Photovoice in a Medical Sociology Classroom: A Case Study on Experiential and Ethical Engagement

Medical Sociology courses often require students to engage with complex and emotionally charged issues such as health inequities, structural violence, and access to care. For many undergraduates, these topics may feel distant and abstract, while for others they may feel uncomfortably close to personal experience. This pedagogical case study describes the design and implementation of a photovoice assignment in an undergraduate Medical Sociology course to address this tension. Using a structured visual reflection assignment guided by the SHOWeD method, students photographed everyday environments and objects to connect sociological concepts to lived and observed realities while maintaining control over personal disclosure. Drawing on instructional reflection and analysis of student photovoice submissions and peer thematic work, the case illustrates how students engaged with recurring themes related to food inequality, chronic illness and caregiving, environmental and infrastructural conditions, and collective responsibility. Rather than offering generalizable outcomes, this case highlights how photovoice functioned as an experiential pedagogical strategy that supported participation, sociological reasoning, and ethical engagement within a single course context. The case study offers a practical and adaptable model for instructors seeking to incorporate visually grounded experiential learning into courses addressing health, inequality, and social structure.