Relevant basic science material: genetics | |
---|---|
PCR Learning Objectives | |
1. Discuss how what is condoned and promoted within the culture of medicine is in a constant state of social reevaluation. | |
2. Understand the history of eugenics at the University of Vermont and in the state of Vermont. | |
3. Understand the genetics of race and how it has been used to justify mistreatment. | |
4. Examine communication in the context of medicine. | |
PCR Readings/Resources | |
1. Description of eugenics in Vermont: http://www.uvm.edu/~lkaelber/eugenics/VT/VT.html | |
2. Passage from “Breeding better Vermonters” by Nancy Gallagher | |
3. Donald Berwick’s article, “The epitaph of profession”: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2629825/ | |
4. Description of the Eugenics Survey in Vermont: http://www.uvm.edu/~eugenics/famstudiesf.html | |
PCR Sample Discussion Questions | |
1. What is the definition of race? Is race genetically acquired? How has science/genetics been used to justify mistreatment? | |
2. Who are the Abenaki people? | |
3. How has medicine and the practice of medicine changed over time? | |
4. Where does science end and social perception begin? | |
5. How is the history of eugenics at Vermont a useful way to think about how cultural expectations of the role of medicine are constantly changing? | |
a. Are there things that are currently happening in medicine today that might seem problematic with the benefit of hindsight? | |
6. History of medicine and doctors is one of silencing different types of people and instituting certain types of people, white men in suits, as physicians and silencing others | |
7. Do you know of any other examples of the institution of medicine causing more harm than good? | |
8. Is forced sterilization ever justified? | |
9. How is the inequitable distribution of resources in the healthcare system similar to the eugenics movement? | |
10. How do modern attempts to interfere with genetics resemble or not resemble eugenics movements of the past? |