PT114.S3.P4.Q23 > Analytics

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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.

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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

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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.

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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

23.

It can be inferred from ███ ███████ ████ ███ ██████ █████ ████ ██████ █████ ████ █████ ███ ██ ███ █████████ ███████████

Question Type

Author’s perspective

Implied

This is an Inference question from the author’s perspective. This question doesn’t direct us to a specific part of the text, but remember that the author’s main point is to raise the problem of the traditional approach to ethical training in medical schools, and to recommend that medical schools teach ethics using narrative literature.

The heavy load ██ █████████ ██████████ ██ ███████ ███████ ███████ █████ █████ ████ ████ ██████ ████████ ████████ ██ ███████ ██ ███████ ███████

Unsupported. According to the author, the problem isn’t that students don’t have enough time to emphasize the study of medical ethics. Instead, the issue is that the method of ethical instruction that medical students receive doesn’t adequately prepare them for the ethical demands of medicine.

17%

Students learn more █████ ██████ ███████ ███ ███ ██ ███████ ████ ███████ ███ ███ ██ ████████████ █████████

Unsupported. The author recommends ethical instruction based in narrative literature; the author doesn’t compare how much students would learn from fiction vs. nonfiction.

The traditional method ██ ███████ ████████ ██ ███████ ███████ ██████ ██ ████████████ ██ ████████ ██ ████ ██████ █████████ ██████████ ████ █████████ ████████ ██ █████████ █████████ ███████████

Unsupported. The author’s recommendation is to use narrative literature as the basis for ethical instruction; the author doesn’t address the proposal of direct practical experience, so we don’t know if the author would agree with this recommendation.

11%

The failings of ██ █████████ █████████████ ████████ ██ ██████ ███ ██ ████████ ████ ██ █████████ ██ ████ █ ██████ ███████████████ █████████

Unsupported. The author says that the narrative-based approach is one way to train medical students in ethics; the author doesn’t say that it’s the only way.

Neither scientific training ███ ███████████ █████████████ ██████ ██████████ ████████ ███████ ██ ████ ████ ███ █████████ █████████ ██ █████████ ██████

This is supported. According to the author, the current training of medical students relies on scientific training and traditional philosophical ethics. With this current system, the author thinks that medical students are unprepared, so the author would agree that neither scientific training nor traditional philosophical ethics adequately prepares doctors for the emotional dimension of patient needs.

60%

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PrepTest 114 - Section 3 - Passage 4 - Question 23

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PrepTest 114 - Section 3 - Passage 4 - Question 23

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