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
22.
Which one of the following ████ ██████████ ██████████ ███ ████████ ███ ██ ███ ████ █
a
a sense of ██████████ ███████ ██ ████████ ████ █████ ███ ██ ██████ ████████ ███ ███████████ ██ ████████ █████████ ███ ██████████ ████████ ██ ██████████
(A) doesn’t fully capture the author’s meaning in using the phrase “moral imagination.” It’s not enough to actively follow the development of the characters’ problems; readers need to fully
b
a faculty of ███████ ███ ███ ███████████ ███ ███████ █████████████ ████████ ██ █████ █████████████ ███ ███████████ ███████ ████ ███ ████ ██ ███████ ██ ████ █████████████
The author doesn’t say that readers need to take sides in ethical controversies. Instead, readers need to fully
c
a capacity to ██████████ ███ ████████████ ██ ███████ ███████ ████████ ███ ██ ███████ ████████ ███ ██████████ █████████ ██ ████
The phrase “moral imagination” refers to how readers
d
an ability to ██████████ ████████ ███████ ██ █████████ ███████████ ██████████ ████ ██ ███ ██ ███ █ ██████ ███████████ ███ ██ █████████ ████ █████ ████████ ██ ████
This is the author’s purpose in using the phrase “moral imagination”. By looking at the rest of the sentence, we see that readers need to be able to
e
an ability to ███ ████ ███████ ██████████ █████████ ████ █████ ███ ███ ███ ████ ██ ███████
The author never advocates for acting upon acting on different ethical principles for the sake of variety, so this wouldn’t be what the author means by saying that readers must use their moral imagination.