SOCIOLOGY OF HEALTH AND ILLNESS - 2022/3
Module code: SOC2045
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module focuses on the sociological study of health and illness. We begin by considering different theoretical approaches relevant to understanding patient experiences of illness including Talcott Parsons’ concept of the sick role, the social construction of illness, interactions between patients and health professionals and the effects of illness on aspects of personal identity. We then extend our focus to explore social inequalities in health, surveillance medicine and notions of risk, and the extent to which patients can or want to be ‘consumers’ of healthcare. The module concludes with a consideration of the ways in which the themes and debates covered earlier in the module apply to specific areas of healthcare.
MEADOWS Robert (Sociology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: L310
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 106
Lecture Hours: 11
Seminar Hours: 11
Guided Learning: 11
Captured Content: 11
Prerequisites / Co-requisites
Indicative content includes:
- Talcott Parsons and the Functionalist legacy
- The doctor-patient relationship
- Help-seeking behaviou
- Social reactions to illness
- Chronic illness
- Inequalities in health
- Surveillance medicine and the construction of risk
- Health and healthcare in a consumer age
- Pregnancy and reproduction
- Alternative & complementary therapies
- Death, dying and quality of life
|Assessment type||Unit of assessment||Weighting|
|Coursework||2000 WORD ESSAY||50|
The assessment strategy is designed to provide students with the opportunity to demonstrate cognitive and analytical skills and subject knowledge as set out in the learning outcomes. Assessment one (an essay) focuses directly on learning outcome 5 and encourages wide-ranging critical reading and careful written discussion. It also assesses the extent to which, in response to a specific topic, the student is able to engage with key terms and concepts (LO 1) and reflect on dimensions of interactions between patients and healthcare professionals (LO 2). Good answers will make connections between the different topics covered in the module (LO 4) and, where appropriate, use examples from current debates in health and healthcare (LO 3) as well as reflecting on debates within academic scholarship. Assessment two (exam) is also focused directly on LO 5 but in a different format and provides students with the opportunity at the very end of the module to demonstrate an in-depth understanding of the different facets of and ways of engaging with this subject area as set out in LOs 1-4.
Thus, the summative assessment for this module consists of:
- 2000 word essay (50%) requiring students to select an essay question from a list provided that covers the key issues and topics covered in the first six weeks of the module
- 1 hour exam (50%), requiring students to answer one question from a list that covers the key issues and topics discussed in weeks 7-11 of the module.
Formative assessment and feedback
Students are offered an opportunity to obtain formative feedback in weeks 5-7 on either a draft essay plan or a section of text (maximum of 500 words) discussing a key theoretical idea or debate. Feedback is usually given orally in a one-to-one meeting with the module co-ordinator but may alternatively be provided in the body of an email. Detailed feedback on the assessed essay includes a formative element.
- Provide an overview of the sociological study of health and illness in contemporary society
- Explore different theoretical approaches to the study of health and illness at the macro and micro level
- Discuss in depth a number of key topics relating to the sociology of health and illness drawing on both theoretical and empirical studies
|1||Demonstrate familiarity with key terms and concepts that have been used in the sociological study of health and illness and an appreciation of how these have developed over time||KC|
|2||Describe how and why the perspectives of patients and healthcare professionals may differ||KC|
|3||Discuss current debates in health and healthcare in terms of broader sociological themes||KCT|
|4||Make connections between the different topics covered in the module||KCT|
|5||Construct arguments in class discussions, essays and exam answers that bring together theoretical ideas, empirical research and an understanding of dimensions of change||KCT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
Learning and teaching strategy
Lecture components provide a core background, covering key theoretical ideas, examples from empirical research and critical examination of drivers of change in respect of the topic under discussion. Some themes are covered within a single lecture, other themes stretch across the whole of the module. Connections between different topics are identified at the beginning of each teaching session (LO 4). Seminar discussions enable students to develop greater depth of understanding through practical exercises and discussions. Lecture and seminar are sometimes discrete with a discussion exercise in the seminar following on from the content of the lecture. In other weeks, the lecture and exercises to promote discussion are more integrated.
Learning and teaching methods:
The learning and teaching methods consist of 22 combined lecture/seminar sessions (11 x 2 hours) plus a revision session (2 hours). Students complete guided readings each week as preparation for the lecture and seminar discussions. Contemporary examples, such as media coverage of deficiencies in healthcare, are incorporated into discussions as these arise during the course of the module (LO 3).
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: SOC2045
Programmes this module appears in
|Criminology and Sociology BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Politics and Sociology BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Sociology BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.