Health and Humanities

Much like face masks, hand sanitisers have become a household item and a prominent symbol since the COVID-19 pandemic. As sanitisers began to be widely used, contingent issues related to toxic ingredients in sanitising products, heightened pandemic-related anxiety, unscrupulous profiteering through inflated sanitiser prices, obsessive sanitisation, contamination fear, stockpiling, panic buying, and concerns regarding the overall effectiveness of hand sanitisers emerged. Building on these themes, the present article investigates the various issues related to sanitisers after a brief review of the history of sanitisers. To do so, the present article analyses sequential comics and single-panelled cartoons from comic artists such as Randall Munroe, Sarah Morrisette, Shivesh Shrivastava and Dan McConnell. This essay extends its inquiry beyond examining sanitisation practices during the COVID-19 pandemic and associated cultural implications. Drawing on insights from Object Oriented Ontology, this article brings to relief how sanitisers have evolved into objects that hold, govern and shape our modern existence. Furthermore, the present article highlights how the comic medium visually enunciates the lived experiences of the pandemic, rituals of sanitising and associated issues.

We invited baccalaureate educators to submit key facts and brief descriptions of their health humanities programs. Below are snapshots of thirty-five different programs across thirty-three different institutions. Taken together, these snapshots offer a glimpse of the diversity of the programs' curricular structure and institutional location; they also show some interesting commonalities in terms of educational goals and-with some exceptions-a predominant orientation toward pre-health professions students. We have included among these snapshots the only postbaccalaureate program of which we are currently aware that incorporates health humanities into its curriculum: Eastern Mennonite University. As health humanists working at the baccalaureate level continue to define the contours of our field, it will be useful to collect a more complete survey of program structure (including introductory courses, if available, and the content of those courses), program housing, and stated educational goals. A more complete list of baccalaureate health humanities programs is available in a report by Berry, Lamb and Jones available online at http://www.hiram.edu/centers-of-distinction/litmed/baccalaureate-health-humanities.

Recent recognition of the growth and significance of the outdoor recreation industry indicates a need for outdoor-focused academic programs in higher education, yet broader trends affecting higher education may especially impact these programs. Our census methodology identified 128 undergraduate outdoor academic programs; more than previously identified in the literature. Outdoor academic program were most commonly found at public, doctoral granting institutions located in cities and in the southeast. This research provides the foundation for future work which seeks to better understand the unique characteristics of these programs as well as to identify trends in program introduction and elimination.

Recent recognition of the growth and significance outdoor recreation industry indicates a need for outdoor-focused academic programs in higher education, yet broader trends affecting higher education may especially impact these programs. Our census methodology identified 128 undergraduate outdoor academic programs; more than previously identified in the literature. The most common higher education institutions to have an outdoor academic program are public, doctoral granting, and located in cities and in the southeast. However, those most likely to have an outdoor academic program are public and doctoral-granting, but are located in rural areas and the Rocky Mountain region. This research provides the foundation for future work which seeks to better understand the unique characteristics of these programs as well as to identify trends in program introduction and elimination.

The authors conducted a baseline survey of baccalaureate and graduate degree health humanities programs in the United States and Canada. The object of the survey was to formally assess the current state of the field, to gauge what kind of resources individual programs are receiving, and to assess their self-identified needs to become or remain programmatically sustainable, including their views of the potential benefits of program accreditation. A 56-question baseline survey was sent to 111 institutions with baccalaureate programs and 20 institutions with graduate programs. Respondents were asked about three areas: (1) program administration (managing unit, paid director, faculty lines, paid staff, funding sources); (2) educational program (curricular structure, CIP code usage, completion rates); and (3) views on accreditation for the field. A clear majority of respondents agreed that some form of accreditation or consultation service could address resource and sustainability issues. Overall, the survey responses to staffing, curricular structure, and support suggest the need for developing a sustainable infrastructure for health humanities.

Persistence of racial segregation makes equitable health care impossible for African Americans, as does the supra-geographic segregation perpetuated by enduring racial medical mythologies that remain unchallenged in health professions education. This article canvasses how these mythologies exacerbate myopia in health professions practice and education, maintain barriers, and perpetuate racial health inequity. Codifying Racial Segregation In 1870, the American Medical Association (AMA) twice excluded 1 the racially integrated delegation from Washington, DC, to the AMA's national meetings while admitting a White one. 2 Between 1846 and 1910, the AMA developed a state-based organizational structure that excluded most African American physicians even as the association shaped medical education. 2 Schools commonly rejected Black medical aspirants like James McCune Smith, who moved to Glasgow, Scotland, where he earned his medical degree in 1837, 3 and Daniel Laing, Isaac Snowden, and Martin Delaney, who were admitted to Harvard Medical School in 1850 but were expelled when White students protested. 4 African American physicians responded by founding their own societies 2,4,5 and medical schools because the relatively few Black patients admitted to White hospitals were typically pressed into service as "teaching material" and research subjects. 6 When the AMA decided to elevate medical education by creating the Council on Medical Education in 1904, it did not essay to treat the 9 million underserved African Americans in the South. 2 Instead, the AMA Council commissioned the Carnegie Foundation for the Advancement of Teaching to evaluate American medical education and produce the 1910 Flexner Report, which recommended closing all but 2 of 7 African American medical schools-Howard and Meharry. 7 Moreover, the report castigated African American physicians-already denigrated as purveyors of drugs, alcohol, and abortion 8,9-as "limited," declaring: "A well-taught negro sanitarian will be immensely useful; an essentially untrained negro wearing an M.D. degree is dangerous." 7 Five of the 7 schools closed, and the number of African American physicians plummeted, ensuring that Black patients' needs remained unmet. A lingering consequence today is that only 5% of US physicians are Black. 10 And though African American men, who have

The Health Humanities Consortium (HHC) was established in 2015 to "promote health humanities scholarship, education, and practice through transdisciplinary methods and theories that focus on the intersection of the arts and humanities, health, illness, and healthcare." As the founding co-chairs of the HHC, we provide a history of the founding of this organization in this article, describing the journey of its creation, the choices and challenges it faced as a new organization, and our hopes for a rich future.

Recent recognition of the growth and significance outdoor recreation industry indicates a need for outdoor-focused academic programs in higher education, yet broader trends affecting higher education may especially impact these programs. Our census methodology identified 128 undergraduate outdoor academic programs; more than previously identified in the literature. The most common higher education institutions to have an outdoor academic program are public, doctoral granting, and located in cities and in the southeast. However, those most likely to have an outdoor academic program are public and doctoral-granting, but are located in rural areas and the Rocky Mountain region. This research provides the foundation for future work which seeks to better understand the unique characteristics of these programs as well as to identify trends in program introduction and elimination.

There is a 2024 edition of this report available here https://case.edu/medicine/bioethics/sites/default/files/2024-04/5323-01_2024%20SOM%20Baccalaureate%20Health%20Humanities%20Booklet%20%E2%80%93%20Rebrand%20Update%20%28FY24%29-Final.pdf

The 2022 edition lists baccalaureate programs in Medical/Health Humanities in the US and Canada, including majors, minors, concentrations, and baccalaureate certificates. In 2022, there were 140 operating programs (a 17% increase since 2021) and 7 more were in development. This report provides context and information about the benefits of MHH education. Free access.

This encyclopedia entry examines the historical and political contexts of race, racism, medicine, and medical racism in the United States from the colonial era to present. This entry consists of an area of health humanities study that applies critical race theory and social justice theory to examine race as a social construct with consequences for both theoretical medicine and the lived experience of medical care and medical practice based on racialized identity.

Published in the underground in 1972, Justin Green's Binky Brown Meets the Holy Virgin Mary is an autobiographical graphic memoir concerned with Binky Brown's (Green's comic alter ego) Catholic guilt, sexual awakening, and struggles with OCD. Although Binky Brown is often read as a meditation on sexuality and as the first extended confessional autobiographical comics, no study thus far has investigated Green's refigured and repeated use of tarot cards. In fact, the author himself attests to the influence of tarot cards in the afterword to McSweeney's absolute edition (2009) and in various interviews.