Sociology 355.101/535.101 Medical Sociology
Sociology 355.101/535.101
Medical Sociology Fall 2013
Dr. Whitney Garcia- Towson University
Department of Sociology, Anthropology, and Criminal Justice
LA 3342 410-704-4534 wgarcia@towson.edu
Course description: Medical Sociology introduces students to health, illness, and medical care
systems from a sociological perspective. The course focuses both locally and globally,
examining differences in health, illness, and medical care access and utilization inter-nationally
and intra-nationally by various socio-demographic characteristics, including class, race, gender,
and age. Students will be introduced to the relevant topics through readings, secondary data
analysis, discussions, videos, structured reflection, and guided independent research.
The Sociology of Health, Illness, and Health Care- A Critical ApproachRose Weitz, 5th edition.
The New York Times or other major news paper
Additional reserve readings will be available on line.
This course is one in which students from different disciplines come together, an all too rare
occurrence in upper level courses. We are all enriched by this diversity of perspectives and we
all become both students and teachers. In the spirit of collaboration, there is as much choice built
into the course design as possible. There is a foundation of required work that experience has
taught me is needed. Upon that foundation, I hope that each student can create for themselves a
path toward the completion of the course that is productive, pleasant, and enlightening.
Course components: To complete the course, undergraduate students must attempt 300 points
from either weekly quizzes and exams or from weekly quizzes and exams or from the two
foundational elements and 200 points from some combination of the customized components.
Students taking the course for graduate credit must complete a total of 500 points, 200 points of
which must come from a project.
Sociology 355.101/535.101 Medical Sociology
10 Weekly
reading
quizzes
100 points
total
10 In class
exercises
100 points
total
Exams
100 points
total
Library
research
paper
100 points
total
Paper &
presentation
100 points
total
paper, poster
&presentatio
100 points
total
Secondary
data analysis
200 points
total
Educational/i
nstructional
project
200 points
total
Other
primary
research
200 points
total
The Required Foundation
These are multiple choice quizzes based on the reading due that week. You may bring a 5
x8 index card with original notes on both sides. The card will be submitted with the quiz.
The quiz will be taken during the first 15-20 minutes of the class period. Since we will be
discussing the material in class, no make-up quizzes will be given due to absence or
lateness. Ten quiz grades are required. You may take all quizzes and I will take the ten
best grades. Some weeks will have two chapters due and these will be assessed as two
separate quizzes.
There will be exercises during most class periods. You are expected to take part in all of
the exercises I will take the ten best grades. Since these are done in class, there are no
make-up exercises and an absence will result in a 0 for that week’s exercise.
Custom components
The midterm and final exams will be a combination of formats involving a take home
portion and in-class objective and essay questions. Two note cards like those describes
for the quizzes will be allowed.
The library research paper is a traditional academic research paper. The topic should
connect to our readings and to your personal interests and will be approved by the
instructor. Basic guidelines for the paper will be given. This paper will be a minimum of
ten pages double-spaced and use ASA or APA citation format unless another style has
been discusses. The paper requires a minimum of four scholarly references and a total
minimum of six references.
The library research paper is the same as discussed above except that the minimum
length is seven pages and the research will be presented to the class in a ten minutes oral
& powerpoint presentation, with a one page summary for each student.
The library research paper is the same as discussed above except that the research will be
presented to the class in a five minutes oral presentation, with a one page summary for
each student, and a conference style poster summary of the work.
The secondary data analysis project is one in which students will select a topic, review
the literature (minimum of seven refs.), formulate and test hypotheses, and discuss results
in a paper of 15- 20 pages. The research results will be summarized in a poster and
handout and presented to the class. Guidelines will be given for the paper format.
Students will have some limited exposure to data analysis during lab periods but students
taking this option should have at least a working knowledge of SPSS or speak with me
about the feasibility of this option.
The educational/instructional project is one in which students will select a topic, review
the literature (minimum of seven refs.), design and implement an educational exercise
related to the topic, using a pre-test/post-test measure. The project will be written up in a
15-20 page project paper with a one-page summary handout for the class.
Other research options include projects in which the data emerge from interviews,
content analysis, observations, etc. These will culminate in a15-20 page project paper and
the results will be summarized in a poster and handout and presented to the class.
Sociology 355.101/535.101 Medical Sociology
Required Foundation 10 Weekly reading quizzes
10 In class exercises
Custom components
Exams Midterms exam
Final Exam
Papers Library research paper
Library research paper & presentation
Library research paper, presentation, & poster
Project Secondary data analysis
Educational/instructional project
Other primary research
200 required points +
Possible
combinations
Exams only
Exams & paper
Papers only
Project
Exams
100 pts.
each
2
1
0
0
Papers
100 pts.
each
0
1
2
0
100 points
100 points
100 points
100 points
100 points
100 points
100 points
200 points
200 points
200 points
Project
200
Pts.
0
0
0
1
Programmatic objectives: As an upper level course focusing on a key social institution, medical
sociology is designed to meet the programmatic objectives in the following ways:
Communicate effectively in the presentation of sociological material: write proficiently, read and
synthesize sociological literature, speak confidently on sociological issues.
On a weekly basis, students will read sociological text material and journal articles and respond to those
readings both in writing and orally during class discussions. Students will learn to use ASA/ APA citation
style, to discriminate between juried journals and other periodicals, and depending upon the selected
options, to execute a well-organized, analytical paper, and to make an oral research presentation or
conduct a poster session.
"Take the role of other", i.e. understand how people from varied backgrounds are shaped by and
experience a social world that includes diversity, inequality, social issues, social institutions, social
structures and processes.
Personal reflection is a key component of the course and students are encouraged through reading and
writing to see the personal relevancy of macro issues. To this end, students build on their capacity to “take
the role of other”, recognizing role of location in experience and perception, with special attention to who
benefits from the current state of health, illness, and medicine.
Exercise their sociological imagination and apply multiple theoretical perspectives to sociological
questions and social issues/problems.
Sociology 355.101/535.101 Medical Sociology
To exercise C. Wright Mills’ Sociological Imagination, students will employ Mills’ three questions to
view the intersection of society, history, and biography in medical concepts and practices, with special
attention to temporal and/or contextual variability. Additionally, students will be introduced to classical
and contemporary theorists’ work as it applies to medical sociology and view health, illness, and
medicine through the lens of major theoretical perspectives and specific medical sociology models.
Formulate basic sociological research questions and understand the research process, including
operationalization and measurement of concepts, quantitative or qualitative data collection and
analysis, the use of SPSS or other research software, and the use of basic statistics.
Students will be introduced to the scientific method, its application in Sociology, and basic
methodological vocabulary. Students will be instructed in the use of SPSS and will conduct secondary
analyses of health data in order to test theoretical models presented in the readings and lecture. Special
attention will be paid to key concepts, propositions, and theories in medical sociology and the challenges
of operationalization, data collection, and research ethics in this field. Additionally, depending upon the
selected options, term projects may consist of students engaging in their own primary and/or secondary
qualitative or quantitative research.
Critically interpret and evaluate sociological information, e.g. read tables of information, correctly
interpret basic statistics (e.g. measures of central tendency), assess whether concepts are adequately
grounded in data, identify good research.
Students will learn to critically consume data, critiquing the sampling and research designs which
information they are using. As well, students will use basic statistics in the evaluation of data.
Final Reflective Essay: The final essay is NOT a summary of materials covered in the course. Rather, it
is an essay in which you present an integrated discussion on what you learned in the course and how this
might inform your personal and professional life in the future. Final essays should be about five pages in
length and it is alright to write in the first person in this essay.
Participation and Attendance: I don’t give credit for attendance per se. It seems odd to me to do so
since you signed up for the class. To me, I assume that you will attend or you will be getting a lot less
than you (or someone) paid for. That said, I do not adhere to the optional attendance approach either. In
all the varied jobs I’ve had in my life, I’ve never found one where attendance is optional. Since one
function of college is anticipatory socialization, I think that making attendance optional is misleading. So,
attendance at every class for the entire period is expected.
Obviously, participation is linked to attendance: You can't participate if you're not present. However, you
can attend and not participate, although I can’t imagine how boring that is for the student. Unfortunately, I
know all too well how boring that is for the teacher. Again, in terms of anticipatory socialization, I’ve
never found that just showing up for work is enough. You need to actually work. Participation is part of
the student’s work. Attending is necessary, but not sufficient. I know that some students say that they are
not comfortable talking in class. If you feel that way, you can either accept that or challenge it. I hope
that you will participate fully, stretching beyond your comfort zone.
Other matters…
Department Statement on Academic Dishonesty (Approved Spring 2004)
The faculty of the Department of Sociology, Anthropology & Criminal Justice take a strong stand against
Academic Dishonesty of all forms. Academic dishonesty will not be tolerated in any class. It includes,
but is not limited to, any form of cheating or unapproved help on an exam or academic exercise, copying
someone else’s written work without citation, presenting fabricated information as legitimate, any
unauthorized collaboration among students, or assisting someone to cheat in any way. All students have
Sociology 355.101/535.101 Medical Sociology
the ethical responsibility for doing their own work. A student who is uncertain about whether or not
something constitutes academic dishonesty in a particular class has the obligation to see their instructor
for clarification. Consistent with university policy, the minimum penalty for academic dishonesty in any
form is determined by the individual faculty member in each class, and may consist of “a reduced grade
(including “F” or zero) for the assignment; a reduced grade (including “F”) for the entire course,” or other
options as stipulated in Appendix F of the Undergraduate Catalog. Students who are charged with
academic dishonesty must remain enrolled in the course and cannot withdraw. Instructors who make the
determination that academic dishonesty has occurred will notify the student in writing of the finding, the
penalty, and the process for appeal. The same written notice will be forwarded to the Office of Judicial
Affairs on campus, the Dean of the College of Liberal Arts, and to the Chair’s Office in the department.
Academic Dishonesty undermines the legitimate efforts of students and involves serious repercussions.
The faculty of the department urge all our students to act with integrity with regard to work submitted.
Additional Resources: Student Computing Learning Center: Provides instruction in the use of
campus-supported computer applications through workshops, individualized instruction, and written
guides. Also has practice workspace and a lab equipped with specialized software and equipment such as
digital cameras, digital video camrecorders and a flatbed scanner. Adjacent to the PC lab on the bottom
floor of Cook Library. http://pages.towson.edu/scs/sclc/overview/Welcome.html
Personal Problems: If you have an ongoing problem that is affecting your academic work, I strongly
encourage you to speak with me as soon as possible. Usually, I can make accommodations for unusual
circumstances, but can only do so if you let me know in the beginning of the problem, not after an
extended absence or the submission of problematic work. The most important thing is for you to take the
initiative to communicate with me. You have a wide variety of ways to do so- work telephone, home
email, mail box, office hours, and before or after class.
Students with disabilities: If you need special accommodations for a disability, you should contact the
Office for Students with Disabilities at 410-704-2638. In addition to that office’s communication with
me, you need to meet with me as soon as possible so that we can discuss what I can do to assist you.
Medical Sociology Contract