Course Syllabus

Pregnancy, Birth and Infancy in Denmark

 

Semester & Location:	Fall 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Biology, Pre-Medicine/Health Science, Public Health
Prerequisite	One year of biology at university level
Faculty Members:	Liv Friberg and Augusta Søndergaard (current students please use the Canvas Inbox to contact)
Program contact:	Science and Health Department: shsupport@dis.dk
Program Director:	Susana Dietrich
Time & Place:	Fridays,  10:05-13:00 in N7-B11

 

Faculty

Liv Friberg BS Midwife, Professionshøjskolen Metropol, Copenhagen, 2009 MA Philosophy and Gender studies, Copenhagen University, 2014 Currently studying MA Sexology, Malmö University, Sweden. StorkKlinik (midwife)2009-2020 Reden International (coordinator) 2015-2016 Klinik Hedegaard (midwife) 2018-2023 Jordemoderhuset (midwife) 2020-present UngMod 24-7 Herning (sexologist) 2021-present Checkpoint/Copenhagen (counsellor/tester) 2022-present Sexologiskolen (lecturer/teacher) 2022-present. With DIS since 2022.

Augusta Søndergaard M.Sc. Public Health (University of Southern Denmark, 2016), B.A. in Nursing (University College Absalon, 2013), Research Assistant (Odense University Hospital, February-May 2017), ER Nurse (Emergency Department, Herlev Hospital, 2013-2015), ICU Nurse (Neonatal ward, Rigshospitalet, 2016-2017), Research and project manager (WoMena, 2016-2018), Self-employed in women's health (2019-present). With DIS since 2018.

Course Description  

How and why do we in Denmark handle pregnancy, birth, and infancy the way we do?

This course explores how the Danish healthcare system takes care of mother and child from conception, through pregnancy, and into early childhood. Emphasis will be put on three major areas:

• the medical aspects of a healthy pregnancy including birth and postnatal care
• the services provided by the welfare system, and
• the cultural values inherent in this system

The course will focus on the healthy, physiological pregnancy and birth.

Students will learn the basic anatomy and physiology of the mother and child during pregnancy, labor, and delivery.

As part of the course, we will discuss pregnancy, birth, and infancy as historical and cultural phenomena such as; the role of the midwife, different traditions in pain relief and place of birth, the influence of risk and technology, and the role of evidence based medicine.

Furthermore, we will explore and discuss the cultural and social biases within the natural sciences regarding childbirth practice.

By exploring concepts of natural and normal, knowledge, evidence, risk, and patient safety, students will be able to actively and critically debate pregnancy and birth in class and with health professionals.

 

Expected Learning Outcomes

After successful completion of this course, students will be able to:

1. Give a basic explanation of how the Danish healthcare system is organized
2. Explain how the Danish healthcare system takes care of the mother and child
3. Explain in some detail a healthy pregnancy and birth
4. Actively take part in discussions concerning pregnancy and birth
5. Critically discuss the tendency of medicalization in pregnancy and birth

 

Evaluation and Grading

To be eligible for a passing grade in this class, you must complete all of the assigned work. 

The factors influencing the final grade and the proportional importance of each factor is shown below:

Component	Weight
Participation	10 %
Assignment: Comparative Birth Stories	10 %
Quiz/test	30 %
Discussion post	10 %
Assignment: Positive birth scenarios	10%
Research outline presentation (group)	30 %

 

Participation covers the following areas: attendance, level of preparation, ability to answer questions asked in class, involvement in class and group discussions, and the level of individual research and contribution to discussions.

Arriving late to class not only disturbs the instructors and your fellow students, but also affects your own standing in the class. Arriving late multiple times will affect your participation grade, and therefore your final grade as well.

Students will be given a midterm participation grade. This grade does not count toward the final participation grade of the course. The midterm grade is given to give students a clear idea of the instructors' assessment of students' participation. The midterm grade can then be changed or kept based on future participation in the course.

2 Birth story assignments

These papers will be personal reflections aimed at developing your own thought process about birth. The comparative birth story will require you to reseach the generational differences in maternity care, whilst the second one will practice positive scenarios on birth. These assignments will be passed/not passed.

Research outline presentation.

A the beginning of the course you will be allocated to a group, dedicated to either pregnancy, birth or postnatal period. Your group will choose a topic related to the period and do a group presentation on the day of the connected theme. The assignment is an exercise in scientific research strategy and communication, and this is what will define your grade.

Quiz/test

There will be one throughout the semester; The test will consist of a combination of multiple choice questions and essay/case study. The test is done on Canvas. The test is based on all the course material: readings (textbooks, compendium, uploads, links, handouts), material covered in class, movies, and the field studies. The test is open book with 2 possible attempts and lasts between 90-120 minutes. More info will be provided in class.

Discussion posts

During the course there will be 2 discussion posts on topics from class, that might be thought provoking. Everyone will post a perspective/answer to the discussion of max 150 words.

 

Policies

Laptop use and classroom etiquette

Use of laptop computers in class is allowed for the purpse of note taking only. Usage not related to note taking can prove distracting and is therefore unacceptable to the instructors, to other students, and to the objectives of the course. If you are using your laptop for reasons not related to class, it will affect your class participation grade significantly. Occasionally, depending on the topic being taught or the assignment task or exercise to fulfill, you will be required to close your laptops; therefore, you should always bring paper and a pen to class. 

Cell phones and other electronic devices should be turned off and stored away. Texting etc. during class will have a negative impact on your participation grade as well. Students should also refrain from any other activity/behavior that may be disturbing to other students who are making the effort to be attentive. Please respect yourself and other students by not chatting with one another during class.

Preparing for class: Please make sure to read all the material assigned. Lectures will not necessarily cover the entire content of the scheduled readings, but both lectures and class discussions will be based upon a thorough knowledge of these. Lectures will often refer to previous lectures and readings. You therefore have an obligation to your fellow classmates and yourself to come to class prepared. If you have questions or need clarification about a lecture or reading do not hesitate to speak up. This is very important. 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

 

 DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

 

Required Readings

Textbooks to be picked up at Book Pick-Up

• Fraser, Diane M. & Cooper, Margaret A. (eds.). 2009: “Myles. Textbook for Midwives”, 15^th edition, Churchill Livingstone/Elsevier
• Moberg, Kerstin Uvnas. (2011). “The Oxytocin Factor: Tapping the Hormone of Calm, Love and Healing,” Pinter & Martin Ltd

Reading List

1. Davis-Floyd, Robbie. 1994: “Culture and Birth: The Technocratic Imperative”. International Journal of Childbirth Education 9(2)

2. Davis-Floyd, Robbie. 1994: “The Rituals of American Hospital Birth” in Conformity and Conflict: Readings in Cultural Anthropology. Harper Collins. 

3. Henley-Einion, Alyson, 2003: “The medicalisation of childbirth” in Caroline Squire (ed.): “The Social Context of Birth”, Radcliffe Medical Press 

4. Hodnett, Ellen D. 2002: “Pain and women’s satisfaction with the experience of childbirth: A systematic review”. American Journal of Obstetrics and Gynecology, Volume 186, Issue 5 December, pp. 160-72 

5. Jordan, Brigitte. 1997: “Authoritative Knowledge and Its Construction” in Robbie E. Davis-Floyd & Caroline F. Sargent (eds.): Childbirth and authoritative knowledge: cross-cultural perspectives”. University of California Press, Berkeley and Los Angeles, California, Chapter One, pp. 55-79 

6. Leap, Nicky & Anderson, Tricia. 2008: “The role of pain in normal birth and the empowerment of women” in Soo Downe (ed.): “Normal Childbirth. Evidence and Debate”, 2^nd edition, Elsevier Limited .

7. Lozoff, Betsy, Jordan, Brigitte & Malone, Stephen. 1988:”Childbirth in Cross-Cultural Perspective” in Rob Palkovitz and Marvin Sussman (eds.): Marriage and Family Review 12:3/4

8. Newman, Lareen & Hancock, Heather. 2009: “How natural can major surgery really be? A critique of “the natural caesarean”technique”. Birth, 36(2) June, pp. 168-170 

9. Oakley, Ann. 1990: “What is a midwife?” in Susanne Houd & Ann Oakley: “Helpers in Childbirth. Midwifery Today”. Hemisphere Publishing Corporation. Chap.1.

10. Reason, James. 2000: “Human error: models and management”. BMJ Volume 320, 18 October, pp. 768-770 

11. Smith, J., Plaat, F. & Fisk, N. 2008: “The natural caesarean: A women-centered technique”. BJOG, 115(8), pp. 1037-1042.

12. Sørensen, Lisbeth & Hall, Elisabeth O. C. 2004: ”Resources among New Mothers – early discharged multiparous women”. Vård I Norden 1/2004. Publ. No. 71 Vol. 24 No. 1.

13. Sousa, Aron C. & Alice D. Dreger. "Medicine and Society: The Difference between Science and Technology in Birth” American Medical Association Journal of Ethics September 2013, Volume 15, Number 9: 786-790. 

14. Wackerhausen, Steen. 1999: “What is natural? Deciding what to do and not to do in medicine and health care”. British Journal of Obstetrics and Gynecology. Vol. 106, pp. 1109-1112.

15. Zuiderent-Jerak T, Forland F, Macbeth F. 2012: “Guidelines should reflect all knowledge, not just clinical trials". BMJ 2012;345:e6702 

 

1. A de Jonge et al. 2009. “Perinatal mortality and morbidity in a nationwide cohort of 529 688 low-risk planned home and hospital births”
2. Antenatal, delivery and postnatal care at Rigshospitalet
3. Banta and Thacker: “Historical Controversy in Health Technology Assessment: The Case of Electronic Fetal
4. Berg, Marc and Timmermans, Stefan: “Introduction - The Politics of Standardization” in Timmermans, Stefan & Berg, Marc: The Gold Standard – The Challenge of Evidence-Based Medicine and Standardization in Health Care
5. Greenhalgh, Trisha and Howick, Jeremy. Evidence based medicine: a movement in crisis? BMJ 2014;348; Published
6. Simonsen, Sara (2014): Abstract. In: Time of expecting in overtime. An anthropological investigation into the significance of categorization among women who have passed the due date, Master Thesis 
7. Skolbekken, John-Arne (2008): Unlimited Medicalization? Risk and the pathologization of normality. In Health, Risk and Vulnerability (eds. Petersen and Wilkinson), Routledge, New York. Pp. 16-30
8. Sørensen, M. S., Lindgren, P. & Jonasson, M. 2010: “Woman-carried records and their impact on midwifery care at antenatal visits” in Book of Abstracts. The 18^th Congress of the Nordic Federation of Midwives, p. 83 .
9. The Danish National Board of Health & the Danish Committee for Health Education. 2010. Healthy habits before, during and after pregnancy