Beyond Suffering: Advanced Studies: A Christian View on Disability & Healthcare CEU & CME Course Description: The purpose of this Beyond Suffering Advanced Course on a Christian View of Disability and Healthcare is to reintroduce the ancient ideal of practical reasoning, self-­‐knowledge and action in the care of the sick and the marginalized, with a special emphasis on people with disabilities (often the most devalued and misunderstood population within the medical profession). Scholar E.R. Dodds suggests that it was the Christian success in creating a community that cared for its own and others that was a major cause, perhaps the strongest single cause of the spread of Christianity. The early church never lost sight of caring for the indigent poor in their affliction. Thus, with evangelical Christian theology as a governing discipline, students will learn through the development of practical reasoning as opposed to mere scientific reasoning. The student will gain an increased perspective and understanding of the healthcare professional/patient relationship, the art of listening, visual observation, and ethical principles in the context of a Christian worldview. While some of the main texts highlight physician’s experiences and medical school education, any student in any of the healthcare related majors will benefit from the particular lessons learned in these contexts. 1 Course Objectives: By the end of this course the student will be able to: 1) Reflect wisely upon the experiences of vulnerable people, especially people with disabilities, as they encounter those in the healthcare professions. 2) To understand the biblical and theological roots of caring for vulnerable populations when they become ill. 3) To analyze current laws and protocols in healthcare with respect to fair access for people with disabilities. 4) To gain an appreciation for the plight of vulnerable people as they seek to navigate and gain access to quality healthcare either for themselves or for family members. 5) To apply theological and moral wisdom as it relates to practical reasoning in a clinical setting. Selections from Required Texts: 1) Aristotle. (2003) Nicomachean Ethics. Oxford: Penguin Classics. 2) Ferngren, Gary, B. (2009) Medicine & Healthcare in Early Christianity. Johns Hopkins, Baltimore. 3) Leana Wen and Joshua Kosowski. (2012) When Doctors Don’t Listen. New York: Thomas Dunne Books. 4) Tolstoy, Leo. (2012) The Death of Ivan Ilych. Tribeca Books, New York. 5) William, Carlos William. Compiled by Robert Coles. (1984) The Doctor Stories. A New Direction, New York. 6) Various Articles Involving Disability, and Other Vulnerable Populations 2 Course Requirements: Practicums 1. After watching at least 2-­‐3 videos of the healthcare stories at dredf.org/healthcare-­‐
stories/ involving people with disabilities, you will be required to write a 2-­‐3-­‐page paper discussing your findings. How would their experiences be different if biblical anthropology and ethics were normative? 2. Spend 2-­‐3 hours observing art at a museum or an art show or an art gallery or even online if you cannot attend a venue. What do you think the artists attempting to communicate through their work? What kind of details did you observe? How could art appreciation change the medical profession? Is there a theology of art? How would you describe such a theology? Write a 2-­‐3 page paper describing your experience. 3. Read “The Man Behind the Stethoscope” by Ariel Roguin and then watch Wayfarer’s Journey Listening to Mahler. Then write a 2-­‐3-­‐page paper answering the following questions to the best of your ability: What is the role of listening in the practice of medicine? How might listening carefully to music tie in to careful listening to patients? How can music serve as the expression of emotions? How do you think that may affect the process of healing? Other Course Requirements: 1. Reading, Videos & Online Discussion: For CEUs or CMEs, it is expected that each student participate each week on the discussion board. CEU or CME students are required to participate in all practicum assignments. Expected Time Commitment (Hours) Student’s Actual Time On Task Practicums + Papers 30 Hours Readings/Class Preparation/Participation 80 Hours 110 Hours Course Assignment Total 3 Course Outline: Module 1: An Overview of the Issue Week 1: Introduction to Course: Case Study: Is There Quality Healthcare for People with Disabilities? Discussion: Case Study View & Discuss: Rick Guidotti on Beauty: You Tube Week 2: D isability Studies in Healthcare Education Readings: My Most Famous Patient; Disability Studies in Medical Education Discussion: The Modern University: Intellectual Transformation & the Marginalization of the Humanities Week 3: It Takes More Than Ramps to Solve the Crisis: The Role of Humanities in Healthcare Education. Readings: Ups & Downs of Improving Physical Examination Access for Patients & Physicians; Eliminating Health and Health Care Disparities Among the Growing Population of People with Disabilities View & Discuss: How’s Your News? Week 4: People with Disabilities & Their Healthcare Stories: Are Healthcare Professionals Prepared? Readings: Disability Healthcare Access Brief; Mobility Impairment Reduces
Access to Subspecialty Care: Summary & Survey
View & Discuss: 5 Healthcare Stories of Your Choice
4 Module 2: Theological Aspects Week 5: H uman Services: Graeco-Roman Roots Readings: Galen on the Ideal Physician & Largus on Medical Education; View & Discuss: Wolfensberger History of Human Services Online: Pre & Post Graeco-­‐Roman Times Week 6 E arly Christianity & Early Middle Ages
Readings: First half of The Hungry are Dying: Beggars & Bishops in Roman Cappadocia. View & Discuss: Wolfensberger Online: Early Christianity & the Middle Ages; Medieval Hospice & Hospital Design; The Menacization of the Afflicted Week 7: E arly Christianity & Early Middle Ages Continued
Readings: Second half of The Hungry are Dying and be prepared to discuss major themes and application. Week 8: Contemporary Christianity on People with Disabilities Readings: Past and Present Perceptions Towards Disability: A
Historical Perspective; Wesley on the Sick
Discussion: The Gospel of Luke & Perspectives on People with
Disabilities 5 Module 3: Healthcare Institutional Ethos & Vulnerable People Week 9: Healthcare in Early Christianity Readings: Medicine & Healthcare in Early Christianity Discussion: Medical vs. the Social/Cultural Model Week 10: The Healthcare Professional & Self-­‐Knowledge Readings & Discussion : Read Two of the Stories in The Doctor’s Stories; Half of When Doctor’s Don’t Listen Week 11: The Healthcare Professional & the Patient Relationship Readings & Discussion: Second Half of When Doctors Don’t Listen Week 12: Bias, Healthcare Disparities & Cultural Competence View & Discuss : “Something the Lord Has Made” and be prepared to discuss the following issues: Do all people have equal access to healthcare? Is health a privilege or a right? Does access and overall health improve with changes in discriminatory practices? Week 13: Dealing with Death & Dying Readings: The Death of Ivan Ilych. Be prepared to discuss the following issues: How would you approach someone’s wish not to continue living based on their medical condition? Why did Ivan feel so isolated? Did his doctors and family fill his needs or understand his condition? Week 14: C ontemporary HealthCare Reform View & Discuss : View “Escape Fire” and “Money-­‐Driven Medicine” online and be prepared to assess the issues from biblical and ethical perspectives. 6 Module 4: Applied Ethics
Week 15: A ristotle & Practical Wisdom Readings: Nicomachean Ethics. Books 1-­‐6. Be prepared to discuss Nicomachean Ethics on its own merit and from a biblical perspective. Week 16: Old Testament Wisdom Literature Readings: Job; Proverbs 1-­‐8 on the origins of wisdom; Ecclesiastes. How are the precepts similar/dissimilar from Aristotle? View & Discuss: Butterfly Circus 7 8