Medical Anthropology

Description of Course Goals and Curriculum

The course is an interdisciplinary exploration of health, diseases, and their social determinants both within the United States and globally. In addition to taking an anthropological and more public-health approach, the course situates biological causes of diseases within socioeconomic and cultural contexts. The course relies on a carefully curated reading list (including a book written by Professor Biehl himself), with engaging lectures and class discussions, as well as an incredible selection of films and guest lectures. The midterm assignment is an illness narrative exercise in ethnography, and the final exercise is a community-engagement project and a poster presentation of the student’s choice. ANT 240 is a Service Focus and ProCES course, and an approved elective for the GHP certificate as well as for the ANT major. Even though the class is geared toward freshman and sophomores, there were a fair number of upperclassmen, including a couple seniors. Most of the class is pre-med or interested in health care.

Learning From Classroom Instruction

Each lecture had assigned readings (anywhere from 100 – 300 pages per lecture), with two lectures per week and no precept. There was a precis, or a one-page reflection, on one of the readings every week. Although this sounds like a heavy workload, the readings were so engaging that they did not feel like a chore at all, and having the precis assignment meant that one could focus on that reading for the week to write the reflection (and just skim the others). Sometimes, short one-paragraph Blackboard reflections were assigned on the readings or the in-class video materials. The precis were graded by the teaching staff and returned promptly with helpful feedback; the Blackboard responses were not graded. Professor Biehl is a truly gifted lecturer and anthropologist – take advantage of this opportunity. Because there is no precept, class time was both lecture-style as well as discussion-based. Participate as much as possible to get the most out of this class! Professor Biehl asks direct questions, but students’ own questions are highly encouraged. I took notes in a traditional notebook; there is a no-technology-allowed policy in the classroom, which I did not like at first, as I typically like to type my notes, but grew to appreciate. I used this notebook to jot down my own thoughts while doing the readings as well, which helped with writing the precis. I also used it to take notes on my interview for the midterm assignment and for the final project.

Learning For and From Assignments

The graded assignments were weekly precis on the readings, a midterm illness narrative paper (7 - 8 pages double spaced), and the final community-based research project and poster presentation. For students (including myself) taking an anthropology class for the first time, the learning curve may seem steep at first; I personally had a hard time with my first precis. However, the feedback and comments from the writing assignments were very helpful to improve analytical skills and pinpoint broader themes throughout the course. Professor Biehl and the teaching staff are very welcoming and accessible, so take advantage! When reading, always return to the broader theme (Professor Biehl likes to use the word “arc”) of the course, often introduced in the lectures. This is why notetaking can be so helpful. The midterm assignment is an illness narrative that requires one to interview someone with an illness/disease/addiction, whether it be a friend or a family member. Students can write about their own narratives if they wish, but it is encouraged that another person is selected in order to learn and practice ethnographic interviews. I personally chose a close friend of mine to interview over Skype. I recorded the Skype call and also handwrote notes during the interview. There was a lot of support available from Professor Biehl and the TAs. It was one of my most memorable assignments over my three years at Princeton thus far. I would encourage starting early, as it can take some time to conduct the interview, synthesize all the information, and find your own “arc” to focus the narrative. For the final assignment, various community partners were available, from a more architectural-focus one with the University Health Services to mental health to opioid addiction. Students ranked their preferences and were placed into groups of 6-8 to engage directly with the community partner, including site visits (even as far as Philadelphia). Each group produced a collaborative final deliverable for the community partner. Each student then individually chose an aspect of their community partner’s issue to conduct research, culminating in a poster presentation. To succeed in this assignment, collaboration, teamwork, and a genuine passion/curiosity for the work of the community partner were key. It was a very rewarding and fulfilling experience, as we not only did independent research but also contributed to furthering the work of many community organizations and nonprofits.

External Resources

I relied on the accessibility of the teaching staff for feedback and advice on my assignments. I also attended a workshop sponsored by the Global Health Program on effectively and thoughtfully entering a community to conduct ethnographic interviews, which I found helpful for both the midterm and final assignments. I personally did not use the writing center, but I imagine it may be helpful for the midterm paper. I would just encourage students to start early on the assignments, as they require independent and original thought, and to not shy away from asking questions in lecture. I also believe on of the most valuable things I did was to consistently handwrite detailed notes throughout the course.

What Students Should Know About This Course For Purposes Of Course Selection

This is an introductory course to anthropology and an ethnographic approach to studying health in communities. There is no prerequisite for the class. The course requires introspection and analytical thinking, which are skills that students can and should develop (i.e., you don’t need to have them beforehand!). As an aspiring doctor and a natural science major, without exaggeration, the readings and Professor Biehl’s lectures were lifechanging. It opened my eyes into whole new realms of thinking about illnesses and health frameworks, as well as the meaning of compassionate care (vs. treatment). I cannot recommend this class enough for any student interested in medicine or the healthcare field. TAKE IT! Personally, I know so many students who had originally planned on being a STEM major who then changed to declaring Anthropology because of this class. Students who are thinking of the Global Health certificate would especially benefit from ANT 240, as Professor Biehl also teaches the GHP core class (GHP 350). This class has a strong community engagement component, which would be great for students in Service Focus as well.