Syllabus Edition
First teaching 2024
First exams 2026
Medical Treatments in Renaissance Britain (Edexcel GCSE History): Revision Note
Exam code: 1HI0
Treatments in the Renaissance - Timeline & Summary

The Renaissance saw improvements in treatment due to:
An interest in alchemy
Better regulation of medical professionals through better training and guild systems
Better understanding of anatomy due to an increase in human dissection
The discoveries of Vesalius and Harvey proved, beyond doubt, that Galen was wrong
Whilst the logic behind Renaissance treatments was generally correct, the cures themselves proved ineffective
Transference is a key example of this
Surgery and hospital care improved slightly
However, problems like infection, blood loss, and lack of pain relief continued
The public distrusted the new treatments available and continued using humoural treatments like blood-letting and purging
Scientific treatments in the Renaissance
Transference
The belief that disease could be passed to another object or animal
Physicians prescribed the following treatments:
Rubbing onions on a wart
Strapping a live chicken to a plague bubo
Having a patient with a fever sleep next to a sheep
These did not work, but were early steps toward understanding disease spread
latrochemistry
Iatrochemistry was a form of early chemistry that used metals and minerals to create cures
The Pharmacopoeia Londinensis (1618) listed over 2,000 chemical remedies
Antimony was a popular chemical cure
In small doses, it caused a patient to sweat
In large doses, it causes vomiting
Too much pure antimony was poisonous
Scientists focused on creating a chemical cure for syphilis
They experimented with guaiac wood and mercury
No chemical cures proved to be effective and it remained dangerous to public health
Examiner Tips and Tricks
You could argue in an exam question that transference and iatrochemistry showed the Renaissance developed better theories about the cause of disease. However, they did not work in practice.
Therefore, in a question about changes in the effectiveness of treatments between medieval and the Renaissance, you would be advised not to use these as examples of progress.
Apothecaries & surgeons
The medics from the medieval period continued to care for the sick in the Renaissance
Apothecaries
Apothecaries had guild systems
This improved service to customers
Apothecaries continued to provide herbal remedies
latrochemistry provided more chemical cures
The education of apothecaries improved
It took multiple years of practice as a journeyman to become a master in the profession
Apothecaries required a license to practice their craft
Apothecaries continued to be affordable but remedies remained unsafe
Surgeons
Treated more complex injuries from new weapons in warfare
Trained through apprenticeships and needed a license
Surgeons continued to operate on those who could not afford a physician
The survival rate for surgery was still poor
Patients still did not have access to pain relief, which meant they could die from shock
Losing too much blood during the procedure resulted in death
Surgeons did not know how to replace blood during surgery
Surgeons continued to use dirty equipment
This meant many people died post-operation from infection
AWAITING IMAGE
A diagram showing the continuity and change of treatments in the Renaissance period
Physicians
Physicians' university training improved
New ideas were slowly added to their course
The development of the printing press led to a wider selection of textbooks on topics such as anatomy and iatrochemistry
If students could not afford a whole book, fugitive sheets were available
Training continued to be mostly theoretical rather than hands-on experience in treating patients
Dissections became more common, but access to fresh corpses was difficult
In the 18th century, medical students began ‘body-snatching’
Students or criminals would illegally dig up bodies to perform dissection
Andreas Vesalius
Andreas Vesalius was a famous anatomist who trained in Paris in 1533 and lectured in Padua, Italy
Wrote On the Fabric of the Human Body (1543)
Corrected over 300 of Galen’s mistakes, such as:
The lower jaw is in one part, not two
Veins in the heart did not lead to the liver
Men and women have the same number of ribs
Impact of Vesalius
He encouraged physicians to focus on dissection rather than believing old theories
Physicians later went on to correct Vesalius’ mistakes
He encouraged physicians, rather than surgeons, to perform dissections
He inspired future anatomists like William Harvey
He created anger among traditional physicians who believed in Galen’s work
William Harvey
Harvey was an English physician who, by 1618, was doctor to King James I
Harvey was taught Vesalius’ theory
He carried out public dissections as a lecturer of anatomy
Wrote An Anatomical Account of the Motion of the Heart and Blood in Animals in 1628 discovered that the heart worked like a mechanical fire pump
The heart pushes the blood around the body through arteries and veins, linked together in the circulation system
He disproved Galen’s theory that the liver created blood
Impact of Harvey
Harvey's book on the human heart was a breakthrough in anatomy
His work encouraged scientists to investigate other anatomical questions, such as how was blood made?
Renaissance physicians ignored his work as it had limited use in medical treatment
Universities only began to use medical textbooks which contained his work from 1673

Examiner Tips and Tricks
It is best to summarise that medical care changed very little from the medieval to Renaissance eras. Whilst Vesalius and Harvey made incredible progress in explaining the human body, it did little to influence the treatments given by medical professionals of the Renaissance. Physicians and the public dismissed their theories as incorrect or irrelevant to treating disease. It was not until the 18th century and 19th centuries that Harvey and Vesalius’ work was accepted as vital to care and surgery.
Hospitals & pest houses in Renaissance Britain
Hospitals
After the dissolution of the monasteries (1536), many hospitals closed
It took a long time for hospital levels to return to the amount there had been in medieval England
Smaller, charity-run hospitals replaced the previous Church-owned facilities
These had a focus on curing, not just caring
Some had physicians on contract and apothecaries on site
More patients were discharged, showing improved success rates
Pest houses
Based on medieval lazar houses
Treated people with infectious diseases like plague or pox
Separate from general hospitals to avoid wider infections
This showed growing awareness that illness could spread from person to person
Care in the home
Wise women still treated patients with herbal remedies
The London College of Physicians punished women for practising medicine without a license
Women were not allowed to attend university or become physicians
Many people continued to trust women’s care more than official medics, especially in poorer households
AWAITING IMAGE
A diagram showing the continuity and change of hospitals in the Renaissance period
Examiner Tips and Tricks
We can see the beginnings of modern hospitals in the Renaissance. Key developments from the medieval era to the Renaissance were:
Understanding how to cope with infectious diseases
The importance of curing patients rather than just caring for them
Worked Example
Explain one way in which the treatment of illness in the years c1250-c1500 was similar to the treatment of illness in the years c1500-c1700
4 marks
Answers:
One way in which the treatment of disease was similar from the Medieval period to the Renaissance was the importance of hospitals for patient care (1). In the Medieval period, hospitals were run by nuns (1). Their focus was comforting patients through prayer rather than curing their illness (1). Similarly, in the Renaissance, hospitals still played a key role in caring for patients. Many still visited hospitals for food, shelter and prayer, although treatments had improved (1).
Examiner Tips and Tricks
When answering ‘Explain one way…’ questions, it is harder to answer questions asking you to explain why two periods are similar rather than those asking why they are different. Ensure you identify a reason that connects the two periods, but that your examples are different.
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