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First teaching 2024

First exams 2026

Medical Treatments in Renaissance Britain (Edexcel GCSE History): Revision Note

Exam code: 1HI0

Zoe Wade

Written by: Zoe Wade

Reviewed by: Bridgette Barrett

Updated on

Treatments in the Renaissance - Timeline & Summary

A timeline with historical events: 1536 - Henry VIII orders dissolution of monasteries, 1543 - Vesalius writes anatomy book, 1618 - Pharmacopeia Londinensis, 1628 - Harvey on heart.
  • 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

Flowchart showing factors enabling Harvey's research, including his own work, being hired by Charles I, common dissections, new technology, and the Medical Renaissance.
An illustration showing the factors that influenced Harvey's discovery of the circulatory system

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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Zoe Wade

Author: Zoe Wade

Expertise: History Content Creator

Zoe has worked in education for 10 years as a teaching assistant and a teacher. This has given her an in-depth perspective on how to support all learners to achieve to the best of their ability. She has been the Lead of Key Stage 4 History, showing her expertise in the Edexcel GCSE syllabus and how best to revise. Ever since she was a child, Zoe has been passionate about history. She believes now, more than ever, the study of history is vital to explaining the ever-changing world around us. Zoe’s focus is to create accessible content that breaks down key historical concepts and themes to achieve GCSE success.

Bridgette Barrett

Reviewer: Bridgette Barrett

Expertise: Geography, History, Religious Studies & Environmental Studies Subject Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 30 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.

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