PT114.S3.P4.Q24 > 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

24.

Which one of the following ██ ████ ██████ ███ ████████ ███████ ███████ ██ ███ ████████

Question Type

Implied

Purpose of passage

This is a Purpose of Passage question. 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.

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.

to argue that ███ ███████ ███████ ██ ██████ █████████ ███ █████████████████ ██ ███ █████████ ██ ██████████ ██████████████ █████████████

(B) goes too far. The author just says that the current methods leave students unprepared, not that the current methods make students worse. The author doesn’t claim that the current methods are counterproductive, so this can’t be the primary purpose.

11%

to argue that ███ ███████ ███████ ██ █████████ ██████████ ███████████ ███ ████████ ██ ███████████ ██████

Unsupported. The benefit of a narrative approach to ethics is that it encourages flexible ethical thinking, not that it foreshadows the pitfalls of situational ethics. The author doesn’t make this claim, so (C) can’t be the primary purpose.

to propose an ████████ ██ ███████ ████████ ██ ███████ ██████ ████ ████ ████████ ███ █████ █████████ ██ ████████

This is the primary purpose. The author proposes an approach (narrative-based ethics) because this approach prepares students for the human aspect of practicing medicine.

74%

to demonstrate the █████ ██ █ █████████████ ██████ █████████ ███ ███████ ████████

The author’s purpose is to advocate for a specific approach to ethical training (narrative-based ethics), not to show the value of a well-designed ethical education in medicine in general.

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PrepTest 114 - Section 3 - Passage 4 - Question 24

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PrepTest 114 - Section 3 - Passage 4 - Question 24

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