PT114.S3.P4.Q27 > 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

27.

The author's attitude regarding the ███████████ ██████ ██ ████████ ██████ ██ ███████ ██████ ███ ████ ██████████ ██ █████████ ██

Question Type

Author’s attitude

Implied

This Inference question asks the author’s attitude toward the traditional methods of teaching ethics in medical school. The author discusses these traditional methods in P2. Here, we see that the author concedes that this traditional approach can be valuable, but the author thinks that the traditional approach doesn’t sufficiently prepare medical students for the ethical dilemmas faced by physicians.

unqualified disapproval of ███ ██████ ███ ███████████ ██ ███ ██ ███ ███████

The author concedes that the traditional approach can be valuable, so we can’t say that the author’s attitude is unqualified disapproval of the method.

reserved judgment regarding ███ ██████ ███ ███████████ ██ ███ ██ ███ ███████

The author doesn’t reserve judgement; we know that the author is partially opposed to the method of traditional ethical training, since this traditional method leaves students unprepared.

16%

partial disapproval of ███ ██████ ███ ████████ ████████████ ██████ ███ ███████

The author isn’t indifferent toward the effects of traditional ethical instruction; the author has at least partial disapproval of the effects of the traditional method because the method leaves students unprepared.

13%

partial approval of ███ ██████ ███ ███████████ ██ ███ ██ ███ ███████

The author concedes that the traditional approach can be valuable, so we can’t say that the author’s attitude is disapproval toward all of its effects.

16%

partial disapproval of ███ ██████ ███ ████████ ██ ████ ██ ███ ███████

This is the author’s attitude. The author partially disapproves of the method (because it leaves students unprepared) but the author concedes that at least one effect (conceptual clarity) is valuable.

49%

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PrepTest 114 - Section 3 - Passage 4 - Question 27

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PrepTest 114 - Section 3 - Passage 4 - Question 27

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