Self-paced
P1
One of the greatest challenges facing medical students today, apart from absorbing volumes of technical information and learning habits of scientific thought, is that of remaining empathetic to the needs of patients in the face of all this rigorous training. █████████ ████████ ██ ███████ ██████████ ██████████ ██ ███████ ██████████ █████ █████████████ ████ ████ ███ ████████ ███ ███████ ███████ ██ ██████████ ███ ████ ████████ ██████████ ████████ ██ ████████████ ███ █████████ ████ ██████ ███████ █████████ ███
Problem ·
How to train medical students to be empathetic?
They can't just be immersed in textbooks and science. They need to be connected to patients to be empathetic and ethical.
(Proposed) Solution ·
Learn ethics using narrative literature
Unclear what this means at the moment but presumably the rest of the passage will flesh this out.
P2
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Status Quo ·
Training in abstract philosophical ethics
Critique ·
Fails to provide understanding of everyday human experience
Solution ·
Use narrative literature to understand wide variety of human relationships
P3
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Solution Mechanics ·
Flexible ethical thinking; adopt other people's perspectives
Reading narrative literature helps to develop ability to empathize; discourages absolute strict moral rules.
P4
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Caveat ·
Flexible does not mean relativistic
There are still moral principles. Using narrative literature threads the needle between two moral extremes: dogmatically absolutist and extremely relativistic.
Conclusion ·
Narrative literature better than traditional ethics training
Provides a deeper understanding of human nature and a more flexible application of moral principles.
Passage Style
Problem-analysis
Single position
24.
Which one of the following ██ ████ ██████ ███ ████████ ███████ ███████ ██ ███ ████████
a
to advise medical ███████ ██ ███ ██ █████████ █ ███████████████ ████████ ██ ██████ ██ █████ █████████
The author only says what medical schools should do (incorporate narrative-based ethical instruction), not how to do it, so this can’t be the primary purpose of the passage.
b
to argue that ███ ███████ ███████ ██ ██████ █████████ ███ █████████████████ ██ ███ █████████ ██ ██████████ ██████████████ █████████████
(B) goes too far. The author just says that the current methods leave students
c
to argue that ███ ███████ ███████ ██ █████████ ██████████ ███████████ ███ ████████ ██ ███████████ ██████
Unsupported. The
d
to propose an ████████ ██ ███████ ████████ ██ ███████ ██████ ████ ████ ████████ ███ █████ █████████ ██ ████████
This is the primary purpose. The author
e
to demonstrate the █████ ██ █ █████████████ ██████ █████████ ███ ███████ ████████
The author’s purpose is to advocate for a