The Poisoned Pen: Toxicology and Creative Writing

• Published in: The FASEB journal 2007-04, Vol.21 (5), p.A217-A217
• Main Authors: Rangachari, Patangi K, Srivastava, Aruna
• Format: Article
• Language: English
• ISSN: 0892-6638; 1530-6860
• DOI: 10.1096/fasebj.21.5.A217

We report an experimental course in toxicology to bridge two disparate cultures (sciences and the humanities) taught by two teachers who had expertise in different domains, pharmacology (P.K.R) and literature (A.S.). Students were required to: learn the fundamentals of toxicology and demonstrate they had done so through creative writing (short stories, poems, plays) and reviews of films or books related to poisons. A blended learning format was used: i.e. a judicious mix of face‐to‐face and on‐line learning. 17 undergraduate students at the University of Calgary who took the course were enrolled in English, Fine Arts, Nursing, Kinesiology and Health Sciences. An excerpt from a detective story provided the trigger for a brief introduction to toxicology (P.K.R). A.S. guided students in the creative writing component. Evaluation included individual and group projects which were assessed by both instructors. Groups selected a poison (e.g. thallium, warfarin, hemlock, digitalis, ricin amongst others) and produced a creative work (play, short‐story, script). Individual submissions included a reflective journal, along with peer and self‐assessment, a film or book review, and a creative writing project in any genre. Students showed that they could critically assess information about the poisons used in their own projects and comment on the accuracy of the portrayal in movies and books.