MODULE SPECIFICATION TEMPLATE
Instructions:
1. If the module is part of a programme of study in a University department, please
complete sections 1 and 2.
2. If the module is part of a programme of study in an Associate College, please
complete Sections 1 and 3.
SECTION 1: MODULE SPECIFICATIONS
1. The title of the module
Medicinal Plants: Home Remedy, Pharmaceutical, Illicit Drug
2. The Department which will be responsible for management of the module
Anthropology
3. The Start Date of the Module
Spring 2007
4. The cohort of students (onwards) to which the module will be applicable.
September 2006 entrants onwards
5. The number of students expected to take the module
60-70
6. Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Departments and Faculties regarding the withdrawal
None
7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
H
8. The number of credits which the module represents
15 credits
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a Masters
award
9. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
10. Prerequisite and co-requisite modules
SE306 or permission of the director of studies
11. The programmes of study to which the module contributes
BSc Medical Anthropology, BSc Anthropology, BA Anthropology
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Subject Specific Learning Outcomes
12.1 Knowledge and understanding of theoretical concerns, methods, and findings of current
theoretical research on medicinal plants
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12.2 An understanding of how and why medicinal plants affect human physiology.
12.3 An understanding of the implications of nature, complexity and richness of human diversity
and adaptation in health, wellness, illness and death.
12.4 Appreciation for the diverse strategies that humans have developed for dealing with sickness.
12.5 The interaction of social, cultural and biological aspects of human groups.
Relationship to Programme Learning Outcomes
PLO A1. The interaction of social, cultural and biological aspects of human groups (12.5)
PLO A4. The cultural construction of health and disease including disease as seen by health
professional and patient, cross-cultural definitions of health, disease and cause. Secular,
and scientific medical systems. Humoral systems of medicine. Biomedical medical
systems. Religious health systems. Shamens and priests. Perceived causes of disease
and treatment. (12.1, 12.4,12.5)
PLO A5. Anthropology and national Health Care Systems. Definition of the health care system;
Provision for health care comparative systems; UK and USA. Provision for research
compare university based systems, treatment based systems (12.1,12.4)
PLO A8.
Biosocial perspectives on human ecology, for example, subsistence and dietary
diversity, and comparative study of health, well-being and disease across societies and/or
over time (12.2, 12.3)
PLO A10. Awareness of the nature, complexity and richness of human diversity and adaptation in
health, wellness, illness and death, and have an appreciation of its cultural, social,
biological and ethical implications.(12.1, 12.2,12.5,12.6)
PLO A11. For each of these themes an awareness of biocultural and evolutionary principles
relevant to the study of human health, disease, and medical systems, and which inform
understanding and application.(12.3, 12.4)
PLO A12. In depth understanding of current issues relating to medical anthropology 12.1,
12.2,12.3,12.4)
PLO C1. Acquaintance with and ability to interpret varied information on aspects of human social,
cultural and biological diversity, particularly in medical domains (12.3, 12.4,12.5)
PLO C4. Deepened understanding of the subject, and qualities of mind associated with intellectual
reflection, evaluation and synthesis.(12.1, 12.2, 12.3, 12.4, 12.5)
PLO C5. An ability to understand how human beings are shaped by and interact with their social
and physical environments, and an appreciation of their social and biological diversity
(12.3, 12.4,12.5)
13. The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes
Generic Learning Outcomes
13.1 Critical thinking
13.2 Development of writing skills, such as clarity and presenting analytical results
13.3 Reading skills
13.4 Research design skills
13.5 Time management and preparation
13.6 Organisation of information in a clear way.
Relationship to Programme Learning Outcomes
PLO B1.
General learning and study skills (13.1, 13.2, 13.3, 13.4, 13.5, 13.6)
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PLO B2.
PLO B3.
PLO B4.
PLO D1.
PLO D2.
PLO D3.
Ability to express ideas in writing and orally (13.2, 13.6)
Critical and analytical skills (13.1, 13.4)
Scholarly skills (13.1, 13.2, 13.3, 13.4, 13.6)
Information retrieval skills. (13.3)
Communication and presentation skills. (13.6)
Time management skills. (13.4, 13.5)
14. A synopsis of
This module is an introduction to ethnopharmacology, a multidisciplinary field of study that
employs chemistry, ecology, biology, pharmacology and anthropology to evaluate and understand
the use of plants (and other substances) in non-western medical systems. While students will be
introduced to all of the disciplines involved in ethnopharmacological research, this module will
have a heavy anthropological focus. Lecture and reading materials will address questions related
to the actions of natural products in the human body, the ecological and evolutionary basis of
medicinal plants use, the epistemology of non-western medical systems, the efficacy of medicinal
plants and the development of pharmaceuticals based on traditional medicines. Topics discussed
in class will provide ideas and models for student
research projects. This module should appeal
to students with interests in anthropology and/or medical care/research.
15. Indicative Reading List
Etkin, Nina, ed. 1986. Plants in Indigenous Medicine and Diet: Biobehavioral Approaches.
Bedford Hills, NY: Redgrave Publishing Co.
Evans, W. C. 1996. Trease and Evans’ Pharmacognosy. London: WB Saunders Company
Ltd.
Johns, Timothy 1990. With Bitter Herbs They Shall Eat it: Chemical Ecology and the
Origins of Human Diet and Medicine. Tucson: The University of Arizona Press.
16. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended learning outcomes
Lectures and seminars. Contact hours: 22; Total study hours: 2150. Half of the instruction in this
module will be by lecture. Seminars will review key journal articles – both classic milestones as
well as recent advances – for which students will be required to prepare by completing assigned
reading.
Lectures
12.1, 12.2, 12.3, 12.4,12.5
Seminars
12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 13.3, 13.5,13.6
17. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
A two hour final examination (60%); will test knowledge of lecture and seminar topics. A single
essay (20%) (2000 words) (essay will be set and marked during module) will be designed to
measure the quality of analysis and critical thinking deriving from the module. A research
proposal (20%) (2000 words) will measure the depth of knowledge in the chosen topic and ability
to integrate multi-disciplinary materials and plan a project.
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Exam
12.1, 12.2, 12.3, 12.4, 12.5
Essay
12.1, 12.3, 12.4, 12.5, 13.1, 13.2, 13.3, 113.5, 13.6
Research Proposal
12.1, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6
18. Implications for learning resources, including staff, library, IT and space
Teaching and learning resources can in general be met out of existing provision.
19. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be provided where
needed.
20 Campus(es) where module will be delivered
Canterbury Campus
If the module is part of a programme in an Associate College, please complete the
following:
20. Associate College:
21. University Department (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme:
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SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
DEPARTMENT
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of
module proposals"
................................................................
Director of Learning and Teaching
..............................................
Date
…………………………………………………
Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will be
responsible for its resourcing"
.................................................................
Head of Department
..............................................
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN AN ASSOCIATE COLLEGE
(Where the module is proposed by an Associate College)
Statement by the Nominated Officer of the College: "I confirm that the College has approved
the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer of the Associate
College
………………………………………………….
Print Name
…………………………………………………..
Post
…………………………………………………….
Associate College
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Date