COURSE SPECIFICATION

PROFORMA

INTERNATIONAL ISLAMIC UNIVERSITY

ISLAMABAD

Course Title: Sociology of Health

Course Code: SOC-412
Program: PhD
Department: Sociology
Faculty: Faculty of Social Sciences
Institution: International Islamic University Islamabad
Table of Contents
A. Course Identification 3
6. Mode of Instruction (mark all that apply)...............................................................................3
B. Course Objectives and Learning Outcomes 3
1. Course Description.................................................................................................................3
2. Course Main Objective............................................................................................................3
3. Course Learning Outcomes.....................................................................................................3
C. Course Content 4
D. Teaching and Assessment 4
1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment
Methods.......................................................................................................................................4
2. Assessment Tasks for Students................................................................................................4
E. Student Academic Counseling and Support 5
F. Learning Resources and Facilities 5
1.Learning Resources..................................................................................................................5
2. Facilities Required...................................................................................................................5
G. Course Quality Evaluation 5
H. Specification Approval Data 6

Course Specification Page 2 of 10

A. Course Identification

1. Credit hours: 03
2. Course type
a. University College Department Others
b. Required Elective
3. Level/year at which this course is offered: Semester 2/Year 1
4. Pre-requisites for this course (if any): Course of Classroom Assessment (Year
1/Semester 2)

5. Co-requisites for this course (if any): No

6. Mode of Instruction (mark all that apply)

No Mode of Instruction Contact Hours Percentage
1 Traditional classroom 30 75
2 Blended (Assignments uploading) 8 25
3 Seminars and Workshops 10 25
4 Distance learning A/N A/N
5 Other A/N A/N

7. Contact Hours (based on academic semester)

No Activity Contact Hours
1 Lecture 30
2 Laboratory/Studio A/N
3 Tutorial A/N
4 Others: Presentations 10
Others: Students’ activities 6.5
Others: Mid Term Exam 1.5
Total 48

B. Course Objectives and Learning Outcomes

This course examines the sociological perspectives on health and illness and the practice of
public health and medicine. Key themes include the social construction of health and illness;
social patterning health and illness, lay and expert knowledge, lay and expert relations. It
gives prominence to the debates and contrasting perspectives which characterizes the field of
sociology of health and illness. Students will work individually and in groups, interacting via
discussion boards. Sociology is one of the core disciplines within Public Health. Its aim is to
support the student towards in-depth understanding of topics of particular interest and to
explore expert public knowledge about health and illness, the social distribution and
patterning of health and illness, inequalities in health, experiences of health and illness, the
health professions and the politics of health care, social organization of health, illness and
medicines. The course covers the environmental, social and occupational factors in health and
illness, ethical issues in medical sociology and health care reforms particularly the health

Course Specification Page 3 of 10

policy.

2. Course Main Objective

1. The main objective of the course is understanding the relationship between society,
health experience and social construction of health and illness.
2. Develop and demonstrate a critical understanding of different sociological
perspectives.
3. Explain key concepts, debates and theoretical approaches relating to the sociology of
health and illness.
4. Engage critically and independently in debates related to the sociology of health and
illness and how these can help us evaluate public health problems
5. Engage students with practical task or presentations regarding health policies of
different countries and its critical overview.

3. Course Learning Outcomes

CLOs Aligned PLOs
1 Knowledge and Understanding
At the end of this course the students will be able to:
1.1 Explain key concepts, theoretical approaches and debates relating to PLO1
the field of sociology of health.
1.2 Apply relevant sociological theories on contemporary health issues PLO3
1.3 Examine the influence of social class, race, gender and demographic PLO3
factors to shape health behavior.
1.4 Analyze the complication in the health care system of Pakistan PLO4
2 Skills :
2.1 It develops the skills of critical understanding of different sociological PLO3
perspectives on health and illness
2.2 Critically evaluate the political and economic contexts relating to PLO4
health and illness.
2.3 Critically evaluate the social structural conditions associated with PLO4
health and illness issues.
2.4 Critically analyze the health reforms and policies PLO4
3 Values:
3.1 Highlight the role of socio cultural determinants to shape health and PLO4
illness behaviour

C. Course Content
Co
nta
No List of Topics ct
Ho
urs
1 Unit 1: Introduction 03
Medical sociology, scope of medical sociology
Social context of Health and Illness
The Social origin of Health, social medicines and public health
Health in historical and global context

Course Specification Page 4 of 10

 Health and disease as deviant behavior
Socio cultural causes of disease

Unit 02: Sociological Perspectives on Health and Illness 06

Structural Functionalism Approach
Conflict Approach
Weberianism Approach
2
Symbolic Interactionist Approach
Bio medical model of Health
Social model of Health

Unit3: Inequalities in Health and Illness and Health Care Utilization 4.5
Gender
Social class
3
Race and ethnicity
Age and population

Unit 04: Demography and Epidemiology 4.5

Understanding epidemiology
Health status of Pakistani population
4 Mortality and life expectancy
Researching Health
Social epidemiology and evidence based medicines

Unit 05: Illness Behaviour 4.5

Cultural influence on illness behavior
Sociological and Demographic influence
5
Lay beliefs about health and illness
Self-medication

06
Unit 6: Sociology of Health & Medicine and Medicalization
Classical perspectives in medical sociology and development
Critical perspective in the field to serve as a foundation for independent and
6 advanced study.
Historical development of medicalization
Moral dimensions of medical diagnosis/labeling
Social and economic significance of medicalization

Unit 07: Sociology of Medical Care 4.5

Hospitals
7 Origin and Development
Classification and Functions of Hospitals
Hospitals as social Organization
8 Unit 08: Development of Health Professions and Health Workforce 4.5

Social organization of health care: the professions

Contemporary issues
Nursing

Course Specification Page 5 of 10

 Contemporary issues in nursing
Education and work

6
Unit 09 A: Issues in the Medical Care System
The drug industry
Ethics
Politics of disease
Environment and Health
Environment disease relationship
Balancing economy and Health
9
Unit 9 B: Governance; Health Policies and Programmes
Health Governance Social policy and health outcomes
Social Welfare policies and healthcare
Cost of Healthcare
Public/private Healthcare Financing
Health Policies in Pakistan Reform within Healthcare System health financing
Incorporation of traditional medicine into modern national health system.
Quality of healthcare

Mid Exam 1.5

Course Reflection 03
Total 48

D. Teaching and Assessment

1. Alignment of Course Learning Outcomes with Teaching Strategies and
Assessment Methods
Code Course Learning Outcomes Teaching Strategies Assessment Methods
1 Knowledge and Understanding
At the end of this course the students
will be able to:
1.1 Explain key concepts, theoretical Lectures followed by
approaches and debates relating to the discussion using Interactive
field of sociology of health. learner-centered discussion
methods
1.2 Apply relevant sociological theories Lectures followed by Compare and
on contemporary health issues discussion using contrast relevant
learner-centered sociological theories
methods in the field of health
and medicines for
the better
understanding of
contemporary health
issues.
1.3 Examine the influence of social class, Lectures followed by
race, gender and demographic factors discussion using
Quiz
to shape health behavior learner-centered
methods

Course Specification Page 6 of 10

Code Course Learning Outcomes Teaching Strategies Assessment Methods
1.4 Analyze the complication in the Assignment on
health care system of Pakistan Lectures followed by practical and coping
discussion using strategies in order to
learner-centered deal with the
methods complications in
health care system.
2 Skills :
2.1 It develops the skills of critical
understanding of different Lecture, discussion
Presentations
sociological perspectives on health and think, pair, share
and illness
2.2 Critically evaluate the social Seminar to extend
structural conditions associated with Lectures followed by knowledge of the
health and illness issues. discussion using socio cultural
learner-centered conditions
methods associated with
health and illness.
3 Values:
3.1 Highlight the role of socio cultural Lecture, discussion End semester
determinants to shape health and and Cooperative refection through
illness behavior learning presentations
1. Assessment Tasks for Students
Percentage of Total
S# Assessment task* Week Due Assessment Score
S 03 05
1. Seminar to extend knowledge of the varied scope
05 03
of health policy research and analysis.
2. Quiz 1 06 03
3. Submit a plan for presentations on different 07
03
topics
4. Lecture by guest speaker 08 02
5. Mid Term Exam 09 20
6. Write a critical review on the health reforms and 11
03
policies of Pakistan
7. Quiz 2 12 02
8. Presentation by students on emerging topics in 13
03
the field of health and illness
9. Reflection and self-evaluation along with 14
01
devising an assessment task for the course of
10. Sessional (Mid and activities) 25+25=50
11. Terminal Exam 15 50
12. Total 100

*Assessment task (i.e., written test, oral test, oral presentation, group project, essay, etc.)

E. Student Academic Counseling and Support

Arrangements for availability of faculty and teaching stafSf for individual student
consultations and academic advice :

Course Specification Page 7 of 10

The concerned teachers provide support to students through continuous guidance and
discussion with individual students during specified consultancy hours and online also. They
may refer the issues to the relevant program coordinator.
There is a program coordinator/Faculty Advisor for each program/batch nominated by the
Department. The students can discuss their concerns with them as per their specified time.
They guide regarding the academic matters and extend support regarding their issues like
registering courses, advice regarding learning difficulties and guide about the courses. The
may refer the students for specific issues to the Head of the Department and relevant sections
(e.g. Exam or Acad section) where the issue may be handled.

F. Learning Resources and Facilities

1.Learning Resources

Required Textbooks Books

Recommended Books
and book chapters Nettleton S (2013) The Sociology of Health and Illness. Third
Edition. Cambridge: Polity.
Sania Nishtar. (2010), choked Pipes: Reforming Pakistan’s Mixed
Health System
Williams, David R. and Michelle Sternthal. 2010. “Understanding
Racial-Ethnic Disparities in
Read, Jen’nan Ghazal, and Bridget K. Gorman. 2010. “Gender and
Health Inequality.”Annual Review of Sociology. 36: 371-86
Singh, B. and Dickinson, H. (2009).  Health, Illness, and Health Care
in Canada. Toronto: Nelson Education Canada.

Clarke, J. (2008).  Health, Illness, and Medicine in Canada.  Toronto:

Oxford University Press Canada.

Rose Weitz (2004) The Sociology of health, Illness and health care a
critical approach Thomson wads worth.

John Germov. (2002). Second Opinion: An Introduction to health

sociology. Australia, oxford University Press.
Kathyrn Strother Ratcliff. (2002). Women and health: Power,
Technology, Inequality and conflict in a gendered world. Boston:
Allyn and Bacon.
Gregory L. Weiss and Lynee E. Lonnquist (1997). The Sociology of
health, healing and illness. New Jersey: prentice Hall.
David R. Phillips and Yola Verhasselt (eds, 1994). Health and
Development. London: Routledge.
William C. Cockerham. (1978). Medical Sociology. London:
Prentice-Hall
Health: Sociological Contributions.” Journal of Health and Social

Course Specification Page 8 of 10

 Behavior 51: S15-27.

Web links of research
articles and videos
https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-020-
02109-6
https://www.tandfonline.com/doi/full/10.3402/gha.v7.22443
https://www.brainkart.com/article/Hospital-as-Social-
Organization_23485/
https://www.youtube.com/watch?v=8NGlENS1qgo
https://www.youtube.com/watch?v=U47iO1kmZPg
https://www.slideshare.net/AshokPandey8/medical-sociology-note
https://www.slideshare.net/FaimaMoHammad/health-issue-in-
pakistan
https://www.slideshare.net/arifasudheer/illness-behaviour-and-
behaviour
https://www.researchgate.net/publication/
321683051_Analysis_Of_The_Health_Care_System_Of_Pakistan_Le
ssons_Learnt_And_Way_Forward

2. Facilities Required
Item Resources
Classroom with ample chairs
Accommodation
Classrooms, laboratories, demonstration (
).rooms/labs, etc

Technology Resources SPSS, Board, Projector and computer

).Smart Board, software, etc (
Other Resources
Specify, e.g. if specific laboratory(
No
equipment is required, list requirements or
)attach a list

G. Course Quality Evaluation

Evaluation
Evaluators Evaluation Methods
Areas/Issues
Direct
Effectiveness of teaching and Teacher Evaluation
Students
assessment Course Evaluation

Evaluation areas (e.g., Effectiveness of teaching and assessment, Extent of achievement of course learning
outcomes, Quality of learning resources, etc.)
Evaluators (Students, Faculty, Program Leaders, Peer Reviewer, Others (specify)
Assessment Methods (Direct, Indirect)

H. Specification Approval Data

Council / Committee

Course Specification Page 9 of 10

Reference No.
Date

Course Specification Page 10 of 10