ (begun 1765, posthumously
published 1816), and ‘The Cast-away’ (1799)
Additional set reading:
* Brian Hurwitz and Paul Dakin, ‘Welcome Developments in UK Medical
Humanities’, Journal of the Royal Society of Medicine, 102 (2009), 84-85
* Jane Macnaughton, ‘Take a deep breath’, in Where Does It Hurt: The New
World of the Medical Humanities, ed. John Holden, John Kieffer, John
Newbigin, and Shelagh Wright (2014), 28-31
* Michael Neve, ‘Medicine and Literature’, in Companion Encyclopaedia of the
History of Medicine, ed. W. F. Bynam and Roy Porter (1993)
Suggested further reading:
Greg Clingham, The Cambridge Companion to Samuel Johnson (1997)
* Jane Darcy, ‘Religious Melancholy in the Romantic Period: William Cowper
as Test Case’, Romanticism, 15: 2 (2009), 144-55
A. Doig, J. P. S. Ferguson, I. A. Milne, and R. Passmore, eds, William Cullen
and the Eighteenth Century Medical World (1993)
Paul Fussell, Samuel Johnson and the Life of Writing (1971)
* Kathleen M. Grange, ‘Dr. Samuel Johnson’s Account of a Schizophrenic
Illness in Rasselas (1759)’, Medical History, 6 (1962), 162-69
*Brian Hurwitz, ‘Form and Representation in Clinical Case Reports’, Literature
and Medicine, 25: 2 (2006) 216-40
*Roy Porter, ‘The Patient’s View: Doing Medical History from Below’, Theory
and Society, 14: 2, (1985) 175-98
* G. S. Rousseau, ‘Literature and Medicine: The State of the Field’, Isis, 72
(1981), 406-24
John Wiltshire, Samuel Johnson in the Medical World: The Doctor and the
Patient (1991)
Week 8: The Role of Narrative in Medical Ethics
Thursday 5 November
Set texts:
* William Carlos Williams, ‘The Use of Force’ (1933)
Anton Chekhov, ‘Ward Number Six’ (1892)
F. Scott Fitzgerald, Tender is the Night (1934)
Additional set reading:
* Giskin Day, ‘Tender is the Night’, British Medical Journal, 335, no. 7631
(2007), 1215
* R. S. Downie, ‘Literature and Medicine’, Journal of Medical Ethics, 17
(1991), 93-96, 98
* Tony Hope, Medical Ethics: A Very Short Introduction (2004), ch. 1 (‘On
Why Medical Ethics is Exciting’)
Suggested further reading:
Joanna Bourke, The Story of Pain (2014)
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Brian A. Bremen, William Carlos Williams and the Diagnostics of Culture
(1993)
Matthew J. Bruccoli, Reader’s Companion to F. Scott Fitzgerald’s Tender is
the Night (1996)
Robert Gish, William Carlos Williams: A Study of the Short Fiction (1989)
Vera Gottlieb and Paul Allain, eds, The Cambridge Companion to Chekhov
(2001)
Andrew Hook, F. Scott Fitzgerald: A Literary Life (2002)
* Anne Hudson Jones, ‘Narrative in Medical Ethics’, Western Journal of
Medicine, 170 (1999), 50-2
Ruth Prigozy, ed., The Cambridge Companion to F. Scott Fitzgerald (2001)
Milton R. Stern, Critical Essays on F. Scott Fitzgerald’s Tender is the Night
(1986)
Week 9: Illness Narratives as Life Writing and Fiction
Thursday 12 November
Set texts:
Sylvia Plath, The Bell Jar (1963)
William Styron, Darkness Visible (1989)
John Diamond, C: Because Cowards Get Cancer Too (1998)
* Laura Rothenberg, ‘My So-Called Lungs’, in Stories of Illness and Healing:
Women Write Their Bodies, eds Sayantani DasGupta and Marsha Hurst
(2007)
Additional set reading:
* Arthur W. Frank, The Wounded Storyteller: Body, Illness and Ethics (1995),
ch. 3 (‘Illness as a Call for Stories’)
Suggested further reading:
* Allan Beveridge, ‘The Benefits of Reading Literature’, in Mindreadings:
Literature and Psychiatry, ed. Femi Oyebode (2009)
Rita Charon, Narrative Medicine: Honoring the Stories of Illness (2006)
Sayantani DasGupta and Marsha Hurst, eds, Stories of Illness and Healing:
Women Write Their Bodies (2007)
Cynthia J. Davis and Denise D. Knight, eds, Charlotte Perkins Gilman and her
Contemporaries: Literary and Intellectual Contexts (2004)
Jo Gill, ed., The Cambridge Companion to Sylvia Plath (2006)
Arthur Kleinman, The Illness Narratives: Suffering, Healing and the Human
Condition (1988)
Shlomith Rimmon-Kenan, ‘What Can Narrative Theory Learn from Illness
Narratives?’, Literature and Medicine, 25: 2 (2006), 241-54
Jacqueline Rose, The Haunting of Sylvia Plath (1991)
* John Wiltshire, ‘Biography, Pathography, and the Recovery of Meaning’,
Cambridge Quarterly, 29: 4 (2000), 409-22
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Week 10: Plague Narratives
Thursday 19 November
Set texts:
Daniel Defoe, A Journal of the Plague Year (1722)
Jose Saramago, Blindness (1995 in Spanish; 1997 in English translation)
Additional set reading:
* Jennifer Cooke, Legacies of Plague in Literature, Theory and Film, ch. 1
Suggested further reading:
Bright, Gina M., Plague-Making and the AIDS Epidemic (2012)
Samuel K. Cohn, Cultures of Plague: Medical Thinking at the End of the
Renaissance (2010)
Gilman, Ernest B., Plague Writing in Early Modern England (2009)
Harrison, Mark, Contagion: How Commerce has Spread Disease (2012)
* Margaret Healy, ‘Defoe’s Journal and the English Plague Writing Tradition’,
Literature and Medicine, 22: 1 (2003), 25-44
Robert Mayer, History and the Early English Novel: Matters of Fact from
Bacon to Defoe (1997)
John Richetti, ed., The Cambridge Companion to Daniel Defoe (2008)
Ilse Vickers, Defoe and the New Sciences (1996)
Priscilla Ward, Contagious: Cultures, Carriers, and the Outbreak Narrative
(2008)
Week 11: Literature and the History of Psychiatry
Thursday 26 November
Set texts:
Pat Barker, Regeneration (1991)
* W.H.R. Rivers, ‘An Address on the Repression of War Experience’, The
Lancet, 2 February 1918, 173-83
Sebastian Faulks, Human Traces (2005)
Required secondary reading:
* Katherine G. Nickerson and Steven Shea, ‘W. H. R. Rivers: Portrait of a
Great Physician in Pat Barker’s Regeneration Trilogy’, The Lancet, 350, issue
9072, 19 July 1997, 205-9
Suggested further reading:
John Brannigan, Pat Barker (2005)
Cathy Caruth, Unclaimed Experience: Trauma, Narrative and History (1996)
--- ed., Trauma: Explorations in Memory (1995)
Jessica Meyer, Men of War: Masculinity and the First World War in Britain
(2009)
Mark S. Micale, Hysterical Men: The Hidden History of Male Nervous Illness
(2008)
Roy Porter and Mark S. Micale, eds, Discovering the History of Psychiatry
(1994)
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Sharon Monteith, Pat Barker (2002)
Richard Slobodin, W. H. R. Rivers: Pioneer Anthropologist, Psychiatrist of The
Ghost Road (1992)
Karin E. Westman, Pat Barker’s Regeneration: A Reader’s Guide (2001)
Revision Week
Thursday 3 December
Presentations from ME33LP – Literature and Medicine: Project
THURSDAY 3 DECEMBER: SUBMIT ESSAY TO THE SCHOOL OFFICE
BY 12 NOON
A LIST OF GENERAL / INDICATIVE READING CAN BE FOUND AT THE
END OF THIS COURSE GUIDE
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COURSE INFORMATION
1. Course aims
The aims of the course are:
 to give an overview of the field of ‘literature and medicine’, in particular
current debates about the role of literature in medical education;
 to explore connections between literature and medicine through the
study of selected works from the eighteenth to the twenty-first century;
 to explore and evaluate the clinical applications of literature and
medicine, in particular the theory and practice of ‘narrative medicine’;
 to pursue an approach to literary criticism that is historically informed
and attentive to textual detail;
 to enhance reflective capacity and powers of written and oral
expression and argument.
2. Course objectives
By the end of the course you should have acquired:
 knowledge and understanding of the links between literature and
medicine from the eighteenth century to the present;
 knowledge and understanding of current debates in the field of
literature and medicine;
 an ability to read and appreciate a selection of literary and medical
texts, and interpret them against their historical background;
 an ability to engage in independent research in the field of literature
and medicine;
 enhanced self-awareness and reflective capacity, and enhanced skills
of critical analysis, argumentation, oral presentation and essay writing.
3. Teaching arrangements
The class meets once a week for a seminar on Thursday from 9 to 11am.
Teaching will be conducted through plenary and group discussion. Students
will also be invited to give short presentations. By the end of the course, all
students will have given one presentation. Whether or not you are giving a
presentation, it is essential that you always come having done the prescribed
preparation. Seminars require ACTIVE participation by all.
4. Attendance
Attendance at each meeting of the course is compulsory, and a register will
be taken in seminars. Please note that students who miss more than 10% of
the compulsory attendance or who fail to submit an assessed piece of work
will be at risk of losing their class certificate. If students lose their class
certificate they will have failed the SSC and will be unable to graduate.
5. Assessment
Assessment is by essay (2500 words) (80%) and oral presentation (20%).
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6. Essay
A list of essay topics is included in this guide. The essay should be 2500
words long. The word count includes quotations and footnotes (but not the
bibliography). Students will be penalised for work that is either too long or too
short. In your essay, you are expected to adhere to MHRA referencing
conventions, as set out in the Good Writing Guide. Essays will be marked
using the University’s Common Grading Scale – see
http://www.abdn.ac.uk/infohub/study/CAS.php.
Written work should be word-processed wherever possible.
Submission Arrangements: The essay should be submitted to the Office of the
School of Language & Literature by 12 noon on Thursday 3 December
(Revision Week). All written work must be submitted in the following way. One
copy should be submitted electronically using Turnitin on MyAberdeen. One
hard copy of the work should be submitted to the School Office (A13); it can
be printed on both sides of the page. On the hard copy, you must attach the
School undergraduate cover sheet (signed) and the undergraduate feedback
sheet. These will be available from the notice board outside the School office
(situated on the A corridor of Taylor Building). Please make sure you fill in the
correct course code, your tutor’s name, and your ID number.
Marking criteria: Good essays will be identified by the quality of argument, use
of evidence, relevance to topic and quality of expression. Inaccuracies in
punctuation, spelling, grammar, idiom, referencing and bibliography, and
sloppiness in presentation (numerous insertions, deletions, coffee stains, etc.)
will be penalised in accordance with the Common Grading Scale and
programme band descriptors. Students should refer to the Good Writing
Guide for further advice.
Late submission: One grade-band will be deducted for late submission (up to
a week late) without supportive medical evidence. Essays submitted after this
date will receive a NIL mark. Extensions can be granted by tutors for up to
one week on medical grounds or other good reasons. For further information
refer to the late submission guidelines contained within the Guide to Honours
and Level 4 English Studies section on Written Work and Assessment.
7. Disability
Students who have been granted an extension on the grounds of disability
must submit within one week of the normal submission deadline. Further
extensions beyond one week can be granted only by the Undergraduate
Programme Co-ordinator.
8. Feedback on assessment
The University recognises that the provision of timely and appropriate
feedback on assessment plays a key part in students learning and teaching.
The guiding principles for the provision of feedback within the University are
detailed in the Institutional Framework for the Provision of Feedback on
Assessment available at:
http://www.abdn.ac.uk/staffnet/teaching/aqh/appendix7x8.pdf
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Essays/exercises will normally be returned to students no more than three
working weeks after the submission-date. In this course, the essay will
normally be returned by Friday 23 January 2016.
9. Absence from Classes on Medical Grounds
Candidates who wish to establish that their academic performance has been
adversely affected by their health are required to secure medical certificates
relating to the relevant periods of ill health (see General Regulation 17.3). The
University’s policy on requiring certification for absence on medical grounds or
other good cause can be accessed at the following address:
www.abdn.ac.uk/registry/quality/appendix7x5.pdf
You are strongly advised to make yourself fully aware of your responsibilities
if you are absent due to illness or other good cause. In particular, you are
asked to note that self-certification of absence for periods of absence up to
and including eleven weekdays is permissible. However, where absence has
prevented attendance at an examination or where it may have affected your
performance in an element of assessment or where you have been unable to
attend a specified teaching session, you are strongly advised to provide
medical certification (see section 3 of the Policy on Certification of Absence
for Medical Reasons or Other Good Cause).
10. Oral Presentation
All students will be required to give a 10 minute oral presentation to the
seminar group during the course of the term. NB: This is worth 20% of the
marks. Presentation topics are listed below. The presentation should be
accompanied with an abstract and a bibliography of the main information
sources you have used. These should be handed to your tutor and distributed
to the class at the time of your presentation. Presentations will be assessed
on quality of content and effectiveness of delivery: the main criteria are clarity
of exposition, quality of ideas, accuracy, liveliness, time-management. A key
measure will be how well you succeed in stimulating group discussion. For
further guidance, see the Ten Golden Rules on presentations, below. You will
be given feedback and notified of your grade via email.
11. Rules on overlap
You cannot write an essay on the same material you spoke about in your oral
presentation. If in doubt, consult your tutor.
12. Absence from Classes on Medical Grounds
Candidates who wish to establish that their academic performance has been
adversely affected by their health are required to secure medical certificates
relating to the relevant periods of ill health (see General Regulation 17.3).
The University’s policy on requiring certification for absence on medical
grounds or other good cause can be accessed at
www.abdn.ac.uk/registry/quality/appendix7x5.pdf
You are strongly advised to make yourself fully aware of your responsibilities
if you are absent due to illness or other good cause. In particular, you are
asked to note that self-certification of absence for periods of absence up to
10
and including eleven weekdays is permissible. However, where absence has
prevented attendance at an examination or where it may have affected your
performance in an element of assessment or where you have been unable to
attend a specified teaching session, you are strongly advised to provide
medical certification (see section 3 of the Policy on Certification of Absence
for Medical Reasons or Other Good Cause).
13. Plagiarism
You are required to familiarise yourself with the contents of the School’s
handout Guidance on Avoiding Plagiarism. Plagiarism is a form of intellectual
theft, whether the person stolen from is a critic or a fellow student. It is also a
form of cheating, and therefore an offence under the University’s Code of
Discipline.
14. Other information
Students are asked to make themselves familiar with the information on key
institutional policies which been made available within MyAberdeen
(https://abdn.blackboard.com/bbcswebdav/institution/Policies). These policies
are relevant to all students and will be useful to you throughout your studies.
They contain important information and address issues such as what to do if
you are absent, how to raise an appeal or a complaint and how seriously the
University takes your feedback.
These institutional policies should be read in conjunction with this programme
and/or course handbook, in which School and College specific policies are
detailed. Further information can be found on the University’s Infohub
webpage or by visiting the Infohub.
The information included in the institutional area for 2015/16 includes the
following:
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Absence
Academic Appeals & Complaints
Assessment (Common Grading Scale)
Codes of Practice on Student Discipline (Academic and Non-Academic)
Class Certificates
Recording of Lectures
Exam Results
Transcripts
MyAberdeen
TurnitinUK
Feedback
Communication
Aberdeen Graduate Attributes
The Co-Curriculum
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PRESENTATION TOPICS
Week 8: The Role of Narrative in Medical Ethics
Presentation 1: ‘Medical Practice and Medical Ethics in Chekhov’s “Ward
Number Six”’
Presentation 2: ‘The Representation of the Impaired Physician in Fitzgerald’s
Tender is the Night’
Week 9: Illness Narratives as Life Writing and Fiction
Presentation 1: ‘Point of View in Plath’s The Bell-Jar’
Presentation 2: ‘Illness as Biographical Disruption: Diamond’s C: Because
Cowards Get Cancer Too’
Week 10: Plague Writing
Presentation 1: ‘Language and Style in Defoe’s Journal of the Plague Year’
Presentation 2: ‘The Idea of Community in Saramago’s Blindness’
Week 11: Literature and the History of Psychiatry
Presentation: ‘The Portrait of the Psychiatrist W. H. R. Rivers in Barker’s
Regeneration’
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ORAL PRESENTATIONS
Ten Golden Rules
1.
A presentation should last no more than ten minutes. If you overrun
you may be asked to stop. This is to ensure time for discussion.
2.
The aim of a presentation is to introduce a text or topic and to stimulate
debate. Be as clear as possible at all times.
3.
Give background information where necessary, but be selective and
always explain the significance of any information (e.g. biographical,
historical) you present: why is it important, how does it help us to understand
the topic or interpret the text?
4.
Back up each of your claims with evidence and quotations. If quoting,
always give page or line numbers so others can identify the passage quickly.
5.
Conclude your presentation by posing two or three questions for the
rest of the group to discuss. These could be broad questions or points of
interpretation of individual passages – or a mixture of the two.
6.
Don’t try to say everything. Hold things back for the discussion
afterwards.
7.
Always include some close reading. Every presentation must do this,
however broad the topic. Some presentations may consist mostly or wholly of
close reading.
8.
Apply the same standard of originality in a presentation as in an essay.
Let your personal voice come through, and offer your own interpretation and
evaluation of the material.
9.
Delivery: it is essential when presenting to make eye contact with your
audience. Whether you are talking from notes or reading from a full script,
look up frequently, taking in everyone present. If you have a full script, you
need to perform it in lively way, not just read it. Don’t read too quickly, vary
your pitch, include pauses, and highlight with your voice the most important
parts.
10.
You can use Powerpoint or other audio-visual aids but there is no
obligation to do this.
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ESSAY TOPICS
Essays must be submitted to the School Office by 12 noon on Thursday 3
December. You should submit one copy via Turnitin on MyAberdeen and one
hard copy to the School Office. Essays should be 2500 words long, including
quotations and footnotes; students should note that they will be penalised for
work which is either too long or too short.
1. Compare the representation of mental disorder in at least TWO of the texts
studied on this course.
2. Explore the uses of literary narratives to study ethical issues in medicine.
Your answer should focus on at least TWO of the texts studied on this course.
3. Compare the representation of the doctor AND / OR the doctor-patient
relationship in at least TWO of the texts studied on this course.
4. To what extent does the personal illness narrative give insight into the
reality of the patient world? Your answer should focus on at least TWO of the
texts studied on this course.
5. Examine the role of memory in personal illness narratives. Your answer
should focus on at least TWO of the texts studied on this course.
6. Compare the satirical techniques and purposes of at least TWO of the
writers studied on this course.
7. Explore the idea of community in plague narratives. Your answer should
focus on at least TWO of the texts studied on this course.
8. What might psychiatry AND / OR psychoanalysis learn from literature?
Your answer should focus on at least TWO of the texts studied on this course.
9. Explore the representation of individual AND / OR collective trauma in at
least TWO of the texts studied on this course.
10. Compare the attitudes towards death and dying in at least TWO of the
texts studied on this course.
11. What insights does literature bring to the history of psychiatry AND / OR
psychiatric institutions? Your answer should focus on at least TWO of the
texts studied on this course.
12. Explore the role of literature in medical education. Your answer should
focus on at least TWO of the texts studied on this course.
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ADVICE ON PLANNING AND WRITING ESSAYS
1. Unpack the various issues raised by the question. Choose which ones to
concentrate on.
2. Before starting to write, make an essay plan summarising your overall
argument, highlighting the issues you want to address, and outlining the
main steps in your argument. Identify relevant sources to cite.
3. Check the plan to see that your argument answers the question, is
coherent and does not contradict itself. Are your ideas presented in the
clearest way and most effective order?
4. It may help to think of your essay as an act of persuasion in which you
make a case and support it with evidence. If necessary, raise and dispute
possible counter-arguments.
5. Write the essay question at the top of the first page, and keep the question
in mind throughout. Do not substitute your own essay title.
6. Use the opening paragraph to lay the foundations of your argument, not to
provide general background information. Include a statement of intent,
outlining the issues you will address and the methodology you will use.
7. The essay should be a piece of continuous prose. Do not use
subdivisions and subtitles unless absolutely necessary.
8. Use a style appropriate for academic writing, avoiding excessive reference
to self (‘I feel’, ‘I think’, ‘in my opinion’, etc.).
9. Comment on any passages you choose to quote. Quotations may not
speak for themselves, and what you see in them may not be what your
reader sees.
10. For the purposes of this essay, you are expected to cite at least two
secondary sources. Use critics discriminatingly, and be in an active not a
passive relation to them: assess, adjust, supplement or quarrel with their
findings.
11. Quote accurately (double-check each quotation), and follow the
conventions of citation and presentation set out in the Good Writing Guide.
12. End with a conclusion that summarises and ‘clinches’ your argument.
Don’t introduce major new ideas or texts in the final paragraph of your
essay.
13. Include a bibliography, set out as specified in the Good Writing Guide.
14. Include a final word count (which should include footnotes or endnotes).
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GENERAL / INDICATIVE BIBLIOGRAPHY
The Sir Duncan Rice Library has extensive holdings in the field of
literature and medicine, including critical works on many of the authors
specified for special study on this course. The following is a small
selection of more general works. IT IS ESSENTIAL TO PLAN AHEAD
WITH YOUR LIBRARY BORROWING BECAUSE DEMAND FOR BOOKS
INCREASES AS DEADLINES APPROACH.
Websites and Journals
Literature, Arts and Medicine database, New York University:
http://litmed.med.nyu.edu/Main?action=new
Literature and Medicine – an interdisciplinary journal devoted to exploring
connections between literary and medical knowledge and understanding
Medical Humanities – a leading international journal that reflects the whole
field of medical humanities
Medical Humanities – General
Brodie, Howard, Stories of Sickness (1987)
Csordas, G. Thomas, Recovering Bodies: Illness, Disability, and Life Writing
(1997)
Davis, Lennard J., ed., The Disability Studies Reader (1997)
Downie, R. S., and Jane Macnaughton, Clinical Judgement: Evidence in
Practice (2000)
Evans, Martyn, and Ilora Finlay, eds., Medical Humanities (2001)
Evans, Martyn, Rolf Ahlzen, Iona Heath, and Jane Macnaughton, eds.,
Medical Humanities Companion: Volume 1: Symptom (2008)
Ahlzen, Rolf, Martyn Evans, Pekka Louhiala, and Raimo Puust, Medical
Humanities Companion: Volume 2: Diagnosis (2010)
Gilman, Sander L., Difference and Pathology: Stereotypes of Sexuality, Race
and Madness (1985)
Greenhalgh, Trisha, and Brian Hurwitz, eds., Narrative Based Medicine:
Dialogue and Discourse in Clinical Practice (1998)
Helman, Cecil, Culture, Health and Illness (1984)
Hunter, Kathryn Montgomery, Doctors’ Stories: The Narrative Structure of
Medical Knowledge (1991)
--- How Doctors Think: Clinical Judgment and the Practice of Medicine (2005)
History of Medicine – General
Bynum, W.F., and Roy Porter, eds., Companion Encyclopaedia of the History
of Medicine, 2 vols (1993)
Foucault, Michel, Madness and Civilization: A History of Insanity in the Age of
Reason (1988)
Porter, Roy, The Greatest Benefit to Mankind: A Medical History of Humanity
(1997)
--- ed., The Cambridge History of Medicine (2006)
--- Mind Forg’d Manacles: Madness and Psychiatry in England from the
Restoration to Regency (1987)
Rosenberg, Charles E. and Janet Golden, eds., Framing Disease: Studies in
Cultural History (1992)
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Rosenberg, Charles E., Explaining Epidemics and Other Studies in the
History of Medicine (1992)
Watts, Sheldon, Epidemics and History: Disease, Power and Imperialism
(1997)
Literature and Medicine – General
Allard, James Robert, Romanticism, Medicine, and the Poet’s Body (2007)
Charon, Rita, and Martha Montello, eds, Stories Matter: The Role of Narrative
in Medical Ethics (2002)
Gilman, Sander L., Disease and Representation: Images of Illness from
Madness to AIDS (1988)
Hawkins, Ann Hunsaker, Reconstructing Illness: Studies in Pathography
(1993)
Huth, Edward J., and Solomon Posen, The Doctor in Literature: Satisfaction
or Resentment, vol. 1 (2004)
Keen, Suzanne, Empathy and the Novel (2007)
Lawlor, Clark, Consumption and Literature: the Making of the Romantic
Disease (2006)
Morris, David B., The Culture of Pain (1991)
Otis, Laura, Membranes: Metaphors of Invasion in Nineteenth-Century
Literature, Science and Politics (1999)
Peterkin, Allan, and A. A. Prettyman, ‘Finding a Voice: Revisiting the History
of Therapeutic Writing’, Medical Humanities, 35 (2009), 80-88
Posen, Solomon, The Doctor in Literature: Private Life, vol. 2 (2006)
Roberts, Marie Mulvey, and Roy Porter, eds, Literature and Medicine during
the Eighteenth Century (1993)
Rousseau, G. S. Nervous Acts: Essays on Literature, Culture and Sensibility.
Basingstoke: Palgrave Macmillan, 2004
Saunders, Corinne, Ulrika Maude, and Jane Macnaughton, eds., The Body
and the Arts (2009)
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