In COVID Times: Scholars of Health and Medicine Meet Disaster Studies

This essay builds on the exciting trove of disaster social science research surfacing since the earliest days of the COVID-19 pandemic. It tracks the ways that both practitioners of medicine and public health, and their social science analogues, have approached the pandemic, explicitly considering the ways they reached for new concepts to explain the temporal phenomena presented by COVID-19 and its global course. The essay highlights a series of interviews conducted in the first two years of the pandemic as part of the COVIDCalls podcast. COVID is the moment for a scholarly convergence that was missed after September 11, and again after Hurricane Katrina, and should not be missed again. Accordingly, this essay explores themes where medicine/health studies and disaster studies seem to offer great help to one another in making sense of our COVID times: the origins of disaster, disasters in combination, and the end of a disaster.

[Portuguese health and medicine during the first quarter of the twentieth century through the lenses of Jorge Marçal da Silva]

This paper aims at illustrating the panorama of health and medicine in Portugal in the first quarter of the twentieth century using the photographic collection of Jorge Marçal da Silva, a doctor and amateur photographer, which has been preserved by his family. From his collection, we have chosen a selection of photographs that illustrate the modus vivendi of the Portuguese population, in the rural interior, on the fishing coast and in city life, as well as some that depict hospital environments and medical care in the capital, in order to reflect on their importance as a source for the historiographical reflection on the history of Portuguese medicine in the 1900s.

Editorial - Venturing into the Depths of Historical Perspectives in Dentistry & Medicine

With this volume of the Journal of the History of Dentistry we are proud to introduce to our readers and our healing professions, in-depth Essays that focuses on our historical evolution. One might ask, "What is an Essay and Why is This Unique?" The simplest definition of an essay is a non-fictional written work that focuses on a particular subject, sometimes in general terms and sometimes in depth. The word "essay" is derived from the French word "essai," (or as a collection "Essais) meaning trial or attempt. The first use of this approach to address a particular issue has often been attributed to the Frenchman Michel de Montaigne, born in 1533 (Fig. 1).

Biennial conference of the European Association for the History of Medicine and Health: "Crisis in Health and Medicine"

Scientific meeting review / Prikaz skupa.

[Vassili Dmitrievich Shervinsky, the leader of Russian therapists as a private person: the portrait in interieur]

Despite numerous publications devoted to role of Vasily Shervinsky as public figure, organizer and researcher, information about his private life is almost not described in historical literature. The article presents an attempt, based on archival sources and not numerous testimonies of contemporaries, to draw up portrait of V. D. Shervinsky against the background of his medical, social and universal historical milieu.

Madeline Earle Stanton (1898-1980): Librarian and Consultant of the Medical Historical Library at Yale University, Research Assistant in Bibliography in the Yale Department of the History of Medicine, Associate Editor of the Journal of the History of Medicine and Allied Sciences, and Secretary and Protégé of Harvey Cushing

BACKGROUND

This historical account reviews the course and lasting impact of Madeline Earle Stanton (1898-1980) in neurosurgery.

METHODS

The writing of this project was sparked by the discovery of original scientific and bibliographical information about Stanton. It is a thorough review of literature on Stanton and reflects the scope and depth of these prior works.

RESULTS

Beginning with Madeline Stanton's venture with Dr. Harvey Cushing at Harvard and Peter Bent Brigham Hospital in Boston, this project follows the transformation of her role as Cushing's secretary to the secretary of the Medical Historical Library at Yale. Stanton played an integral role in the development of the Yale Medical Historical Library, becoming the librarian of the Historical Collections and remaining a historical consultant after retirement. Stanton served as an assistant and associate editor for the Journal of the History of Medicine and Allied Sciences. Stanton's work created an access point to valuable medical literature for the furthering of medical education and development.

CONCLUSIONS

Our article provides glimpses into the personality of Madeline Stanton and her marked impact on neurosurgery.

Lost in translation: the history of the Ebers Papyrus and Dr. Carl H. von Klein

While the Ebers Papyrus is understood to be one of the oldest and most complete contemporaneous perspectives on Ancient Egyptian healing practices, nothing has yet been said about the biography of its first English-language translator, Dr. Carl H. von Klein. A German immigrant and surgeon in the American Midwest, von Klein spent twenty-some years meticulously translating and annotating the Papyrus, but ultimately his manuscript was destroyed. In this paper, we examine the societal- and personal-scale forces that thwarted his efforts to transform our understanding of the history of medicine.

[On "the remedies and medications which were given to ailing negroes:" health and death spending on slaves by the Office of the Jesuit Province of Paraguay, 1711-1745]

This text analyzes the way sick slaves were treated at the Office (ofício) of the Jesuit Province of Paraguay and Santa Catalina Farm (estancia) between 1711 and 1745. The sources consulted - Libro de cuentas del Ofício, Memoriales, and Cartas ânuas - reveal that the sickness of the enslaved people generated expenses, not only for medications, clothing, and food, but also for shrouds for their burial. As for the slaves from the Santa Catalina Farm, the sources indicate that depending on the infirmity, they were sometimes sent to Córdoba, where they were treated by laypersons trained in the healing arts, which incurred different expenses, also recorded in the ledgers.

How to Teach History of Medicine at Medical School: Period, Structure, and Teaching Methods

Currently, the education of the history of medicine in South Korea has established a solid foundation. Since Kim Du-jong (1896-1988) began giving medical history lectures at Severance Medical College in 1946, a total of 22 universities-over half of the 40 total universities-have implemented medical history education in the curriculum as of 2023. Furthermore, several textbooks and translations summarizing Western and Korean medical history have been published. However, despite this expansion, there has been little discussion on how to implement medical history education for students. To address this gap, this study examines the period and structure of medical history education, as well as various teaching methods, while considering their respective advantages and disadvantages. Firstly, there are two main approaches to implementing medical history education. One approach integrates medical history throughout the entire educational process, while the other concentrates on specific stages of education. Both approaches extend beyond undergraduate education and encompass medical education after graduation. The former emphasizes integration with basic medical and clinical education, while the latter focuses on ensuring educational coherence. Secondly, the structure of medical history courses can be broadly categorized as chronological or thematic. Within the chronological approach, there are two subcategories: general and periodic. The general method is traditionally used in history education but may be rigid in structure and fail to engage students' interest. On the other hand, the period method conveys multidimensional and comprehensive understanding of different periods but may make it challenging to grasp the overall flow of history, resulting in fragmentation of the course. Thematic structure can be further divided into topic-centered and field-specific methods. Both approaches allow for adjusting the content and arrangement of courses based on student interests and teaching conditions, but they present challenges in maintaining the coherence of the entire course. Lastly, the teaching methods in medical history education can be categorized into traditional lectures, small-group discussions, and individual research guidance. Most medical history courses adopt a lecture-based teaching method, which effectively provides diverse knowledge to medical students who may be unfamiliar with historical research and methodology. However, due to the one-directional nature of the instruction and the passive role of the learners, it can be challenging to stimulate learners' motivation or assess their understanding. Consequently, recent changes try to incorporate active learning through small-group discussions and individual research guidance.

[Developing traditional medical heritage for further achievements in medical history and literature research-Commemorating the establishment of China Institute for History of Medicine and Medical Literature in the China Academy of Traditional Chinese Medicine]

The Institute of Chinese Medical History and Literature in the China Academy of Traditional Chinese Medicine was officially established on May 28, 1982. Its predecessor was the Medical History Research Office in the Chinese Medicine Institute of the Central Institute of Health, the Editorial Office of the China Academy of Traditional Chinese Medicine, and the Theory and Literature Research Office of the Institute of Acupuncture and Moxibustion. Before that, the Research Office of Chinese Medical History and Literature in the China Academy of Traditional Chinese Medicine was established in 1971. It made remarkable achievements in scientific research, personnel training and discipline construction in terms of medical history and literature. It was upgraded to the Institute with the approval of the Ministry of Health in 1980. After its establishment, the institute has benefited from great achievements.

Education of History of Medicine for 80 Years: History and Current Status in Republic of Korea

Medical history education enables the medical students to understand the humanistic aspects of medicine and also help to promote the professionalism of doctors. It makes them understand the disappearing or emerging diseases by recognizing the historical changes and trends to respond appropriately. Therefore, it is helpful to study and understand modern medicine. As of March 2023, 22 (55.0%) out of 40 medical schools in Republic of Korea have medical history course as an independent subject and two schools have integrated courses with medical ethics. Compared to 53.1% in 1995 and 56.2% in 2010, similar percentage of medical schools maintained the subject independently. However, the average credits of 18 schools in 2023(2.0) are higher than those of 1995(1.4) and 2010(1.2). The number of full-time professor who specialized in the history of medicine was 2 in 1995, 6 in 2010, and 11 in 2023. Generally, a full-time professor majoring medical history tend to have other duties besides the education and research of medical history, depending on the role of the department to which he or she belongs since they are assigned to the humanities education other than medical history education. Currently, the curriculums that have been recommended by Korea Association of Medical Colleges(KAMC), Korean Institute of Medical Education and Evaluation(KIMEE), and The Korean Society of Medical Education(KSMED), emphasize medical humanities but do not necessarily include the medical history. As a result, medical history courses have increased slightly, but the other humanities classes have increased significantly since 2000. The knowledge of medical history will help students become a doctor, and a doctor with professionalism adapting to the rapidly changing medical environment. Students will also be able to establish the ideas they must pursue in the present era when they come into contact with numerous historical situations. And if they share a sense of history, they will inspire a sense of unity as a profession and will be more active in solving social problems such as health equity. It is hoped that The Korean Society for the History of Medicine will step forward to set the purpose and goal of the medical history education, and organize the contents of the education. Classes should be prepared so that students are interested in them, and education should be focused on how the contents of education will be able to be used in medicine. To this end, it is necessary to establish the basic learning outcomes of history of medicine, and prepare learning materials based on these learning outcomes. It is also necessary to increase the competencies of educators for the history of medicine, such as performing workshops. With the dedication of the pioneers who devoted their energy to the education of medical history, it is expected that medical history will find out what to do in medical education to foster better doctors and provide better education.

Clinical Applications of the History of Medicine in Muslim-Majority Nations

Since the early twentieth century, a number of physicians and professional historians have argued for the integration of the history of medicine into both medical education and clinical practice. After the supplanting of the humoral model of medicine in favor of the germ theory of disease in the late nineteenth century, medical school administrators have repeatedly asked medical historians for their rationale for studying "outdated science" in medical training programs beyond antiquarianism and knowledge for knowledge's sake. However, a number of arguments can be adduced for the use and relevance of the history of medicine, including the observations that history: 1) provides examples of inspiring or highly ethical individuals who can serve as role models in practitioner identity formation; 2) helps to develop critical analytical skills and other modes of humanistic thought and behavior directly relevant to patient care (e.g., empathy); 3) promotes culturally-competent care, since history informs culture; 4) encourages inquiry into the sociocultural factors that affect the development of modern medical ecosystems; 5) provides a philosophical tradition for critiquing ethics in the medical profession. This contribution specifically traces the potential uses of Islamic medical history in the clinic and medical schools in Muslim-majority countries, primarily in the Middle East.

Making Medical History Relevant to Medical Students: The First Fifty Years of the Calgary History of Medicine Program and History of Medicine Days Conferences

Medical historians and educators have long lamented that the integration of the study of the history of medicine into the educational curricula of medical schools and clinic-based teaching has been protractedly troubled. Employing the development of the history of medicine program at the University of Calgary as a case study, this article emphasizes the importance of integrating medical history with teaching schedules to further students' insights into changing health care settings, the social contingency of disease concepts, and socio-economic dependences of medical decision-making. History of medicine programs can furnish plentiful opportunities for research training through summer projects, insight courses, and field practica. This article explores the first fifty years of the History of Medicine and Health Care Program in Calgary and considers the impact of interdisciplinary cooperation as well as the role of interprofessional undergraduate and clinical medical education. Through this exploration, I argue that medical history should be a central part of study curricula, that a historical understanding can provide a robust background for physicians in a fast-changing world in the clinic, and that through their disciplinary expertise, medical historians play a fruitful role in scholarly and teaching exchanges with medical students and clinicians in the modern medical humanities.

History of Medicine in the Clerkships: A Novel Model for Integrating Medicine and History

The history of medicine has only unevenly been integrated into medical education. Previous attempts to incorporate the subject have focused either on the first year, with its already over-subscribed curriculum, or the fourth year in the form of electives that reach a small minority of students. Duke University provides an alternative model for other universities to consider. At our institution we have overcome many of the curricular limitations by including history during the mandatory third year clerkships. Reaching 100% of the medical school class, these sessions align with clinical disciplines, providing students a longitudinal perspective on what they are seeing and doing on the hospital wards. They are taught in conjunction with a medical history librarian and rely heavily on the utilization and interpretation of physical artifacts and archival manuscripts. The surgery, obstetrics/gynecology, and pediatrics rotations now feature successful and popular history of medicine sessions. Describing our lesson plans and featuring a list of both physical and online resources, we provide a model others can implement to increase the use, the framing, and the accessibility of history in their medical schools.

The Value of Medical Humanities in Medical Education : Focusing on the History of Medicine

The history of medicine has been continuously devaluated in medical education but its importance should not be ignored as for other medical humanities. The educational value of the history of medicine could be summarized as follows ; it allows the students 1) to understand the humane aspect of medicine by telling them how medicine has dealt with human health-disease phenomena in each era of the human history. 2) to improve the professionalism by recognizing that medicine is a profession with a long tradition that dates back to the Hippocratic era 3) to improve current medical practice by understanding the limitations and uncertainties of medicine. 4) to understanding the historical changes of the disease phenomena 5) to develop the basic competence of learned intellectual. 6) to integrate the tradition of their own institutions with themselves.

Gradus Dimetiri: intensity and classification of complexions in 14th-century Italian medicine

This paper focuses on the scholastic approach to the intensity of complexions and presents some evidence as to how the meaning of complexio evolved in fourteenth-century Italian medicine: namely, how it was conceptualized, visualized, and finally quantified. In the first part, I summarize the philosophical development of complexio, pointing out how the concept differs from simple mixtures, thereby allowing for the mathematisation of compounds and their intensity. I then move on to consider the links between medicine and mathematics and present the schemes provided by Gentile Gentili da Foligno (1280/90 - 1348) as a case study, analysing their philosophical premises and implications for medical treatment more generally. In the final part, I argue that, quite aside from representing early forms of the mathematisation of qualities, schemata and diagrams also captured the medieval ideal of the cosmos, a hierarchical progression of forms ordered in ascending degrees of perfection and nobility.